Introduction: Learning languages through pop culture/learning about pop culture through language education

Werner, Valentin; Tegge, Friederike

doi:10.4324/9780367808334-1

Cited by 8 publications

(5 citation statements)

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“…The lexemic of the word and explanation of a word made on the subjective interpretation of the elements contained the word or phrase in idioms. The lexemic idiom contained in the song's lyrics is the meaning of the words used by the singer to convey a message that cannot be predicted directly, but can be predicted through the context and meaning of the words combined as a whole (Werner & Tegge, 2020).…”

Section: Pseudo Idiommentioning

confidence: 99%

Harmonizing Linguistics with Melody: An Analysis of Lexemic Idioms in Taylor Swift's 'Evermore' and Their Pedagogical Implications for EFL

Marpaung,

Pangaribuan,

Pasaribu

2023

ELT Worldwide

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Lexemic idioms refer to phrases or expressions that possess a distinct meaning that surpasses the literal interpretation of their constituent words. This study examines the lexemic idioms present in the lyrics of songs from Taylor Swift's Evermore album. This study employs a qualitative descriptive methodology, drawing on Makkai's (1972: 135-178) theoretical framework, which categorizes idioms into two distinct types: lexemic and sememic idioms. The concept of lexemic idiom can be classified into six distinct types. The topic of discussion pertains to phrasal verbs and idiomatic expressions. Idiomatic expressions... The concept of irreversible binominal idioms is being discussed. The topic under consideration pertains to phrasal compound idioms. Utilizing verb idioms… The objective of this study is to identify and analyze the many types of lexemic idioms included in the lyrics of the record, with the aim of determining their respective meanings. The objective of this analysis is to elucidate the proficient utilization of idiomatic expressions by Taylor Swift in effectively conveying her thematic and emotional intentions, encompassing the realms of love, grief, nostalgia, and hope. The study yielded a total of 95 lexemic idioms, which have been categorized based on their respective types and forms. The distribution of idioms in the given text is as follows: 14 idioms of phrasal verbs (14.74%), 45 idioms of tournure (47.37%), 8 idioms of irreversible binomials (8.42%), 23 idioms of phrasal compounds (24.21%), and 5 idioms incorporating verbs (5.26%). No instances of pseudo-idioms were identified within the song lyrics of Taylor Swift's album evermore. The predominant categories of lexemic idioms in the lyrics of Taylor Swift's songs on the evermore album, when considering the percentage of the entire data, indicate that tournure idioms exhibit the most dominance compared to other types. Furthermore, the study's implications for English as a Foreign Language (EFL) pedagogy introduce an innovative approach to teaching, suggesting the integration of popular song lyrics for a more holistic language learning experience. This research not only contributes a fresh perspective to the field of linguistics but also underscores the profound impact of idiomatic expressions on language, culture, and emotion.

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Section: Pseudo Idiommentioning

confidence: 99%

Harmonizing Linguistics with Melody: An Analysis of Lexemic Idioms in Taylor Swift's 'Evermore' and Their Pedagogical Implications for EFL

Marpaung,

Pangaribuan,

Pasaribu

2023

ELT Worldwide

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“…There is increasing interest in fan-inspired linguistic practices online, due to the popularization of activities once restricted to experts, such as video gaming, and widespread access to digital technologies and social media. Reassessing the value of pop culture for the study of language and for language learning beyond consuming music or movies as realia is becoming more central (Werner & Tegge, 2021). The interrelation-ship between consumption and production practices online (Jenkins, Mizujko, & boyd, 2015) makes it relevant to know how young people use and develop literacies and languages outside of the classroom to valorize vernacular learnings and practices (Barton & Papen, 2010).…”

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

“…The interrelation-ship between consumption and production practices online (Jenkins, Mizujko, & boyd, 2015) makes it relevant to know how young people use and develop literacies and languages outside of the classroom to valorize vernacular learnings and practices (Barton & Papen, 2010). Moreover, recent studies (Sauro & Thorne, 2021;Werner & Tegge, 2021) show that fan practices help acquire language skills that are transferable to formal education.…”

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

“…While the choice of the prefix "cyber-" might seem slightly obsolete to represent the embeddedness of the digital in mundane activity and the growing hybridization of spaces and practices, what stands out is the connection of fan-dubbing with pop culture (Werner, 2018;Werner & Tegge, 2021) and fan communities. In applied linguistics and language learning, there emerge three main approaches to explore the intersection of language and pop culture: (1) the actual language used in pop culture with its multiple linguistic realizations and implications on linguistic subsystems (e.g.…”

Section: Introductionmentioning

confidence: 99%

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“¿Triste estás? I don’t know nan molla”

Zhang

Vázquez-Calvo

2022

ITL

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Fandubbing, or dubbing made by fans of any audiovisual product, is a linguistically and technologically sophisticated enterprise enacted by many devoted fans. This study presents the case of Miree, a 24-year-old fandubber with more than 1 million subscribers on YouTube and more than 300 multilingual fandubbed songs. Using a qualitative-interpretive approach, we conducted an in-depth interview with Miree and analyzed her top 30 videos by views to reveal how Miree performed fandubbing, how she expressed her fan identity through fandubbing, and which were some of the implications of fandubbing for language learning. Results show that Miree realized both interlinguistic genuine fandubbing and intralinguistic parodic fandubbing, strategically adopting translanguaging to orchestrate a multimodal performance, engage her fanbase, and activate several informal language learning opportunities and contexts afforded by fandubbing.

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“…In other words, the versatility of its use allows incorporating movies in different types of learning sessions in the classroom (Dizon, 2021; Nixon, 2021; Sherman, 2003). For instance, to introduce a new culture is helpful for teachers (Hinkel, 1999; Werner & Tegge, 2021) as the movies include a great source of cultural expressions used in spoken language. It has been repeatedly expressed by the participants in this study that cultural expressions taught in the course become more meaningful and retainable for them when they come across their contextualized and practical uses in the movies.…”

Section: Introductionmentioning

confidence: 99%

TV serials and movies to boost intercultural communicative competence in Turkish EFL context

Çakır

2022

Int J App Linguistics

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Developing intercultural communicative competence in foreign language teaching contexts has been a challenge for many teachers, and they usually tend to neglect this issue because of many reasons, such as lack of knowledge, time constraints, or workload. However, integrating exciting and motivating tools such as movies and TV serials into foreign language teaching syllabi would meet this need. Therefore, this study intended to explore the contributions of these tools. Seventy-six prospective English teachers studying at a state university participated in the study, and the data were collected through field notes and self-reflection reports. The results indicate that the participants benefit from TV serials or movies in developing their intercultural awareness.

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Introduction: Learning languages through pop culture/learning about pop culture through language education

Cited by 8 publications

References 0 publications

Harmonizing Linguistics with Melody: An Analysis of Lexemic Idioms in Taylor Swift's 'Evermore' and Their Pedagogical Implications for EFL

Harmonizing Linguistics with Melody: An Analysis of Lexemic Idioms in Taylor Swift's 'Evermore' and Their Pedagogical Implications for EFL

“¿Triste estás? I don’t know nan molla”

TV serials and movies to boost intercultural communicative competence in Turkish EFL context

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