Abstract:

Recently multimodal communication attracts more attention than ever before. On the other hand, university students, studying various stylistic figures and tropes also have to learn the mechanisms of their multimodal representations. Films and video clips are the genres, where multimodality is expressed in high degree. Video clips are recognized by young people therefore it is useful to present this genre as a discourse where multimodal tropes are to be identified and analyzed.

The aim of this research is to reveal the mechanism of the construction of multimodal metaphors through the analysis of video clips. The methodology of the research is based on the theoretical framework described in the works by Ch. Forceville (2009, 2016), J. Bateman et al. (2017) and others. Problem-Based Learning (PBL) is a teaching method in which complex real-world problems are used as the vehicle to promote student learning of concepts and principles as opposed to direct presentation of facts and concepts. In addition to course content, PBL can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning (Duch et al, 2001).

The analysis reveals certain regularities in the mechanism of multimodal metaphor construction. The research showed that target domain is mostly expressed by visuals and source domain by verbal text. The three most common concepts, such as LONELINESS, LOVE AND WOMAN, were identified as target domains (LONELINESS IS MUSIC, LONELINESS IS HOME; LOVE IS MORNING, LOVE IS LONELINES; WOMAN IS DEATH, WOMAN IS SUN). The research shows that using the genre of music clips for problem based learning, while teaching multimodal stylistics is innovative and perspective, positively evaluated by students.

Keywords:

Multimodal metaphor, conceptual metaphor, problem based learning, video clips.