Креолізовані інтернет-меми як лінгводидактичний матеріал на занятті УМІ / Creolized internet memes as a linguodidactic tool in teaching Ukrainian as a foreign language

The article explores the linguodidactic potential of creolized Internet memes in teaching Ukrainian as a foreign language, with a particular emphasis on their motivational role in fostering oral communication and the development of foreign learners’ communicative competence. A working definition of the Internet meme is proposed, and memes are conceptualized as pedagogical discourse units. The study identifies key features relevant to instructional practice and outlines criteria for selecting memes for educational use. It further describes the main pedagogical functions of memes and methodological approaches to their classroom implementation. Drawing on illustrative examples, the article demonstrates various ways of initiating and structuring meme-based activities that promote oral interaction and learner engagement. The author argues that memes, as multimodal artefacts, are characterized by the inseparable interplay of visual and verbal modes, which enables the construction of emergent meaning. At the same time, it is emphasized that classroom work with memes can be initiated in different ways. When the verbal component plays a dominant meaning-making role, as is typically the case with conventional image macro memes, instructional activities may focus on vocabulary development, grammatical patterns, and pragmatic meaning, supported by close textual analysis and discussion of the interaction between modes in producing comic or ironic effects. Alternatively, when instruction begins with the presentation of the visual component alone, learners are invited to propose a title, express immediate reactions, predict the verbal text of the meme, or interpret the image. Subsequent exposure to the original verbal component, which often contains a paradoxical element, creates a moment of surprise that, in turn, enhances spoken interaction and encourages interpretation, evaluation, and reasoned expression of personal viewpoints. Overall, memes have the potential to initiate classroom interaction and function as effective prompts for the development of monologic and dialogic spoken discourse in the context of teaching Ukrainian as a foreign language.