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Study on the Pragmatic Functions of Stickers from the Perspective of Multimodal Metaphor



Author(s)

CUI Ruo-lin, DUAN Rong-juan

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DOI:10.17265/2159-5836/2025.05.012

College of Humanities, Law and Foreign Languages, Taiyuan University of Technology, Jinzhong, China

With the popularization of social media, stickers have become an important tool for young students to express themselves and resist mainstream culture due to their unique visual and emotional expressiveness. Most existing studies focus on the negative impacts of spoof stickers, while paying insufficient attention to their positive functions. From the perspective of multimodal metaphor, this paper uses methods such as virtual ethnography and image-text analysis to clarify the connotation of stickers, understand the evolution of their digital dissemination forms, and explore the multiple functions of subcultural stickers in the social interactions between teachers and students. Young students use stickers to convey emotions and information. Their expressive function, social function, and cultural metaphor function progress in a progressive manner. This not only shapes students’ values but also promotes self-expression and teacher-student interaction. It also reminds teachers to correct students’ negative thoughts by using stickers, achieving the effect of “cultivating and influencing people through culture.”

stickers, pragmatic functions, multimodal metaphor, teacher-student social interactions, subculture

Journal of Literature and Art Studies, May 2025, Vol. 15, No. 5, 432-438