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修辞教学与小学高年级学生的写作 (Teaching rhetoric devices to enhance upper primary school pupils' writing)
Author
Han, Xuanjun
Supervisor
Zhang, Aidong
Abstract
In Singapore, Chinese Language has always played a unique role in education. Students learning the language also have a set of unique problems particularly in the area of composition writing and even in their confidence level. This is in comparison to other Chinese Language learners around the world. Students particularly find it hard to express themselves clearly and effectively in a given topic, and this area of concern has always interested me as a Chinese Language teacher.
This thesis aims to develop an alternative way teaching composition writing, through a study on the teaching of rhetoric devices’ impact on local upper primary higher progress (HP) students. I hope to help students to write better by developing their interest in Chinese. Hence, 63 primary 5 HP students went through this 2 months’ program, and various data was collected throughout the project for analysis of their learning interest, self-confidence, writing attitude, writing ability, etc. T-tests are also carried out between genders, academic streaming, etc, to find out if teaching of rhetoric devices is useful for students.
Based on this study, there was limited impact on the selected students by the teaching of rhetoric devices. Throughout the project, students did not significantly improve their interest in Chinese or writing. They did not significantly improve their self-confidence in the language, or their writing results. However, the study showed that students had started to use significantly more literary rhetoric in their composition, which indicated a better learning attitude. The study was not extensive enough to effectively conclude that teaching of rhetoric devices had significantly affected students’ writing, and more study needs to be done to support the hypothesis.
There was no gender differences in any aspect of rhetoric devices, but Higher Chinese students benefitted significantly more from this study than Standard Chinese students. Metaphor was the most used literary rhetoric among students.
This thesis aims to develop an alternative way teaching composition writing, through a study on the teaching of rhetoric devices’ impact on local upper primary higher progress (HP) students. I hope to help students to write better by developing their interest in Chinese. Hence, 63 primary 5 HP students went through this 2 months’ program, and various data was collected throughout the project for analysis of their learning interest, self-confidence, writing attitude, writing ability, etc. T-tests are also carried out between genders, academic streaming, etc, to find out if teaching of rhetoric devices is useful for students.
Based on this study, there was limited impact on the selected students by the teaching of rhetoric devices. Throughout the project, students did not significantly improve their interest in Chinese or writing. They did not significantly improve their self-confidence in the language, or their writing results. However, the study showed that students had started to use significantly more literary rhetoric in their composition, which indicated a better learning attitude. The study was not extensive enough to effectively conclude that teaching of rhetoric devices had significantly affected students’ writing, and more study needs to be done to support the hypothesis.
There was no gender differences in any aspect of rhetoric devices, but Higher Chinese students benefitted significantly more from this study than Standard Chinese students. Metaphor was the most used literary rhetoric among students.
Date Issued
2019
Call Number
PL1271 Han
Date Submitted
2019