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Xinjiapo zhong xue sheng xiu ci ji qiao ying yong zhi ge an yan jiu : yi zhong san xue sheng xi zuo wei li = A case study of Singapore secondary school students' use of rhetorical devices - with secondary three students' essays as example
Other titles
新加坡中学生修辞技巧 应用之个案研究 : 以中三学生习作为例
Author
Ng, Mei Yee
Supervisor
Lim, Buan Chay
Abstract
This in-depth case study attempts to investigate the current situation of the teaching and learning of rhetoric (修辞）in Singapore secondary Chinese class, from which effective rhetoric-teaching (修辞教学) methods that areinfused into everyday language-teaching (语文教学）can be derived. The following findings are obtained from the course of research:
According to the findings of the survey forms given out to secondary school Chinese teachers and national Institute of Education Chinese trainee teachers, there is a unanimous recognition in the importance and necessity of the teaching and learning of rhetoric.
The quantitative and qualitative analysis of the students' use of figurative language in their essays show that 87.8% of the students are able to use an average of 3.9 rhetoric devices (修辞技巧）to increase the rhetorical effect (表达效果） of their words. It is also evident that the teachers' grasp and teaching of rhetorical knowledge has a direct bearing on students' use of rhetoric . The most commonly used figures of speech (修格) include rhetorical question, metaphor and personification.
Based on the findings of this research, suggestions are presented with regard to the various systematic and non-systematic approaches that school teachers can flexibly adopt to allow the permeation of the teaching of rhetoric into everyday teaching of the Chinese language.
It is beyond doubt that learning the use of figurative language would considerably improve the mastery of language for the Chinese language-users. Thus, there is an imperative need to enhance the practicality and significance of rhetoric for the research and planning in the incorporation of the teaching of rhetoric into language-teaching, for the benefit of Chinese language teachers and students alike.
According to the findings of the survey forms given out to secondary school Chinese teachers and national Institute of Education Chinese trainee teachers, there is a unanimous recognition in the importance and necessity of the teaching and learning of rhetoric.
The quantitative and qualitative analysis of the students' use of figurative language in their essays show that 87.8% of the students are able to use an average of 3.9 rhetoric devices (修辞技巧）to increase the rhetorical effect (表达效果） of their words. It is also evident that the teachers' grasp and teaching of rhetorical knowledge has a direct bearing on students' use of rhetoric . The most commonly used figures of speech (修格) include rhetorical question, metaphor and personification.
Based on the findings of this research, suggestions are presented with regard to the various systematic and non-systematic approaches that school teachers can flexibly adopt to allow the permeation of the teaching of rhetoric into everyday teaching of the Chinese language.
It is beyond doubt that learning the use of figurative language would considerably improve the mastery of language for the Chinese language-users. Thus, there is an imperative need to enhance the practicality and significance of rhetoric for the research and planning in the incorporation of the teaching of rhetoric into language-teaching, for the benefit of Chinese language teachers and students alike.
Date Issued
2004
Call Number
PL1271 N42
Date Submitted
2004