A Study Of The Rhetoric Features Of Preschool Children's Language

Preschool children often use language that is characterized with rhetoric features, which attracts wide attention among linguists, educators, etc. Yet dispute does exist on such issues as "whether preschool children have really used rhetoric language". The present study, from the pedagogical perspective, borrowing the philosophical ideas from phenomenology and ecology, aims at exploring the linguistic presence, development, generation mechanism, causes, development value and enlightenment to education of preschool children within the framework of children's overall development and the whole social culture via a combination of qualitative and quantitative researches, and of case studies and group case studies.Through case studies and group case studies, we find that preschool children have true rhetoric language. Children's rhetoric language is the natural result of cognitive needs, emotional development and social exchanges, the outer manifestation of the overall development of multiple implicit elements. It's restrained by Chinese cultural, and shaped and changed by a social and cultural environment that sets the adult standards as the target. The development of language with rhetoric features takes two paths: one upward, and one downward. On one hand, children's rhetoric consciousness sharpens, the effect of their rhetoric language increases with age; on the other hand, children gradually give up the expressions they create for themselves and adopt the language that goes with social norms, with abnormal expressions and strange collocations decreasing.Our studies indicates that using language with rhetoric devices is conducive to children's cognition, imagination and creation, increase children's linguistic experience, and create a more favorable context for the development of their sociability. Preschool children's rhetoric language, which has no difference from the overall rhetoric language in nature and function, has special aesthetic and cultural values, plays the facto role of exposing the potential language, and is the source for the overall rhetoric language to learn and borrow. It is the comprehensive reflection of children's cognitive, social and emotional development and even whole life; its development is the same in nature and source as children's development in other fields; it is endowed with powerful informational function and generatability, showing clear marks of resource for their development. So our conclusion is that language is not only the tool and target for children to learn, but also the resource for their development.Rhetoric language marks the high level of language use, and thus should be an important part of the target of kindergarten linguistic education. To develop children's rhetoric language, we must make sure that proper stimulation is adapted to children's rhetoric gift. We must guide children to analyze the unity of outer form and inner meaning, encourage them to use language freely while develop their consciousness of choosing language. We should call for a dual education of both conceptual cognition and rhetoric cognition, for it better suits the natural state of preschool children's cognition. And literature for preschool children must agree with their rhetoric style - rhetoric device, syntax and choice of diction - so as to create the largest possible common "semantic field".