On Rhetorical Teaching In Teaching Chinese As A Foreign Language Based On

Teaching Chinese as the second language (TCSL) has developed rapidly, thus more and more foreign students come to China to study Chinese. However, rhetoric teaching in teaching Chinese as the second language has not been paid much attention on. TCSL still has been focused on the knowledge and elements of language. The materials of TCSL have no more explanation or just simply set out. Schools have not set a series of rhetorical classes. Teachers generally have not set up the concept of rhetoric in TCSL. Moreover, foreign students are generally poor in rhetorical knowledge.With the help of the study of Higher levels of Chinese proficiency test(HSK), the writer choose100compositions of high score(≥80) and100compositions of middle score(60≦score<80). Comparing to these two statistical analyses, the writer find that the rhetorical types and frequency of high scores are better than that of composition of middle score. The writer considers that teaching materials should have explanations of rhetorical knowledge that has been introduced in the text.However, how to adjust teaching policies to this situation is a problem that teachers should think about. The teaching materials should be improved to change this situation. First, the text books must pick up lots of rhetorical contests and embody various types of rhetoric. What’s more, the teaching materials should be written according to the types of foreign students. Finally, it is essential to set rhetorical exercises in teaching materials. Teachers should update teaching ideas and improve their professional skills. First, teachers should set out rhetorical consciousness. Second, the rhetorical teaching should be put though the all the stages of TCSL. Moreover, teachers must combine rhetoric with culture. In the end, teachers should cultivate the students to develop the ability of using rhetorical knowledge.