| With the development of Teaching Chinese to Speakers of Other Languages, relevant rhetoric has drawn more and more of our attention, as a result of which great importance of the relevant knowledge has also been attached to the compiling of the textbooks.The study subject is the figures of speech in the Intensive Reading Textbooks, Jump High (A systematic Chinese Course). From a comparative analysis of the textbook and Teaching Outline for the Foreign Students Majoring in Chinese in Institutions of Higher Learning, I will point out the advantages and disadvantages of the compiling of the rhetoric in the textbooks and put forward some useful suggestions for the improvement of the compiling of the rhetoric in the textbooks and the teaching practice as well.This paper is to survey the figures of speech, totally 74 in 12 categories, in the textbooks. Taking into consideration of the requirements of the Teaching Outline for how to teach rhetoric, I will summarize and analyze how they are arranged, compiled and the problems that come up, based on which I will figure out why the problems can come up and how to improve the arrangement of the figure of speech and how to improve our teaching and learning so as to better the present situation.The paper consists of six parts.The first part is an introduction about the research background, in which Statistical Induction Method and Comparative Analysis Method are employed. The objective of this research is to analyze and study the figures of speech in the Intensive Reading Textbooks; Jump High put forward some specific suggestions for the improvement of the Teaching Outline and the textbooks.The second part illustrates and defines rhetoric and figures of speech, categorizes the figures of speech, states the importance of the teaching of figures of speech, and elaborates on its importance to the development of the rhetoric in the Teaching Chinese to Speakers of Other Languages and how the compiling of the relevant textbooks may affect the teaching and learning of rhetoric in the Teaching Chinese to Speakers of Other Languages.The third chapter is a survey of the figures of speech in the Teaching Outline and the Intensive Reading Textbooks, Jump High, getting to know how they are chosen and arranged and how often certain figures of speech appear and why so. The attention is paid to the categorization and analysis of the compiling of the rhetoric knowledge in the textbooks.The fourth part is to analyze the problems in the compiling of the rhetoric that appear in the summaries and notes of the textbooks, which mainly lie in the differences in the cultures and psychology between China and foreign countries, limited mastery of rhetoric of the compilers and the being outdated of the Teaching Outline.The fourth part focuses on relevant suggestions. Through comparative analysis of the Teaching Outline and the textbooks, I will put forward some suggestions for the compiling of figures of speech in the Teaching Outline and the Textbooks for the Teaching Chinese to Speakers of Other Languages, based on which I will elaborate on how to teach figures of speech in the real classes.The sixth part is the conclusion, which is a summary of the research subject and the main ideas, making it clear how to raise the problems, analyze the problems and solve the problems. |
