Study On Korean Students’ Usage And Error Of Chinese Figures Of Speech And Teaching Strategies

Chinese figure of speech is the most important element of Chinese rhetoric. Chinese figure of speech in written expression can make the language more accurate, more vivid, and more appropriate. Learning Chinese figure of speech can not only improve students’writing, it is also very important in listening, reading and oral expression. Chinese rhetorical knowledge is one of the most important parts which the foreign students should learn. But for now, in TCSL, Chinese figure of speech teaching has not been attached enough importance. The students’usage of figure of speech is far from ideal.This paper researched on Korean students’compositions in HSK. According to the data analysis of the total509compositions, Korean students only use a few kinds of figure of speech in very low frequency in their writing. There are three main reasons: first, teachers’awareness of teaching Chinese figure of speech is weak. Second, the rhetorical knowledge in teaching materials is far from enough. Third, students’ motivation of learning is weak. Based on the analysis of the errors of Korean students’ usage of figure of speech, the reasons of errors are found mainly from three aspects: students themselves, teaching, and language transfer.On the basis of the data and reasons analysis, some teaching strategies of Chinese figure of speech are put forward in hope to attract the attention form TSCL teachers and help their teaching.