Investigation And Research On The Use Of Figures Of Speech For International Students At The Advanced Stage

This thesis makes a statistical and comparative analysis of the number and types of nine commonly used figures of speech and the number and types of errors in the compositions of advanced foreign students,and studies the current situation of figure of speech teaching from two aspects of teaching materials and teachers,and probes into teaching strategies,so as to serve the teaching of Chinese as a foreign language.Through the statistical analysis of the corpus,this study finds that the foreign students in each score segment use nine commonly used rhetorical devices,and the frequency of Question and answer,Rhetorical question,Metaphor or simile,Parallelism and Quote is high;The number,frequency and ratio of figures of speech are increasing from low score composition to high score composition,and the distribution of figures of speech is gradually balanced from low score composition to high score composition.In addition,the proportion of rhetorical devices used in Chinese senior high school students' compositions is much higher than that of foreign students,the variety of rhetorical devices used is also more abundant,and Chinese senior high school students have a more comprehensive knowledge of rhetorical devices.In terms of the errors of foreign students' figures of speech,this study finds that foreign students do not have a good command of most commonly used figures of speech,especially rhetorical devices such as Question and answer,Parallelism and Quote.The mastery and use of figures of speech of foreign students with low,medium and high scores are obviously increasing.The types of rhetorical errors in each fraction are basically the same,which can be summarized as follows: "Question and answer" is misused and inconsistent with questions and answers;"Rhetorical question" is misused or omitted as modal particles or interrogative pronouns;"Rhetorical question" and "quote" are all punctuated,"Parallelism" is not standardized,"Metaphor or simile" is not properly used or expressed.There are some errors such as improper collocation with the vehicle or wrong words.In addition,the error rate of Chinese high school students using figures of speech is far lower than that of foreign students using figures of speech.Based on the above research,we find that: learning and using figures of speech correctly is of great significance to improve students' writing scores and Chinese proficiency,and it is also necessary to reflect on the problems existing in the teaching process.This paper analyzes the current situation of teaching from two aspects of teaching materials and teachers,so as to put forward the corresponding teaching strategies.The arrangement of figures of speech in textbooks should follow the principles of pertinence,practicality,scientificity,interest and systematization;Teachers should improve their teaching level and professional quality in many ways,strengthen their awareness of rhetorical teaching,stimulate students' learning motivation,and enhance their awareness of learning and using rhetorical devices.