Introduction Of Time, The Order Of Figures Of Speech In Comprehensive Textbook Of Chinese As A Foreign Language

Teaching Chinese as a Foreign Language is not just focus on the teaching oflanguage skills, but also attach importance to the teaching of rhetoric. Time and presentation ofa lack of regularity in the order of speech to the introduction of foreign language teachingmaterials, Speech in the standard selection is not uniform. In this paper, Huang Borong，LiaoXudong (2002) define a standard of figures of Speech about Chinese as a foreign language-”Boya Chinese","Development of Chinese" and "Southern Weekend", as well as the frequencyof use, frequency of speech in the foreign students’ composition. Frequency statisticsstandardized according to Douglas Bibb, Susan Conrad, Randy Pan Rui (2012).”Boya Chinese” and” Development of Chinese”，” Southern Weekend” and students composition Rhetoric ofusage compared to explore the introduction of Chinese as a Foreign Language packages ofspeech time and scheduling order. On the basis of the above statistics, we explore the Chineseas a foreign language teaching materials Rhetoric materials should be introduced at an earlystage and early, intermediate and advanced stages of various figures of speech are organized.Through a statistical package of Chinese as a foreign language should be introduced from theinitial stage of rhetorical knowledge. The primary Chinese as a foreign language packages ofspeech part of the scheduling order should be metaphor〉parallelism〉ask〉contrast. TheIntermediate Chinese as a foreign language packages of speech of speech part of thechoreography order should be metaphor〉ask〉alignment〉contrast〉metonymy〉settings ask> antithesis〉wan qu> match. The senior foreign Chinese teaching materials resigned gridresigned grid part of the choreography order should be metaphor〉asked〉contrast〉settingsask〉metonymy>parallelism>dual>cengdi>match>Wanqu>imitative words>exaggerated>pun> Irony〉repeatedly.