Study On The Teaching Of Chinese Metaphorical Rhetoric For Middle And Senior Level Students

In teaching Chinese as a foreign language,Chinese teachers mainly take pronunciation,vocabulary and grammar as the key points for foreign students,so that foreign students can carry out communication activities smoothly.However,in reality,Chinese language and its culture pay more attention to the inner expression of aesthetic aspect,so when foreign students communicate with Chinese native speakers,they appear that the speaker’s expression is more straightforward,and sometimes leads to ambiguity,which can not reflect the unique charm of Chinese culture.Due to the complexity of Chinese figure of speech and the different requirements for each stage of Chinese learners,the author will take the theory and method of semantic structure analysis as the basis of this paper,take figurative figure of speech as the research content,and the middle and senior students as the research object to explore the teaching Chinese figure of speech for middle and senior students.This paper is mainly divided into four chapters.The first chapter explores the metaphorical rhetoric and its expression in Chinese,mainly from the four aspects of the extensiveness of the figurative application,the visualization of the figurative reasoning,the vividness of the description and the nationality when choosing the metaphor,highlighting the characteristics of its expression.The second chapter mainly takes the semantic structure analysis method as the theoretical basis,carries on the semantic category and the characteristic division and the classification to the metaphor ontology and the vehicle,thus finds out the semantic common term of them,so that it establishes the ontology and the vehicle internal relation.The third chapter mainly aims at the metaphor teaching survey of middle and senior students,classifies and summarizes the data after paying attention to statistics,and uses the data to analyze the reasons.The last chapter is the most important for this paper,the author will put forward targeted teaching suggestions and learning strategies for students,teachers and other aspects,according to the contents of the first three chapters,there are three conclusions:(1)Teachers can teach according to the basic types of metaphors,the analysis ofsemantic structure,the students’ Chinese level and the errors of students.(2)Students can learn Chinese figurative rhetoric by means of "step-by-step" learning,active target language transfer,semantic structure analysis and cross-cultural awareness.(3)From the point of view of teaching material arrangement,it is possible to increase the proportion not to be included in teaching materials,to set up figurative rhetoric learning and to increase the proportion of Chinese cultural knowledge in teaching materials.The above conclusions discuss how teachers teach,how middle and senior students learn and how to arrange teaching materials,which provides valuable practical and theoretical basis for the teaching of foreign Chinese rhetoric in the future.