Errors In The Acquisition Of Rhetoric Figures By British And American Foreign Students Based On The HSK Dynamic Composition Corpus And Teaching Suggestions

In recent years,the international Chinese language teaching industry has been continuously developing and growing,and the number of people learning Chinese has continued to rise.Foreigners’ enthusiasm for learning Chinese continues to rise.The Chinese Proficiency Test(HSK),as a standardized international Chinese proficiency test,is receiving increasing attention and more and more people are participating in this test.Through literature review,it was found that most of the research on international student compositions in this exam was analyzed from perspectives such as vocabulary and grammar.However,the research from the perspective of rhetoric,especially rhetoric means,is still relatively weak.Rhetoric ability,as an important component and manifestation of international students’ Chinese proficiency,is not only a component of the content of international Chinese language teaching,but also an important indicator to measure international students’ Chinese proficiency level.Therefore,from the perspective of rhetoric,this paper examines the rhetorical acquisition errors of British and American students in HSK dynamic corpus compositions,and puts forward corresponding teaching strategies and suggestions to help the development and prosperity of international Chinese teaching.From the perspective of rhetoric,this paper takes HSK dynamic composition corpus as the language source,uses the theory of error analysis in second language acquisition,sorts out the types of errors made by British and American foreign students in the acquisition of rhetorical means,discusses the causes of errors from three aspects: teachers,students and textbooks,and on this basis,puts forward corresponding teaching suggestions and designs corresponding teaching activities.This article is divided into six parts.The introduction section introduces the reasons and significance of the topic selection,relevant research reviews,research methods,innovative points,the source of the paper corpus,and the research process;The first chapter introduces the theory of rhetorical devices and error analysis;Chapter 2 conducts a statistical analysis of the use of rhetorical devices by British and American international students by type;Chapter 3summarizes the types of errors in the acquisition of rhetorical figures by British and American international students,and explores the reasons for these errors;On the basis of the previous analysis,Chapter 4 proposes corresponding strategies and suggestions for the teaching of rhetorical devices for British and American international students;The conclusion of the last chapter summarizes the content of the entire article and proposes reflections and prospects.