| Summary: | 碩士 === 國立臺東大學 === 教育學系(所) === 96 === This research uses the content analysis to understand the rhetorical presentation in the composition of the children with different Chinese language proficiencies, and further understanding the rhetorical teaching method of four class teachers and the difficulty they encounter with the interviewing method. From the main results of the research, we discovered: (1) The rhetorical devices used in the composition of the 6th grade students, which the appeared frequency is extremely uneven with a huge gap; in amongst, the most common rhetorical devices appeared are exclamation, presentation, hypothesis, imitation, hyperbole and symbolism; three rhetorical devices never appeared are parody, character-dissembled, pun; and the rhetorical devices appeared most frequency are of low difficulty for what often appeared in the children’s daily life or in their textbooks; with regards to the rhetorical devices that never appeared, which due to the higher difficulty and rarely appeared in the textbook or, never did. (2) The rhetorical devices used in the composition of the children with different Chinese language proficiencies are diverse, for example, repetition and exclamation are the most devices used by high, middle and low proficiency, and their appeared frequency is obvious higher than other devices; there are 7 devices that didn’t appear in the high-level’s compositions, 6 devices didn’t appear in the mid-level’s and 16 devices didn’t appear in the low-level’s; as for the comparison of the categories of the rhetorical devices and their average frequency, there are small gaps between the high, middle and low level of Chinese language proficiency, and the categories of the rhetorical devices and their frequency use in the low-level Chinese language compositions are obviously less then high and middle level’s; and the reasons might be a lack of knowledge for the rhetoric, organizational difficulty and paying less importance on modification.
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