A Study on Sentence Pattern and Rhetoric in the Chinese Textbooks Used by Senior Pupils

• Main Authors: shing-chun wu, 吳幸純
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/80735348756365942003

碩士 === 國立屏東教育大學 === 中國語文學系 === 98 === This study probes into the distribution of the exemplary compound sentences in the Chinese textbooks used by senior pupils, and the practicability of integrating the sentences with rhetoric. This research is conducted through content analysis. The samples are taken from the Book IX, X, XI and XII of Chinese textbooks in three versions published by Nan-I, Kan-Shien, and Hanlin, respectively, during the second semester of the academic year 2007 and the first semester of the academic year 2008. The exemplary sentences are taken from these textbooks to probe into the significance of teaching sentences, and furthermore, into the relationship between sentence pattern and rhetoric, as well as the practicability of combining them in teaching. First, the compound sentences from different versions are compared based on the sentence patterns and how they are presented. Then, the major sentence patterns listed in the Teachers’ Handbook in the three versions are examined in an overall review, in order to study their relationships to rhetoric. The research results are discussed as reference for the textbook editors and teachers in regard to the creation of teaching material and sentence pattern teaching. The research results show that most compound sentences in the textbooks consist in the parallel, progressively-associated, transitional, and conditional clauses. Except for Kan-Shien’s version where those with conditional clauses take up 13% of all the compound sentences, the compound sentences involving the abovementioned clauses in the three versions do not exceed 10%. The proportion is rather low. As for the practicability of rhetoric, it is found that the compound sentences and rhetoric have some features in common and thus can be complementary, such as parallel clauses and antithesis, transitional clauses and contrast, progressively-associated clauses and climax. The research results are taken as reference for the textbook editors to determine the number and proportion of the compound sentences in every lesson, as well as to increase the proportion of rhetorical and compound sentences. Besides the teaching of compound sentences that should incorporate language context, teachers should provide more interesting private teaching materials containing compound sentences. The actual teaching should be adjusted based on student types and teaching environments. Further researches can be made to obtain a more overall in-depth understanding of the relationships between compound sentences and rhetoric. Keywords: Senior pupils, Chinese textbook, sentence pattern, rhetoric, rhetoric of sentence