五年級兒童記敘文寫作修辭格表現分析──以澳門一所學校為例

The Utilization of Rhetorical Devices by Fifth Grade Students in Chinese Narrative Writing: A Case in One School in Macao

本研究通過協同探究的內容分析歷程，分析106 位澳門小學五年級兒 童，在課堂上、80 分鐘內、不接受指導的條件下，所撰寫的記敘文中展現 的修辭格技巧。我們發現106 篇記敘文中：(1) 最常出現的修辭格是單字 重疊、摹視、追述的示現與詞語隔離反覆；(2) 涉及銜接全篇、段落的修 辭格包括追溯的示現、提問、類句與段間頂真；(3) 調整表意方法的修辭 格出現次數多於設計優美形式的修辭格；(4) 摹寫出現的次數多於示現； 類字類句出現的次數多於排比、層遞；(5) 未能具象、創新地描寫、語法 錯誤、運用方言等因素，影響修辭格文本的表現。我們建議：分析各年級 小學生運用修辭格的能力，規劃修辭格教學序列；引導學生具象、創新地 描寫事物與感受

The study used the content analysis method through the process of co-operative inquiry to analyze the utilization of rhetorical devices by 106 Macao fifth graders in Chinese narrative writing (students wrote essays alone in 80 minutes in class). We found: 1. reduplication， visual description， the representation of a past event， and the repetition of expression (epanalepsis) were the most common rhetorical devices in students’ narrative writings; 2. students used the representation of past events， rhetorical questions， the repetition of sentences， and anadiplosis to link paragraphs or the whole writing; 3. students used rhetorical devices which can promote expression more than those which can design ideal forms; 4. sensory description texts were more common than the representation of past event texts， and repetition texts were more common than parallelism and climax texts; 5. description without imagined， specific， or original representation， grammar mistakes， and dialect usage and diction were the factors which effect the performance of rhetorical devices texts. We suggest: 1. designing the teaching order of rhetorical devices and integrating reading and writing instruction based on students’ ability to use rhetorical devices; 2. providing chances for students to describe things or feelings imaginatively， specifically， and originally as a good start to the teaching of rhetorical devices.