修辭融入華語文教學──以拆解字詞為例

Integrating Rhetoric into Teaching Chinese as a Second Language on―Word Disassembling Approaches‖

學習外語有了一定的基礎後，想讓外語能力更上層樓，修辭技巧成了急需培養的技能。修辭是理解閱讀與語言應用的鷹架，讓學生探索語言背後的意涵，同時運用語言技巧發揮創意表述自我，而語言是文化教學的載體，透過語言文字，學生可以了解到一個國家的民族精神、文化價值等概念。修辭技巧也是語言課程設計中重要的一環，在溝通交際時，複雜的文化內涵與精神，需透過更凝鍊的語言文字去理解，因此本文以溝通理論和修辭法為基礎，討論如何藉修辭技巧提升溝通的技巧與能力，再以文本為對照提出教學建議。本文由三個部分進行討論：從認知功能角度以析詞解構複雜文本增加理解力，於情意上突出面對溝通交際的差異性，末了從解構、理解、仿作進而重組語言的學習歷程，達到交際與溝通的目的。

For people who with certain knowledge of a foreign language want to better their foreign language proficiency, they need to develop their rhetorical skills immediately. The rhetorical skills usually serve as the scaffold of reading and language application, which leads the students to explore the connotation of a language and allows them to express themselves in a creative way. In fact, a language is a carrier of the teaching of cultures. Through a language, the students may understand the concepts such as the ethnical spirit and cultural values. The rhetiorical skills play an important role when designing a languange course while the refined words in language communication reveal the complicated cultural connotation and spirit. For this reason, the essay based on the theory of communication and rhetoric not only discusses the question of how to improve a person’s capacity of communication through the rhetorical skills but also proposes the teaching advices through the text comparison. It starts the discussion from three aspects: first, in terms of cognitive function, improve people’s comprehension by analyzing and deconstructing the complicated words and texts. Secondly, highlight the face communication difference in terms of sentiments; thirdly, deconstruct, understand, replicate and appreciate a work prior to reorganizing the learning process of a language to complete the intercultural communication and exchange.