Contrastive rhetorics transfer between Chinese and English argumentative writing : a case study = 中英論說文修辭遷移的個案研究

Abstract

Second language writing is affected by many factors, such as grammar, vocabulary, sentence structure and rhetorical devices. Among these factors, the use of rhetorical devices is often ignored by second language teacher and learners. Different languages have different ways of expression in writing, each with its own characteristics. Take the argumentative essay for example, Chinese writings often resort to quoting authoritative works for the transmission of traditional cultural values. English writing, On the other hand, prefer to use real examples for empirical reasoning. Therefore, an understanding of the rhetorical devices used in different languages will help to improve L2 writing for L2 writers. This study adopts a mixed methods multiple case study approach. Three English-Chinese bilingual students from one mainstream secondary school in Singapore are chosen for a comparative analysis of their use of rhetorical devices in argumentative writings in Chinese and English. Discourse analysis is used for an investigation of the differences of the rhetorical devices in their Chinese and English argumentative writings. For the analysis of the transfer of rhetorical devices in Chinese and English argumentative writings, discourse analysis, retrospective interview, comparison syllabus of English and Chinese Language method are adopted. Questionnaire survey, retrospective interview, comparison syllabus of English and Chinese Language and students' writing performance are used for an exploration of the factors influencing rhetorical devices transfer. The results show that there are obvious differences in the position and number of topic sentences as well as the types of evidence used in Chinese and English argumentative writing. Negative transfer, reverse positive transfer and bidirectional transfer are all observed. Second language writing competence and writing belief are the main factors influencing of the first and second language rhetorical transfer. This study found that the differences between Chinese and English rhetorical models are influenced by the patterns of knowledge acquisition in the East and the West. The results of rhetorical transfer are diverse among Singapore students. Essentially, the transfer of rhetorical devices is a reflection of the changes in the nature of the writing function of the first and second languages and their transfer. 影響二語寫作的因素眾多，除語法、詞彙、句式的影響之外，修辭手法的使用對二語寫作也有重要的影响，但是，卻往往被二語教師與學習者忽略。不同語言在寫作中的表達方式有著自己的特點。就論說文而言，中文寫作往往通過引經據典來傳承文化，英文寫作往往使用實例進行實證推理。因此，對二語寫作者而言，認識和理解不同語言的修辭手法，對提高二語寫作至關重要。 因此，本研究採用混合方法的多重個案研究，在新加坡雙語教育環境下，對一所主流學校的3位中學生的中英論說文修辭手法進行對比分析。本研究通過語篇分析的方法呈現出中英論說文寫作中使用的修辭手法及差異。通過語篇分析、回顧性訪談、對比中英課程標準的方法分析中英論說文修辭手法的遷移情況。通過問卷調查、回顧性訪談、對比中英課程標準，對比中英寫作成績的方法分析中英論說文修辭手法遷移的影響因素。 結果表明：中英論說文修辭手法的差異主要表現在主題句使用的位置、數量及論據類型的選擇。中英論說文修辭手法的遷移分別呈正向負遷移、反向正遷移及雙向正遷移。影響中英論說文修辭手法遷移的主要因素是二語寫作能力與寫作信念。 研究發現：中英修辭文化模式的差異受到東西方獲取知識模式的影響。新加坡學生中英文论说文修辭遷移的結果呈多樣性。最後，修辭手法的遷移本質是一語和二語寫作功能之間的遷移。