Abstract

Rhetoric is a violation of the regular expression of language, by using which we can achieve abnormal results. Rhetorical device is a technique used in writing or speaking to improve the effectiveness of the expression through modification, adjusting the statement, and using a specific form of expression. Compared with profound Chinese, English is also rich in rhetorical devices. More than 30 kinds of rhetorical devices such as simile, metaphor, metonymy, allusion, personification, hyperbole, and comparison are included in articles of courses College English (Intensive Reading) and Advanced English. When encountering rhetorical devices, teachers should give a clear analysis so that it will deepen students' understanding of the articles as well as the Western culture, and increase their interest and enthusiasm in learning English. It can also improve their language skills, writing skills and their ability of appreciating literary works as well as helping students with their daily activities such as listening, speaking, reading, writing and translating.
However, the study of rhetorical devices has not been given sufficient attention. During the learning process, students are limited to understanding the meaning of words, and sometimes they even skip the rhetorical devices they do not understand. In their writing, students rarely use rhetorical devices. If there are any, they may often be used in a Chinese way. To solve such problems, this research combines the Kalash "Input Hypothesis" with rhetorical devices learning based on the article "Love is a Fallacy" and analyses the main causes and solutions of the problems. According to the analysis, the causes is the lack of background cultural knowledge and English input. The corresponding solutions are complement of the background knowledge and extensive reading. The author hopes that this thesis could contribute to the learning of English rhetorical devices.

Key Words: Rhetorical devices learning, the Input Hypothesis, background cultural knowledge, Love is a Fallacy

摘要

修辞，是一种违反语言常规的表达方式，通过修辞的使用，可以使语言达到异常的使用效果。修辞手法，就是通过修饰、调整语句，运用特定的表达形式以提高语言表达作用的方式或方法。与博大精深的汉语相比，英语中也有丰富的修辞手法，在大学英语（精读教程）和高级英语收录的文章中，涉及的主要修辞手法有明喻、暗喻、转喻、用典、拟人、夸张、对比等30多种。教师在授课过程中对遇到的修辞手法进行分析讲解将加深学习者对文章的理解及对西方文化的了解，提高其学习英语的兴趣和积极性，以及语言的表达能力和对文学作品的写作风格和写作技巧的鉴赏力，这也将有助于学习者在日常生活中运用英语进行听说读写译等活动。
然而，对于修辞手法的学习却没有受到充分的重视，学生在学习过程中仅限于了解词句的意思，甚至对于不理解的修辞直接跳过，在写作过程中，对于修辞手法的运用则少之又少，在为数不多的运用中还会有中式英语的错误。针对这些现象，本论文结合了卡拉什“输入假说” ，以《爱是谬误》一文为例，对其主要原因及解决办法进行了分析。分析显示，其主要原因在于背景文化知识的缺乏以及英语输入的不足，相应解决方法则是具有针对性的背景知识补充和扩展阅读。希望本论文对英语学习者对修辞手法的学习及运用有所帮助。

关键词：修辞手法学习，输入假说，背景文化知识，爱是谬误