A Study on the Instructional Guidance Method Using the Rhetoric Techniques of Homonym Painting

This paper is a study on how to learn vocabulary and culture through ‘Homonym painting’, one of China’s distinctive cultures, for secondary school Chinese learners. There are two main advantages of learning vocabulary through the distinctive ‘Homonym painting’ phenomenon of Chinese, not through traditional memorization vocabulary learning. First, you can learn new vocabulary with the same or similar pronunciation while learning the presented vocabulary. Vocabulary learned through experience is given the meaning of words, so long-term memory can be made easier. Second, it is possible to awaken the vivid and humorous meaning of the Chinese Homonym by inferring what rhetorical technique the artist made the characters in the textbooks and the old traditional painting works rather than Chinese conversation on the blackboard. Since you can also understand the ups and downs culture pursued by Chinese people by looking at works of art that are two arms wide rather than palm-sized word fields, this can be a good opportunity to instill in learners a sense of global citizens who understand and respect mutual culture apart from vocabulary learning.<br/> In order to present a more efficient rhetorical method for learning Chinese, Chapter 2 examines the rhetoric techniques of Homonym and Homonym painting, and Chapter 3 proposes the educational necessity of Homonym painting and instructional guidance in earnest.