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MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY TRẦN THỊ ĐINH TRANG RHETORICAL DEVICES IN ENGLISH POEMS FOR CHILDREN h Field: English Linguistics Code: 8.22.02.01 Supervisor: Assoc Prof Dr Nguyễn Thị Thu Hiền TR O NG Đ I HỌ O O NH N TRẦN THỊ ĐINH TRANG I N H TR NG T T I TH h H TI NG ANH TR huy n ng nh: Ng n Ng Anh : 8.22.02.01 Ng ih ng n G T Nguyễn Thị Thu Hiền I STATEMENT OF AUTHORSHIP I hereby verify that this master thesis has been written by myself, and describes my own work unless otherwise acknowledged in the text All references or sources of information have been specifically acknowledged, and are presented in the References Moreover, verbatim extracts also have been quoted in detail This thesis has not been accepted in any previous application for other degree or diploma Binh Dinh, 2019 n h inh ng h II ACKNOWLEDGMENTS First of all, I would like to express my deep thanks and appreciation to my supervisor, Assoc Prof Dr Nguyen Thi Thu Hien, who has given me much great advice and encouragement during the time I managed to complete this thesis I am also indebted to her for spending her time to read my manuscripts and make the necessary changes I would like to extend my gratitude to the lectures of this course for their valuable lectures, materials, and experiences which have contributed to the foundation of my thesis I am very much thankful to my friends for encouraging me and providing me with needed materials My warmest thanks are given to my beloved family who always takes h care of me and helps me overcome a lot of stress throughout the course as well as the study of this thesis III ABSTRACT Poems are a common form of language play in young children and provide interesting information about their metalinguistic awareness Therefore, this study deals with analyzing the use of rhetorical devices in English poems for children applying the theoretical framework of Galperin (1977) and Harris (2013) The basic methods involved in this study are the qualitative and quantitative method After 50 poems were analyzed, the findings show that 13 rhetorical devices in three categories are used with different percentages And, there is also a difference between the frequencies of occurrence of three types of rhetorical devices Phonetic rhetorical devices are significantly used more often than lexical and syntactical rhetorical devices The rate of rhyme is the greatest in total in all rhetorical devices h Simile, which appreciably contributes to the total of the second ranking group – lexical rhetorical devices, is the second popular rhetorical devices after rhyme The devices in the last group such as antithesis, rhetorical questions, stylistic inversion, and enumeration are quite complicated for children, so they are used with a tiny number IV TABLE OF CONTENTS STATEMENT OF AUTHORSHIP I ACKNOWLEDGMENTS II ABSTRACT III TABLE OF CONTENTS IV CONVENTIONS VII LIST OF TABLES VIII LIST OF FIGURES IX CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aim and Objectives 1.2.1 Aim of the Study 1.2.2 Objectives of the Study Research questions Scope of the Study Significance of the Study Design of the study h 1.3 1.4 1.5 1.6 CHAPTER LITERATURE REVIEW 2.1 Definition of the terms 2.1.1 Poetry 2.1.2 Poem 2.1.3 Rhetorical devices and Functions of rhetorical devices 2.2 Classification of rhetorical devices 2.2.1 Phonetic rhetorical devices 10 2.2.1.1 Onomatopoeia 11 2.2.1.2 Alliteration 12 2.2.1.3 Assonance 13 2.2.1.4 Rhyme 13 2.2.2 Lexical rhetorical devices 14 2.2.2.1 Personification 14 V 2.2.2.2 Epithet 15 2.2.2.3 Simile 17 2.2.2.4 Hyperbole 17 2.2.3 Syntactical rhetorical devices 18 2.2.3.1 Stylistic inversion 18 2.2.3.2 Repetition 19 2.2.3.3 Enumeration 21 2.2.3.4 Antithesis 21 2.2.3.5 Rhetorical question 22 2.3 Previous related studies 23 CHAPTER METHODOLOGY 28 Methods of the study 28 Procedures of the study 28 Data collection 29 Data analysis 30 Reliability and validity 30 h 3.1 3.2 3.3 3.4 3.5 CHAPTER FINDINGS AND DISCUSSION 31 4.1 The result of the rhetorical devices in English poems for children 31 4.2 Phonological rhetorical devices 32 4.2.1 Onomatopoeia 33 4.2.2 Alliteration 34 4.2.3 Assonance 36 4.2.4 Rhyme 37 4.3 Lexical rhetorical devices 40 4.3.1 Simile 41 4.3.2 Hyperbole 44 4.3.3 Personification 46 4.3.4 Epithet 50 4.4 Syntactical rhetorical devices 53 VI 4.4.1 4.4.2 4.4.3 4.4.4 4.4.5 Antithesis 54 Rhetorical Question 55 Stylistic Inversion 56 Enumeration 57 Repetition 58 CHAPTER CONCLUSION AND IMPLICATIONS 62 5.1 5.2 5.3 5.4 Conclusion 62 Implications 63 Limitations of the study 64 Suggestions for further research 64 REFERENCES i APPENDICES v Appendix A List of the data under investigation v Appendix B Sample analysis ix h VII CONVENTIONS - [P1-50]: English poems are numbered from to 50 (details in Appendix A) - [L.1-n]: lines are coded from to n For example: [E10.L3] Crow and caper, caper and crow, The example is extracted from the data number 10 and from the third line in this poem - Italic words are used for emphasis, examples, or the use of technical terms - Underline words mark the use of what is being demonstrated h VIII LIST OF TABLES Table 4.1 Page Distribution of Three Main Categories 31 of Rhetorical Devices 4.2 Distribution of Alliteration 34 4.3 Distribution of Rhyme 38 4.4 Distribution of Simile 41 4.5 Distribution of Hyperbole 44 4.6 Distribution of Personification 47 4.7 Distribution of Epithet 50 4.8 Distribution of Repetition 58 h
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