К вопросу о преодолении межъязыковой и внутриязыковой интерференции при обучении китайскому языку студентов: лексико-грамматический аспект

Results and discussion

I. Acoustic-graphic difficulties. I.1. Pronunciation difficulties. When working with the lexical units of the Chinese language, students of philologists have difficulty pronouncing, which is explained by the difference in the phonetic systems of the two languages. The Chinese language belongs to the tonal phonetic system, in the standard Chinese language "putonghua" there are 4 tones and a zero tone. An incorrectly pronounced tone leads to an erroneous understanding and changes the meaning of the word. For example, the word接触 – jiēchù - “connect” - “ulamoq” has the first and fourth tones, however, if you pronounce it in the third and second tones, the meaning of the word will change to解除– jiěchú - “eliminate”, “deprive” - “bartaraf qilmoq ".

In addition, in the process of interference, the native language skills are transferred to Chinese, the Chinese language of Uzbek students is slower than that of native Chinese speakers. Giving a very accurate assessment of this phenomenon, the Uzbek scientist V.M. Beldiyan emphasizes that “in the process of interference, a student involuntarily uses the automatisms of his native language and more or less consciously stereotypes that he intensively tries to develop on his own based on ideas about the language being studied. These stereotypes act no less strongly than the old ones ”[ Beldiyan, 1980, p. 65].

Thus, the difficulties encountered by philological students are associated with a very complex tone system of the Chinese language and demonstrate both intra-linguistic and inter-language interference. In particular, the non-observance of the corresponding tones of words we attributed to intra-lingual interference, and slow speech to inter-language.

I.2. The phenomenon of modulation (a change in the original tone of a word depending on the tone of the second syllable that follows the first). The phenomenon of modulation (change) of tones in the Chinese language causes certain difficulties in mastering the sound form of a word. For example, the word只好 – zhǐhǎo - “had to” - “majbur bo‘ldim” (to do something) is two-syllable, having two third tones. As a rule, words of this category undergo modulation, the tone of the first syllable changes to a half-third. Accordingly, the words of this category should be read with intonation of a half-third tone.

A special form of modulation is inherent in the negative word “不” bù (no) (yo’q) and the numeral word “一” (one) (bir). So, the original tone of the word不- bù is the fourth, however, in the position before the word with the fourth tone, it changes to the second.

Philology students do not always follow the rule of modulation of tones, and therefore there is intralingual interference. Overcoming this category of difficulties can be resolved by bringing modulation rules to learners, as well as a special system of exercises that helps to eliminate the arising difficulties of this category.