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

II.2. Homonyms同音词 tóngyīncí. In Chinese, the phenomenon of homonymy is very developed. This is due primarily to the fact that the Chinese language has its own patterns in the combination of initials (initial consonant), endings (syllable-forming vowel, for example, “ing”), which are components of the transcription of “pinyin” characters for the Chinese normative language “putonghua”. In total, in the Chinese language there are 400 free syllabic combinations, with tones - more than 1300 syllables. Given the presence of a large number of hieroglyphs in the Chinese language, syllable repeatability i.e. homonyms increases several times. We have already mentioned that in Chinese the syllable is a significant morpheme. One character is one syllable, such words should be related to monosyllables, and consisting of two characters or two syllables - to two-syllables. Homonymy in the Chinese language is common among both monosyllabic and bisyllabic words. As noted by A.A. Khamatova ”(2006), “when studying the vocabulary of the Chinese dictionary, it was found that of the 37 thousand words cited in it, 5 615 are lexical homonyms, which makes 15.7% of the entire vocabulary of the dictionary” (Khamatova, 2006, p. 26).

Consider the difficulties encountered by students in the process of using homonyms. Typically, there are several types of homonyms in Chinese.

The first type includes homonyms that have identity in graphic and sound terms. They're called 同音同形词– Tóngyīn tóngxíng cí (Khamatova, 2006, p.15). For example:

生气– shēngqì— vitality, energy – quvvat;
生气 –shēngqì — to be angry – g‘azablanmoq, jahli chiqmoq.

The second type of homonyms is homophones 异形同音词 – yìxíng tóngyīncí. Homophones are consonant both in the syllabic part of the initials and in the finals, and they also have the same tonality, however, they differ in graphic terms. Difficulties in this lexical category of words stem from the erroneous recognition of homophones in a sentence by ear. For example,期中（终）考试开始了 – qízhōng (zhōng) kǎoshìkāishǐle – The midterm (final) exam has begun – Oraliq (yakuniy)imtihoni boshlandi. The words “期中” – “qízhōng” – “midterm – “oraliq” and “期终” – “qízhōng» – “yakuniy” – “final” are homophones. It is difficult for philological students to determine by ear what kind of exam they are talking about, since these words are homophones. Undoubtedly, if this proposal is read by students in a context, such difficulties will not arise.