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

1. Different initials, or different initials and tonality, however, have identical endings and coincide graphically. For example:

长短 – chángduǎn – 成长 – chéngzhǎng;
重量–zhòngliàng –重复–chóngfù;
调查–diàochá –调皮– tiáopí.

2. Different endings, or different endings and tonality, but identical initials and graphic form of the `word`.

for example: 还钱 – huánqián –还有 – háiyǒu; 大夫 – dàifū– 大人 – dàrén; 睡觉 – shuìjiào – 觉得 – juédé.

Students have a very high degree of difficulty in precisely the second and third categories of homograph words, since in the process of reading, students read out the hieroglyphic `word` in the sound in which they were most firmly mastered, and, as a rule, do not pay attention to double reading of homograph words.

II.4. Vocabulary that has paired words with identical feedback components.同素逆序词 – tóng sù nìxù cí. Intralingual lexical interference occurs in students against the background of two-syllable words of the Chinese language. It has its own pair with an identical morpheme in sound and graphic terms, however, their property is that the order of morphemic components of pair words is constructed according to the AB — BA principle. As for the meaning of these words, they can be both synonyms and words close in meaning, and also have completely different meanings. For example: 互相 – hùxiāng – 相互 – xiānghù. Here both words have the identical meaning, “mutually” - “o‘zaro” and in the sentence are interchangeable.

Similar in meaning to the `word`适合 – shìhé – “moskelmoq” –“ match”, –合适– héshì–“qulay”–“moskelmoq”–“convenient”, “suit”. But they are different in usage, since the two-syllable `word` 适合- shìhé - “mos kelmoq” can be followed by an addition, and the `word` 合适- héshì - “qulay” cannot be used. Consider some suggestions in which students make mistakes: “你的性格合适当老师” – “nǐ dì xìnggé héshì dàng lǎoshī” – “Sening xaraktering o‘qituvchi bo‘lishga mos keladi” – The sentence is erroneous, the correct form – “你的性格适合当老师” – ‘nǐ dì xìnggé shìhé dāng lǎoshī” – “Sening fe’l atvoring o‘qituvchi bo‘lishga mos keladi; sentence “我觉得你这样做不适合” – “wǒ juédé nǐ zhèyàng zuò bù shìhé” – “Men o‘ylaymanki sening bunday qilishing mos kelmaydi” is wrong, its correct form is – “我觉得你这样做不合适” – “wǒ juédé nǐ zhèyàng zuò bù héshì” – “Men o‘ylanmanki sening bunday qilishing mos kelmaydi”.

In his works, the Chinese scientist Li Shinchun (Li Shinchun, 2013, p.145) identifies 52 pairs of lexical units that have paired words with identical feedback components that are found in the HSK vocabulary (standardized qualification exam in Chinese). Difficulties for students of philology against the background of the above-mentioned layer of vocabulary relate to typical intralingual interference. To overcome the difficulties of this category, it is necessary to familiarize students with the pairing words of the Chinese language, explain their usage properties, and also that such words do not always carry the same meaning, have different grammatical affiliations.

Thus, insufficient knowledge of the lexical-semantic system of the Chinese language causes the use of words in an unusual meaning for them.