On The Application Of Homonymy To Teaching Of Chinese As A Second Language

Harmony in Chinese is a common language phenomenon and a culturalphenomenon, which is frequently used in the verbal communication andnonverbal communication. Harmony in Chinese is very close to pronunciationand text and culture of teaching Chinese as a foreign language. According tohomonyms that Mongolian students have met in their daily life and Chinesetextbooks, this article illustrates certain of teaching methods based on thephonetic and literal features of homonyms in order to get good teachingresults and great benefit to Mongolian students in Chinese language learningand cross cultural communication.The main content of this article are the Chinese homonym in thepronunciation and characters and culture applications of teaching Chinese as aForeign Language and how to use harmony in Chinese effectively. Firstly, forthe weakness in the pronunciation of the Mongolian students, using ahomonym for the element of tongue twisters, poetry and verse as the tool ofpronunciation teaching can chose different teaching contents and distinguishsound and rhyme and tone. Reading and reciting repeatedly should helpstudents learn Chinese better and following the principle that phonemes teaching and flow of language teaching should combine can have morenatural and fluent flow of language and master the pronunciation of specificphonemes. Secondly, using the character of the phonetic basis produced byChinese homonym and the harmony of phonetic and word pronunciation canhelp Mongolian students deal with the difficulty in Chinese character learning,for example, homonyms confuse and characters cannot use phoneticpronunciation by analogy, etc. In the external Chinese teaching, learning theseChinese characters by summarizing and identifying homophone and shapingthe sound of a phonetic character by analogy can improve the efficiency thatforeign students learn Chinese characters. Again, more homophonic culturalfactors in the culture teaching of Chinese as a Foreign Language are involved,especially taboo, auspicious words and twisters. Teaching these contents canmake the Mongolian students have further understanding of the homophonicculture and the Han ethnic psychological and the way of thinking. It can alsoreduce the conflict and misunderstanding of the foreign students in dailyinteractions and help them conduct cross-cultural communication better.All in all, Homonymy applied to Teaching of Chinese as a secondlanguage has given us great inspiration on classroom teaching and textbookscompilation. As an effective and auxiliary teaching mean in Teaching ofChinese as a second language, Homonymy is worthy of further study for lotsof researchers dedicated to Chinese study.