Cognitive Mechanisms and Teaching Strategies in Chinese as a Second Language Acquisition

Abstract

The internationalization of Chinese language education is flourishing, making it a crucial task to uncover the cognitive patterns of second language acquisition (SLA) and optimize teaching strategies. Based on cognitive linguistics theory, this paper analyzes the core cognitive mechanisms of Chinese SLA, including perception-conceptualization, mental space construction, and constructivist knowledge integration. By examining the typological features of Chinese tone systems, paratactic grammar, and culturally loaded vocabulary, it highlights the unique challenges these pose to learners' conceptual reconstruction and semantic network formation. Consequently, teaching strategies are proposed from dimensions such as multimodal input, interactive task design, and individual difference adaptation, aiming to provide theoretical and practical support for Chinese SLA instruction and enhance learners' language acquisition efficiency and pragmatic competence.