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在语言文学的背景下看待和认知儿童的二语习得才能最为明显的观察出儿童在二语学习状态下的逻辑思维状态和行为习惯状态。人类学习语言获取语言的基础认知能力是人类的潜在本能之一,儿童通过特定语言的环境的影响和语言教育的启示能够较为直观的进行语言学习能力的获得和语言基础认知的模仿。儿童与环境的相互作用中,在认知发展基础上,通过选择性模仿、内隐学习等手段获得的。本文通过对于儿童学习能力结构的分析着重探讨双语环境下语言文化对于儿童二语习得的作用效果,结合于具体的案例进行实际分析,从认知科学的角度出发,探讨儿童二语习得的发展过程以及儿童双语教学条件写学习能力的获得。
Under the background of language and literature, children’s second language acquisition can be most clearly observed in the state of logical thinking and behavior of second language learning. The basic cognitive ability of human learning language to acquire language is one of the potential instincts of human beings. Through the influence of language-specific environment and the enlightenment of language education, children can acquire the ability of language learning and imitation of language based cognition more intuitively. Children and the environment in the interaction, based on cognitive development, through selective imitation, implicit learning and other means. By analyzing the structure of children’s learning ability, this paper focuses on the effect of language and culture on children’s second language acquisition in bilingual environment. Combining with the concrete case to make a practical analysis, from the perspective of cognitive science, this article explores children’s second language acquisition Development process and children’s bilingual teaching conditions to obtain learning ability to write.