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随着二语习得和外语语言教学的相关研究理论的不断发展,从微观层面关注语言教育的实效已逐渐引起研究者的重视。Practice作为语言教学过程中不可缺少的环节与手段,对非母语环境下的外语学习起着十分重要的作用,其行为的有效发生与跨文化教育环境共同作用于中国学生的英语学习,影响着学习者的英语学习心理和学习效果。本文主要从学习者,话语修正理论及外语课堂学习等方面对practice的外语语言认知功能进行分析,探讨其对外语教学的启示。
With the continuous development of second language acquisition and related theories in foreign language teaching, attention has been paid to the effectiveness of language education at the micro level. Practice, as an indispensable link and means in language teaching, plays an important role in foreign language learning in a non-native-speaking environment. Practice effectively interferes with the intercultural education environment in English learning of Chinese students and affects learning English learning psychology and learning effects. This article mainly analyzes the foreign language cognitive function of practice from the aspects of learner, discourse correction theory and foreign language classroom learning, and discusses its implications for foreign language teaching.