Abstract
Application of cognitive linguistics theory and new interpretation of second language teaching studied. The concept of language acquisition based on cognitive linguistics theory overcomes the limitations of Universal Grammar at the theoretical level, and has a strong explanatory power to the essence of language and language learning. It has been favored by many scholars in the field of linguistics. The more frequently a learner is exposed to a certain construction in language input, the easier it is to solidify this construction in the memory of the brain. Thus, the distribution of semantic-semantic mappings in L2 input largely affects acquisition trajectories. Hence, this paper gives the new suggestions regarding the traditional study patterns for the improvement.
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