Abstract
Taking three high school reading repetitive lessons of two English majors with different language proficiency as samples, this paper explores the relationship between language proficiency and teaching knowledge acquisition. Through the qualitative analysis of teaching scores, teaching plans, reflective reports, interview recordings and other data, it is found that: After three repetitions, the teaching skills of the student with high language proficiency have been significantly improved. The quality of teaching design and the effectiveness of teacher's language have made remarkable progress in the second lesson. The teaching management ability and students' learning effect have gradually improved with the increase of teaching times. The abilities of the student with low language proficiency in all aspects are gradually improved with the increase of teaching times. This study has important reference significance for pre-service foreign language teacher education.
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