The Influence of Interlanguage on Language Understanding and Cognitive Processes in Second Language Acquisition

Abstract

The impact of interlanguage on second language acquisition has garnered widespread attention, yet its mechanisms and effects remain insufficiently analyzed. This paper examines the mechanisms by which interlanguage influences language comprehension and cognitive processes, analyzing phonetics, word order, pragmatics, and learners' language internalization in Chinese-English bilingualism. The findings reveal that interlanguage negatively affects short-term language comprehension and long-term cognitive processes for Chinese native speakers learning English as a second language, including logical fallacies and psychological barriers such as rigid thinking, daily communicative psychological stress, and pragmatic misconceptions. Based on these findings, the paper proposes the following teaching and learning recommendations: First, teachers should accurately assess the causes of interlanguage emergence in learners. Second, educators can help students identify native language phonetic interference, cultivate effective listening and speaking habits, and utilize recording corrections and online educational resources to support learning. Third, teachers should emphasize the role of cultural cognition in second language acquisition. Finally, individual learners need to establish personal spaces for practicing the second language and engage in language acquisition within the context of cultural cognition.