Infant Language Acquisition And The International Chinese Language Teaching For Young Children From A Cognitive Perspective

In recent years, with China’s comprehensive strength getting an overall rise, a growing number of foreigners began to choose Chinese as the target language of the second language learning. With the development of Chinese international education, there has been a diversification trend for Chinese language learners. In terms of age, the number of younger learners has been increased. Because of their unique physical and psychological characteristics, Children TCFL should be different from the Adult one and it also has attracted the attention of more and more experts and scholars, with some substantial progress. However, so far the individually targeted systemic research has not been formed yet.The "Chinese fever" continuing to heat up in the United States among preschool children, has provided a broad space for research in teaching Chinese to children in the United States and also has provided a lot of inspiration for the continuous improvement of the international Chinese classroom teaching to children. This paper is divided into four main parts. In the first part, selecting Piaget’s stages of cognitive development theory, Vygotsky’s "internalized" and the" zone of proximal development "theories, and information processing theorists’ views, this paper discusses the representative theories of cognitive psychology and cognitive development. Children’s cognitive and language acquisition process are inseparable, so on the basis of summarizing the characteristics of early childhood cognitive, this paper analyzes the impact of these characteristics on second language acquisition.In the second part, this paper compares and analyzes the characteristics of Chinese and American young children’s mother-tongue-learning. In the third part, according to the detailed observations and records of the actual situation of the Chinese language learning among preschool children (4-6years old)in the United States, this paper analyzes and summarizes the main characteristics of young children in the United States learning Chinese as a second language, influenced by physiological factors, psychological factors, and especially cognitive factors,In the last part, on the basis of a combination of theory and teaching practice, this paper analyzes and summarizes the revelation of a relatively complete set for the teaching principles, teaching strategies, specific teaching methods and teaching environment of international Chinese classroom teaching for children, so as to better serve the actual teaching needs in this field.