Analysis on the generation and disadvantage of interlanguage from the perspective of cognitivelinguistics从认知语言学角度解析中介语的产生及其弊端Based on cognitive psychology,interlanguage studies people's understanding and use of language,aiming at overcoming the language system between the naive language and the target language,then achieving the target language pattem.IntroductionAs a kind of language system,interlanguage is mainly between the naive language and thetarget language,and it is also called transition sentence.With the development of interlanguage,itinfluenced by other factors as well.Instead of achieving the target language pattem,most peoplewho study the second language just leam the interlanguage.This paper will introduce the conceptand theory of interlanguage,and analyze its disadvantage and cause,aiming at improving theacquisition rate of achieving the target language pattem.1.Cognitive linguistics and the concept of interlanguage1.1 overview of cognitive linguistics1.1.1 concepts of cognitive linguistics1.1.2 theoretical basis of cognitive linguistics1.2 overview of interlanguage1.2.1 interlanguage concept1.2.1 development of interlanguage2.Analyze the emergence and disadvantages of interlanguage from the perspective of cognitivelinguistics2.1.Cognitive process of interlanguage formation2.1.1 note2.1.2 memory2.1.3 construction2.2.Analyze the disadvantages of interlanguage from the perspective of cognitive linguistics2.2.1 most second language learners tend to become rigid2.2.2 second language leamers have imperfect cognition of irregular past tense changes of verbs3.Countermeasures for leaming interlanguage from the perspective of cognitive linguistics3.1 improve leamers'enthusiasm and initiative3.2 attach importance to both input and output3.3 reduce negative transfer of Chinese 4.ConclusionReference[1]Benson,M.,Benson,E.,Ilson,R.(1986).The BBI CombinatoryDictionary of English:A Guide to Word Combinations.Amsterdam:JohnBenjamins Publishing Company.[2]Burgess,C.,Lund,K.(1997).Modeling parsing constraints withhigh-dimensional context space.Language and Cognitive Processes,12,177-210.[3]Farkas,I.,Li,P.(2001).A self-organizing neural network model of theacquisition of word meaning.In E.M.Altmann,A.Cleeremans,C.D.Schunn W.D.Gray (Eds.)Proceedings of the Fourth International Conference onCognitive Modeling (pp.67-72).Mahwah,NJ:Lawrence Erlbaum.[4]Farkas,I.,Li,P.(2002).Modeling the development of lexiconwith a growing self-organizing map.In H.J.Caulfield et al.(Eds.),Proceedings of the Sixth Joint Conference on Information Science (pp.553-556).Durham,NC:Association for Intelligent Machinery.[5]Granger,S.(1998).Learner English on Computer.London New York:Longman.[6]Granger,S.,Hung,J.,Petch-Tyson,S.(2002).Computer Learner Corpora,SecondLanguage Acquisition and Foreign LanguageTeaching.Amsterdam/Philadelphia:John Benjamins Publishing Company.[7]Griffiths,T.L.,Steyvers,M.,Tenenbaum,J.B.(2007).Topicsin semantic representation.Psychological Review,114,211-244.[8]Jiang,N.(2000).Lexical representation and development in asecond language.Applied Linguistics,21,47-77.[9]Jones,M.N.,Mewhort,D.J.K.(2007).Representing word meaning and orderinformation in a composite holographic lexicon.Psychological Review,114,1-37.[10]Landauer,T.K.,Dumais,S.T.(1997).A solution to Plato's problem:Thelatent semantic analysis theory of the acquisition,induction,and representationof knowledge.Psychological Review,104,211-240.[11]程琪龙.认知语言学概论一一语言的神经认知基础[]·2003.8.[12]胡壮鳞.语言学教程（修订版）[]·北京大学出版社，2003.8.[13]胡坚.”错误”研究的理论与方法及错误纠正策略[J刀.山东外语教学，2004，(5)：57-60.[14]胡月月，梁端俊.微课在大学英语教学中的应用探究[J].滁州学院报，2015(12).8992[15]林莉兰.大学英语口语纠错认识的调查与分析[J刀.合肥工业大学学报，2006.(3):138-145.[16]斯琴，赵玲玲.中介语理论研究与第二语言教学[J刀.内蒙古财经学院学报，2007(4)：77-79.[17]文秋芳.“一带一路”语言人才的培养[J刀.语言战略研究，2016(2)：26-32.[18]钟晓流，宋述强，胡敏，杨现民，李海霞.第四次教育革命视域中的智慧教育生态建构[J刀小.远程教育杂志，2015(4)：34-40.[19]祝智庭，贺斌.智慧教育：教育信化息的新境界[J].电化教育研究，2012(12).43-44.[20]周楠，赵巍.外语环境下中介语石化现象探讨及其对国内外语教学的启示[J].沈阳工程学院学报2008(1)：76-78.