The smooth development of international students in China in their academic progress and interpersonal communication cannot be achieved without the support of excellent Chinese language proficiency acquisition. This paper combines existing research and actual situations, takes the immersion level of international students in Chinese language environment as the core influence factor, and puts forward relevant research questions. The experimental samples are selected and the Chinese pragmatic competence acquisition test is conducted to confirm the feasibility of the study based on the test data. The Chinese language proficiency of international students was taken as the dependent variable, and language shock, cultural shock and immersion environment were taken as the independent variables. A Chinese language acquisition cognition model was constructed and analyzed by multiple statistical regression, and it was determined that language shock, culture shock and immersion environment were the most important factors influencing the acquisition cognition of Chinese language proficiency of international students. Among them, immersion environment has the most significant influence (P=0.000), with a regression coefficient of 0.941, which indicates that international students in long-term immersion environment have better cognitive acquisition of Chinese language proficiency.
