Studying Language Acquisition

Language is a very important part of life. When we communicate with other people, we can not make each other understand, but we promote relationship and do something related to our problem, idea, project, or our daily life It makes it possible to tell. Language is an important part of daily life. One of our problems as human beings is how we learn what we talk about, what to say, and how we know when to talk. Learning the language and using the language is a wonderful teacher we have personally.

In order to understand how to learn X, you first have to understand what X is. Therefore, language theory is an important part of language acquisition research (see Lasnik chapter). Language research tries to do three things. First, it must explain the facts in English, and we are interested in explaining all the other languages ​​it has learned. Secondly, since children are less likely to learn English and other languages, linguistics must examine the structure of other languages. In particular, linguists describe which aspects of grammar are universal, universal, rare, and nonexistent. Contrary to previous doubts, the language is not changed freely and there are no restrictions; so far all languages ​​have many common languages ​​with complete or few variations (Comrie, 1981; Greenberg , 1978; Shopen, 1985). This obviously relates to content that is easy or difficult for the child's language acquisition mechanism to learn.

The history of morphological research in language acquisition begins with Brown's presentation (Brown, 1973). Where children learn English as the first language and show similar grammar morpheme acquisition in essential situations. Some morphemes such as ing and multiple tend to be learned relatively early, but other morphemes such as the present third-party singular / s / verb (III sing) and ownership desire Often it is acquired later. Brown's longitudinal findings were confirmed by cross sections as de Villiers and de Villiers (1973). This discovery extends to children in second language that Dulay and Burt (1973, 1974a, 1975) gained in several cross-cutting studies by Kessler and Idar (1977) and Rosansky (1976) It has a completely different perspective). . The results will be discussed below). The order of the second language of the child is different from the order of the first language of the child, but there are obvious similarities among those who master the second language.