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지문 전체 문장
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Chomsky said that competence, which includes the knowledge of the rules of universal grammar, is innate. These experts believe that it is more important to find out the causes of behaviors than the sequence in which the behaviors are acquired. Behavioral scientists have not been particularly interested in the developmental sequence through which verbal behaviors are acquired. Therefore, behavioral scientists explain the learning of verbal behavior, not language. Skinner proposed that what linguists consider language is instead a form of behavior what speakers say to produce effects on listeners and how those speakers are affected in turn by the listener's responses. The behavioral viewpoint does not explain the acquisition of language because language often is described by linguistic and others as a mental system that is inconsistent with the natural-science view of human behavior. Accordingly, concepts may be learned through language, and language learning may be enhanced by nonlinguistic concepts. In other words, a child must first acquire concepts before producing words. Unless the child first develops nonlinguistic knowledge of things and events, words to describe them may not learned. The cognitive theory states that language acquisition is made possible by cognition and general intellectual processes. Cognition includes knowledge and such mental processes as memory and auditory visual perception. The language acquisition device then integrates the universal and unique aspects of the language and thus helps the child learn the language in a relatively short time. The environment provides information about the unique rules of language to which the child is exposed. The language acquisition device knows much about languages in general because it contains the universal rules of language. One such variation states that children are born with an innate mechanism of language acquisition called the language acquisition device. Because of this competence, the child can learn language without much help from the parents, siblings, or other caregivers. The mean length of utterance is the average length of a child's multiple utterance, and its length is measured in terms of bound and free morphemes. The basic knowledge necessary to acquire language is already present at the time a child is born. Chomsky, who proposed the transformational generative theory of grammar, received nativism in the study of language. They suggested that much of human knowledge is innate, which means that it is already present when the child is born. The modern nativist theory of language acquisition is based on some ancient ideas because nativism is an ancient philosophy. It also appears that children do not seem to need or receive systematic, formal, and extended instruction in learning to speak. Most children seem to go through similar sequences of language acquisition, although there are individual differences in the rate of acquisition. Within the first 5 to 6 years, children acquire the basic structures and functions of a very complex and abstract system of communication. It is known that children normally acquire language rapidly. Although animals, especially chimpanzees, have been taught some surprising forms of communication, the most complex forms of oral, manual, and other symbolic communication for which the word language is used is found only in humans. Animals communicate with each other, but this communication is limited. Through their language, people communicate socially. Though their language, people communicate socially. For example, pre-school children can correctly produce such words as 'cold' and 'sweet' to describe physical effects of temperature and taste, but only during the school years they learn the more abstract or metaphoric meaning of those terms. Such multiple productions of a single phone may be grouped and called a phoneme, which is a group of somewhat variably produced speech sounds.
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1 Chomsky said that competence, which includes the knowledge of the rules of universal grammar, is innate. 2 These experts believe that it is more important to find out the causes of behaviors than the sequence in which the behaviors are acquired. 3 Behavioral scientists have not been particularly interested in the developmental sequence through which verbal behaviors are acquired. 4 Therefore, behavioral scientists explain the learning of verbal behavior, not language. 5 Skinner proposed that what linguists consider language is instead a form of behavior what speakers say to produce effects on listeners and how those speakers are affected in turn by the listener's responses. 6 The behavioral viewpoint does not explain the acquisition of language because language often is described by linguistic and others as a mental system that is inconsistent with the natural-science view of human behavior. 7 Accordingly, concepts may be learned through language, and language learning may be enhanced by nonlinguistic concepts. 8 In other words, a child must first acquire concepts before producing words. 9 Unless the child first develops nonlinguistic knowledge of things and events, words to describe them may not learned. 10 The cognitive theory states that language acquisition is made possible by cognition and general intellectual processes. 11 Cognition includes knowledge and such mental processes as memory and auditory visual perception. 12 The language acquisition device then integrates the universal and unique aspects of the language and thus helps the child learn the language in a relatively short time. 13 The environment provides information about the unique rules of language to which the child is exposed. 14 The language acquisition device knows much about languages in general because it contains the universal rules of language. 15 One such variation states that children are born with an innate mechanism of language acquisition called the language acquisition device. 16 Because of this competence, the child can learn language without much help from the parents, siblings, or other caregivers. 17 The mean length of utterance is the average length of a child's multiple utterance, and its length is measured in terms of bound and free morphemes. 18 The basic knowledge necessary to acquire language is already present at the time a child is born. 19 Chomsky, who proposed the transformational generative theory of grammar, received nativism in the study of language. 20 They suggested that much of human knowledge is innate, which means that it is already present when the child is born. 21 The modern nativist theory of language acquisition is based on some ancient ideas because nativism is an ancient philosophy. 22 It also appears that children do not seem to need or receive systematic, formal, and extended instruction in learning to speak. 23 Most children seem to go through similar sequences of language acquisition, although there are individual differences in the rate of acquisition. 24 Within the first 5 to 6 years, children acquire the basic structures and functions of a very complex and abstract system of communication. 25 It is known that children normally acquire language rapidly. 26 Although animals, especially chimpanzees, have been taught some surprising forms of communication, the most complex forms of oral, manual, and other symbolic communication for which the word language is used is found only in humans. 27 Animals communicate with each other, but this communication is limited. 28 Through their language, people communicate socially. 29 Though their language, people communicate socially. 30 For example, pre-school children can correctly produce such words as 'cold' and 'sweet' to describe physical effects of temperature and taste, but only during the school years they learn the more abstract or metaphoric meaning of those terms. 31 Such multiple productions of a single phone may be grouped and called a phoneme, which is a group of somewhat variably produced speech sounds.