普遍语法以儿童母语习得为载体研究不同语言背景条件下具有共性的习得模式。
UG which was originated from L1 acquisition study aims to set up a language acquisition model adopted by young learners in different language environment.
本文从心理语言学的角度出发，运用儿童母语习得中的部分原理来研究双语教学。
This paper aims at studying bilingual teaching from psycholinguistic perspective by employing some principles in children language acquisition.
当儿童习得母语时，语境提供语言材料供模仿，并帮助纠正习得过程中的种种误差。
It supplies linguistic models for children to imitate and check against their mistakes during the process of acquiring their mother tongue.
和儿童学龄前母语口语习得的状况相比，科学世界的言语教育的效率显得非常低下。
Comparing with the condition of preschool children's spoken language acquisition, the condition of language teaching in scientific world is quite inefficient.
儿童对母语的习得将是一个漫长的过程。
Children's acquiring of the mother tongue is a long process.
从二十世纪六十年代起，语言学家和心理学家对儿童自然地、毫不费力地习得母语越来越感兴趣。
Since 1960s, linguists and psychologists are more and more interested in the fact that normal children can acquire their mother tongue spontaneously and without difficulty.
关于儿童母语词汇习得，不同的研究者提出了不同的理论解释。
Different researchers put forward different theoretical explanations about child word acquisition of L1.
对于儿童是如何习得母语这个问题，不同的语言学流派有不同的解释。
Different linguistic school has different explanation of the question as to how the children have acquired their mother Tongue.
人类具有先天的语言学习能力，在儿童时期能够轻松地习得第一语言——母语，然而在第二语言学习过程中却面临着许多的困难因素。
Human beings are born with language learning ability, and they can easily acquire the first language, their mother tongue, in their childhood.
儿童先习得母语，然后可能会学习第二种语言。
A child acquires his mother tongue. He may try to learn a second language latter.
儿童先习得母语，然后可能会学习第二种语言。
A child acquires his mother tongue. He may try to learn a second language latter.
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