从关键期理论角度，语言学家乔姆斯基认为儿童生下来就固有一种掌握语言规则的能力即“语言习得机制”。
By the point of key development period theory, it is realized that every child was born with the ability of getting language.
任何旨在揭示儿童语言习得奥秘的理论首先必须恰当地界定语言，确切地说，就是要明确研究目标。
Any theory aiming to account for the development of child language would have to, first of all, define language adequately, or clarify its object of inquiry, to be more exact.
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.
互动主义学习理论则强调了语言习得是儿童与周围环境互动的结果。
The Interactionist Theory further emphasizes that language acquisition results from children's interaction with environment around them.
有关儿童习得词汇的研究主要有三种理论假设：联想学习理论、制约原则论和社会语用理论。
As to the study of child language acquisition, there are there basic theories about how young children learn new words: associative theory, constraints theory and social-pragmatic theory.
有关儿童习得词汇的研究主要有三种理论假设：联想学习理论、制约原则论和社会语用理论。
As to the study of child language acquisition, there are there basic theories about how young children learn new words: associative theory, constraints theory and social-pragmatic theory.
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