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.
要掌握一门语言，光有单词和语法规则是不够的，你得大量阅读。
To master a language, words, and grammar rules are not enough. You must do a lot of reading.
小时候学习两种语言的孩子更容易掌握学过的语言中抽象的法则以及相悖的规则。
"Kids who learn two languages young are better able to learn abstract rules and to reverse rules that they've already learned," says Aamodt.
乔姆斯基认为，黑猩猩符号行为的相关实验证据可以撇开不谈，但句法(语法规则)却为人类语言所共通的特点，而且仅为人类所掌握。
Putting aside the evidence of symbolic behaviour in chimps, Chomsky proposed that syntax (rules of grammar) were universal among humans and unique to our species.
通过大量的语言的现象来自然掌握语法规则。
Through the language of natural phenomena to grasp the rules of grammar.
他们比其他人更快快学会生词，掌握规则或语法以及学会用新的语言写作。
They pick up new words, master rules or grammar and learn to write in the new language more quickly than others.
克服两大障碍必须广泛阅读，多说多练，并应认真学好英语语法，熟练掌握英语语言规则。
To overcome these two problems, the students must read extensively, speak and read more and grasp language rules of English proficiently.
为了能说一种语言，一个人不仅要掌握词汇和发音，以及一系列造句的规则，还应对语法做到差不多融汇贯通。
To speak a language, one must know its grammar almost completely, not just its vocabulary or its sounds, not even sets of rules for constructing sentences.
他们带领孩子融入特定的国际化环境中，体验多元文化，并学习流利地使用一种语言，而不是刻板地教授单词和语言规则来掌握语言。
They lead us into a specific international environment, experience of embracing the multi-culture and learning to use English fluently.
他们带领孩子融入特定的国际化环境中，体验多元文化，并学习流利地使用一种语言，而不是刻板地教授单词和语言规则来掌握语言。
They lead us into a specific international environment, experience of embracing the multi-culture and learning to use English fluently.
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