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.

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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.

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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.

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