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Abstract
This paper examines child language acquisition from interdisciplinary perspectives, including psycholinguistics, neurolinguistics, cognitive science, and sociolinguistics. It analyzes biological foundations, cognitive development, social interaction, and language input mechanisms. The study integrates major theoretical contributions by Chomsky, Pinker, Piaget, Vygotsky, Krashen, and Lenneberg, presenting language acquisition as a complex interaction of innate abilities, environmental exposure, and cognitive maturation. Special attention is given to developmental stages, language errors, and the Critical Period Hypothesis, which emphasizes the biological time constraints on language acquisition.
References
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6.Krashen S. D. Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press, 1982.