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]Hi, this is the question:
What is the relationship between children's comprehension and production of language. Examples should be used from pronunciation, word learning and syntactic acquisition.
I understand that this relates to Piaget's cognitive theory which I have already mentioned in my writing - that linguistics occur due to an already-established cognitive foundation - and with this I have only got one example that occurs within word learning (comparative adjectives 'bigger' and 'smaller' (e.g this book is bigger than that one) and to use these children need to understand the concept of size).
Please can anyone help me further expand on what I have already got and also give me two more examples (pronunciation and syntactic acquisition).
Thank you.
What is the relationship between children's comprehension and production of language. Examples should be used from pronunciation, word learning and syntactic acquisition.
I understand that this relates to Piaget's cognitive theory which I have already mentioned in my writing - that linguistics occur due to an already-established cognitive foundation - and with this I have only got one example that occurs within word learning (comparative adjectives 'bigger' and 'smaller' (e.g this book is bigger than that one) and to use these children need to understand the concept of size).
Please can anyone help me further expand on what I have already got and also give me two more examples (pronunciation and syntactic acquisition).
Thank you.
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