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bsp;acquisition  and  children’s  cognitive development  and  critical  period  hypothesis.  In  addition,  language  transfer  theory  and phonological awareness are also concluded. Jean  Piaget,  who  was  a  Swiss  developmental  psychologist,  once  proposed  the geneticepistemology, which played an important role in the children’s language acquisition. He pointed out that cognition was not totally determined by the person or the object but was determined  by  the  interaction  and  communication  between  the  person  and  the  object.  The basic  relationship  was  not  a  simple  association  but  the  assimilation  and  adaptation.  The person  assimilated  the  object  to  their  action  or  the  operation  structure,  at  the  same  time, adjusted these structures to adapt the unforeseen circumstances in reality. (Piaget, 1997:75) The  theory  advocated  the  language  acquisition  oriented  from  the  interaction  between psychological  cognition  and  objective  experience.  The  development  of  cognitive  ability determined the language acquisition.  The  cognitive  school  believed  that  there  was  an  innate  language  acquisition  device  in children’s  brain.  In  a  developmental  stage,  the  performance  of  children’s  language  was taken charge by a language device which existed in their minds rather than just the imitation of  adult  language.  The  language  acquisition  couldn’t  exist  without  the  foundation  of cognition.  Therefore  the  language  acquisition  was  a  dynamic  process  of  construction.  The cognitive development theory stressed the relationship between the acquisition of children’s language and the experiences of reality. The experiences were coded into children’s thinking and transited into word representation.   Based  on  the  children’s  language  acquisition  cognition  theory,  the  innate  language acquisition device was a part of cognitive ability of the human being to the objective things. Therefore  children’  language  acquisition  follow  the  children’s  cognitive  development. Piaget summarized that the children’s psychological cognitive development and physical is synchronous  and  it  can  be  divided  into  several  stages.  These  stages  are  mutually independent  and  he  has  proposed  four  stages  of  cognitive  development  respectively  the sensorimotor stage, preoperational stage, concrete operational stage and formal operational stage.  

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3   Research Methodology .... 16
3.1   Research Questions ........... 16 
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