Children's Language Development Theory In The Teaching Of Russian

Child language acquisition and foreign language learning have been the topic ofgreat importance and general interest in the study of psycholinguistics.For some timein the past,some once believed that foreign language learning was no more than theextension of first language acquisition,scarcely different with first languageacquisition.Later with the progress made in psychOlinguistics,people come to realizethat there are many differences between foreign language learning and first languageacquisition.Thus it is unwise to apply the experience concerning first languageacquisition to first language learning.However,it is worthwhile to examine thedevelopment of child language acquisition when studying the first language teaching.Moreover,the study first language acquisition could facilitate our understanding ofthe psychological development of first language learning. Therefore,the paper tries to give insight into this aspect,to be specific,theapplication of the theory of child language development in Russian teaching.In thelight of child language development theory and latest findings in psycholinguistics,the paper tries to provide results that would be useful for Russian teaching. Over ally speaking,the paper falls into 3 sections. In the 1st section,four theoretical hypotheses conceding child languageacquisition are briefed. In the 2ndsection,the stages and characteristics of child language acquisition arepresented.Child language acquisition is classified into the age of prelanguage and theage of language.The characteristics of child language development are elaboratedfrom the following perspectives:language and natural basis,language andenvironment,language and cognition,language comprehension and languageacquisition. The last section discusses the application of child language development theoriesin the textbook compiling and teaching arrangements of Russian learning.