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Others, for example Robert Bley-Vroman (1983) and Jacquelyn Schachter (1990) argue that, although4l-;is'rg'ood framework for understandin tlsnota anition for the acquisition of n ially by learners CS iod In their Ylew, ts uage acquisition has to be lained ; pefnaps one mo ries described below. 1 Vivian Cook (2003) and others point out that, even though many learners fail to achievscomolete mastery of the of uisition. r"g. secon r the evidence learners. Some of the theorists who availabiliwT rs argue that UG "r rst and second may be present and avai re and ulsltlon.

How this model of cumulative learning can lead to knowledge of complex syntactic continued research. structures is an important area for 4T 42 Exp laining second language learning The competition model The competition model is closely related to the connectionist perspective. It is also based on the hypothesis that language acquisition occurs without the necessity of a learnert focused attention or the need for any innate brain module that is specifically for language. Elizabeth Bates and Brian Mac\Mhinney (1981) described the competition model as an explanation for language acquisition that takes into account not only language form but also language meaning and language use.

2002. Language and Literacy Danlopment in Bilingual children. rr. 1994. The Language Instincr. Newyork \Tilliam Morrow. Piper, T. 1993. Language and Learning: The Home and SchoolYears 2nd edn. Upper Saddle River, NJ: Merrill/Prentice-Hall. Schieffelin, B. and E. ). 1986. Language Socialization Across &hares. Cam bridge : Camb ridge University Press. lhlls, G. 1986. Children Learning Language and Using Language to Learn. hnsmouth, NH: Heinemann. ktsch, J. V I 985. Vygotsky and the Social Formation fu{A Harvard University Press.

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