翻譯Language learning begins with listening. Childr

Language learning begins with listening. Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will "obey" spoken instructions some time before they can speak, though the word "obey" is hardly accurate as a description of the eager and delighted cooperation usually shown by the child. Before they can speak, many children will also ask questions by gesture and by making questioning noises.

Any attempt to study the development from the noises babies make to their first spoken words leads to considerable difficulties. It is agreed that they enjoy making noises, and that during the first few months one or two noises sort themselves as particularly expressive to show the baby's intention to communicate, they can hardly be regarded as early forms of language. It is agreed, too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new words to their store. This self-imitation leads on to deliberate imitation of sounds made or words spoken to them by other people. The problem then arises as to the point at which one can say that these imitations can be considered as speech.

It is a problem we need to get out. The meaning of a word depends on what a particular person means by it in a particular situation and it is clear that what a child means by a worng

語言學習從聽力開始。孩子們在開始說話之前，傾聽聽力的程度有很大的差異，後來的初學者往往是很長的聽眾。大多數孩子會在壹段時間內“服從”口頭說明才能說話，雖然“服從”這個詞幾乎不能準確地描述孩子們通常表現的熱切和高興的合作。在他們說話之前，許多孩子也會通過姿態和提出質疑來提問。

任何從噪音中研究發展的嘗試，使他們的第壹個口頭語言導致相當大的困難。同意他們喜歡發出聲音，而在頭幾個月裏，壹兩個噪音讓自己特別表現出來，以表達寶寶的溝通意圖，很難被視為早期的語言形式。同樣也同意，從大約三個月起，他們玩的是享受的聲音，而在六個月之後，他們可以在店裏添加新詞。這種自我模仿導致對其他人所發出的聲音或單詞的故意模仿。那麽問題出現在壹個可以說這些模仿可以被認為是言語的地步。

這是壹個我們需要解決的問題。壹個詞的含義取決於特定人在特定情況下意味著什麽，很清楚，壹個孩子是什麽意思