The process of children learning various language symbols and their construction and organization is not completely passive. Adults can't expect the immediate effect of "teaching right away" On the one hand, children make such choices about language paradigms provided by people around them, and only those language paradigms that they can understand and imitate will be noticed and consciously practiced by them; On the other hand, while directly imitating adult language, children always imitate creatively and flexibly according to their own needs, and express the sentences they are about to hear in their own language with a little change. In addition, children often influence the words and deeds of people around them through their own words and deeds. In other words, what kind of language people around us provide to children is influenced by their own characteristics to some extent.
In the language communication environment, when children need to communicate, they will take the initiative to find the memorized words and sentences and try to express them. Moreover, when there is a need for communication, children will feel the urgency of learning new words, and consciously use this communication environment and opportunity to learn from others and actively imitate new words and sentences. After all, language is a tool for people to communicate. Only in a large number of language communication practices can children gradually master language as a communication tool.
Second, language learning is the process of children's language individualization.
Through children's selectivity and flexibility in language imitation, we can see that children's language is a personalized process. Every child is interacting with people around him according to his own experience and accumulated language, and learning new language elements from other people's languages. If children are provided with exactly the same language paradigm, the results of childhood imitation from different families are also very different. Some of them repeat the same language, some see words and sentences, and some expand words and sentences. In daily life, we seldom see two people who speak exactly the same, even in the same scene and topic. From the perspective of everyone's language expression, it often shows cross-scene consistency, that is, it often shows specific language habits, including mantra and habitual tone.
Judging from what language reflects, the topics and contents people like to talk about often vary from person to person. Children prefer to talk about things they are interested in, and their preferences and interests in things are highly personalized. This makes children's interest in language expression full of personality. Some children like all kinds of cars, and they also like all kinds of car names and technical terms, so it is not surprising that a large number of words and sentences reflecting "cars" appear in the vocabulary mastered by these children, even far exceeding that of adults.
No matter the content or the way of language expression, children show obvious individual differences. In addition, there are obvious differences in which words and sentences children like to learn, which expressions they like to imitate, the topics they talk about and the literary works they are interested in. In a word, the process of preschool children's language learning is characterized by personality.
Cheng. Different children show different characteristics in the speed and effect of language learning and the enthusiasm of talking in language. Therefore, the language education of preschool children must take into account the needs of children of the same age and the unique development characteristics of individual children.
Thirdly, language learning is the process of children's language integration.
This is determined by the characteristics of the language itself. Language is a symbol, which always reflects something. When learning a language, children need to understand the meaning of the language, that is, to understand what the language represents, what characteristics it reflects, what thoughts and feelings it expresses, and so on. Therefore, the process of children learning a language is often related to their understanding of things. For example, only by letting children know all the characteristics of tomatoes and that they belong to vegetables can they really understand the meaning of the word "tomato".
Children acquire a large number of languages through daily communication and various educational activities, which involve all aspects of children's lives, from children's own physical characteristics and psychological feelings, from children's families to kindergartens to surrounding communities, from various natural objects or phenomena to interpersonal communication and social common sense. It can be said that learning in language field is closely related to learning in other fields.