Children speak the language(s) in which they were correcteddrilleffectiveformimitateimitationraisedrewardedtechniquesunderstand.
The theory is that imitation must have a role to play because you cannot correcteddrilleffectiveformimitateimitationraisedrewardedtechniquesunderstand the meaning of a word from its correcteddrilleffectiveformimitateimitationraisedrewardedtechniquesunderstand so you must hear it spoken in a clear context to be able to correcteddrilleffectiveformimitateimitationraisedrewardedtechniquesunderstand its use.
A number of approaches to and correcteddrilleffectiveformimitateimitationraisedrewardedtechniquesunderstand in teaching languages appear to be based on the assumption that people learn language by a process of correcteddrilleffectiveformimitateimitationraisedrewardedtechniquesunderstand of a model.
Why do you correcteddrilleffectiveformimitateimitationraisedrewardedtechniquesunderstand in a classroom if you don't believe imitation and repetition are correcteddrilleffectiveformimitateimitationraisedrewardedtechniquesunderstand?
The theory claims that children learn to produce correct language because they are praised and correcteddrilleffectiveformimitateimitationraisedrewardedtechniquesunderstand (by adult approval) when they do and are correcteddrilleffectiveformimitateimitationraisedrewardedtechniquesunderstand when they don't.