l (Hirsh-Pasek & Golinkoff, 1996, pp. 33-4).
While the process-oriented theorists concur with the fact that language acquisition stems from children's innate linguistic knowledge, they emphasize the need to discover the underlying language mechanisms used in the process of language acquisition. Unlike the structure-oriented theorists who take the children's linguistic knowledge for granted, the process-oriented theorists want to know how children apply their innate linguistic abilities in the process of language acquisition (Hirsh-Pasek & Golinkoff, 1996, p. 18). Researchers who adhere to this perspective delve into the specific grammatical rules and linguistic principles children master in order to acquire language. For example, Gleitman found that children should know how to parse sentences and understand sentence structures in order to acquire basic language (Hirsh-Pasek & Golinkoff, 1996, p. 35).
However, the rationalist type theories suffer from their failure to acknowledge the component of development. The rationalist theorists do not acknowledge th
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