7, p. 169). This may not be true of formal (surface structure) linguistic development, which does not necessarily demand conceptualization, problem-solving, hypothesis formulation and testing, and experience-cum-maturity; rather, it demands memorization and spatial ability. Apprehension of semantic content is likely to be directly proportional to identification and motivation, to projection of the self into the imagined situation. The environment that provides such possibilities is most propitious to learning and acquiring the target-language as a meaningful communicative medium. In such environment the child readily makes cognitive efforts to learn, and language tends to be viewed not exclusively but significantly as a creative construction rule-governed process which resorts to purposeful strategies through generalization of inferred rule application (thus legitimizing the Cognitive Code Theory at least as one approach to learning). In such environment, the child find
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