【正文】 uld cope with the more plicated properties of language like duality. Therefore, it is proper to infer that humans are innately programmed to acquire language. Children Language AcquisitionBiologists, psychologists and linguists in different countries have observed and recorded the process of acquisition of different languages in last century in the exploration into the nature of human language. Several facts that seem universal for all children acquiring different languages are interesting and inspiring and may support the idea that language is, to some extent, innate.The first interesting phenomenon found in several separate studies is that language emerges at about the same time in children all over the world. The question naturally arises that why do children normally begin to speak at almost the same time. According to studies, the answer is not likely to be that all mothers in different countries and regions with different languages begin to teach their children to speak at the same time (Lenneberg, 1967: 125). This regularity of onset naturally leads to the inference that language may be preprogrammed in human brain.Another impressive fact mon in different studies is that as they acquire language, all children seem to pass through a series of more or less fixed stages, namely, crying (since birth), cooing (normally beginning at 6 weeks), babbling (normally beginning at 6 months), intonation patterns (normally beginning at 8 months), oneword utterances (from 1 yearold), twoword utterances (from 18 months), word inflections (from 2 yearold), rare or plex constructions (from 5 yearold), and mature speech (from 10 yearold). Even though the age at which different children reach each stage varies greatly, the relative order remains the same without much alteration. (Aitchison, 2000: 7585) This uniformity of language acquisition process of all children all over the world suggests that some universal genetic program for language acquisition may exist in human brain.The third remarkable finding in several observations is that direct teaching is of little help for children in the process of language acquisition. To the contrary of the activities like playing tennis in which sheer painstaking practice and good coaching may lead to success even for those who are not natural talents, the outes of language acquisition cannot be significantly improved, say, greatly shortening the total period of mastering a language, by repeated correction or intense practice. This is true in the case in which Braine, a psychologist, spent several weeks in vain attempting to persuade his daughter to say the pattern OTHER + NOUN instead of OTHER ONE + NOUN (Braine, 1971: 161). Similar cases can be easily found in such observations by scholars, and in some cases the repeated corrections may even hinder the process of language acquisition by undermining children’s selfconfidence. In contrast, mere exposure to the linguistic environment may be equally efficient for children to acquire language (Nelson, 1973). Numerous such examples provide evidence that conscious learning is not a necessary element in language acquisition which may lead to the conclusion that something is genetically preprinted in human brain for the use of language.The fourth noteworthy fact about children’s language acquisition is that language develops long before children need to municate in order to survive. Without some type of inborn mechanism, children would not learn language before they are required to do so, just like learning puters. What’s more, children from different cultures might acquire language at different period of time with significantly different levels of language skills. Nevertheless, the reality is far different from this. As is mentioned above, almost all children from different countri