The Relationship Between Speech Production and Speech Comprehension and Thought

The Relationship between Speech Production and Speech Comprehension and plan 1. Is it possible for a child to have the ability to produce rescue without having the ability to comprehend row? * The child must first fitted to comprehend the meaning of the lyric in the first place they themselves stinkpot produce it. The prefatory of all language is meaning and without that, children could not begin to produce language meaningfully. Children need to be exposed to utterances with a clear connection to articles referred to before they themselves can begin sat such utterances.They will not look on language if all that they are exposed to is speech sound, no yield how many times it is uttered. 2. Which part of the brain that is related to language intelligence? * The left temporal lobe is thought to be critical for language have and deed. Wernickes range is the name of the specific region of the temporal lobe that is associated with speech comprehension, whereas Brocas Area is a region of the temporal lobe associated with speech production. 3.Does experience play authorized rule to attend children in language comprehension and speech production? * Children must first be exposed to utterances and it is also necessary that these utterances are related to objects, events and situations in their physical environment and subjective events in their minds (desire, throe and love). Childs experience with the environment and the childs experience of its own feeling are assigning the meanings of the word and sentences. 4. Does imitation help children to learn language? Imitation, copying and repeating words loud, is not the natural factor for learning a language by a child. It cannot be regarded as basic factor, because it has some limitation. The first limitation is that imitation can apply only to speech production but not to speech comprehension and the second one is that imitation is not involved in construction of sentences. So, we can conclude that imi tation is limited to the development of the crossroads of speech sounds and the sound pattern of sentences.