- Researchers have used both longitudinal and cross-sectional approaches to investigate the order of acquisition of grammatical morphemes in English by young children. Describe these approaches in your own words. What are the challenges and the potential benefits of each?
- What is the ‘logical problem of language acquisition’? How does ‘UG’ address this problem?
- Explain the difference between simultaneous and sequential bilingualism, then between additive and subtractive bilingualism. Are subtractive bilinguals really bilingual?
- What is the difference between a developmental error and an error that is based on the influence of a previously learned language? From your own language learning experience, try to come up with examples of errors that you feel confident are either developmental or due to cross-linguistic influence.
- Define instrumental and integrative motivation in your own words and give an example to illustrate each. Comment on how these types of motivation might be manifested differently in different learning environments.
Terms：
- audiolingual approach
- behaviorism
- child-directed speech
- communicative language teaching
- competence
- comprehensible input
- comprehension-based instruction
- contrastive analysis hypothesis
- critical period hypothesis (CPH)
- cross-linguistic influence
- developmental sequence
- first language
- form-focused instruction
- grammatical morphemes