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1.1.Thinkofthreeorfour‘telegraphic’sentencesthatayoungchildmightproduce.ThesemaybeinEnglishoranotherlanguageyouknowwell.Howarethese‘littlesentences’similartothoseintheadultlanguage?Howaretheydifferent?“telegraphic”sentences：（1）IcanseeacowrepeatedasSeecow（2）Ihavingthis.I'mhaving'nana.（3）BabyfalldownSimilarities:Theybothcontainthenecessarykeywords,especiallynouns,verbsandadjectivesDifferences:“Telegraphic”sentenceslackfunctionwordslikeprepositionsandconjunctions.Theyareshorter,andgrammaticalelementsareoftenomittedorinsertedincorrectly,andtheyaresingleclauses.2.Researchershaveusedbothlongitudinalandcross-sectionalapproachestoinvestigatetheorderofacquisitionofgrammaticalmorphemesinEnglishbyyoungchildren.Describetheseapproachesinyourownwords.Whatarethechallengesandthepotentialbenefitsofeach?Cross-sectionalapproaches:Aresearchmethodstudiessubjectsatdifferentagesandstagesofdevelopment.Longitudinalstudies:Itisatypeofobservationalstudy.Bylongitudinalstudies,wemeanthatwecanstudylearner’slanguagewithaperiodoftime,onemonth,oneyear,ormore.ThiscontrastswithCross-sectionalstudies.Thechallengesoflongitudinalstudyapproaches:Theyaretime-consumingandmoney-consuming.Also,theyarenotconvenient.Potentialbenefitsoflongitudinalstudyapproaches:Longitudinalstudiestrackthesamepeople,andthereforethedifferencesobservedinthosepeoplearelesslikelytobetheresultofculturaldifferencesacrossgenerations.ThechallengesofCross-sectionalapproaches:Routinedataarenotdesignedtoanswerthespecificquestion.PotentialbenefitsofCross-sectionalapproaches:.Theuseofroutinelycollecteddataallowslargecross-sectionalstudiestobemadeatlittleornoexpense.3.Whatisthe‘wugtest’?WhatdothefindingsfromthewugtesttellusaboutChildren’sdevelopinglanguage?Whatadvantagesdoesthewugtesthaveoverstudiesthatobservechildren’slanguageinnaturalsettings?Canyouthinkofsomedisadvantages?(1)“Wugtest”isaproceduretoexplorechildren’sknowledgeoflanguagedevelopedbyJeanBerkoGleason.ItwasdesignedasawaytoinvestigatetheacquisitionofthepluralandotherinflectionalmorphemesinEnglish-speakingchildren.(2)Bytheageofthree-and-a-halforfouryears,mostchildrencanaskquestions,givecommands,reportrealevents,andcreatestoriesaboutimaginaryones-completewithcorrectgrammaticalmorphemes.(3)AdvantagesofwugtestBycompletingthesesentences,childrendemonstratethattheyactuallyknowtherulesinEnglish,notjustalistofmemorizedwordpairs,andcanapplytheserulestowordswhichtheyhaveneverheardbefore.(4)Somedisadvantages:Theacquisitionofthemorecomplexgrammaticalstructuresofthelanguagerequiresadifferentsortofexplanation4.Whatismetalinguisticawareness?Whyisitaprerequisiteforbeingabletounderstandmostjokesandriddles?Thinkofajokeorriddleyouknow.Howismetalinguisticawarenessrelatedtoyourunderstandingofwhatmakesthisjokefunny?(1)Metalinguisticawarenessistheabilitytotreatlanguageasanobject,separatefromthemeaningitconveys.(2)BecauseMetalinguisticawarenessincludesthediscoveryofsuchthingsasambiguity---wordsandsentencesthathavemultiplemeaning.(3)Jokes:Whyisthebridefeelingunhappyinherwedding?Becauseshecannotmarrythe‘bestman’.5.Whathaveresearchersobservedaboutthefrequencywithwhichyoungchildrenengageinimitationandrepetitivepractice?Inwhatwayareyoungchildren’slinguisticimitationandpracticepatternsdifferentfromthoseofsomeforeignlanguageclasses?(1)Observation:●Firstyear,mostbabiescanunderstandquiteafewfrequentlyrepeatedwords.●Speechconsistsofimitation,butdifferentchildrenhavedifferentrateofimitation●Children’simitationsarenotrandom;theydonotimitateeverythingtheyhear●Childrensometimesrepeatthemselvesorproduceaseriesofrelatedpracticesentences(2)Differences:Linguisticimitationandpracticepatternsarethenaturalprocessinwhichchildrensubconsciouslypossessanddevelopthelinguisticknowledgeofthesettingtheylivein.Youngchildrenlearnlanguagethroughexposuretothelanguageandmeaningfulcommunication.Foreignlanguageclassestakeplacewherethetargetlanguageisnotthelanguagespokeninthelanguagecommunity.Childrenhavetheneedofsystematicstudiesofanykind.6.Giveexamplesofbothgrammaticalandlexicalovergeneralizationerrorsfoundinearlychildlanguage.Whatisthegenerallearningprinciplethatunderliessucherrors?Examplesofgrammaticalovergeneralizationerrors：Randall(2,9),whoisinstage3ofquestionformation,concludedthatthetrickofaskingquestionsistoputacertainword(inthiscase:are)atthebeginningofthesentence.forexample:Aredogswiggletheirtails？Correctform:Dodogswiggletheirtails?Examplesoflexicalovergeneralizationerrors:Michel(2,0)says:Mummy,I'mhiccingupandIcan'tstop.(Michelhasheardmanytwo-wordverbswithup,suchasstandingupandpickingup.Sohemakessuchageneralization.)Thegenerallearningprinciplethatunderliessucherrors:(1)Childrenappeartopickoutpatternsandthengeneralizethemtonewcontexts.Theycreatenewformsornewusesofwordsuntiltheyfinallyfigureouthowtheformsareusedbyadults.Theirnewsentencesareusuallycomprehensibleandoftencorrect.(2)Behaviorisminfirstlanguagelearning.7.HowdothestoriesofVictorandGenie(pages19–21)supportthecriticalperiodhypothesis?Doyoufindthisevidenceconvincing?Whydomostresearchersconsiderthattheevidencefromus