Second Language Learning and Learner Language

Second Language Acquisition:

How do the characteristics and learning conditions differ between a young child acquiring their first language and an adult immigrant acquiring a second language without formal instruction?
What role does cognitive maturity play in adult second language acquisition, and how might this differ from language acquisition in young children?
Discuss the concept of 'interlanguage.' How does it help explain the errors learners make during second language acquisition?
Explain the difference between developmental errors and transfer (interference) errors in second language acquisition, providing examples for each.
According to the document, why might a learner produce more errors as they progress in language learning? How can errors indicate progress?
What are the primary differences in corrective feedback that learners receive inside versus outside of the language classroom?
How can a learner’s first language (L1) influence their acquisition of grammatical structures such as questions, negations, and relative clauses in their second language (L2)?
Describe the 'developmental sequences' observed in second language learners. How can understanding these sequences help language teachers design effective lessons?
Vocabulary acquisition in a second language often presents challenges for learners. Discuss the factors that influence how easily or difficultly a new vocabulary item is acquired.
Explain the concept of pragmatics in second language learning. Why is developing pragmatic competence important for language learners, and how might this aspect be challenging?