Psycho-linguistics and Second Language Acquisition

  1. Document at least two language learners’ language learning experience and explain it with SLA theories
  2. Document how young children learn L1 and L2 and explain the role of L1 in learning an L2.
  3. Record at least two language classes with different teachers. Analyze the different kinds of corrective feedback or questioning or interaction and discuss their effectiveness
  4. Examine the grammatical or lexical errors in English produced by at least one native Cantonese speaker and one native Mandarin Chinese speaker. Analyze their errors and explain differences and similarities and possible sources
  5. Examine learners’ question formation or other grammatical acquisition and test whether they follow a certain sequence
  6. Investigate some language learners about one or two individual factors (e.g. age, aptitude, anxiety, personality, motivation, style, strategies, etc.) to learn English or other languages and relate it with their learning outcome (not necessarily language proficiency)
  7. Design a vocabulary/grammar teaching/learning method and evaluate its effectiveness