1.1. Think of three or four ‘telegraphic’ sentences that a young child might produce. These may be in English or another language you know well. How are these ‘little sentences’ similar to those in the adult language? How are they different?
“telegraphic” sentences：
（1）"I can see a cow" repeated as "See cow"
（2）I having this. I'm having 'nana.
sort of subconsciously（3）Baby fall down
Similarities: They both contain the necessary key words, especially nouns, verbs and
adjectives
Differences: “Telegraphic” sentences lack function words like prepositions and
conjunctions. They are shorter, and grammatical elements are often omitted or
inserted incorrectly, and they are single clauses.
2.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?
Cross-sectional approaches: A research method studies subjects at different ages and    stages of development.
Longitudinal studies: It is a type of observational study. By longitudinal studies, we    mean that we can study learner’s language with a period of time, one month, one    year, or more. This contrasts with Cross-sectional studies.
The challenges of longitudinal study approaches: They are time-consuming and    money-consuming. Also, they are not convenient.       
Potential benefits of longitudinal study approaches: Longitudinal studies track the    sa
me people, and therefore the differences observed in those people are less likely    to be the result of cultural differences across generations.
The challenges of Cross-sectional approaches: Routine data are not designed to    answer the specific question.
Potential benefits of Cross-sectional approaches: . The use of routinely collected    data allows large cross-sectional studies to be made at little or no expense.
3.What is the ‘wug test’? What do the findings from the wug test tell us about
Children’s developing language? What advantages does the wug test have over studies that observe children’s language in natural settings? Can you think of some disadvantages?
(1) “Wug test” is a procedure to explore children’s knowledge of language developed by Jean Berko Gleason. It was designed as a way to investigate the acquisition of the plural and other inflectional morphemes in English-speaking children.
(2) By the age of three-and-a-half or four years, most children can ask questions, give commands, report real events, and create stories about imaginary ones-complete with correct grammatical morphemes.
(3) Advantages of wug test By completing these sentences, children demonstrate that they actually know the rules in English, not just a list of memorized word pairs, and can apply these rules to words which they have never heard before.
(4)Some disadvantages: The acquisition of the more complex grammatical structures of the language requires a different sort of explanation
4.  What is metalinguistic awareness? Why is it a prerequisite for being able to understand most jokes and riddles? Think of a joke or riddle you know. How is metalinguistic awareness related to your understanding of what makes this joke funny?
(1) Metalinguistic awareness is the ability to treat language as an object, separate from the meaning it conveys.
(2)Because Metalinguistic awareness includes the discovery of such things as ambiguity---words and sentences that have multiple meaning.
(3)Jokes: Why is the bride feeling unhappy in her wedding? Because she cannot marry the ‘best man’.
5.  What have researchers observed about the frequency with which young children engage in imitation and repetitive practice? In what way are young children’s linguistic imitation and practice patterns different from those of some foreign language classes?
(1) Observation: ●First year, most babies can understand quite a few frequently repeated words.
                    ●Speech consists of imitation, but different children have different rate of imitation
                  ●Children’s imitations are not random; they do not imitate everything they hear
                    ●Children sometimes repeat themselves or produce a series of related practice sentences
(2) Differences: Linguistic imitation and practice patterns are the natural process in which children subconsciously possess and develop the linguistic knowledge of the setting they live in. Young children learn language through exposure to the language and meaningful communication.
            Foreign language classes take place where the target language is not the language spoken in the language community. Children have the need of systematic studies of any kind.

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