Which hypothesis asserts that grammatical morphemes are learned in a predetermined natural sequence?

Which hypothesis asserts that grammatical morphemes are learned in a predetermined natural sequence?

• A. Natural order hypothesis
• B. Critical period hypothesis
• C. Interactionist hypothesis
• D. Monitor model

Answer: (A)

The concept being tested is that grammatical morphemes are acquired in a fixed, predictable sequence as learners develop their interlanguage. This view, often called the natural order hypothesis, says that there’s a built-in order in which learners tend to acquire English morphemes, and this order holds across learners and isn’t driven mainly by how the material is taught. So, even with instruction or explicit practice, the sequence of emerging morphemes tends to follow the same path, with some forms appearing earlier due to internal development rather than practice alone. This is distinct from thinking about a limited time window for language learning, which is the critical period idea; or from emphasis on social interaction and feedback driving learning, which is the interactionist view; or from broader ideas about how language is learned that are captured by the monitor model. The natural order hypothesis directly explains why morpheme acquisition appears to follow a predictable progression. For example, learners often use -ing and plural -s before more complex forms like past tense or auxiliary constructions, illustrating a gradually unfolding sequence rather than random acquisition.

The concept being tested is that grammatical morphemes are acquired in a fixed, predictable sequence as learners develop their interlanguage. This view, often called the natural order hypothesis, says that there’s a built-in order in which learners tend to acquire English morphemes, and this order holds across learners and isn’t driven mainly by how the material is taught. So, even with instruction or explicit practice, the sequence of emerging morphemes tends to follow the same path, with some forms appearing earlier due to internal development rather than practice alone. This is distinct from thinking about a limited time window for language learning, which is the critical period idea; or from emphasis on social interaction and feedback driving learning, which is the interactionist view; or from broader ideas about how language is learned that are captured by the monitor model. The natural order hypothesis directly explains why morpheme acquisition appears to follow a predictable progression. For example, learners often use -ing and plural -s before more complex forms like past tense or auxiliary constructions, illustrating a gradually unfolding sequence rather than random acquisition.