Assess students' ability to evaluate empirical and theoretical support for modular (innatist) versus usage-based (constructivist) models of adult second-language acquisition. Scope includes core theoretical claims (UG, domain-specificity, statistical learning, emergent grammar), experimental, corpus, longitudinal, and neurocognitive evidence, methodological strengths/limits, individual differences (age, aptitude, input), and instructional implications; require critical comparison and evidence-based conclusions.