Assess students' ability to critically evaluate generative grammar (including Universal Grammar, parameter-setting, poverty-of-the-stimulus arguments) versus usage-based models (construction grammar, emergentist and frequency-based accounts) as explanations for adult second language acquisition. Tasks: compare theoretical assumptions, critique key empirical studies (morphosyntax, variability, fossilization), evaluate methodological strengths and weaknesses, and synthesize pedagogical and research implications, concluding which framework (or integration) best accounts for adult L2 learning.