Linguistic motivation remains an important theoretical issue in language research. Lexical motivation, as the most basic level of linguistic motivation, has always been a hot-discussed topic in the study of motivation, but there is little study on the comparison of lexical motivation between English and Chinese, especially on noun derivatives. Therefore, this article, using corpus research and qualitative analysis, aims at finding, describing, and explaining the similarities and differences between English and Chinese noun derivatives in morphological motivation. The corpus, selected by the principle of authority, equivalence, timeliness and feasibility, is built on American National Geographic and Chinese National Geography on which a few researchers delve from the perspective of motivation, so it is worthy of more exploration. Theoretically, this study will explain the inherent laws of language and promote the further development of linguistic motivation theory. Practically, this study may improve the efficiency of vocabulary teaching and learning.

Universal Grammar, represented by Chomsky, believes that the human brain is born with a Language Acquisition Device. Under the stimulation of the language environment, the language function of the human brain dedicated to language learning will be activated and begin to acquire a language. Universal grammar is the core idea of Chomsky's generative linguistics theory, which is composed of a limited number of syntactic principles representing the common features of human language. It is precisely because the human brain naturally generates this universal grammar that human beings can acquire their own mother tongue when language input is poor or even lacks "negative corpus" (that is, the indication of language errors or faults). Chomsky once proposed a simple language acquisition model, namely "language input —Language Acquisition Device —language acquisition", which means that language input generates grammar through Language Acquisition Device, thus acquiring language. It is worth noting that Chomsky's theory is not specifically designed for the study of Second Language Acquisition, and he himself has not given any guidance in this field, but it provides theoretical support for the theory of Second Language Acquisition (Yang Chunyuan, 2020). Hence, learning the whole semester’s course of Second Language Acquisition, having seen universal grammar as a important content in my textbook, this paper tries to integrate these related theories and make a conclusion and comment or paraphrasing（not all the bibliographies are quoted directly in this paper, paraphrased or arranged instead）based on various bibliographies.

This paper explores the rich tradition of Hausa cuisine and its potential role in managing diabetes, focusing on traditional medicinal foods used by the Hausa people. Drawing from the abundant natural resources surrounding them, the Hausa people have long relied on a holistic approach to health, incorporating various trees, plants, roots, and herbs into their diet. Traditional remedies often blur the line between food and medicine, reflecting the Hausa belief that dietary choices play a crucial role in overall health. Through an extensive examination of traditional Hausa foods and their therapeutic effects on diabetes, this paper provides insights into potential culinary solutions for managing the condition. From fresh moringa leaves to baobab fruits, from hibiscus to fish and local fowls, the paper explores a wide range of traditional remedies used by the Hausa people to alleviate symptoms of diabetes. Furthermore, the paper discusses the harmful types of foods that diabetics should avoid and highlights non-harmful foods beneficial for diabetes management. By shedding light on the intricate relationship between Hausa cuisine and diabetes management, this paper contributes to our understanding of traditional medicinal practices and offers avenues for further research and exploration.

In the multilingual setting of Cameroon, this article looks at the influence of civil society organizations (CSOs) on mother tongue education. The preservation and advancement of mother tongue education are essential for maintaining cultural identity and advancing education in a nation where multiple languages are spoken. However, there are a number of barriers that prevent mother-tongue education programs from being implemented effectively. This study evaluates the barriers that community-based organizations (CSOs) have while trying to advance mother tongue education and considers possible solutions. This study clarifies the many challenges faced by CSOs through a thorough literature review and qualitative research techniques like document analysis and interviews. Language variety, a lack of government backing, scarce resources, and insufficient teacher preparation are some of these challenges. The results also show where there may be opportunities to strengthen the influence of CSOs on mother-tongue instruction. According to the study, CSOs are essential in promoting mother tongue education, increasing public awareness, creating instructional resources, and giving instructors training. However, it is essential to improve cooperation between CSOs, governmental organizations, and communities in order to get past the challenges. To further increase the influence of CSOs, it is imperative to improve teacher preparation programs, boost financing and resources, and create laws that encourage mother tongue education. This study adds to the body of knowledge by shedding light on the particular difficulties CSOs encounter while trying to advance mother tongue instruction in the multilingual setting of Cameroon. The results emphasize the significance of maintaining linguistic variety and advancing inclusive education methods, and they provide insightful recommendations for legislators, CSOs, and others involved in education. Through tackling these challenges and welcoming alternative perspectives, Cameroon may cultivate an education system that is both culturally rich and inclusive, valuing and supporting diversity.

Scholars of EAP research have primarily originated in the 1990s, and their discourse has unfolded from various dimensions. In the past ten years, researches have focused on the definition and positioning of EAP, whether it is necessary for universities in China to set up EAP, and the relationship between EAP, college English and specialized English. In addition, domestic academic English studies are dominated by review articles but few empirical ones. By reviewing the literature, it is found that there are some problems in EAP teaching. EAP teaching should not only pay attention to the instrumental and practicability of language, but also emphasizes the humanistic nature of language. There is no doubt that curriculum ideology and politics provide a very favorable opportunity for EAP teaching to realize its humanistic function. Based on project teaching method, this research focuses on curriculum ideology and politics case design model of EAP.