Typology in linguistics is the study of the structural similarities and differences between languages, focusing on how languages are organized and how they function.

Typology influences language acquisition in multiple ways, including determining the order of acquisition, affecting the difficulty of learning, and shaping the strategies learners employ.

Research has shown that the order of acquisition of grammatical morphemes, such as tense markers and plural markers, is influenced by the word order of the target language.

The difficulty of learning a particular language can be influenced by various typological features, including the phonological inventory, morphological complexity, and syntactic structure.

Learners' strategies for acquiring a new language can be influenced by typological features such as lexical richness, grammatical complexity, and discourse organization.

Language transfer refers to the phenomenon where learners apply linguistic features from their native language to the target language during the process of acquisition.

Syntactic structure has been found to be particularly influential in language transfer, as learners often transfer syntactic patterns from their native language to the target language.

Overgeneralization refers to the stage in language acquisition where learners apply grammatical rules too broadly, resulting in utterances that are grammatically incorrect but follow a consistent pattern.

Morphological transparency, which refers to the degree to which morphemes are easily identifiable and meaningful in a word, has been found to influence the rate of acquisition of grammatical morphemes.

Selective acquisition refers to the phenomenon where learners acquire certain linguistic features more easily than others, even if those features are typologically common.

Learners' interlanguage phonology is influenced by typological features such as the phonological inventory, phonotactic constraints, and prosodic structure of the target language.

Approximation refers to the phenomenon where learners produce utterances that are grammatically correct but sound unnatural or awkward to native speakers due to differences in pronunciation or intonation.

Learners' interlanguage syntax is influenced by typological features such as word order, case marking, and tense-aspect marking of the target language.

Reordering refers to the phenomenon where learners acquire certain linguistic features in a non-native order, often influenced by the typological features of their native language.

Learners' interlanguage lexicon is influenced by typological features such as lexical richness, lexical gaps, and collocational patterns of the target language.