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Item Sequential presentation of grammatical morphemes in efl textbooks and its relation with morpheme acquisition(UMT Lahore, 2009) Abdul Qadir KhanThis study is designed to determine the sequence of presentation of grammaticalmorphemes in English Textbooks prescribed by Punjab Textbook Board for primary levellearners (5-10 years) in Pakistan and its relation with morpheme acquisition in yoimglearners. The sequence of presentation of grammatical morphemesjin-^gli^ textbooks has been determined on the basis of order of introduction of these morphemes in these textbooks. The study compares this obtained sequence of presentation to the L2 order of morpheme acquisition presented by Dulay and Burt (1974) and finds a significant difference between the two orders. The study also focuses to explore the relation of this obtained sequence of presentation with morpheme acquisition in Primary level leamers. Three tasks: essay writing, grammar exercise and a translation activity, have been admimstered to thirty grade fifth young leamers. After scoring for morpheme suppliance in obligatory contexts and using the correct percentage method to order the morphemes, no concordance is found between the sequence of presentation of grammatical morphemes and order of morpheme acquisition by primary level leamers. The results show concordance between Dulay and Burt's (1974) order of morpheme acquisition and the order obtained from young leamers in this study. This study also verifies that L2 leamers follow the same order of morpheme acquisition irrespective of their different Lls and different language exposures. The results of the study also show that not even a single morpheme reached minimal acquisition limit that is 90 % accuracy level. The study concludes that the sequence of presentation of grammatical morphemes in EFL Textbooks for primary level leamers in Pakistan is significantly different from L2 order of moipheme acquisition presented by Duiay and Burt (1974). This sequence of presentation of grammatical morphemes has no effect on the order of morpheme acquisition but does affect the rate of morpheme acquisition and it makes the rate of morpheme acquisition slower and hampers cognitive acceleration of the study. This study suggests that the natural order of morpheme acquisition should be followed in teaching that will help in cognitive acceleration of learners.