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In:Perspectives on Input, Evidence, and Exposure in Language Acquisition: Studies in honour of Susanne E. Carroll
Edited by Lindsay Hracs
[Language Acquisition and Language Disorders 69] 2024
► pp. 226–244

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Chapter 9
Speech modifications and the Processability Theory hierarchy

Some observations on word order in Swedish L1 and L2 input

 | Lund University | Linnaeus University
Published online: 26 August 2024
DOI logo with link
https://doi.org/10.1075/lald.69.09hak
Abstract
This study explores to what extent there is a difference in input in L1 and L2 Swedish regarding word order. Swedish is a V2 language with only one constituent preceding the tensed verb. This phenomenon is acquired in different ways by L1 and L2 learners. L1 learners produce V2 without errors around the age of two years whereas L2 learners experience long-lasting problems with the postverbal placement of the subject. The reason for this difference is not fully understood. This study set out to investigate the characteristics of the ambient language in the two acquisition conditions. The results reveal a lot of variation but also differences in the input which suggest that ‘input simplification’ is not always helpful.
Article outline
  • 1.Introduction
  • 2.Simplified registers
    • 2.1Does ‘simplification’ help acquisition?
    • 2.2Canonical word order against text cohesion
    • 2.3Canonical order and developmental stages
  • 3.The acquisition of Swedish grammar
    • 3.1L1 acquisition
    • 3.2L2 acquisition
    • 3.3Input
  • 4.Present study: Teacher Talk narrative to L1 and L2 listeners
    • 4.1Participants and data collection
  • 5.Results
  • 6.Relation to PT
  • 7.Discussion
  • 8.Conclusion
  • References
References (57)
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