THE ACQUISITION OF SOME COMPLEX SYNTACTIC STRUCTURES IN L1 AND L2 LEARNERS (easy to see, promise, ask/tell)

The existence of a developmental sequence for the acquisition of specific complex syntactic structures in English was investigated through an analysis of eight studies of Xanish subjects. The studies involved Danish speaking subjects acquiriag English as a second language at ages 7-10, 13, and 18. The evidence from these stbdies demonstrate a developmental se4uence of linguistic stages ' with each of the structures acquired in sequential order. General syntactic prindiples are at work despite the different learning situations and learner skills. Gradual development, degrees of understanding, and the importance of contextual and interpersonal cues must be considered when evaluating variations in comprehension. The distinction between conceptual development and the mastery of the syntactic rules studied is discussed. Performance strategies relying on syntactic/semantic cues varying according to experimental setup and developmental stage are noted. (RW) Reproductions supplied by EDRS are the best that can be made from the original document