UTTERANCE STRUCTURE -- Editorial page -- Title page -- Copyright page -- Table of contents -- Preface -- Acknowledgements -- 1. Introduction -- 1.1 Aims and scope -- 1.2 "Second language acquisition by adult immigrants": The European Science Foundation project -- 1.2.1 Motivation and organisation -- 1.2.2 Design -- 1.3 Data base: The Charlie Chaplin retelling -- Notes -- 2. Framework -- 2.1 Introduction -- 2.2 The learner's problem of arranging words -- 2.3 Transfer and universal principles -- 2.4 A sample analysis: Vito -- 2.4.1 The informant -- 2.4.2 Vito's linguistic repertoire -- 2.4.3 The shipyard episode -- 2.4.4 Vito's basic patterns -- 2.4.5 Summary -- 2.5 Some guiding hypotheses -- 2.5.1 Phrasal conditions -- 2.5.2 Semantic constraints -- 2.5.3 Pragmatic factors -- 2.5.4 Summary -- Notes -- 3. The acquisition of English -- 3.1 Introduction -- 3.1.1 The informants and data -- 3.1.2 Some notes on spoken English -- 3.1.3 Some notes on Punjabi -- 3.1.4 A note on spoken Italian -- 3.2 Punjabi - English: Madan -- 3.2.1 The informant -- 3.2.2 Cycle I -- 3.2.3 Cycle II -- 3.2.4 Cycle III -- 3.3 Punjabi - English: Comparative data -- 3.3.1 Ravinder -- 3.3.2 Punjabi - English: Summary -- 3.4 Italian - English: Andrea -- 3.4.1 The informant -- 3.4.2 Cycle I -- 3.4.3 Cycle II -- 3.4.4 Cycle III -- 3.4.5 Conclusions -- 3.5 Italian - English: Comparative data -- 3.5.1 Santo -- 3.5.2 Italian - English: Summary -- 3.6 Summary of learners of English -- 3.6.1 Patterns -- 3.6.2 Referent introduction and reference maintenance -- 3.6.3 Verbal morphology and subordination -- Notes -- 4. The acquisition of German -- 4.1 Introduction -- 4.1.1 Presentationof the chapter -- 4.1.2 Word order in German -- 4.1.3 A quote on word order in Turkish -- 4.2 Italian - German: Tino -- 4.2.1 The informant -- 4.2.2 Cycle I -- 4.2.3 Cycle II -- 4.2.4 Cycle III.

4.2.5 Short summary -- 4.3 Italian - German: Angelina -- 4.3.1 The informant -- 4.3.2 Cycle I -- 4.3.3 Cycle II -- 4.3.4 Cycle III -- 4.3.5 Summary -- 4.4 Italian - German: Comparative data -- 4.4.1 Gina -- 4.4.2 Cycle I -- 4.4.3 Changesin the second and third cycle -- 4.4.4 A note on Vito -- 4.5 Summary of Italian learners -- 4.6 Turkish - German: Çevdet -- 4.6.1 The informant -- 4.6.2 Cycle I -- 4.6.3 Cycle II -- 4.6.4 Cycle III -- 4.6.5 Summary -- 4.7 Turkish - German: Ayshe -- 4.7.1 The informant -- 4.7.2 Cycle I -- 4.7.3 Cycle II -- 4.7.4 Cycle III -- 4.7.5 Summary of Turkish informants -- 4.8 Summary of German learners -- 4.8.1 Principles -- 4.8.2 Finite and infinite utterance organisation -- 4.8.3 Semantic and pragmatic constraints -- 4.8.4 Conclusion -- Notes -- 5. The acquisition of Dutch -- 5.1 Introduction -- 5.1.1 Presentation of the chapter -- 5.1.2 Word order in Dutch -- 5.1.3 Some notes on Moroccan Arabic -- 5.2 Turkish - Dutch: Mahmut -- 5.2.1 The informant -- 5.2.2 Cycle II: First retelling -- 5.2.3 Cycle III: Second retelling -- 5.2.4 Cycle I: Personal narrative -- 5.2.5 A short summary -- 5.3 Turkish - Dutch: Ergiin -- 5.3.1 The informant -- 5.3.2 Cycle II: First retelling -- 5.3.3 Cycle III: Second retelling -- 5.3.4 Cycle I: Personal narrative -- 5.3.5 A short summary -- 5.4 Moroccan - Dutch: Fatima -- 5.4.1 The informant -- 5.4.2 Cycle II: First retelling -- 5.4.3 CycleIII: Second retelling -- 5.4.4 Cycle I: Personal narrative -- 5.4.5 A short summary -- 5.5 Moroccan - Dutch: Mohamed -- 5.5.1 The informant -- 5.5.2 Cycle II: First retelling -- 5.5.3 Cycle III: Second retelling -- 5.5.4 Cycle I: Personal narrative -- 5.5.5 A short summary -- 5.6 Summary of learners of Dutch -- 6. The acquisition of French -- 6.1 Introduction -- 6.1.1 Presentation of the chapter -- 6.1.2 Word order in spoken French.

6.1.3 The native speaker retelling -- 6.1.4 A note on word order in spoken Spanish -- 6.2 Moroccan - French: Zahra -- 6.2.1 The informant -- 6.2.2 Cycle I -- 6.2.3 Cycle II -- 6.2.4 Cycle III -- 6.3 Moroccan - French: Comparative data -- 6.3.1 Abdelmalek -- 6.3.2 Summary and comparison with conversational data -- 6.4 Spanish - French: Paula -- 6.4.1 The informant -- 6.4.2 Cycle I -- 6.4.3 Cycle II -- 6.4.4 Cycle III -- 6.5 Spanish - French: Comparative data -- 6.5.1 Introduction -- 6.5.2 Pattern A. -- 6.5.3 Pattern B. -- 6.5.4 Pattern C. -- 6.5.5 Internal structure of NP and pattern D. -- 6.5.6 Subordination -- 6.5.7 Summary -- 6.6 Summary of learners of French -- 6.6.1 The representativity of the data -- 6.6.2 Linguistic repertoire -- 6.6.3 The acquisition of patterns -- Notes -- 7. Conclusions -- 7.1 Introduction -- 7.2 Focus last, Controller first, and the finite-nonfinite distinction -- 7.2.1 Topic-focus, quaestio, and the interrelation between text and utterance -- 7.2.2 Finite-nonfinite and the control asymmetry -- 7.3 The "basic variety" - what it looks like, how it is approached, and why development goes beyond -- 7.3.1 The basic variety -- 7.3.2 Towards the basic variety -- 7.3.3 Why go beyond the basic variety? -- 7.4 Competing constraints: development beyond the basic variety -- 7.4.1 Development of a third person pronoun system -- 7.4.2 Focalisation devices -- 7.4.3 Development of verb morphology and means for subordination -- 7.5 Possible influences of the source language -- 7.6 Uncontrolled factors -- 7.6.1 The retelling in relation to other activities -- 7.6.2 Individual variation -- 7.7 Towards a theory of the logic of acquisition -- Notes -- Glossary -- References -- Author Index -- Subject Index.