The Development of the Grammatical Systemin Early Second Language Acquisition -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- List of abbreviations -- List of figures -- List of tables -- Acknowledgements -- 1. Introduction -- 1.1 Lexical-Functional Grammar - An introduction -- 1.2 Processability Theory - An introduction -- 1.3 The Multiple Constraints Hypothesis -- 1.4 L1 transfer -- 1.4.1 Different perspectives on transfer and the L2 initial state -- 1.5 Outline -- 2. Lexical-Functional Grammar -- 2.1 Design principles of Lexical-Functional Grammar -- 2.2 Levels of representation -- 2.2.1 F(unctional)-structure -- 2.2.2 C(onstituent)-structure -- 2.2.3 Mapping principles from c-structure to f-structure -- 2.2.4 A(rgument)-structure -- 2.2.5 Lexical Mapping Theory -- 2.3 Psychological and typological plausibility -- 3. Developmental patterns in SLA -- 3.1 The Morpheme Order Studies -- 3.2 Criticism of the Morpheme Order Studies -- 3.3 Developmental sequences of acquisition - the Multidimensional Model and the Strategies Approach -- 3.4 Criticism of the Multidimensional Model and the Strategies Approach -- 4. Processability Theory -- 4.1 The psycholinguistic basis of PT -- 4.1.1 Levelt's Blueprint for the Speaker -- 4.1.2 Key psychological factors in language processing -- 4.2 Incremental language generation -- 4.3 The Processability Theory hierarchy of processing procedures -- 4.4 A processability hierarchy for English as L2 -- 4.5 Hypothesis Space -- 4.6 Extended Processability Theory -- 4.6.1 Linear mapping and the Unmarked Alignment Hypothesis -- 4.6.2 Linguistic non-linearity and the mapping of c-structure to f-structure - the Topic Hypothesis -- 4.6.3 Linguistic non-linearity and the mapping of a-structure to f-structure - the Lexical Mapping -- 5. The role of transfer in SLA.

5.1 Some early views on language transfer - Contrastive Analysis and Error Analysis -- 5.2 Transfer - an outdated concept? -- 5.3 UG-based approaches to language transfer -- 5.3.1 The Full Transfer / Full Access Model -- 5.3.2 Partial Transfer / Full Access: the Minimal Trees Hypothesis -- 5.3.3 Partial Transfer / Full Access: the Valueless Features Hypothesis -- 5.3.4 Minimal Transfer / Full Access: the Initial Hypothesis of Syntax -- 5.3.5 Indirect access to UG: the 'No-Parameter Resetting' perspective -- 5.3.6 Evaluation of UG-based approaches to transfer -- 5.4 The Competition Model -- 5.5 The Developmentally Moderated Transfer Hypothesis -- 5.5.1 Common misconceptions of the DMTH -- 6. The study: Design and data collection -- 6.1 Communicative tasks and the Steadiness Hypothesis -- 6.2 Tasks for the interviews -- 6.3 Data collection -- 6.4 Data analysis - methodological principles -- 6.4.1 Distributional analysis -- 6.4.2 The Emergence Criterion -- 7. Testing the Multiple Constraints Hypothesis: Data analysis and results -- 7.1 Developmental stages - grade 3 -- 7.1.1 Results for syntax - grade 3 -- 7.1.2 Results for morphology - grade 3 -- 7.1.3 Summary - stages of acquisition grade 3 -- 7.2 Developmental stages - grade 4 -- 7.2.1 Results for syntax - end of grade 4 -- 7.2.2 Results for morphology - grade 4 -- 7.2.3 Summary - stages of acquisition grade 4 -- 7.3 Comparison of L2 development: grade 3 - grade 4 -- 7.4 Results a(rgument)-structure -- 7.4.1 A-structure in questions - grade 3 -- 7.4.2 A-structure in statements - grade 3 -- 7.4.3 A-structure in questions - grade 4 -- 7.4.4 A-structure grade 4 - statements -- 7.4.5 Comparison results grade 3 - grade 4 -- 7.5 Results transfer -- 7.5.1 Formulaic sequences -- 7.5.2 Absence of transfer from L1 German: 'Split-Verb' and 'V2/inv' structures.

7.5.3 A case of L1 transfer? 'V2/inv' and 'Verb-First' structures -- 8. Concluding remarks -- Bibliography -- Name index -- Subject index.