The Development of Grammar -- Editorial page -- Title page -- LCC data -- Dedication page -- Table of contents -- Introduction -- References -- Part I. (2)L1 versus L2 versus child L2 -- 'Acquisition' in grammatical development -- 1. Grammatical development in different populations -- 1.1 Does UG constrain grammatical development in all populations? -- 1.2 Why study word order in development? -- 1.3 Bilingual acquisition is like monolingual acquisition -- 2. Negation and verb position in adult SLA -- 2.1 Why study negation? -- 2.2 The rapid emergence of anaphoric and constituent negation -- 2.3 Word order in the development of propositional negation -- 3. Induction and problem-solving as a solution to word order in adult SLA -- 3.1 Exemplar-based and statistical learning: Data-driven learning of distributional patterns -- 3.2 Concept-based learning and problem-solving -- 3.3 Problem-solving entails intention and possibly awareness -- 4. Word order may also reflect the mapping to prosody -- 5. Conclusions -- References -- Tense and Aspect in early French development in aL2, 2L1 and cL2 learners -- 1. Introduction -- 2. Background -- 2.1 Tense and Aspect (TA) in L1 and aL2 acquisition -- 2.2 TA in cL2 development -- 2.3 Comparing Swedish-French aL2, 2L1 and cL2 -- 3. Present study, methods -- 3.1 Learners and recordings -- 3.2 Comparisons -- 4. French in adult L2 acquisition (aL2) -- 4.1 The aL2 learners -- 4.2 TA marking vs. default forms in aL2 -- 4.3 Past reference and lexical Aspect in aL2 -- 5. French TA in bilingual acquisition (2L1) -- 5.1 The 2L1 learners -- 5.2 TA markings vs. default forms in 2L1 -- 5.3 Past reference and lexical Aspect in 2L1 -- 6. TA in child L2 acquisition (cL2) -- 6.1 The cL2 learners -- 6.2 TA marking vs. default forms in cL2 -- 6.3 Past reference and lexical Aspect in cL2 -- 6.4 Comparisons.

7. Summary and discussion -- Acknowledgments -- References -- Subject clitics in child L2 acquisition of French -- 1. Introduction -- 2. Clitic subject pronouns in French -- 2.1 Inventory of SCL and inflectional paradigm in colloquial French -- 2.2 Properties and syntactic status of colloquial French SCL -- 3. SCL in different types of language acquisition -- 3.1 2L1 acquisition -- 3.2 Adult L2 acquisition -- 3.3 Child L2 acquisition -- 4. The cL2 study -- 4.1 Presentation of the data -- 4.2 Method and criteria -- 4.3 Results -- 5. Conclusions -- References -- Placement of infinitives in successive child language acquisition -- 1. Introduction -- 2. Infinitives in L1 and L2 acquisition -- 2.1 Root infinitives in L1 German -- 2.2 Verb placement in L2 German -- 3. The study -- 4. Results -- 4.1 Results - Ewa -- 4.2 Results - Witek -- 4.3 Results - Adam -- 4.4 Results - Jan -- 5. Summary and discussion -- Acknowledgments -- References -- Part II. The acquisition of sentence structure and functional categories -- The developmental pathway of nominal functional categories in early child Mandarin -- 1. Introduction -- 2. Grammatical considerations -- 3. Methodology -- 4. Results -- 4.1 Co-existence of D + Cl and Num + Cl (1st to 3rd sessions) -- 4.2 Emergence of D + Cl + N and Num + Cl + N in the 4th session -- 4.3 Emergence of D + Num + Cl + (N) structure in the 5th session -- 5. Discussion -- 6. Conclusion -- Acknowledgements -- References -- The emergence of CP in child Basque -- 1. Introduction -- 2. The syntax of CP-related structures in Basque -- 2.1 Starting assumptions -- 2.2 Presentation of CP-related structures -- 2.3 Syntactic analysis -- 3. Methods of data collection and analysis -- 4. Results -- 4.1 The acquisition of finiteness -- 4.2 Emergence of CP-related structures in Basque -- 5. Discussion and conclusions -- Abbreviations -- References.

Some directions for the systematic investigation of the acquisition of Cypriot Greek -- 1. Introducing CAT: The Cyprus Acquisition Team -- 2. Some relevant aspects of CG grammar -- 2.1 The (socio)linguistic reality of CG -- 2.2 Clitics in Modern Greek -- 3. Acquisition of CG object clitics: Developing a knowledge base -- 3.1 Clitics-in-islands test (COST Action A33) -- 3.2 Participants -- 3.3 Materials -- 3.4 Methodology -- 4. Results -- 4.1 Control group: CG adults -- 4.2 Target group: TD 5-year-old children (TD5) -- 4.3 An unlikely control group: TD 3- and 4-year-old children (TD3-4) -- 4.4 Results: A first interpretation -- 5. Discussion and outlook: Towards a socio-syntax of development -- References -- Strict interfaces and three kinds of Multiple Grammar -- 1. Introduction -- 1.1 Multiple Grammars and the lexicon -- 1.2 Variation types -- 2. Strict Interfaces -- 2.1 Pragmatic Interfaces -- 2.2 Animal Interfaces -- 2.3 Semantic Interface -- 3. Innate endowment and Efficient Computation -- 3.1 Interfaces and interactions -- 3.2 Strict Interfaces and Classical Innateness -- 3.3 Projections from Merge -- 3.4 Helen Keller and External Systems -- 4. Strict Interfaces: A substantive example -- 4.1 Parameters and Externalization -- 4.2 Competition Model -- 4.3 Compatibility Model -- 4.4 Structural Extension: Another form of Multiple Grammars (MG) -- 4.5 Counter-argument -- 4.6 Conclusions and consequences -- 5. Critical Period Hypothesis -- 6. Conclusions -- References -- Part III Autonomous development vs. crosslinguistic influence in bilingual first language acquisitio -- Delay and acceleration in bilingual first language acquisition -- 1. Delay and acceleration: A survey -- 2. Delay effects and null-subjects in Italian and Spanish -- 2.1 Null-subjects in adult Italian, Spanish, German and French:Quantitative aspects.

2.2 Subject omissions and realizations by bilingual German-Italian, German-Spanish and French-Italian children -- 3. Acceleration effects and finite verb placement in German main clauses -- 3.1 Monolingual acquisition of verb placement in German -- 3.2 Finite verb placement in bilingual German-Italian and German-French children -- 3.3 Acceleration effects and language dominance -- 4. Acceleration effects are the effects of bilingualism, not of cross-linguistic influence -- References -- Intonation targets of yes/no questions by Spanish and German monolingual and bilingual children -- 1. Introduction -- 1.1 Similarities and differences of Spanish and German absolute interrogatives -- 2. The acquisition of absolute interrogatives by Spanish and German monolingual and bilingual children -- 2.1 L1 acquisition of declarative intonation -- 2.2 L1 acquisition of interrogative intonation -- 3. Results -- 3.1 Monolinguals -- 3.2 Bilinguals -- 3.3 Summary of results and discussion -- 4. Conclusions -- References -- Appendix -- Perception of German vowels by bilingual Portuguese-German returnees -- 1. Introduction -- 2. The present study -- 3. The vowel systems -- 4. Method -- 4.1 Participants -- 4.2 Stimuli -- 4.3 Procedures -- 5. Results and discussion -- 5.1 Vowel pairs that differ in terms of duration -- 5.2 Vowel pairs that differ in terms of quality only -- 6. Conclusion -- Acknowledgements -- References -- Part IV. Language acquisition, language contact and diachronic change -- Acquisition in the context of language change -- 1. Introduction -- 2. The null subject parameter and the changes in Brazilian Portuguese -- 2.1 Parallel changes -- 2.2 The distribution of pronouns and null subjects in European Portuguese and Brazilian Portuguese -- 2.3 Contexts of resistance to change in BP.

3. An analysis of residual Null Subjects in Brazilian Portuguese: The null expletive and the 'anaphoric' Null Subject -- 3.1 An analysis adapted from the 'generalized control' theory(Huang 1989) -- 3.2 NS as logophoric pronouns in BP -- 3.3 Parameters as a function of functional lexical items -- 4. How does a child acquire a language like Brazilian Portuguese? -- 4.1 Hypotheses -- 4.2 Empirical evidence -- 5. The grammar of the literate Brazilian -- 6. Conclusion -- References -- On the diachronic reanalysis of null subjects and null objects in Brazilian Portuguese -- 1. Introduction -- 2. On the reanalysis of null subjects in BP -- 2.1 Referential null subjects in BP as A-traces -- 2.2 Acquisition issues -- 2.3 Some consequences -- 2.4 Summary -- 3. The emergence of pronominal null objects in BP -- 3.1 Directionality of cliticization and the licensing of 3PACC clitics -- 3.2 Further consequences -- 4. Concluding remarks -- References -- On the decrease in subject-verb inversion in French declaratives -- 1. Introduction -- 2. Subject-verb inversion in declarative root clauses in the history of French -- 3. The notion of V2 -- 4. On the V2 status of Medieval French -- 5. Accounting for the decrease in subject-verb inversion without recourse to V2 -- 5.1 The proposal by Rinke & Meisel (2009) -- 5.2 On the plausibility of the proposal by Rinke & Meisel (2009) -- 5.3 An alternative approach to the decrease in subject-verb inversion in the history of French -- References -- Medieval French editions consulted -- On the relation between acceptability and frequency -- 1. Introduction -- 2. Combining various data sources: The sgs database -- 2.1 Syntactically annotated spontaneous speech -- 2.2 Gradient acceptability judgment test -- 3. Analyzing the data -- 3.1 Judgments -- 3.2 Spontaneous speech data -- 4. Comparing judgment and spontaneous speech data.

5. Conclusion.