ACKNOWLEDGEMENTS -- LIST OF ABBREVIATIONS -- CHAPTER 1 GENERAL INTRODUCTION -- 1. Background to the study and research questions -- 2. Subjects -- 3. Data and data processing -- 3.1. The language samples -- 3.2. The social and socio-psychological material -- 4. The functional paradigm -- basic principles and concepts of Functional Grammar -- 4.1. Introduction -- 4.2. Outline of FG -- CHAPTER 2 ORAL DUTCH LANGUAGE PROFICIENCY OF TURKISCH CHILDREN BORN IN THE NETHERLANDS: Overall results -- 1. Introduction -- 2. The Tests -- 2.1. Morphology Test -- 2.2. Imitation Test -- 2.2.1. IT: Morphological Features -- 2.2.2. IT: Syntactic Features -- 2.2.3. IT: Semantic Features -- 2.3. Comprehension Test -- 3. Spontaneous Speech -- 3.1. Morphological Features -- 3.1.1. Verb Conjugation -- 3.1.2. Personal pronouns -- 3.1.3. Prepositions -- 3.1.4. Articles -- 3.2. Syntactic Features -- 3.3. Semantic Features -- 3.3.1. Informational Units -- 3.3.2. Semantic Category Agreement -- 3.3.3. Vocabulary -- 4. Summary and Establishment of an overall level of linguistic proficiency -- 4.1. Summary -- 4.2. Establishment of an overall level of linguistic proficiency -- 5. Conclusion -- CHAPTER 3 MORPHOLOGICAL PROFICIENCY: L1 and L2 development of the verbal predicate -- 1. Introduction -- 2. The Dutch tense system -- 3. Developmental sequences in L1 acquisition of the verbal predicate -- 4. Method of Analysis -- 5. L2 acquisition of the Dutch tense system -- 6. L2 acquisition of the present tense conjugation rule -- 7. L2 acquisition of the past participle and the past tense -- 7.1. Past Participle -- 7.2. Past Tense -- 8. Summary and discussion -- CHAPTER 4 SYNTACTIC PROFICIENCY: Complexity and correctness of utterances -- 1. Introduction -- 2. Word order properties of Dutch declarative main clauses -- 2.1. Complete Utterances -- 2.2. Elliptical Utterances.

2.3. Spoken Dutch -- 3. The FG pattern of Dutch main clauses -- 4. Method of Analysis -- 5. Complexity -- 5.1. Length of Utterances -- 5.2. Structural diversity -- 5.2.1. One-constituent utterances -- 5.2.2. Two-constituent utterances -- 5.2.3. Three-constituent utterances -- 5.2.4. Four-constituent utterances -- 5.2.5. Five-, six-, and seven-constituent utterances -- 5.2.6. Conclusion -- 5.3. Summary -- 6. Correctness -- 6.1. Acceptable spoken Dutch patterns -- 6.1.1. Utterances starting with the finite verb -- 6.1.2. Utterances with a constituent added to a complete predication -- 6.1.3. Utterances with a noun directly followed by its corresponding demonstrative -- 6.1.4. Frequency of occurrence of acceptable spoken Dutch patterns -- 6.1.5. Conclusion -- 6.2. Utterances without subject and/or without verb -- 6.3. Utterances with a deviant word order pattern -- 6.3.1. Verb Final and V3 -- 6.3.2. Utterances with the subject or verb in two different positions -- 6.3.3. Object Final and incorrect joint VfVi -- 6.3.4. Conclusion -- 6.4. Summary -- 7. Overall level of syntactic proficiency of the Turkish children -- CHAPTER 5 SEMANTIC PROFICIENCY: The communication of perceptual experiences -- 1. Introduction -- 2. A Functional Grammar of narratives -- 3. The analysis of the Banana-story -- 3.1. Introduction -- 3.2. The establishment of a basic text -- 3.3. A functional Analysis of the basic text -- 4. How the Dutch and Turkish children communicate perceptual experiences -- 4.1. Basic and Individual Story Fund -- 4.2. Semantic functions -- 4.3. Linguistic form of the Informational Units -- 4.4. Setting -- 4.5. Order of events -- 5. Summary and discussion -- CHAPTER 6 THE INFLUENCE OF SOCIAL AND SOCIO-PSYCHOLOGICAL FACTORS ON SECOND LANGUAGE PROFICIENCY -- 1. Introduction -- 2. Data gathering and Method of Analysis -- 3. General information.

4. Social Distance -- 4.1. Introduction -- 4.2. Visits to/from Dutch people -- 4.3. Visits to/from Dutch children -- 4.4. Chats with neighbours -- 4.5. Help from neighbours -- 4.6. Contact with Dutch colleagues (father) -- 4.7. Contact with Dutch colleagues (mother) -- 4.8. Knowledge of Dutch politics -- 4.9. Squatting -- 4.10.Dutch papers -- 4.11.Overview of the results -- 5. Cultural Distance -- 5.1. Introduction -- 5.2. Ritual Prayers -- 5.3. Koran -- 5.4. Fasting -- 5.5. Religious Feasts -- 5.6. Alcohol -- 5.7. Marriage -- 5.8. Marriage Giving -- 5.9. Bars and Discotheques -- 5.10.Clothing (1) -- 5.11.Clothing (2) -- 5.12.Turkish language -- 5.13.Longing for Turkey -- 5.14.Return to Turkey -- 5.15.Turkish Food -- 5.16.Turkish music -- 5.17.Overview of the results -- 6. Psychological Distance -- 6.1. Introduction -- 6.2. Discrimination at work -- 6.3. Discrimination in finding a house -- 6.4. Discrimination at school -- 6.5. Discrimination by the Dutch population in general -- 6.6. Discrimination by the Dutch government -- 6.7. Overview of the results -- 7. Discussion -- APPENDICES 1A: The Morphology Test -- 1B: The Imitation Test -- 1C: The Comprehension Test -- 1D: The Conversation Sample (CS), the questions concerning the CS, and the questions relating to the CS -- 2 : Levels of Proficiency in Dutch of the individual Turkish children, with respect to 25 variables separately -- 5A: Transcribed text of the writers' version of the Banana-story -- 5B: Four versions of the Banana-story as told by the children -- 6A: Conversation with Hakan's parents (Turkish) -- 6B: Conversation with Hakan's parents (Dutch) -- 6C: Profile of Hakan's family -- REFERENCES -- SUBJECT INDEX.