Aligning learning and teaching sequences

Several studies show that second language (L2) learners’ word order choices are sensitive to the complexity of constituents and their information structure (e.g., Callies & Szczesniak 2008; Gries & Wulff 2013). However, these studies focus mainly on L2 English and do not follow a developmental approach. Based on a cross-sectional corpus analysis, the present study analyses texts produced by learners with different proficiency levels to investigate L2 sensitivity to the complexity of constituents and information structure in the use of postverbal subjects in Italian. The results reveal a clear developmental pattern. First, learners produce complex postverbal subjects. Then, they learn to use postverbal subjects to convey a contrastive interpretation. Finally, they become able to produce complex postverbal subjects associated with a contrastive interpretation. We discuss these findings in terms of their implications for teaching, proposing that the teaching of postverbal subjects in L2 Italian should reflect the identified developmental sequence.