Poster Presentation for "Input beyond the threshold: Explaining AUX-initial declaratives"

English-acquiring children exhibit a canonical S(Aux)VO word order remarkably early. We aim to shed light on the processes of setting a canonical order by presenting new data from an early-talking British English-acquiring child. Contrary to what is generally reported, this child exhibits AuxSVO word order for both statements and polar questions. We explain his striking difference in acquiring canonical word order by two complementary frequency-driven learning strategies.