This paper aims to investigate differences in the acquisition of English word order between Bosnian and Turkish students resulting from word order in these two languages (Bosnian and Turkish). In second language acquisition, the knowledge of the native language (L1) in acquisition of a foreign language (L2) can indeed have a facilitating or inhibiting effect on the learner’s progress in mastering a new language. Thirty children from the first grade at the International School of Sarajevo were tested. Some of them attended the kindergarten where English was a language of communication and the rest of them had six months of exposure of English in school settings. We wanted to find possible differences in acquiring word order in English in these groups of children as well. This study offers new results for acquiring correct word order in English.

中文翻译：

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“我今年七岁。” 波斯尼亚和土耳其儿童获得英语单词顺序

本文旨在研究波斯尼亚语和土耳其语学生因两种语言（波斯尼亚语和土耳其语）的单词顺序而习得的英语单词顺序的差异。在第二语言习得中，外语（L2）习得中对母语（L1）的了解确实可以对学习者掌握新语言的进度产生促进或抑制作用。对萨拉热窝国际学校一年级的30名儿童进行了测试。他们中的一些人上了幼儿园，那里的英语是一种交流语言，其余的人则在学校学习英语六个月。我们也希望找到在这些儿童群体中获得英语单词顺序方面的可能差异。这项研究为获得正确的英语单词顺序提供了新的结果。