ABSTRACT The purpose of this paper is to give an overview of the strategies applied by young learners of Russian when naming a word in a vocabulary test. A total of 40 children took part in the experiment: 10 simultaneous Russian-Swedish bilingual children and 10 successive Russian-Swedish bilinguals who lived in Sweden, 10 children who moved to Russia and acquired Russian as a second language, and 10 monolingual Russian children living in Russia (as a control group). All the children were tested with the Russian version of Cross-Linguistic Tasks (CLT; Nenonen, Gagarina 2016). The results showed that the error pattern in all the groups of children seemed to be similar; yet, the acquisition of some structures appeared to be delayed in Russian Heritage Language (HL) children. Holistic constructions are common for all the children, but in bilingual children the effects of cross-linguistic influence (CLI) were also noticed. We argue that ‘atypical’ construction does not necessarily need to be disordered since the two languages of the HL child develop in contact with each other. However, a pattern of delayed acquisition can later lead to divergent development in the weaker language of bilingual children.

中文翻译：

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传统俄语和俄语作为第二语言的整体建构：分歧还是延迟？

摘要 本文的目的是概述年轻的俄语学习者在词汇测试中命名单词时所应用的策略。共有 40 名儿童参加了实验：10 名同时使用俄瑞双语的儿童和 10 名连续居住在瑞典的俄瑞双语儿童，10 名移居俄罗斯并学习俄语作为第二语言的儿童，以及 10 名单语俄语儿童住在瑞典在俄罗斯（作为对照组）。所有孩子都接受了俄语版跨语言任务 (CLT; Nenonen, Gagarina 2016) 的测试。结果表明，所有儿童组的错误模式似乎都相似；然而，俄罗斯传统语言 (HL) 儿童对某些结构的获得似乎有所延迟。整体结构对所有孩子来说都是共同的，但在双语儿童中，也注意到了跨语言影响（CLI）的影响。我们认为“非典型”结构不一定需要无序，因为 HL 儿童的两种语言是在相互接触中发展起来的。然而，延迟习得的模式后来会导致双语儿童较弱的语言的不同发展。