"Warum klingt das nicht deutsch?"

One of the challenges for second language learners is§to acquire the ability to use well formed sentences§in different contexts in an adequate way. This study§investigates discourse pragmatics in the two V2§languages, Swedish and German. In written production§data Swedish learners of German (beginners,§intermediate, advanced) are compared to native§controls. Although sentences are targetlike regarding§syntax, learners organize information in a way that§disturbs native Germans. It is hypothesized that§learners transfer their language-specific information§structure to the new language. Since the initial§position of the sentence is of special importance in§establishing textual coherence by anchoring the§clause in discourse, the study focuses on the§''prefield'' in declarative main clauses and the use of§theme-rheme progression in the L2. Analyses of the§data are provided and the results are evaluated in§light of current theories of language acquisition and§information structure. Language-specific ways of§organizing information and thematic progression in§L2-productions seem to be neglected in teaching§materials. Implications of the research findings for§language teaching are discussed.