In this article, we present the Nordic Word Order Database (NWD), with a focus on the rationale behind it, the methods used in data elicitation, data analysis and the empirical scope of the database. NWD is an online database with a user-friendly search interface, hosted by The Text Laboratory at the University of Oslo, launched in April 2019 (https://tekstlab.uio.no/nwd). It contains elicited production data from speakers of all of the North Germanic languages, including several different dialects. So far, 7 fieldtrips have been conducted, and data from altogether around 250 participants (age 16–60) have been collected (approx. 55 000 sentences in total). The data elicitation is carried out through a carefully controlled production experiment that targets core syntactic phenomena that are known to show variation within and/or between the North Germanic languages, e.g., subject placement, object placement, particle placement and verb placement. In this article, we present the motivations and research questions behind the database, as well as a description of the experiment, the data collection procedure, and the structure of the database

This paper gives an overview of the results from three data collection sessions that took place in Norway in 2018, which specifically targeted the placement of subjects, objects and particles in main clauses. The results reveal a fairly high amount of variation in the relative linear order of phrasal subjects and negation, and phrasal objects and verb particles, while the placement of pronouns show little or no variation. We view these results in a wider context of variation within the North Germanic languages, and furthermore explicitly describe the structure of the collected data, and how to access it in the online Nordic Word Order Database.

This paper gives an overview of the Danish data on argument placement in the Nordic Word Order Database (NWD, Lundquist et al. 2019). The data were collected from 28 speakers in Copenhagen and Fredriksværk in 2018. The experimental task elicited subject and object placement relative to adverbs and particles (i.e., subject shift, object shift and particle shift), as well as subject placement relative to objects (long object shift). The results confirm that there is considerably less variability in argument placement in Danish than in the other North Germanic languages.

One significant contribution of generative linguistics has been to our understanding of 'movement,' which occurs when a word is linearized in a position different from where it is interpreted. Even though movement often is considered a syntactic phenomenon, some cases seem best analyzed prosodically, such as pronoun post-posing in Irish (Bennett, Elfner, & McClosky 2016). We explore prosodically driven movement in Norwegian, which is known for having pronominal object shift (OS). We show that OS can be explained by Match Theory (Selkirk 2009, 2011), but only if the MATCH constraints are sensitive to lexical items and their projects instead of Elfner's (2012) definition where Match is sensitive to lexical and functional elements and their projections (see also Ito & Mester 2019).

In this paper, we investigate a prosodic-phonetic feature in child-directed speech within a dynamic, complex, interactive theoretical framework. We focus on vocalic intrusions, commonly occurring in Norwegian word initial consonant clusters. We analysed child-directed speech from nine Norwegian-speaking mothers to their children, aged 2;6, 4, and 6 years, and compared the incidence and duration of vocalic intrusions in initial consonant clusters in these data with those in adult-directed speech and child speech. When viewed overall, vocalic intrusion was found to be similar in incidence in child- and adult-directed speech. However, closer examination revealed differential behaviour in child-directed speech for certain conditions. Firstly, a difference emerged for one particular phonetic context: While vocalic intrusions in /Cr/ clusters are frequent in adult-directed speech, their presence is near-categorical in child-directed speech. Secondly, we found that the duration of vocalic intrusions was longer in child- than in adult-directed speech, but only when directed to 2;6-year-olds. We argue that vocalic intrusions in child-directed speech may have both a bonding as well as a didactic function, and that these may vary according to the age of the child being addressed.