219-7677
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7500817
John Benjamins Publishing Company
Marketing Department / Karin Plijnaar, Pieter Lamers
onix@benjamins.nl
201705011128
ONIX title feed
eng
01
EUR
424015719
03
01
01
JB
John Benjamins Publishing Company
01
JB code
TiLAR 19 Eb
15
9789027267047
06
10.1075/tilar.19
13
2016011355
DG
002
02
01
TiLAR
02
1569-0644
Trends in Language Acquisition Research
19
01
Acquisition and Development of Hebrew
From infancy to adolescence
01
tilar.19
01
https://benjamins.com
02
https://benjamins.com/catalog/tilar.19
1
B01
Ruth A. Berman
Berman, Ruth A.
Ruth A.
Berman
Tel Aviv University
01
eng
422
xvii
404
LAN009000
v.2006
CF
2
24
JB Subject Scheme
LIN.AFAS
Afro-Asiatic languages
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.THEOR
Theoretical linguistics
06
01
The volume addresses developing knowledge and use of Hebrew from the dual perspective of typologically specific factors and of shared cross-linguistic trends, aimed at providing an overview of acquisition in a single language from infancy to adolescence while also shedding light on key issues in the field as a whole. Essentially non-partisan in approach, the collection includes distinct approaches to language and language acquisition (formal-universalist, pragmatic-usage based, cognitive-constructivist) and deals with a range of topics not often addressed within a single volume (phonological perception and production, inflectional and derivational morphology, simple-clause structure and complex syntax, early and later literacy, writing systems), with data deriving from varied research methodologies (interactive conversations and extended discourse, adult input and child output, longitudinal and cross-sectional corpora, structured elicitations). Each chapter provides background information on Hebrew-specific facets of the topic of concern, but typically avoids ethno-centricity by relating to more general issues in the domain. The book should thus prove interesting and instructive for linguists, psychologists, and educators, and for members of the child language research community both within and beyond the confines of Hebrew-language expertise.
04
09
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10
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JB code
tilar.19.001ack
vii
viii
2
Miscellaneous
1
01
Acknowledgments
10
01
JB code
tilar.19.002tra
ix
xvii
9
Miscellaneous
2
01
Transcription and coding conventions
10
01
JB code
tilar.19.01ber
1
38
38
Article
3
01
Typology, acquisition, and development
The view from Israeli Hebrew
1
A01
Ruth A. Berman
Berman, Ruth A.
Ruth A.
Berman
Tel Aviv University
20
acquisition
20
child language research
20
derivational morphology
20
development
20
Hebrew
20
historical background
20
inflectional morphology
20
methodology
20
morphophonemics
20
phonology
20
sources of data
20
syntax
20
transcription
20
typology
20
word order
01
This introductory chapter presents background on the typology, acquisition, and development of Israeli Hebrew in order to provide a shared frame of reference for readers’ perusal of the eleven chapters that follow. It starts by defining the overall goal of the volume, followed by an overview of prior research on acquisition of Hebrew since the 1980s. Salient features of the language are outlined in historical perspective, characterizing Modern Hebrew as a typologically mixed language, with consequences relevant to children’s acquisition of its phonology, orthography, morphology, and syntactic structure. Then follows a brief review of two key facets of the language that figure importantly in its acquisition and in various contributions of the present volume: the role of word-internal morphological structure and the uniquely Semitic features of consonantal roots, <i>binyan </i>verb patterns, and nominal <i>mishkal </i>patterns. The chapter concludes by summarizing the contents of the book, organized by different linguistic domains – phonology, morphology, syntax, discourse, and literacy – and covering periods of development from infancy to adolescence, based on varied sources of data and research methodologies and on distinct approaches to language and language acquisition.
10
01
JB code
tilar.19.02ben
39
68
30
Article
4
01
Paths and stages in acquisition of the phonological word in Hebrew
1
A01
Avivit Ben-David
Ben-David, Avivit
Avivit
Ben-David
Hadassah Academic College
2
A01
Outi Bat-El
Bat-El, Outi
Outi
Bat-El
Tel-Aviv University
20
coda
20
features
20
frequency
20
Hebrew
20
language acquisition
20
nature vs. nurture
20
onset
20
phonology
20
prosodic word
20
segments
20
stress
20
syllable
20
trochaic bias
01
The chapter traces the acquisition of the phonological word in Hebrew, with reference to the development of the prosodic word (number of syllables), the foot (stress patterns), the syllable and its sub-syllabic units (onset and coda), and the segments and their features. For each type of phonological structure, we (i) provide distributional data about Hebrew, in order to evaluate the role of frequency in phonological development; (ii) discuss the constraints active during the different stages of development; and (iii) consider the simplification strategies children apply en route to faithful targets. In conclusion, we consider the resources that children employ in the course of their phonological development.
10
01
JB code
tilar.19.03ker
69
94
26
Article
5
01
Phonological development in Israeli Hebrew-learning infants and toddlers
Perception and production
1
A01
Tamar Keren-Portnoy
Keren-Portnoy, Tamar
Tamar
Keren-Portnoy
University of York
2
A01
Osnat Segal
Segal, Osnat
Osnat
Segal
Tel Aviv University
20
codas
20
Infants
20
onsets, whole-word phonology
20
perception
20
phonetics
20
phonology
20
phonotactics
20
production
20
prosody
20
stress
20
toddlers
20
word forms
01
The chapter provides an overview of early receptive and productive phonological development in Israeli Hebrew. We report on perception studies which show that Hebrew-learning infants are familiar with the rhythms and phonotactic structures of Hebrew, as demonstrated by their preference for iambic words and for frequent word pattern-structures (<i>miškalim</i>). We also describe the emergence of languagespecific phonetic categories, demonstrated by the different responses of Hebrew and Arabic-learning infants. We then summarize findings from prior research regarding the phonological characteristics of the early words produced by Hebrew-learning toddlers. Examination of onset-less word forms produced by a 2-year-old child reveals that onset omission is especially frequent in iambic target words with codas. We discuss these findings from the perspective of wholeword phonology.
10
01
JB code
tilar.19.04rav
95
134
40
Article
6
01
Foundations of the early root category
Analyses of linguistic input to Hebrewspeaking children
1
A01
Dorit Ravid
Ravid, Dorit
Dorit
Ravid
Tel Aviv University
2
A01
O. Ashkenazi
Ashkenazi, O.
O.
Ashkenazi
Tel Aviv University
3
A01
Ronit Levie
Levie, Ronit
Ronit
Levie
Tel Aviv University
4
A01
G. Ben-Zadok
Ben-Zadok, G.
G.
Ben-Zadok
Tel Aviv University
5
A01
T. Grunwald
Grunwald, T.
T.
Grunwald
Tel Aviv University
7
A01
Steven Gillis
Gillis, Steven
Steven
Gillis
20
binyan patterns
20
child-directed speech
20
defective roots
20
early verbs
20
full roots
20
input
20
lexical prime
20
morphological families
20
root distribution
20
semantic relations
20
Semitic root
20
storybooks
20
verb families
01
The Semitic root is commonly assumed to be the main lexical prime in Hebrew, relating morphological families in the major word classes. Psycholinguistic evidence supports the role of the consonantal root in acquisition and processing of Hebrew, from children’s early ability to extract roots from familiar words to spelling and reading in Hebrew by adults. There is, however, little information regarding the actual distribution of roots in verbs, their canonical habitat, in the Hebrew addressed to young children. To meet this lacuna, the authors examined verbs, roots, and <i>binyan </i>patterns in two types of linguistic input to children: (1) spoken – child-directed speech to toddlers aged 1;8–2;2 and (2) written – preschoolers’ storybooks and 1st-2nd grade texts. Input verbs were analyzed for type and token frequencies, distributions of full and defective roots, morphological verb families, and semantic relations between verbs sharing the same root. The picture that emerges challenges established views of root-based morphological families, providing the basis for a novel model of early verb and root learning in Hebrew.
10
01
JB code
tilar.19.05ben
135
174
40
Article
7
01
Development of Hebrew derivational morphology from preschool to adolescence
1
A01
Galit Ben-Zvi
Ben-Zvi, Galit
Galit
Ben-Zvi
Tel Aviv University
2
A01
Ronit Levie
Levie, Ronit
Ronit
Levie
Tel Aviv University
20
Adjective
20
Derivational morphology
20
Diminutives
20
Language acquisition
20
Linear concatenation
20
Morpho-lexicon
20
Non-linear affixation
20
Noun
20
Pattern
20
Reduplication
20
Root
20
Stem
20
Suffix
20
Verb
01
Three main devices construct the content-word lexicon of Hebrew: (1) nonlinear affixation of root and pattern (e.g., adjective <i>matok</i> ‘sweet’ from the root <i>m-t-q </i>and pattern <i>CaCoC</i>);† (2) linear concatenation of stem plus suffix (the abstract noun <i>metik-ut </i>‘sweet-ness’); and (3) reduplication (the adjective <i>metaktak </i>‘sweetish’ with the reduplicative template <i>C1eC2aC3C2aC3</i>). The chapter delineates the emergence and consolidation of Hebrew derivational morphology from early childhood to adolescence, based on experimental and corpus-anchored studies targeting prototypical exemplars of these three devices. Findings reveal nonlinear formation as the basic, earliest-acquired structure of Hebrew content words. Linear concatenation emerges as a later device, adding more specific and semantically fine-grained lexical items. Reduplication, as a relatively marginal and less obligatory device, is mastered last. The picture that emerges situates morphology as a major typological factor organizing the lexicon and underlying word learning in Hebrew.
10
01
JB code
tilar.19.06ser
175
200
26
Article
8
01
Lexical development in Hebrew
From first words to a literate lexicon
1
A01
Batia Seroussi
Seroussi, Batia
Batia
Seroussi
Levinsky College of Education
20
abstract
20
adjectives
20
concrete
20
derivational morphology
20
layers of Hebrew
20
lexicon
20
nouns
20
typology
20
verbs
01
Lexical acquisition in Hebrew is governed by general developmental principles that are shared with other languages, such as an initial preference for (concrete) nouns followed by verbs and adjectives. The protracted nature of the process from early words to proficiency is also shared with other languages. On the other hand, typologically-driven sensitivity to the internal structure of words and the Semitic consonantal root combines with such general trends to yield an interesting U-shaped learning curve in terms of generality/specificity, as follows: An early general lexicon that does not differentiate between derived and nonderived words, followed by pronounced sensitivity to Hebrew wordformation typology from the later pre-school years (around age 4 to 5) and on through school age, leading up to a highly specialized literate lexicon that includes two major sub-lexicons, of non-derived and derived, typically Semitic words. The chapter delineates the path that Hebrew-speaking children and adolescents follow in acquiring a flexible and proficient lexicon made up of both types of (content) words.
10
01
JB code
tilar.19.07arn
201
224
24
Article
9
01
The nature of CDS in Hebrew
The
nature of CDS in Hebrew
Frequent frames in a morphologically rich language
1
A01
Inbal Arnon
Arnon, Inbal
Inbal
Arnon
Hebrew University Jerusalem
20
child-directed speech
20
corpus study
20
cross-linguistic
20
distributional information
20
frequent frames
20
gender-marking
20
grammatical relations
20
Hebrew
20
inflection
20
input
20
language acquisition
20
learning
20
morphological acquisition
20
morphology
20
multiword units
20
syntactic acquisition
20
usage-based
20
variation
01
The chapter explores the distribution and content of frequent frames – recurring multiword sequences – appearing at the start of utterances in speech directed to young Hebrew-speaking children. Previous work has documented the existence and prevalence of such frames in several languages (English, German, and Russian). Here, analysis of a dense corpus of Hebrew child-directed speech was undertaken with two goals in mind. The first aims at examining the <i>distribution</i> of multiword elements in Hebrew child-directed speech, to ascertain whether frequent frames are found in a morphologically rich language like Hebrew and, if so, to see how pervasive they are compared to other languages, and how consistent across different caretakers. The second goal is to explore the <i>content</i> of frequent frames in Hebrew to address such questions as: Do they provide children with relevant morphological and syntactic information? Are they frequent enough to be employed in learning? Results show that frequent frames do occur in Hebrew, that they are relatively consistent across caretakers, and that they illustrate a range of grammatical relations. These findings expand our understanding of frequent frames in general, while also adding to the relatively sparse information on the nature of child-directed speech in Hebrew.
10
01
JB code
tilar.19.08lus
225
258
34
Article
10
01
From opacity to transparency
Transitional categories in early Hebrew grammar
1
A01
Lyle Lustigman
Lustigman, Lyle
Lyle
Lustigman
Stanford University
20
agreement marking
20
clause combining
20
developmental phases
20
early Hebrew grammar
20
grammatical marking
20
individual differences
20
opacity
20
predicate elaboration
20
prepositions
20
subject-verb agreement
20
transitional categories
20
transparency
20
verb inflection
20
verb-object relations
01
The paper considers Hebrew-acquiring children’s transition from pervasive non-marking to productive command of grammatical systems in three linguistic domains: verb inflection, predicate elaboration, and clause-combining. The first two are examined in longitudinal samples from three children (age-range: 1;4–2;5), the third in an additional database of three children (age-range: 2;0–3;0). The following developmental patterns emerge for all three domains: (1) earliest constructions used by children are non-marked and typically opaque, that is, they lack a clear, unambiguous target; (2) opaque constructions continue to occur even after the emergence of initial productive usages that are restricted to the least specific, most neutral members of each paradigm; and (3) children’s individual preferences for certain types of opaque constructions show consistent patterns across linguistic domains. These cross-domain trends are analyzed in terms of developmental phases (Berman 1986a, 2004; KarmiloffSmith 1986), where the two initial phases in each domain rely largely on favored transitional categories, initially non-marked and subsequently neutrally-marked constructions. This phase-based approach aims at providing a new perspective on the early development of Hebrew grammar, possibly on the path of acquisition of grammatical marking in general.
10
01
JB code
tilar.19.09nir
259
294
36
Article
11
01
Development of intra- and inter-clausal dependency in Hebrew
1
A01
Bracha Nir
Nir, Bracha
Bracha
Nir
University of Haifa
20
clause combining
20
clause types
20
complex syntax
20
dependency
20
morpho-syntax
20
simple clause structure
20
syntactic development
01
The chapter relies on the notion of dependency marking as a framework for a reinterpretation of data on syntactic development in Hebrew from early childhood to adulthood. Following a short outline of how grammatical dependencies are realized in Hebrew, I explore the emergence of dependencies in both simple (single-clause) and complex (clause-combining) syntax. In each case, concern is with the transition from isolated, to non-dependent, to partially dependent, and eventually to fully dependent combinations as markers of functional dependency, in the sense of integration of how events are represented verbally both within and across clause boundaries.
10
01
JB code
tilar.19.10kup
295
324
30
Article
12
01
Expression of temporality in Hebrew narratives written by deaf adolescents
1
A01
Judy Kupersmitt
Kupersmitt, Judy
Judy
Kupersmitt
Hadassah Academic College and University of Haifa
2
A01
Irit Meir
Meir, Irit
Irit
Meir
Hadassah Academic College and University of Haifa
20
adolescents
20
anchor tense
20
aspect
20
bilinguals
20
children
20
deaf
20
discourse
20
forms
20
functions
20
grammatical forms
20
Hebrew
20
ISL
20
narrative
20
sign languages
20
temporal structure
20
temporality
20
tense
20
tense-shifting
20
text construction
20
writing
20
written language
01
The chapter examines how temporal relations are expressed in narratives written by deaf compared with hearing Hebrew-speaking adolescents. Written texts of deaf students manifest distinct characteristics, attributable to the different circumstances of acquisition of spoken language in the two populations. The study focuses on two facets of narrative temporality – use of an anchor tense and tense shifting – in order to shed light on linguistic features of cartoon-based texts written by deaf students in Hebrew. Findings show that deaf students have good mastery of Hebrew tense forms and some sensitivity to how these are used to express different discourse functions. However, narrative tense anchoring is less established among deaf than hearing participants, and only the deaf students employ tense shifting for unconventional, not strictly temporal purposes. These results are explained in terms of language-internal features of the Hebrew system of marking tense that present deaf children with particular difficulties together with the external circumstances in which deaf children growing up in Israel acquire and use spoken language.
10
01
JB code
tilar.19.11tol
325
352
28
Article
13
01
Early development of written language in Hebrew
1
A01
Liliana Tolchinsky
Tolchinsky, Liliana
Liliana
Tolchinsky
University of Barcelona
2
A01
Ana Sandbank
Sandbank, Ana
Ana
Sandbank
Levinsky College of Education and Beit Berl Academic College
20
abjad
20
developmental path
20
discourse genres
20
literacy
20
notational features
20
orthography
20
spelling
20
word reading
20
word segmentation
20
writing
20
written language
01
Learning to read and write has a major impact on children’s linguistic and cognitive development. The present chapter traces Hebrew-speaking children’s first steps in gaining access to the special features of Hebrew orthography and then shows how they learn to make use of written language in different discourse genres. We identify several turning points in children’s learning to read and write isolated words and to produce written texts in Hebrew, taking into account linguistic and contextual factors that may play a role in individual differences in rate and level of children’s attainments in these domains. We suggest that children’s growing command of the notational and rhetorical characteristics of written language occur in parallel, as forerunners of the lengthy path that lies ahead of children before they master overall organization of texts.
10
01
JB code
tilar.19.12sai
353
386
34
Article
14
01
Metalinguistic awareness in reading Hebrew L2
1
A01
Elinor Saiegh-Haddad
Saiegh-Haddad, Elinor
Elinor
Saiegh-Haddad
Bar-Ilan University
2
A01
Ayman Jayusy
Jayusy, Ayman
Ayman
Jayusy
Bar-Ilan University
20
Arabic
20
Hebrew
20
morphological awareness
20
orthographic awareness
20
phonological awareness
20
reading comprehension
20
second language
20
word decoding
01
The chapter reports on a study that examined the contribution of different types of metalinguistic awareness to word reading and reading comprehension in Hebrew L2 of L1 speakers of Palestinian Arabic. A total of 104 Arabic-speaking students in 4th, 6th, and 8th grade (ages 9–10, 11–12, and 13–14) were tested on three tasks of metalinguistic awareness – phonological, morphological, and orthographic. All three skills were found to correlate positively with both word reading and reading comprehension. However, after controlling for age/grade-level, verbal memory, and spoken language abilities, each metalinguistic skill explained unique variance in word reading, with phonological awareness predicting the largest amount of variance, whereas oral language ability emerged as the best predictor of reading comprehension. Of the three metalinguistic variables tested, only orthographic awareness emerged as a significant predictor of reading comprehension in addition to oral language, explaining a relatively small amount of variance. Findings are explained in the framework of theories of L2 reading, the special characteristics of Hebrew language and orthography, and the possible effect of L1 Arabic, as a closely related Semitic language, on learning to read in Hebrew.
10
01
JB code
tilar.19.13aut
387
394
8
Article
15
01
Author Index
10
01
JB code
tilar.19.14sub
395
404
10
Article
16
01
Subject Index
02
JBENJAMINS
John Benjamins Publishing Company
01
John Benjamins Publishing Company
Amsterdam/Philadelphia
NL
04
20160825
2016
John Benjamins B.V.
02
WORLD
13
15
9789027244093
01
JB
3
John Benjamins e-Platform
03
jbe-platform.com
09
WORLD
21
01
00
99.00
EUR
R
01
00
83.00
GBP
Z
01
gen
00
149.00
USD
S
662015718
03
01
01
JB
John Benjamins Publishing Company
01
JB code
TiLAR 19 Hb
15
9789027244093
13
2016011009
BB
01
TiLAR
02
1569-0644
Trends in Language Acquisition Research
19
01
Acquisition and Development of Hebrew
From infancy to adolescence
01
tilar.19
01
https://benjamins.com
02
https://benjamins.com/catalog/tilar.19
1
B01
Ruth A. Berman
Berman, Ruth A.
Ruth A.
Berman
Tel Aviv University
01
eng
422
xvii
404
LAN009000
v.2006
CF
2
24
JB Subject Scheme
LIN.AFAS
Afro-Asiatic languages
24
JB Subject Scheme
LIN.LA
Language acquisition
24
JB Subject Scheme
LIN.THEOR
Theoretical linguistics
06
01
The volume addresses developing knowledge and use of Hebrew from the dual perspective of typologically specific factors and of shared cross-linguistic trends, aimed at providing an overview of acquisition in a single language from infancy to adolescence while also shedding light on key issues in the field as a whole. Essentially non-partisan in approach, the collection includes distinct approaches to language and language acquisition (formal-universalist, pragmatic-usage based, cognitive-constructivist) and deals with a range of topics not often addressed within a single volume (phonological perception and production, inflectional and derivational morphology, simple-clause structure and complex syntax, early and later literacy, writing systems), with data deriving from varied research methodologies (interactive conversations and extended discourse, adult input and child output, longitudinal and cross-sectional corpora, structured elicitations). Each chapter provides background information on Hebrew-specific facets of the topic of concern, but typically avoids ethno-centricity by relating to more general issues in the domain. The book should thus prove interesting and instructive for linguists, psychologists, and educators, and for members of the child language research community both within and beyond the confines of Hebrew-language expertise.
04
09
01
https://benjamins.com/covers/475/tilar.19.png
04
03
01
https://benjamins.com/covers/475_jpg/9789027244093.jpg
04
03
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https://benjamins.com/covers/475_tif/9789027244093.tif
06
09
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https://benjamins.com/covers/1200_front/tilar.19.hb.png
07
09
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https://benjamins.com/covers/125/tilar.19.png
25
09
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https://benjamins.com/covers/1200_back/tilar.19.hb.png
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09
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10
01
JB code
tilar.19.001ack
vii
viii
2
Miscellaneous
1
01
Acknowledgments
10
01
JB code
tilar.19.002tra
ix
xvii
9
Miscellaneous
2
01
Transcription and coding conventions
10
01
JB code
tilar.19.01ber
1
38
38
Article
3
01
Typology, acquisition, and development
The view from Israeli Hebrew
1
A01
Ruth A. Berman
Berman, Ruth A.
Ruth A.
Berman
Tel Aviv University
20
acquisition
20
child language research
20
derivational morphology
20
development
20
Hebrew
20
historical background
20
inflectional morphology
20
methodology
20
morphophonemics
20
phonology
20
sources of data
20
syntax
20
transcription
20
typology
20
word order
01
This introductory chapter presents background on the typology, acquisition, and development of Israeli Hebrew in order to provide a shared frame of reference for readers’ perusal of the eleven chapters that follow. It starts by defining the overall goal of the volume, followed by an overview of prior research on acquisition of Hebrew since the 1980s. Salient features of the language are outlined in historical perspective, characterizing Modern Hebrew as a typologically mixed language, with consequences relevant to children’s acquisition of its phonology, orthography, morphology, and syntactic structure. Then follows a brief review of two key facets of the language that figure importantly in its acquisition and in various contributions of the present volume: the role of word-internal morphological structure and the uniquely Semitic features of consonantal roots, <i>binyan </i>verb patterns, and nominal <i>mishkal </i>patterns. The chapter concludes by summarizing the contents of the book, organized by different linguistic domains – phonology, morphology, syntax, discourse, and literacy – and covering periods of development from infancy to adolescence, based on varied sources of data and research methodologies and on distinct approaches to language and language acquisition.
10
01
JB code
tilar.19.02ben
39
68
30
Article
4
01
Paths and stages in acquisition of the phonological word in Hebrew
1
A01
Avivit Ben-David
Ben-David, Avivit
Avivit
Ben-David
Hadassah Academic College
2
A01
Outi Bat-El
Bat-El, Outi
Outi
Bat-El
Tel-Aviv University
20
coda
20
features
20
frequency
20
Hebrew
20
language acquisition
20
nature vs. nurture
20
onset
20
phonology
20
prosodic word
20
segments
20
stress
20
syllable
20
trochaic bias
01
The chapter traces the acquisition of the phonological word in Hebrew, with reference to the development of the prosodic word (number of syllables), the foot (stress patterns), the syllable and its sub-syllabic units (onset and coda), and the segments and their features. For each type of phonological structure, we (i) provide distributional data about Hebrew, in order to evaluate the role of frequency in phonological development; (ii) discuss the constraints active during the different stages of development; and (iii) consider the simplification strategies children apply en route to faithful targets. In conclusion, we consider the resources that children employ in the course of their phonological development.
10
01
JB code
tilar.19.03ker
69
94
26
Article
5
01
Phonological development in Israeli Hebrew-learning infants and toddlers
Perception and production
1
A01
Tamar Keren-Portnoy
Keren-Portnoy, Tamar
Tamar
Keren-Portnoy
University of York
2
A01
Osnat Segal
Segal, Osnat
Osnat
Segal
Tel Aviv University
20
codas
20
Infants
20
onsets, whole-word phonology
20
perception
20
phonetics
20
phonology
20
phonotactics
20
production
20
prosody
20
stress
20
toddlers
20
word forms
01
The chapter provides an overview of early receptive and productive phonological development in Israeli Hebrew. We report on perception studies which show that Hebrew-learning infants are familiar with the rhythms and phonotactic structures of Hebrew, as demonstrated by their preference for iambic words and for frequent word pattern-structures (<i>miškalim</i>). We also describe the emergence of languagespecific phonetic categories, demonstrated by the different responses of Hebrew and Arabic-learning infants. We then summarize findings from prior research regarding the phonological characteristics of the early words produced by Hebrew-learning toddlers. Examination of onset-less word forms produced by a 2-year-old child reveals that onset omission is especially frequent in iambic target words with codas. We discuss these findings from the perspective of wholeword phonology.
10
01
JB code
tilar.19.04rav
95
134
40
Article
6
01
Foundations of the early root category
Analyses of linguistic input to Hebrewspeaking children
1
A01
Dorit Ravid
Ravid, Dorit
Dorit
Ravid
Tel Aviv University
2
A01
O. Ashkenazi
Ashkenazi, O.
O.
Ashkenazi
Tel Aviv University
3
A01
Ronit Levie
Levie, Ronit
Ronit
Levie
Tel Aviv University
4
A01
G. Ben-Zadok
Ben-Zadok, G.
G.
Ben-Zadok
Tel Aviv University
5
A01
T. Grunwald
Grunwald, T.
T.
Grunwald
Tel Aviv University
7
A01
Steven Gillis
Gillis, Steven
Steven
Gillis
20
binyan patterns
20
child-directed speech
20
defective roots
20
early verbs
20
full roots
20
input
20
lexical prime
20
morphological families
20
root distribution
20
semantic relations
20
Semitic root
20
storybooks
20
verb families
01
The Semitic root is commonly assumed to be the main lexical prime in Hebrew, relating morphological families in the major word classes. Psycholinguistic evidence supports the role of the consonantal root in acquisition and processing of Hebrew, from children’s early ability to extract roots from familiar words to spelling and reading in Hebrew by adults. There is, however, little information regarding the actual distribution of roots in verbs, their canonical habitat, in the Hebrew addressed to young children. To meet this lacuna, the authors examined verbs, roots, and <i>binyan </i>patterns in two types of linguistic input to children: (1) spoken – child-directed speech to toddlers aged 1;8–2;2 and (2) written – preschoolers’ storybooks and 1st-2nd grade texts. Input verbs were analyzed for type and token frequencies, distributions of full and defective roots, morphological verb families, and semantic relations between verbs sharing the same root. The picture that emerges challenges established views of root-based morphological families, providing the basis for a novel model of early verb and root learning in Hebrew.
10
01
JB code
tilar.19.05ben
135
174
40
Article
7
01
Development of Hebrew derivational morphology from preschool to adolescence
1
A01
Galit Ben-Zvi
Ben-Zvi, Galit
Galit
Ben-Zvi
Tel Aviv University
2
A01
Ronit Levie
Levie, Ronit
Ronit
Levie
Tel Aviv University
20
Adjective
20
Derivational morphology
20
Diminutives
20
Language acquisition
20
Linear concatenation
20
Morpho-lexicon
20
Non-linear affixation
20
Noun
20
Pattern
20
Reduplication
20
Root
20
Stem
20
Suffix
20
Verb
01
Three main devices construct the content-word lexicon of Hebrew: (1) nonlinear affixation of root and pattern (e.g., adjective <i>matok</i> ‘sweet’ from the root <i>m-t-q </i>and pattern <i>CaCoC</i>);† (2) linear concatenation of stem plus suffix (the abstract noun <i>metik-ut </i>‘sweet-ness’); and (3) reduplication (the adjective <i>metaktak </i>‘sweetish’ with the reduplicative template <i>C1eC2aC3C2aC3</i>). The chapter delineates the emergence and consolidation of Hebrew derivational morphology from early childhood to adolescence, based on experimental and corpus-anchored studies targeting prototypical exemplars of these three devices. Findings reveal nonlinear formation as the basic, earliest-acquired structure of Hebrew content words. Linear concatenation emerges as a later device, adding more specific and semantically fine-grained lexical items. Reduplication, as a relatively marginal and less obligatory device, is mastered last. The picture that emerges situates morphology as a major typological factor organizing the lexicon and underlying word learning in Hebrew.
10
01
JB code
tilar.19.06ser
175
200
26
Article
8
01
Lexical development in Hebrew
From first words to a literate lexicon
1
A01
Batia Seroussi
Seroussi, Batia
Batia
Seroussi
Levinsky College of Education
20
abstract
20
adjectives
20
concrete
20
derivational morphology
20
layers of Hebrew
20
lexicon
20
nouns
20
typology
20
verbs
01
Lexical acquisition in Hebrew is governed by general developmental principles that are shared with other languages, such as an initial preference for (concrete) nouns followed by verbs and adjectives. The protracted nature of the process from early words to proficiency is also shared with other languages. On the other hand, typologically-driven sensitivity to the internal structure of words and the Semitic consonantal root combines with such general trends to yield an interesting U-shaped learning curve in terms of generality/specificity, as follows: An early general lexicon that does not differentiate between derived and nonderived words, followed by pronounced sensitivity to Hebrew wordformation typology from the later pre-school years (around age 4 to 5) and on through school age, leading up to a highly specialized literate lexicon that includes two major sub-lexicons, of non-derived and derived, typically Semitic words. The chapter delineates the path that Hebrew-speaking children and adolescents follow in acquiring a flexible and proficient lexicon made up of both types of (content) words.
10
01
JB code
tilar.19.07arn
201
224
24
Article
9
01
The nature of CDS in Hebrew
The
nature of CDS in Hebrew
Frequent frames in a morphologically rich language
1
A01
Inbal Arnon
Arnon, Inbal
Inbal
Arnon
Hebrew University Jerusalem
20
child-directed speech
20
corpus study
20
cross-linguistic
20
distributional information
20
frequent frames
20
gender-marking
20
grammatical relations
20
Hebrew
20
inflection
20
input
20
language acquisition
20
learning
20
morphological acquisition
20
morphology
20
multiword units
20
syntactic acquisition
20
usage-based
20
variation
01
The chapter explores the distribution and content of frequent frames – recurring multiword sequences – appearing at the start of utterances in speech directed to young Hebrew-speaking children. Previous work has documented the existence and prevalence of such frames in several languages (English, German, and Russian). Here, analysis of a dense corpus of Hebrew child-directed speech was undertaken with two goals in mind. The first aims at examining the <i>distribution</i> of multiword elements in Hebrew child-directed speech, to ascertain whether frequent frames are found in a morphologically rich language like Hebrew and, if so, to see how pervasive they are compared to other languages, and how consistent across different caretakers. The second goal is to explore the <i>content</i> of frequent frames in Hebrew to address such questions as: Do they provide children with relevant morphological and syntactic information? Are they frequent enough to be employed in learning? Results show that frequent frames do occur in Hebrew, that they are relatively consistent across caretakers, and that they illustrate a range of grammatical relations. These findings expand our understanding of frequent frames in general, while also adding to the relatively sparse information on the nature of child-directed speech in Hebrew.
10
01
JB code
tilar.19.08lus
225
258
34
Article
10
01
From opacity to transparency
Transitional categories in early Hebrew grammar
1
A01
Lyle Lustigman
Lustigman, Lyle
Lyle
Lustigman
Stanford University
20
agreement marking
20
clause combining
20
developmental phases
20
early Hebrew grammar
20
grammatical marking
20
individual differences
20
opacity
20
predicate elaboration
20
prepositions
20
subject-verb agreement
20
transitional categories
20
transparency
20
verb inflection
20
verb-object relations
01
The paper considers Hebrew-acquiring children’s transition from pervasive non-marking to productive command of grammatical systems in three linguistic domains: verb inflection, predicate elaboration, and clause-combining. The first two are examined in longitudinal samples from three children (age-range: 1;4–2;5), the third in an additional database of three children (age-range: 2;0–3;0). The following developmental patterns emerge for all three domains: (1) earliest constructions used by children are non-marked and typically opaque, that is, they lack a clear, unambiguous target; (2) opaque constructions continue to occur even after the emergence of initial productive usages that are restricted to the least specific, most neutral members of each paradigm; and (3) children’s individual preferences for certain types of opaque constructions show consistent patterns across linguistic domains. These cross-domain trends are analyzed in terms of developmental phases (Berman 1986a, 2004; KarmiloffSmith 1986), where the two initial phases in each domain rely largely on favored transitional categories, initially non-marked and subsequently neutrally-marked constructions. This phase-based approach aims at providing a new perspective on the early development of Hebrew grammar, possibly on the path of acquisition of grammatical marking in general.
10
01
JB code
tilar.19.09nir
259
294
36
Article
11
01
Development of intra- and inter-clausal dependency in Hebrew
1
A01
Bracha Nir
Nir, Bracha
Bracha
Nir
University of Haifa
20
clause combining
20
clause types
20
complex syntax
20
dependency
20
morpho-syntax
20
simple clause structure
20
syntactic development
01
The chapter relies on the notion of dependency marking as a framework for a reinterpretation of data on syntactic development in Hebrew from early childhood to adulthood. Following a short outline of how grammatical dependencies are realized in Hebrew, I explore the emergence of dependencies in both simple (single-clause) and complex (clause-combining) syntax. In each case, concern is with the transition from isolated, to non-dependent, to partially dependent, and eventually to fully dependent combinations as markers of functional dependency, in the sense of integration of how events are represented verbally both within and across clause boundaries.
10
01
JB code
tilar.19.10kup
295
324
30
Article
12
01
Expression of temporality in Hebrew narratives written by deaf adolescents
1
A01
Judy Kupersmitt
Kupersmitt, Judy
Judy
Kupersmitt
Hadassah Academic College and University of Haifa
2
A01
Irit Meir
Meir, Irit
Irit
Meir
Hadassah Academic College and University of Haifa
20
adolescents
20
anchor tense
20
aspect
20
bilinguals
20
children
20
deaf
20
discourse
20
forms
20
functions
20
grammatical forms
20
Hebrew
20
ISL
20
narrative
20
sign languages
20
temporal structure
20
temporality
20
tense
20
tense-shifting
20
text construction
20
writing
20
written language
01
The chapter examines how temporal relations are expressed in narratives written by deaf compared with hearing Hebrew-speaking adolescents. Written texts of deaf students manifest distinct characteristics, attributable to the different circumstances of acquisition of spoken language in the two populations. The study focuses on two facets of narrative temporality – use of an anchor tense and tense shifting – in order to shed light on linguistic features of cartoon-based texts written by deaf students in Hebrew. Findings show that deaf students have good mastery of Hebrew tense forms and some sensitivity to how these are used to express different discourse functions. However, narrative tense anchoring is less established among deaf than hearing participants, and only the deaf students employ tense shifting for unconventional, not strictly temporal purposes. These results are explained in terms of language-internal features of the Hebrew system of marking tense that present deaf children with particular difficulties together with the external circumstances in which deaf children growing up in Israel acquire and use spoken language.
10
01
JB code
tilar.19.11tol
325
352
28
Article
13
01
Early development of written language in Hebrew
1
A01
Liliana Tolchinsky
Tolchinsky, Liliana
Liliana
Tolchinsky
University of Barcelona
2
A01
Ana Sandbank
Sandbank, Ana
Ana
Sandbank
Levinsky College of Education and Beit Berl Academic College
20
abjad
20
developmental path
20
discourse genres
20
literacy
20
notational features
20
orthography
20
spelling
20
word reading
20
word segmentation
20
writing
20
written language
01
Learning to read and write has a major impact on children’s linguistic and cognitive development. The present chapter traces Hebrew-speaking children’s first steps in gaining access to the special features of Hebrew orthography and then shows how they learn to make use of written language in different discourse genres. We identify several turning points in children’s learning to read and write isolated words and to produce written texts in Hebrew, taking into account linguistic and contextual factors that may play a role in individual differences in rate and level of children’s attainments in these domains. We suggest that children’s growing command of the notational and rhetorical characteristics of written language occur in parallel, as forerunners of the lengthy path that lies ahead of children before they master overall organization of texts.
10
01
JB code
tilar.19.12sai
353
386
34
Article
14
01
Metalinguistic awareness in reading Hebrew L2
1
A01
Elinor Saiegh-Haddad
Saiegh-Haddad, Elinor
Elinor
Saiegh-Haddad
Bar-Ilan University
2
A01
Ayman Jayusy
Jayusy, Ayman
Ayman
Jayusy
Bar-Ilan University
20
Arabic
20
Hebrew
20
morphological awareness
20
orthographic awareness
20
phonological awareness
20
reading comprehension
20
second language
20
word decoding
01
The chapter reports on a study that examined the contribution of different types of metalinguistic awareness to word reading and reading comprehension in Hebrew L2 of L1 speakers of Palestinian Arabic. A total of 104 Arabic-speaking students in 4th, 6th, and 8th grade (ages 9–10, 11–12, and 13–14) were tested on three tasks of metalinguistic awareness – phonological, morphological, and orthographic. All three skills were found to correlate positively with both word reading and reading comprehension. However, after controlling for age/grade-level, verbal memory, and spoken language abilities, each metalinguistic skill explained unique variance in word reading, with phonological awareness predicting the largest amount of variance, whereas oral language ability emerged as the best predictor of reading comprehension. Of the three metalinguistic variables tested, only orthographic awareness emerged as a significant predictor of reading comprehension in addition to oral language, explaining a relatively small amount of variance. Findings are explained in the framework of theories of L2 reading, the special characteristics of Hebrew language and orthography, and the possible effect of L1 Arabic, as a closely related Semitic language, on learning to read in Hebrew.
10
01
JB code
tilar.19.13aut
387
394
8
Article
15
01
Author Index
10
01
JB code
tilar.19.14sub
395
404
10
Article
16
01
Subject Index
02
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