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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 <TitleType>01</TitleType> <TitleText textformat="02">Acquisition and Development of Hebrew</TitleText> <Subtitle textformat="02">From infancy to adolescence</Subtitle> 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 01 https://benjamins.com/covers/475_tif/9789027244093.tif 06 09 01 https://benjamins.com/covers/1200_front/tilar.19.hb.png 07 09 01 https://benjamins.com/covers/125/tilar.19.png 25 09 01 https://benjamins.com/covers/1200_back/tilar.19.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tilar.19.hb.png 10 01 JB code tilar.19.001ack vii viii 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgments</TitleText> 10 01 JB code tilar.19.002tra ix xvii 9 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Transcription and coding conventions</TitleText> 10 01 JB code tilar.19.01ber 1 38 38 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Typology, acquisition, and development</TitleText> <Subtitle textformat="02">The view from Israeli Hebrew</Subtitle> 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&#8217; 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&#8217;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 &#8211; phonology, morphology, syntax, discourse, and literacy &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Paths and stages in acquisition of the phonological word in Hebrew</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Phonological development in Israeli Hebrew-learning infants and toddlers</TitleText> <Subtitle textformat="02">Perception and production</Subtitle> 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>mi&#353;kalim</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 <TitleType>01</TitleType> <TitleText textformat="02">Foundations of the early root category</TitleText> <Subtitle textformat="02">Analyses of linguistic input to Hebrewspeaking children</Subtitle> 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&#8217;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 &#8211; child-directed speech to toddlers aged 1;8&#8211;2;2 and (2) written &#8211; preschoolers&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Development of Hebrew derivational morphology from preschool to adolescence</TitleText> 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> &#8216;sweet&#8217; from the root <i>m-t-q </i>and pattern <i>CaCoC</i>);&#8224; (2) linear concatenation of stem plus suffix (the abstract noun <i>metik-ut </i>&#8216;sweet-ness&#8217;); and (3) reduplication (the adjective <i>metaktak </i>&#8216;sweetish&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Lexical development in Hebrew</TitleText> <Subtitle textformat="02">From first words to a literate lexicon</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">The nature of CDS in Hebrew</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">nature of CDS in Hebrew</TitleWithoutPrefix> <Subtitle textformat="02">Frequent frames in a morphologically rich language</Subtitle> 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 &#8211; recurring multiword sequences &#8211; 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&#63; Are they frequent enough to be employed in learning&#63; 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 <TitleType>01</TitleType> <TitleText textformat="02">From opacity to transparency</TitleText> <Subtitle textformat="02">Transitional categories in early Hebrew grammar</Subtitle> 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&#8217;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&#8211;2;5), the third in an additional database of three children (age-range: 2;0&#8211;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Development of intra- and inter-clausal dependency in Hebrew</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Expression of temporality in Hebrew narratives written by deaf adolescents</TitleText> 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 &#8211; use of an anchor tense and tense shifting &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Early development of written language in Hebrew</TitleText> 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&#8217;s linguistic and cognitive development. The present chapter traces Hebrew-speaking children&#8217;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&#8217;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&#8217;s attainments in these domains. We suggest that children&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Metalinguistic awareness in reading Hebrew L2</TitleText> 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&#8211;10, 11&#8211;12, and 13&#8211;14) were tested on three tasks of metalinguistic awareness &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Author Index</TitleText> 10 01 JB code tilar.19.14sub 395 404 10 Article 16 <TitleType>01</TitleType> <TitleText textformat="02">Subject Index</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Acquisition and Development of Hebrew</TitleText> <Subtitle textformat="02">From infancy to adolescence</Subtitle> 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 01 https://benjamins.com/covers/475_tif/9789027244093.tif 06 09 01 https://benjamins.com/covers/1200_front/tilar.19.hb.png 07 09 01 https://benjamins.com/covers/125/tilar.19.png 25 09 01 https://benjamins.com/covers/1200_back/tilar.19.hb.png 27 09 01 https://benjamins.com/covers/3d_web/tilar.19.hb.png 10 01 JB code tilar.19.001ack vii viii 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02">Acknowledgments</TitleText> 10 01 JB code tilar.19.002tra ix xvii 9 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">Transcription and coding conventions</TitleText> 10 01 JB code tilar.19.01ber 1 38 38 Article 3 <TitleType>01</TitleType> <TitleText textformat="02">Typology, acquisition, and development</TitleText> <Subtitle textformat="02">The view from Israeli Hebrew</Subtitle> 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&#8217; 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&#8217;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 &#8211; phonology, morphology, syntax, discourse, and literacy &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Paths and stages in acquisition of the phonological word in Hebrew</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Phonological development in Israeli Hebrew-learning infants and toddlers</TitleText> <Subtitle textformat="02">Perception and production</Subtitle> 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>mi&#353;kalim</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 <TitleType>01</TitleType> <TitleText textformat="02">Foundations of the early root category</TitleText> <Subtitle textformat="02">Analyses of linguistic input to Hebrewspeaking children</Subtitle> 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&#8217;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 &#8211; child-directed speech to toddlers aged 1;8&#8211;2;2 and (2) written &#8211; preschoolers&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Development of Hebrew derivational morphology from preschool to adolescence</TitleText> 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> &#8216;sweet&#8217; from the root <i>m-t-q </i>and pattern <i>CaCoC</i>);&#8224; (2) linear concatenation of stem plus suffix (the abstract noun <i>metik-ut </i>&#8216;sweet-ness&#8217;); and (3) reduplication (the adjective <i>metaktak </i>&#8216;sweetish&#8217; 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 <TitleType>01</TitleType> <TitleText textformat="02">Lexical development in Hebrew</TitleText> <Subtitle textformat="02">From first words to a literate lexicon</Subtitle> 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 <TitleType>01</TitleType> <TitleText textformat="02">The nature of CDS in Hebrew</TitleText> <TitlePrefix>The </TitlePrefix> <TitleWithoutPrefix textformat="02">nature of CDS in Hebrew</TitleWithoutPrefix> <Subtitle textformat="02">Frequent frames in a morphologically rich language</Subtitle> 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 &#8211; recurring multiword sequences &#8211; 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&#63; Are they frequent enough to be employed in learning&#63; 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 <TitleType>01</TitleType> <TitleText textformat="02">From opacity to transparency</TitleText> <Subtitle textformat="02">Transitional categories in early Hebrew grammar</Subtitle> 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&#8217;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&#8211;2;5), the third in an additional database of three children (age-range: 2;0&#8211;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&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Development of intra- and inter-clausal dependency in Hebrew</TitleText> 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 <TitleType>01</TitleType> <TitleText textformat="02">Expression of temporality in Hebrew narratives written by deaf adolescents</TitleText> 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 &#8211; use of an anchor tense and tense shifting &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Early development of written language in Hebrew</TitleText> 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&#8217;s linguistic and cognitive development. The present chapter traces Hebrew-speaking children&#8217;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&#8217;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&#8217;s attainments in these domains. We suggest that children&#8217;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 <TitleType>01</TitleType> <TitleText textformat="02">Metalinguistic awareness in reading Hebrew L2</TitleText> 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&#8211;10, 11&#8211;12, and 13&#8211;14) were tested on three tasks of metalinguistic awareness &#8211; 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 <TitleType>01</TitleType> <TitleText textformat="02">Author Index</TitleText> 10 01 JB code tilar.19.14sub 395 404 10 Article 16 <TitleType>01</TitleType> <TitleText textformat="02">Subject Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20160825 2016 John Benjamins B.V. 02 WORLD 08 800 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 23 18 01 02 JB 1 00 99.00 EUR R 02 02 JB 1 00 104.94 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 18 02 02 JB 1 00 83.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 18 01 gen 02 JB 1 00 149.00 USD