PERSPECTIVES ON LANGUAGEAND LANGUAGE DEVELOPMENT

ESSAYS IN HONOR OF RUTH A. BERMAN

PERSPECTIVES ON LANGUAGE

AND LANGUAGE DEVELOPMENT

ESSAYS IN HONOR OF RUTH A. BERMAN

Editors

DORIT DISKIN RAVID AND HAVA BAT-ZEEV SHYLDKROTTel Aviv University, Israel

KLUWER ACADEMIC PUBLISHERSDORDRECHT / BOSTON / LONDON

Dorit Diskin RavidHava bat-Zeev Shyldkrot

Library of Congress Cataloging-in-Publication Data

Perspectives on language and language development: essays in honor ofRuth A. Berman/ Dorit Diskin Ravid and Hava Bat-Zeev Shyldkrot, editors. p. cm. English with one contribution in French. Bibliography of Ruth Aronson Berman’s works: p. Includes bibliographical references and index. ISBN 1-4020-7903-6 (alk. paper) -- ISBN 1-4020-7911-7 (ebook)

1. Linguistics. 2. Language acquisition. I. Ravid, Dorit Diskin. II.Shyldkrot, Hava Bat-Zeev. III. Berman, Ruth Aronson.

P26.B424P47 2004 410—dc22 2004050704

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CONTENTS

List of contributors ixThe life and work of Ruth A. Berman xvRuth A. Berman’s list of publications xixAcknowledgements xxix

Introduction 1

I. LANGUAGE AND DISCOURSE 7

1. Categorisation, grammaticalisation et lexicalisation 9Hava Bat-Zeev Shyldkrot

THE HEBREW LANGUAGE IN ISRAEL 23

2. Parsing forms with identical consonants: Hebrew reduplication 25Outi Bat-El

3. Linear first-time derivation of verbs and consonant cluster preservationin Israeli Hebrew 35Shmuel Bolozky

4. Modern Hebrew Consonant Clusters 45Ora (Rodrigue) Schwarzwald

5. Transcribing Spoken Israeli Hebrew: Preliminary notes 61Shlomo Izre’el

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vi Contents

6. From Vanity to Grace: A case study of metaphorical frame contacts 73Tamar Sovran

7. Language rights in the multilingual society of Israel 87Elena Shohamy

THE INTERRELATIONS OF LANGUAGE AND NARRATIVE 103

8. Grammatical gender and personification 103Bernard Comrie

9. Relating narrative events in translation 115Dan I. Slobin

10. Why do we need evaluation devices anyway? 131Yeshayahu Shen

11. On interpreting: A tutorial 143Rachel Giora

II. A DEVELOPMENTAL PERSPECTIVE ON LANGUAGEAND DISCOURSE 157

12. Teaching and artificial life 159Tzur Sayag and Sidney Strauss

EARLY LANGUAGE ACQUISITION AND EMERGENT LITERACY 173

13. Resultant states in early language acquisition 175Eve V. Clark

14. The acquisition of subordination: From preconjunctionals to later use 191Sharon Armon-Lotem

15. The emergence of expressive options in early child language: A constructivistaccount 203Edy Veneziano

16. Children’s names contribute to early literacy: A linguistic and a socialperspective 219Iris Levin and Dorit Aram

17. What Little Red Riding Hood tells us about Italian children’s writing 241Daniela Fabbretti and Clotilde Pontecorvo

NARRATIVE DEVELOPMENT IN THE SCHOOL YEARS 255

18. Role of the home context in relations between narrative abilities and literacypractices 257Ayhan Aksu-Koc

Contents vii

19. ‘I will tell you the whole true story now’: Sequencing the past, present and future inchildren’s conversational narratives 275Shoshana Blum-Kulka

20. Perceiving and producing the Frog Story 289Kenneth Holmqvist, Jana Holsanova, Victoria Johansson and SvenStromqvist

21. Narratives in children with Williams Syndrome: A cross-linguistic perspective 303Judy Reilly, Josie Bernicot, Stefano Vicari, Agnes Lacroix,and Ursula Bellugi

LATER LANGUAGE AND LITERACY DEVELOPMENT IN THE CONTEXTOF EXPOSITORY TEXTS 313

22. Logical connectors in Hebrew: how well do eighth-graders master them? 315Elite Olshtain and Etty Cohen

23. The super-structure of written expository texts – A developmental perspective 327Irit Katzenberger

24. Emergence of linguistic complexity in later language development: Evidence fromexpository text construction 337Dorit Ravid

25. Developing alternatives for indicating discourse stance 357Harriet Jisa

26. Becoming proficient educated users of language 375Liliana Tolchinsky, Elisa Rosado, Melina Aparici & Joan Perera

2ND LANGUAGE ACQUISITION AND BILINGUALISM 391

27. Task-related variation in tense usage in Arabic-Hebrew interlanguage 393Roni Henkin

28. Acquisition, attrition, and revitalization of Hebrew in immigrant children 407Dorit Kaufman

29. Word class distinctions in an incomplete grammar 419Maria Polinsky

CONTEXTS OF LITERACY 435

30. Literacy development across language boundaries 437Ludo Verhoeven

31. Perceptions and evidence of early literacy in Hebrew 453Joseph Shimron

Index 473

LIST OF CONTRIBUTORS

EDITORS

Dorit RavidConstantiner School of Education and Department of Communications DisordersTel Aviv University, Tel Aviv, Israeldoritr@post.tau.ac.il

Hava Bat-Zeev ShyldkrotFrench DepartmentTel Aviv University, Tel Aviv, Israelhbzs22@post.tau.ac.il

CONTRIBUTORS

Sharon Armon-LotemEnglish DepartmentBar Ilan University, Ramat Gan, Israelarmonls@mail.biu.ac.il

Outi Bat-ElLinguistics DepartmentTel Aviv University, Tel Aviv, Israelobatel@post.tau.ac.il

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x List of contributors

Shoshana Blum-KulkaDepartment of Communication and School of EducationHebrew University, Jerusalem, Israelmskcusb@mscc.huji.ac.il

Shmuel BolozkyDepartment of Judaic and Near Eastern StudiesUniversity of MassachusettsAmherst, USAshmuel.bolozky@judnea.umass.edu

Eve V. ClarkDepartment of LinguisticsStanford University, California, USAeclark@psych.stanford.edu

Bernard ComrieDepartment of LinguisticsMax Planck Institute for Evolutionary Anthropology, Leipzig, GermanyDepartment of LinguisticsUniversity of California: Santa Barbara, USAcomrie@eva.mpg.de

Rachel GioraLinguistics DepartmentTel Aviv University, Tel Aviv, Israelgiorar@post.tau.ac.il

Roni HenkinHebrew Language DepartmentBen Gurion University of the Negev, Be’er Sheva, Israelhenkin@bgumail.bgu.ac.il

Shlomo Izre’elDepartment of Hebrew and Semitic LanguagesTel Aviv University, Tel Aviv, Israelizreel@post.tau.ac.il

Harriet JisaDynamique du langageUniversite Lumiere-Lyon 2,CNRS UMR 5596, FranceHarriet.Jisa@univ-lyon2.fr

Irit, KatzenbergerSchool of Communication DisordersHadassa Academic College, Jerusalem, Israelerezka1@bezeqint.net

List of contributors xi

Dorit KaufmanLinguistics DepartmentStony Brook University, State University of New York, USAdkaufman@notes.cc.sunysb.edu

Ayhan Aksu-KocDepartment of PsychologyBogazici University, IstanbulTurkeykoc@boun.edu.tr

Iris Levin, Dorit AramConstantiner School of EducationTel Aviv University, Tel Aviv, Israelirisl@post.tau.ac.ildorita@post.tau.ac.il

Elite OlshtainSchool of EducationHebrew University, Jerusalem, IsraelEtty CohenKaye Teachers’ College, Be’er Sheva, Israelelitezeev@yahoo.com

Maria PolinskyLinguistics DepartmentUniversity of California at San DiegoSan Diego, USApolinsky@ling.ucsd.edu

Clotilde PontecorvoDaniela FabbrettiUniversity of Rome “La Sapienza”Rome, Italyc.pontecorvo@agora.stm.it

Judy Reilly, San Diego State University, Laboratoire de Psychologie Langage etCognition (LaCo) -Universite de Poitiers-CNRS, FranceJosie Bernicot, Laboratoire de Psychologie Langage et Cognition (LaCo) -Universite de Poitiers–CNRS, FranceStefano Vicari,Oespedale Bambino Gesu e Santa Marinella, Rome, ItalyAgnes Lacroix, Laboratoire de Psychologie Langage et Cognition (LaCo) -Universite de Poitiers–CNRS, FranceUrsula Bellugi, Laboratory for Cognitive NeurosciencesSalk Institute for Biological Studies, La Jolla, California, USAreilly1@mail.sdsu.edu

xii List of contributors

josie.bernicot@univ-poitiers.fraglacroi@univ-poitiers.frvicari@opbg.netbellugi@salk.edu

Ora R. SchwarzwaldDepartment of Hebrew and Semitic LanguagesBar Ilan University, Ramat Gan, Israeloschwarz@mail.biu.ac.il

Yeshayahu ShenDepartment of General and Comparative LiteratureTel Aviv University, Tel Aviv, Israelyshen@post.tau.ac.il

Joseph ShimronFaculty of EducationHaifa University, Haifa, Israeljshimron@ucsd.edu

Elana ShohamyConstantiner School of EducationTel Aviv University, Tel Aviv, Israelelana@post.tau.ac.il

Dan SlobinInstitute of Human Development and the Institute of Cognitive and Brain SciencesUniversity of California in Berkeley, USAslobin@cogsci.berkeley.edu

Tamar SovranDepartment of Hebrew and Semitic LanguagesTel Aviv University, Tel Aviv, Israelsovran@post.tau.ac.il

Tzur Sayag, Sidney StraussConstantiner School of EducationTel Aviv University, Tel Aviv, Israelsidst@post.tau.ac.iltzurs@post.tau.ac.il

Kenneth Holmqvist, Department of Cognitive Science,Jana Holsanova, Department of Cognitive Science,Victoria Johansson, Department of Linguistics,Sven Stromqvist, Department of Linguistics,Lund University, Lund, SwedenSven.Stromqvist@ling.lu.sekenneth@lucs.lu.se

List of contributors xiii

jana@lucs.lu.seVictoria.Johansson@ling.lu.se

Liliana Tolchinsky, Department of Linguistics,Elisa Rosado, Department of English,Joan Perera, Department of Didactic of language and literature,University of Barcelona, Barcelona, SpainMelina Aparici, Department of Psychology, Autonomous University of Barcelona,Spainltolchinsky@ub.eduerosado@ub.edujperera@ub.edumaparici@uab.edu

Edy VenezianoInstitute of PsychologyUniversity Rene Descartes - Paris 5 - CNRS, Franceedy.veneziano@univ-paris5.fr

Ludo VerhoevenUniversity of Nijmegen, The NetherlandsL.Verhoeven@ped.kun.nl

THE LIFE AND WORK OF RUTH A. BERMAN

DORIT RAVID AND HAVA BAT-ZEEV SHYLDKROT

Ruth Berman’s life and career are entwined with the revival of Jewish life in Israel, theconsolidation of Hebrew as the native tongue of the Israelis, and the study of ModernHebrew as a living language against the backdrop of the major schools of linguisticsand psycholinguistics in the second half of the 20th century. This volume, edited andwritten by us - her friends, colleagues, and students - is dedicated to Ruth uponher retirement. It celebrates her prominent scientific contributions in the domainsof general and Hebrew linguistics, language and literacy acquisition across the lifespan, narrative theory and development, and the development of text production. Thediversity of the group of scholars represented in this volume testifies to the breadth andwealth of Ruth Berman’s life work and its insightful relevance to linguistics, psychology,education, communications disorders, and literature. But more than that, it testifiesto her warm and generous personality, to her ability to attract people of all ages, herenormous capacity to give of herself unstintingly – her knowledge, her advice, hertime, and her love – over the years. For many of us, Ruth has been a dear friend, anesteemed colleague and collaborator; for many others, she has been our teacher andmentor, introducing and guiding us through the sciences of linguistics, development,and cognition.

Ruth Aronson-Berman was born and raised in Cape Town, South Africa, but hasspent most of her adult life in Israel, teaching and conducting research for the last38 years at Tel Aviv University. Her nearly 50 years of research can be describedas cyclical, in the sense that she has moved into new directions every decade orso, although always focused on the theme of human language in general and the

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xvi The life and work of Ruth A. Berman

relationship between linguistic forms and language functions in various communica-tive settings and different types of discourse. Her first piece of research was a dissertationsubmitted to the School of Applied Linguistics at the University of Edinburgh in 1958under the supervision of the leading British linguist, M.A.K. Halliday, dealing withthe differences in language structure and use in different types of texts – literature, thesocial sciences, and history.

During the 1960s, under her maiden name of Ruth Aronson, she made her mark inthe field of English as a foreign language, following an M.A. dissertation at ColumbiaUniversity’s Teachers’ College (1964). As part of a research group at the School ofEducation at the Hebrew University, she conducted a countrywide research project onthe teaching of English in Israel. In 1965, with the move to Tel Aviv University, whereshe participated in establishing the field of Linguistics, she instituted and directed thefirst research-based series of texts for teaching English, based on a detailed contrastiveanalysis of lexical and grammatical structures in English and Hebrew.

The 1970s saw a switch in her research focus to the study of Modern Hebrew, thearea in which she wrote her doctoral dissertation (1973). This was followed by a periodof intensive work in lecturing and research on the morphology, syntax, and lexiconof Modern Hebrew, summed up in her classic book “Modern Hebrew Structure”(1978). This book constituted a pioneering study covering a wide range of topics inIsraeli Hebrew in the framework of contemporary linguistic theory and analysis, andto this day serves as a basic reference work for scholarship involving Modern Hebrew.

The 1980s witnessed the flourishing of another field of study, focused on the acqui-sition of Hebrew as a first language. This research domain evolved out of her intensivecontact with leading scholars in American linguistics and psycholinguistics and tookadvantage of her unique background in Hebrew language studies, contrastive analysis,and language learning. With the publication of her monograph on “Acquisition ofHebrew” (1985), acquisition of Hebrew as a mother tongue in the preschool, prelit-erate years, came into being as a legitimate and important domain of research both inIsrael and abroad.

This sphere of activity deepened and expanded in the 1980s and 1990s to includeconcern with psycholinguistic models of language development on the one hand, andto crosslinguistic comparisons of acquisition of Hebrew and of other languages, onthe other – in the domains of early syntax, new-word formation and of narrative textconstruction. Her stature in the field was recognized by her position as elected presidentof the International Association for the Study of Child Language (1993–1996). Themonumental “frogstory” crosslinguistic developmental study of Berman and Slobin(1994) on children’s storytelling abilities at different ages and in different languages hasbecome a classic and the basis for worldwide further research in the domains of childlanguage development, narrative construction, and linguistic typology.

A rich range of studies conducted by Berman and her students on developingnarrative discourse abilities in Hebrew-speaking preschool and school-age childrenduring the 1990s formed the basis for Berman’s current research focus on later languagedevelopment and the consolidation of text construction abilities from gradeschoolage across adolescence and into adulthood. Supported by grants from the Hebrew

The life and work of Ruth A. Berman xvii

Science Academy and from the Spencer Foundation of Chicago, in cooperation withsenior scholars from seven countries in the United States and Europe, Berman hasmade an indelible mark on the analysis of discourse abilities in both narrative andexpository genres, in both speech and writing, across the school years and on touniversity level. This work, published, inter alia, in special journal issues, and thetopic of a book Berman is currently editing in the prestigious “Trends in LanguageAcquisition Research” IASCL series in a way brings Berman’s interest in “LanguageAcross the Life Span” to full circle. Her current research work re-echoes her earlyinterest in discourse analysis, in language learning, and in school based linguistic literacy.

Ruth Berman officially retired in 2003 from Tel Aviv University after a long anddistinguished career. She is currently working actively on three book-length projects; anumber of her recent papers are in press in leading international journals. She continuesto lead a research group on the development of text production abilities at Tel AvivUniversity. Most importantly, she is surrounded by her many former students, thegeneration of Israeli scholars that she has nurtured to full bloom, who continue tocherish her as their mentor.

RUTH ARONSON BERMAN’S LIST OF PUBLICATIONS

1969G. Cohen and R. Aronson. The Teaching of English in Israel: A Survey. Jerusalem:Hebrew University John Dewey School of Education.

The predictability of vowel patterns in Hebrew. Glossa, 3, 127–145.

1974A proposal for formulating concord rules in Modern Hebrew. Hebrew ComputationalLinguistics Bulletin, 8, 1–17. [in Hebrew]

1975Lexical entries for verbs, roots, and conjugations. In: U. Ornan & B-Z.Fischler, Sefer Rosen. Jerusalem: Council on the Teaching of Hebrew, 25–36. [inHebrew]

Action nominals and infinitives in Modern Hebrew. Leshonenu, 39, 99–122; 217–235.[in Hebrew]

Morphological realization of syntactic processes in the verb system. Hebrew Computa-tional Linguistics Bulletin, 9, 25–39. [in Hebrew]

Analytic syntax: A technique for advanced level reading. TESOL Quarterly, 9, 243–251. [Reprinted in: R. Mackey, B. Barkman, & R. Jordan, eds., 1979. Reading in aSecond Language. Rowley, Mass: Newbury, 178–186.]

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xx Ruth Aronson Berman’s list of publications

1976On derived and deriving nominals in Modern Hebrew. In: P. Cole, ed. Studies inModern Hebrew syntax and semantics. Amsterdam: North-Holland.

Review of Introduction to Transformational Grammar, by M. Chen & Z. Dror. Leshonenu,41, 61–70. [in Hebrew]1977Natural phonological processes at the one-word stage. Lingua, 43, 1–21.

1978Modern Hebrew Structure. Tel Aviv: University Publishing Projects.

Early verbs: How and why a child uses her first words. International Journal of Psycholin-guistics, 5, 21–29.

Contrastive analysis revisited: Obligatory, systematic, and incidental differencesbetween languages. Interlanguage Studies Bulletin, 3, 212–233.

Relations of case and government in Modern Hebrew. Orchot, 10, 33–52. [in Hebrew]

1979Lexical decomposition and lexical unity in the expression of derived verbal categoriesin Modern Hebrew. Journal of Afroasiatic Linguistics, 6, 1–26.

Rule of grammar or rule of thumb? On the nature of pedagogic grammars. InternationalReview of Applied Linguistics, 17, 279–302.

Form and function: Passives, middles, and impersonals in Modern Hebrew. BerkeleyLinguistic Society, 5, 1–27, 1979.

The (re)emergence of a bilingual: Case-study of a Hebrew-English child. WorkingPapers in Bilingualism, 19, 157–179. [Reprinted by ERIC, 1980]

Review of Hebrew Semantics, by G. Tsarfati. Hebrew Computational Linguistics Bulletin,15, 60–73. [in Hebrew]

Review of Hebrew Syntax in Light of Modern Theories, by Y. Cadqa. Leshonenu, 43,224–228. [in Hebrew]

1980Postposing, lexical repetition, and the like: A study in contrastive stylistics. AppliedLinguistics Journal, Israel, 2, 3–26.

On the category of auxiliary in Modern Hebrew. Hebrew Annual Review, 4, 15–37.

The case of an (S)VO language: Subjectless constructions in Modern Hebrew. Language,56, 759–776.

Child language as evidence for grammatical description: Preschoolers’ construal oftransitivity in Hebrew. Linguistics, 18, 677–701.

Ruth Aronson Berman’s list of publications xxi

1981How hard is it to read? Syntactic complexity as source of reading difficulty. CahiersLinguistiques d’Ottawa, 8, 265–282.

Regularity vs. anomaly: The acquisition of inflectional morphology. Journal of ChildLanguage, 8, 265–282.

Language development and language knowledge: Evidence from acquisition ofHebrew morphophonology. Journal of Child Language, 8, 609–626.

Children’s regularization of plural forms in the Hebrew noun system. Papers and Reportson Child Language Development, 20, 34–44.

R.A. Berman, & Y. Sagi. Children’s word-formation and lexical innovations. HebrewComputational Linguistics Bulletin, 18, 31–62. [in Hebrew]

Children’s discourse style: Stories of a six-year old. In: S. Blum-Kulka, Y. Tobin, &R. Nir, eds. Studies in Discourse Analysis. Jerusalem: Akademon, 177–212. [in Hebrew]

On the role of prepositions in Modern Hebrew syntax. In: M. Nahir, ed. HebrewTeaching and Applied Linguistics. University Press of America, 253–276.

1982Verb-pattern alternation: The interface of morphology, syntax, and semantics inHebrew child language. Journal of Child Language, 9, 169–191.

E. Dromi & R.A. Berman. A morphemic measure of early language development.Journal of Child Language, 9, 403–424.

R.A. Berman, B.F. Hecht, & E.V. Clark. The acquisition of agent and instrumentnouns in Hebrew. Papers and Reports on Child Language Development, 21, 16–24.

On the nature of oblique objects in bitransitive constructions. Lingua, 56, 101–125.

Dative marking of the affectee role. Hebrew Annual Review, 6, 35–59. Revised from:Dative marking of the benefactee/malefactee in Modern Hebrew. M.I.T. WorkingPapers in Linguistics, 3, 150–179, 1981.

Review of P. Fletcher & M. Garman, eds., “Language Acquisition: Studies in FirstLanguage Development”. Lingua, 50, 235–242.

1983Establishing a schema: Children’s construal of verb-tense marking. Language Sciences,5, 61–78.

R.A. Berman & E. Olshtain. Features of first language transfer in second languageattrition. Applied Linguistics, 4, 222–234.

On the nature of oblique objects in bitransitive constructions. Lingua, 56, 101–125.

Review of How Twins Learn to Talk, by S. Savic. Applied Linguistics, 3, 267–269.

xxii Ruth Aronson Berman’s list of publications

1984On the study of first language acquisition. Language Learning, 33, 5. [Also in: A.Z.Guiora, ed. An Epistemology for the Language Sciences. Detroit: Wayne State UniversityPress, 221–245]

E.V. Clark & R.A. Berman. Structure and use in acquisition of word-formation.Language, 60, 542–590.

R.A. Berman & E. Dromi. On marking time without aspect in child language. Papersand Reports on Child Language Development, 23, 21–32.

Crosslinguistic first language perspectives on second language research. In:R.W. Andersen, ed. Second Languages: A Crosslinguistic Perspective. Rowley, Mass:Newbury House, 22–58.

Review of S. Tavakolian, ed., “Linguistic Theory and Language Acquisition”. AppliedLinguistics, 4, 166–172.

1985Acquisition of Hebrew. Hillsdale, NJ: Lawrence Erlbaum, 116 pp. [Also in: D. I. Slobin,ed. Crosslinguistic Study of Language Acquisition, Volume I, Hillsdale, NJ: Erlbaum, 255–371.]

R.A. Berman & E. Dromi. Early syntax and beyond. Working Paper No. 46, Tel-AvivUniversity Unit of Human Development and Education.

Acquisition of tense-aspect by Hebrew-speaking children. Final Report, BinationalScience Foundation (BSF) US-Israel.

Interference in FLT. In: T. Husen & T. N. Hustlethwaite, eds. International Encylopediaof Education. Oxford: Pergamon Press, 1943–1945.

Syntactic components of SL reading. In: J.C. Alderson & A. H. Urquhart, eds. Readingin a Second Language. London: Longmans, 139–156.

1986R.A. Berman & D. Ravid. Lexicalization of noun compounds. Hebrew Linguistics, 24,5–22. [in Hebrew]

E. Dromi & R.A. Berman. Language-general and language-specific in developingsyntax. Journal of Child Language, 14, 371–387.

A step-by-step model of language learning. In: I. Levin, ed. Stage and Structure: Re-opening the Debate. Norwood, N.J: Ablex, 191–219.

The acquisition of morphology/syntax: A crosslinguistic perspective. In: P. Fletcher &M. Garman, eds. Language Acquisition. Cambridge University Press, 429–447.

R. A. Berman & D. I. Slobin, with M. Bamberg, E. Dromi, V. Marchman, Y. Neeman,T. Renner, E. Sebastian. Coding Manual: Temporality in Discourse, University ofCalifornia, Berkeley: Cognitive Science Institute.

Ruth Aronson Berman’s list of publications xxiii

Cognitive components of language learning. In: C. Pfaff, ed. Crosslinguistic Studies ofLanguage Acquisition Processes. Rowley, Ma: Newbury, 3–27.

1987R.A. Berman & D.I. Slobin. Five ways of learning how to talk about events: A cross-linguistic study of children’s narratives. Berkeley Cognitive Science Report No. 46.

Issues and problems in Modern Hebrew research. Praqim, 7, 84–96. [in Hebrew]

E.V. Clark & R.A. Berman. Types of linguistic knowledge: Interpreting and producingcompound nouns. Journal of Child Language, 14, 547–568.

A developmental route: Learning about the form and use of complex nominals. Lin-guistics, 27, 1057–1085.

1988Productivity in the lexicon: New-word formation in Modern Hebrew. Folia Linguistica,21, 425-461.

Word-class distinctions in developing grammars. In: Y. Levy, I.M. Schlesinger, &M.D.S. Braine, eds. Categories and Processes in Language Acquisition. Hillsdale: Erlbaum,45–72.

Language knowledge and language use: Binomial constructions in Modern Hebrew.General Linguistics, 28(4), 261–285.

On the ability to relate events in narratives. Discourse Processes, 11, 469–97.

1989R.A. Berman & E.V. Clark. Learning to use compounds for contrast. First Language,9, 247–270.

The role of blends in Modern Hebrew word-formation. In: P. Wexler, A. Borg, S.Somekh, eds. Studia linguistica et orientalia memoriae Haim Blanc dedicata. Wiesbaden:Harrassowitz, 45–61.

1990Children’s knowledge of verb-structure. Washington DC: ERIC Document Repro-duction Service ED 312 903, FL 018 238.

Acquiring an (S)VO language: Subjectless sentences in children’s Hebrew. Linguistics,28, 1135–1166.

1991In defence of development. Commentary on Stephen Crain: Language acquisition inthe absence of experience. Brain and Behavior Sciences, 14, 612–613.

R.A. Berman & J. Weissenborn. Acquisition of word order: A crosslinguistic study.Final Report, German-Israel Foundation for Research and Development (GIF).

xxiv Ruth Aronson Berman’s list of publications

1992Modern Hebrew. In: W. Bright, B. Comrie, & D. Crystal, eds. Oxford InternationalEncyclopedia of Linguistics, 1388–1395.

Child language and language change. In: U. Ornan, R. Ben-Shachar, & G. Toury, eds.Hebrew as a Living Language. Haifa University Press, 9–22. [in Hebrew]

R.A. Berman & E.V. Clark. Lexical productivity in children and adults. Final Report,Binational Science Foundation (BSF), Jerusalem.

1993The development of language use: Expressing perspectives on a scene. In: E. Dromi,ed. Language and Cognition: A Developmental Perspective. Norwood, NJ: Ablex, 172–201.

Marking of verb transitivity by Hebrew-speaking children. Journal of Child Language,20, 641–669.

Developmental perspectives on transitivity: A confluence of cues. In: Y. Levy, ed. OtherChildren, Other Languages: Issues in the Theory of Acquisition. Hillsdale, NJ: Erlbaum,189–241.

Crosslinguistic perspectives on native language acquisition. In: K. Hyltenstam &A. Viberg, eds. Progression and Regression in Language: Sociocultural, Neuro-psychological,and Linguistic Perspectives. Cambridge University Press, 245–266.

1994R.A. Berman & D.I. Slobin. Relating Events in Narrative: A Crosslinguistic DevelopmentalStudy. Hillsdale: Erlbaum.

Formal, lexical, and semantic factors in the acquisition of Hebrew resultative participles.In: S. Gahl, A. Dolbey, & C. Johnson, eds. Berkeley Linguistic Society, 20, 82–92.

1995Word-formation as evidence. In: D. McLaughlin & S. McEwen, eds. Proceedings of the19th Annual Boston University Conference on Language Development, Vol. 1. Somerville,Mass: Cascadilla Press, 82–95.

The developmental paradox: How much and how little 5-year-olds know about lan-guage structure and language use. In: L. Verhoeven & A. Teberosky, eds. Understand-ing Early Literacy: Developmental and Crosslinguistic Issues. Strasbourg: ESF Networks,15–40.

Aspects of Hebrew/English contrastive rhetoric. In: H. Shyldkort & L. Kupferman,eds.Tendances Recentes dans la linguiste francaise et generale. Benjamins, 41–54.

Narrative competence and storytelling performance: How children tell stories in dif-ferent contexts. Journal of Narrative and Life History 5, 4, 285–313.

1996Form and function in developing narrative abilities: The case of ‘and’. In: D. Slobin,J. Gerhardt, A. Kyratzis, & J. Guo, eds. Social Interaction, Context, and Language: Essaysin Honor of Susan Ervin-Tripp. Mahwah: Erlbaum, 243–268.

Ruth Aronson Berman’s list of publications xxv

R.A. Berman & S. Armon-Lotem. How grammatical are early verbs? In: C. Martinot,ed. Annales Litteraires de l’Universite de Franche-Comte: Actes du Colloque International surl’Acquisition de la syntaxe, 17–60.

1997Introduction to language acquisition. In: Y. Shimron, ed. Studies in the psychology oflanguage: Language acquisition, reading, and writing. Jerusalem: Magnes, 1–21. [in Hebrew]

Theory and research in the acquisition of Hebrew as a first language. In: Y. Shimron,ed. Studies in the psychology of language. Jerusalem: Magnes, 37–69. [in Hebrew]

Y. Shen & R.A. Berman. From isolated event to action structure: Stages in narrativedevelopment. In: Y. Shimron, ed. studies in the psychology of language. Jerusalem: Magnes,119–145. [in Hebrew]

Review of The origins of grammar: Evidence from early language development, byK. Hirsh-Pasek and R. M. Golinkoff. Journal of Pragmatics, 27, 699–709.

Israeli Hebrew. In: R. Hetzron, ed. The Semitic Languages. London: Routledge, 312–333.

Narrative theory and narrative development: The Labovian impact. Journal of Narrativeand Life History, 7, special issue, 235–244.

Preliterate knowledge of language. In: C. Pontecorvo, ed. Writing Development: AnInterdisciplinary View. Benjamins, 61–76.

Developing form/function relations in narrative texts. Lenguas Modernas, 24, 45–61.

1998Typological perspectives on connectivity. In: N. Dittmar & Z. Penner, eds. Issues in thetheory of language acquisition. Bern: Peter Lang, 203–224.

R.A. Berman & I. Katzenberger. Cognitive and linguistic factors in development ofpicture-series narration. In: A. G. Ramat & M. Chini, eds. Organization of Learners’Texts. Special Issue of Studia Iltaliani I Linguistica Teorica e Aspplicata, 27, 21–47.

1999Bilingual proficiency/proficient bilingualism: Insights from Hebrew-English narra-tives. In: G. Extra & L. Verhoeven, eds. Bilingualism and Migration. Berlin: Mouton,187–208.

Some comments on Tomasello’s comments: In response to M. Tomasello’s review ofA construction grammar approach to verb-argument structure by A. Goldberg. Journal of ChildLanguage, 25, 458–462.

R.A. Berman & D. Ravid. The oral/literate continuum: developmental perspectives.Final Report to Israel Science Foundation, Jerusalem.

2000Children’s innovative verbs vs nouns: Structured elicitations and spontaneous coinages.In: L. Menn & N. Bernstein-Ratner, eds., Methods for Studying Language Production.Mahwah, NJ: Erlbaum, 69–93.

xxvi Ruth Aronson Berman’s list of publications

S. Uziel-Karl & R.A. Berman. Where’s ellipsis: Whether and why there are missingarguments in Hebrew child Language. Linguistics, 38, 457–482.

R.A. Berman & D. Ravid. Research in acquisition of Israeli Hebrew and PalestinianArabic. Hebrew Studies, 41, 83–98.

Thematic perspectives on how children talk about interpersonal conflict. In:M. Aparici, N. Argerich, E. Rosado, & L. Tolchinsky, eds. Developing literacy in differentcontexts and different languages, Working Papers, Vol. III, University of Barcelona, 65–76.

R.A. Berman & R. Aisenman. Rethinking lexical analysis. In: M. Aparici, N. Argerich,E. Rosado, & L. Tolchinsky, eds. Developing literacy in different contexts and differentlanguages, Working Papers, Vol. III, University of Barcelona, 187–197.

2001Setting the narrative scene: How children begin to tell a story. In: A. Aksu-Koc,C. Johnson, & K. Nelson, eds. Children’s Language Vol. 10. Mahwah, NJ: Erlbaum,1–31.

Developing literacy in different contexts and in different languages. Final Report sub-mitted to the Spencer Foundation, Chicago.

E.V. Clark & R.A. Berman. Morphology in language acquisition. In: G. Booij,C. Lehmann, & J. Mugdan, eds. Morphology Handbook on Inflection and Word Formation.Berlin: de Gruyter.

J. Kupersmitt & R.A. Berman. Linguistic features of Spanish-Hebrew children’s nar-ratives. In: L. Verhoeven & S. Stromqvist, eds. Narrative development in a multilingualcontext. Amsterdam: John Benjamins, 277–317.

Crosslinguistic perspectives on narrative development. Epilogue to L. Verhoeven &S. Stromqvist, eds. Narrative development in a multilingual context. 419–428.

2002R.A. Berman & L. Verhoeven., eds. Cross-linguistic perspectives on the develop-ment of text proudction abilities in speech and writing. Written Languages and LiteracyVolume 5, Parts 1 and 2 (special issue).

R.A. Berman & L. Verhoeven. Developing text production abilities in speech andwriting: Aims and methodology. Written Languages and Literacy, Volume 5, 1–44.

Crosslinguistic comparisons in later language development. In: S. Stromqvist, ed. Thediversity of languages and language learning. Lund: Center for Languages and Literature,25–44.

Commentary on “Developing Linguistic Literacy: A Comprehensive Model”, byD. Ravid and L. Tolchinsky, Journal of Child Language, 29, 453–457.

R.A. Berman, H. Ragnarsdottir, & S. Stromqvist. Discourse stance. Written Languagesand Literacy, Volume 5, 2, 255–290.

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J.S. Reilly, H. Jisa, E. Baruch, & R.A. Berman. Modal expression of propositionalattitudes. Written Languages and Literacy, Volume 5, 2, 183–218.

Crosslinguistic study of language acquisition. In: N.J. Smelser & P.B. Baltes, eds. Inter-national Encyclopedia of the Social & Behavioral Sciences. Oxford: Pergamon Press, 5681–5686.

2003Children’s lexical innovations: developmental perspectives on Hebrew verb-structure.In: J. Shimron, ed. Language processing and language acquisition in a root-based morphology.Amsterdam: John Benjamins, 243–291.

Integrated systems in language acquisition: The lexicon-syntax interface. In: R. Ben-Shachar & G. Toury, eds. Hebrew as a Living Language, Volume 3. Tel Aviv: HaKibbutzHaMeuchad, 67–86. [in Hebrew]

Modern Hebrew, revised version. In: B. Comrie. ed. Languages of the World. OxfordInternational Encyclopedia of Linguistics, revised edition. Oxford University Press.

D. Ravid & R.A. Berman. Talking and writing about conflict situations across ado-lescence: A multidimensional analysis. In: Y. Shlesinger & M. Muchnik, eds. IsraelAssociation of Applied Linguistics Jubilee Volume, 278–293. [in Hebrew]

S. Armon-Lotem & R.A. Berman. The emergence of grammar: Early verbs andbeyond. Journal of Child Language, 4, 845–878.

D. Ravid & R.A. Berman. On modeling information density in narrative texts. In:L. Lagerwerf, W. Spooren, & L. Degand, eds. Determination of information and tenorin texts: Multidisciplinary approaches to discourse 2003. Amsterdam: Stichhting Neerlan-distiek, 17–36.

2004The role of context in developing narrative abilities. In: S. Stromqvist & L.Verhoeven, eds. Relating events in narrative: Typological and contextual perspectives.Mahwah, NJ: Lawrence Erlbaum, 261–280.

R.A. Berman & I. Katzenberger. Form and function in introducing narrative andexpository texts: A developmental perspective. Discourse Processes, 38(1), 57–94.

R.A. Berman & B. Nir-Sagiv. Linguistic indicators of inter-genre differentiation inlater language development. Journal of Child Language, 31, 339–380.

Genre and modality in developing discourse abilities. In: C.L. Moder & A. Martinovic-Ziv, eds. Discourse across languages and cultures: Typological Studies in Language series. Ams-terdam: John Benjamins.

In press:Editor: Language Development across Childhood and Adolescence. Trends in Language Acqui-sition Research (TILAR), Volume 3. Amsterdam: John Benjamins.

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Between emergence and mastery: The long developmental route of language acquisi-tion. In: R.A. Berman, ed. Language Development across Childhood and Adolescence. Trendsin Language Acquisition Research (TILAR), Volume 3. Amsterdam: John Benjamins.

Editor: Journal of Pragmatics. Special Issue on: Discourse Stance: Crosslinguistic and Devel-opmental Perspectives.

Developing discourse stance in different text types and languages. Journal of Pragmatics.Special Issue on: Discourse Stance.

L. Bar-Ilan & R.A. Berman. Developing register differentiation: The Latinate-Germanic divide in English. Linguistics.

ACKNOWLEDGEMENTS

We would like to thank the authorities of the Tel-Aviv University for helping us infinding the resources for this endeavour: We are grateful to the President, ProfessorItamar Rabinovich, to the Rector, Professor Shimon Yankielowicz, to The Entin Fac-ulty of humanities and its Dean, Professor Dan Laor, who was particularly encouraging,to the Shirley and Leslie Porter School of Cultural Studies and its head, Professor AnatBiletzki. The Research Authority of Tel Aviv University is also to be thanked fortheir contribution to our resources. We are also grateful to the Israel Association ofApplied Linguistics (ILASH), which extended us willing and enthusiastic assistance.Bracha Nir-Sagiv created and edited the index. We could not have published this bookwithout their help.

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