Hebrew Derived Nouns in Context: A Developmental Perspective

Hamburg Studies on Linguistic Diversity

Ginat-Heiman

2014

It thus makes sense to assume that this relationship between lexical and grammatical knowledge and reading / writing ability should apply to learning and mastering a second or foreign language, given that the necessary skills in both cases are linguistic (Chenoweth & Hayes, 2001; Dörnyei, 2005; Durgunoğlu, 2002). This assumption has been taken up by two different hypotheses. One is Cummins' Interdependence Hypothesis in bilingualism, claiming that L2 language and literacy skills are dependent in part on L1 literacy abilities, so that language skills will transfer from L1 to L2 given sufficient exposure to the L2 and motivation to learn the language

Section: Hebrew As L1supporting

confidence: 90%

“…Participants were asked to select the correct form of the nominal out of two possibilities derived from the same root (Seroussi, 2004 Scoring. Scoring scales were developed by the two authors to assess the accuracy of the English tasks.…”

Section: Lexical Derivationmentioning

confidence: 99%

L1 and L2 proficiency in Hebrew English adolescent learners

Hamburg Studies on Linguistic Diversity

Ginat-Heiman

2014

“…This requires exposure to a rich range of instances including, in Hebrew, different consonantal roots and a wide array of morphological patterns (Berman 1993;Seroussi 2004). And it entails reconstructing the lexicon around new categories, for example, in Hebrew, deverbal nominalizations and denominal adjective-formation (Ravid and Avidor 1998;Ravid and CahanaAmitay 2005).…”

Section: Register In Later Language Developmentmentioning

confidence: 99%

Developing linguistic register across text types

Berman²

2009

P&C

The study considers the topic of linguistic register by examining how schoolchildren, adolescents, and adults vary the texts that they construct across the dimensions of modality (spoken/written discourse) and genre (narrative/expository discourse). Although register variation is presumably universal, it is realized in language-specific ways, and so our analysis focuses on Israeli Hebrew, a language that evolved under peculiar socio-historical circumstances. An original procedure for characterizing register -as low, neutral, or high -was applied to four text types produced by the same speaker-writers. We found that across all age groups, "neutral" items constituted the bulk of the material, and that the lexicon accounted for some 80% of variation. Developmentally, we found that acquisition of fully flexible register variation continues beyond adolescence. Finally, we observed that text types range on a cline from everyday colloquial usage in oral narratives to more formal, high-level language in written expository essays. These results are discussed in light of their implications for the nature of register variation, later language development, and the sociolinguistics of contemporary Hebrew.

“…The current study examines many nominal patterns in a population of typically developing children. Special focus is placed on verb-derived nominals, a particularly rich and interesting subset of noun patterns which takes up a large part of the Hebrew lexicon (Seroussi, 2004).…”

Section: Written Hebrew Morphologymentioning

confidence: 99%

Roots and patterns in Hebrew language development: evidence from written morphological analogies

Schiff

2006

Read Writ

Morphology is one of the organizing principles of the mental lexicon. It is especially important in Hebrew, where word structure expresses a rich array of semantic notions. This study investigated the ability of Hebrew-speaking children to solve written morphological analogies by reading and completing two sets of real and invented rootand pattern-related nouns using a closed set of responses. In the first experiment, 152 gradeschoolers (2nd-6th grade) were administered an analogy task with real words, where they had to read written stimuli and elicit root and pattern components from them. In the second experiment, 148 gradeschoolers were administered a similar reading task with pseudowords. In both experiments, the results clearly indicate an early and robust ability of Hebrew-speaking children to perform morphological analogies using both roots and patterns. Most errors involved the root morpheme rather than the pattern morpheme, but pseudowords elicited more pattern errors. These results are discussed in view of models of morphological processing and morpho-lexical development in Hebrew.