Language development and language knowledge: evidence from the acquisition of Hebrew morphophonology

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Abstract
The study considers implications of our findings regarding pre-school acquisition of Hebrew inflectional morphology (Berman 1981). Children resolve ‘opacities’ by reference to various types of ‘paradigms’. These are related to the distinction between transient and more widespread deviations from prescriptive norms, in an attempt to account for interactions between child language and language change. While pre-school acquisition is crucially affected by peer input, the grammar is subsequently reshaped by orthography and by formal study, yielding a complex interaction between concrete vs. abstract bases of Hebrew linguistic competence. Further research is needed to examine when and how the peculiarly Semitic constructs of consonantal root plus morphological pattern are acquired.