This volume represents the culmination of an extensive research project that studied the development of linguistic form/function relations in narrative discourse. It is unique in the extent of data which it analyzes--more than 250 texts from children and adults speaking five different languages--and in its crosslinguistic, typological focus. It is the first book to address the issue of how the structural properties and rhetorical preferences of different native languages--English, German, Spanish, Hebrew, and Turkish--impinge on narrative abilities across different phases of development. The work of Berman and Slobin and their colleagues provides insight into the interplay between shared, possibly universal, patterns in the developing ability to create well-constructed, globally organized narratives among preschoolers from three years of age compared with school children and adults, contrasted against the impact of typological and rhetorical features of particular native languages on how speakers express these abilities in the process of "relating events in narrative." This volume also makes a special contribution to the field of language acquisition and development by providing detailed analyses of how linguistic forms come to be used in the service of narrative functions, such as the expression of temporal relations of simultaneity and retrospection, perspective-taking on events, and textual connectivity. To present this information, the authors prepared in-depth analyses of a wide range of linguistic systems, including tense-aspect marking, passive and middle voice, locative and directional predications, connectivity markers, null subjects, and relative clause constructions. In contrast to most work in the field of language acquisition, this book focuses on developments in the use of these early forms in extended discourse--beyond the initial phase of early language development.

This volume represents the culmination of an extensive research project that studied the development of linguistic form/function relations in narrative discourse. It is unique in the extent of data which it analyzes--more than 250 texts from children and adults speaking five different languages--and in its crosslinguistic, typological focus. It is the first book to address the issue of how the structural properties and rhetorical preferences of different native languages--English, German, Spanish, Hebrew, and Turkish--impinge on narrative abilities across different phases of development. The work of Berman and Slobin and their colleagues provides insight into the interplay between shared, possibly universal, patterns in the developing ability to create well-constructed, globally organized narratives among preschoolers from three years of age compared with school children and adults, contrasted against the impact of typological and rhetorical features of particular native languages on how speakers express these abilities in the process of "relating events in narrative." This volume also makes a special contribution to the field of language acquisition and development by providing detailed analyses of how linguistic forms come to be used in the service of narrative functions, such as the expression of temporal relations of simultaneity and retrospection, perspective-taking on events, and textual connectivity. To present this information, the authors prepared in-depth analyses of a wide range of linguistic systems, including tense-aspect marking, passive and middle voice, locative and directional predications, connectivity markers, null subjects, and relative clause constructions. In contrast to most work in the field of language acquisition, this book focuses on developments in the use of these early forms in extended discourse--beyond the initial phase of early language development. The book offers a pioneering approach to the interactions between form and function in the development and use of language, from a typological linguistic perspective. The study is based on a large crosslinguistic corpus of narratives, elicited from preschool, school-age, and adult subjects. All of the narratives were elicited by the same picture storybook,Frog, Where Are You?, by Mercer Mayer. (An appendix lists related studies using the same storybook in 50 languages.) The findings illuminate both universal and language-specific patterns of development, providing new insights into questions of language and thought.

Relating Events in Narrative, Volume 2: Typological and Contextual Perspectives edited by Sven Strömqvist and Ludo Verhoeven, is the much anticipated follow-up volume to Ruth Berman and Dan Slobin's successful "frog-story studies" book, Relating Events in Narrative: A Crosslinguistic Developmental Study (1994). Working closely with Ruth Berman and Dan Slobin, the new editors have brought together a wide range of scholars who, inspired by the 1994 book, have all used Mercer Mayer's Frog, Where Are You? as a basis for their research. The new book, which is divided into two parts, features a broad linguistic and cultural diversity. Contributions focusing on crosslinguistic perspectives make up the first part of the book. This part is concluded by Dan Slobin with an analysis and overview discussion of factors of linguistic typology in frog-story research. The second part offers a variety of theoretical and methodological perspectives, all dealing with contextual variation of narrative construction in a wide sense: variation across medium/modality (speech, writing, signing), genre variation (the specific frog story narrative compared to other genres), frog story narrations from the perspective of theory of mind, and from the perspective of bilingualism and second language acquisition. Several of the contributions to the new book manuscript also deal with developmental perspectives, but, in distinction to the 1994 book, that is not the only focused issue. The second part is initiated by Ruth Berman with an analysis of the role of context in developing narrative abilities. The new book represents a rich overview and illustration of recent advances in theoretical and methodological approaches to the crosslinguistic study of narrative discourse. A red thread throughout the book is that crosslinguistic variation is not merely a matter of variation in form, but also in content and aspects of cognition. A recurrent perspective on language and thought is that of Dan Slobin's theory of "thinking for speaking," an approach to cognitive consequences of linguistic diversity. The book ends with an epilogue by Herbert Clark, "Variations on a Ranarian Theme."

This volume represents the culmination of an extensive research project that studied the development of linguistic form/function relations in narrative discourse. It is unique in the extent of data which it analyzes--more than 250 texts from children and adults speaking five different languages--and in its crosslinguistic, typological focus. It is the first book to address the issue of how the structural properties and rhetorical preferences of different native languages--English, German, Spanish, Hebrew, and Turkish--impinge on narrative abilities across different phases of development. The work of Berman and Slobin and their colleagues provides insight into the interplay between shared, possibly universal, patterns in the developing ability to create well-constructed, globally organized narratives among preschoolers from three years of age compared with school children and adults, contrasted against the impact of typological and rhetorical features of particular native languages on how speakers express these abilities in the process of "relating events in narrative." This volume also makes a special contribution to the field of language acquisition and development by providing detailed analyses of how linguistic forms come to be used in the service of narrative functions, such as the expression of temporal relations of simultaneity and retrospection, perspective-taking on events, and textual connectivity. To present this information, the authors prepared in-depth analyses of a wide range of linguistic systems, including tense-aspect marking, passive and middle voice, locative and directional predications, connectivity markers, null subjects, and relative clause constructions. In contrast to most work in the field of language acquisition, this book focuses on developments in the use of these early forms in extended discourse--beyond the initial phase of early language development. The book offers a pioneering approach to the interactions between form and function in the development and use of language, from a typological linguistic perspective. The study is based on a large crosslinguistic corpus of narratives, elicited from preschool, school-age, and adult subjects. All of the narratives were elicited by the same picture storybook,Frog, Where Are You?, by Mercer Mayer. (An appendix lists related studies using the same storybook in 50 languages.) The findings illuminate both universal and language-specific patterns of development, providing new insights into questions of language and thought.

This follow-up volume to the 'frog-story studies' book, 'Relating Events in Narrative: A Cross-Linguistic Developmental Study' (1994) is divided into two main parts. Part one focuses on crosslinguistic perspectives whilst part two offers a variety of theoretical and methodological perspectives.

In this 1979 book, Professor John Holloway presents a series of essays on classic authors as well as more recent English novelists.

This volume puts the European tense-aspect systems in a consistent typological and diachronic perspective.