Dr. Hadar Netz

School of Education
ביה"ס לחינוך סגל אקדמי בכיר
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Dr. Hadar Netz
Office: Sharett - Educational Sciences, 347



1995-1999      Oranim Academic College of Education (University of Haifa),
                         B.A in English Linguistics & Literaturemagna cum laude.
Teaching Certificate

2001-2003      University of Haifa,
                         M.A. in English Linguisticsmagna cum laude.                         

2004-2008      University of Haifa,
                         Ph.D. in English Linguistics
                         Title of Doctoral Dissertation: Marked topic in English: A recipient-based study
                         Supervisors: Prof. Ron Kuzar and Prof. Zohar Eviatar

Post-doctoral Studies

2010-2011      College of William & Mary, Williamsburg, VA
                         Post-doctoral studies
                         Sponsor: Fulbright Foundation Fellowships
                         Advisor: Prof. Tracy L. Cross

2011-2013      Ben-Gurion University of the Negev
                         Post-doctoral studies
                         Sponsor: Kreitman Foundation Fellowships
                         Advisors: Prof. Roni Henkin and Prof. Yishai Tobin




  • Netz, H. & Kuzar, R. (2007). Three marked theme constructions in spoken English. Journal of Pragmatics, 39(2), 305–335. https://doi.org/10.1016/j.pragma.2006.04.007
  • Netz, H. & Kuzar, R. (2009). The effect of marked topic on memory in Hebrew and English. Languages in Contrast, 9(2), 267–283. https://doi.org/10.1075/lic.9.2.04net
  • Netz, H. & Kuzar, R. (2009). On the relation between memory and marked topic in Hebrew. Proceedings of the 23rd Annual Meeting of the Israeli Linguistic Society, 17, 18–22. [In Hebrew].
  • Kuzar, R. & Netz, H. (2010). Empirical support for the principle of the separation of reference and role. Journal of Pragmatics, 42(6), 1460–1468. https://doi.org/10.1016/j.pragma.2009.08.003
  • Netz, H., Kuzar, R., & Eviatar, Z. (2011). A recipient-based study of the discourse functions of marked topic constructions. Language Sciences, 33, 154–166. https://doi.org/10.1016/j.langsci.2010.06.005
  • Netz, H., Eviatar, Z., & Kuzar, R. (2011). Do marked topics enhance memory? Research in Language, 9(2), 5–17. https://doi.org/10.2478/v10015-011-0023-z
  • Netz, H. & Kuzar, R. (2011). Word order and discourse functions in spoken Hebrew: A case study of possessive sentences. Studies in Language, 35(1), 41–71. https://doi.org/10.1075/sl.35.1.02net
  • Netz, H. (2013). Information structure in Modern Hebrew. In G. Khan, (Ed.) Encyclopedia of Hebrew Language and Linguistics (pp. 283–287). Leiden: Brill Academic Publishers.
  • Netz, H. (2014). Disagreement patterns in gifted classes. Journal of Pragmatics, 61, 142–160. https://doi.org/10.1016/j.pragma.2013.09.007
  • Netz, H. (2014). Gifted conversations: Discursive patterns in gifted classes. Gifted Child Quarterly, 58(2), 149–163. https://doi.org/10.1177/0016986214523312
  • Netz, H. (2016). 'אני את חבר הכנסת אברהם רביץ לא אוריד לעולם מהדוכן. הוא תמיד ירד בעצמו': משפטים במבנה נושא-מושא-פועל בדיוני הכנסת Hebrew Linguistics, 70, 77–95.
  • Netz, H. (2016). Designedly Incomplete Utterances and student participation. Linguistics and Education, 33, 56–73. https://doi.org/10.1016/j.linged.2016.01.001
  • Netz, H. & Lefstein, A. (2016). A cross-cultural analysis of disagreements in classroom discourse: Comparative case studies from England, the United States, and Israel. Intercultural Pragmatics, 13(2), 211–255. https://doi.org/10.1515/ip-2016-0009
  • Netz, H., Yitzhaki, D., & Lefstein, A. (2018). Language corrections and language ideologies in Israeli Hebrew-speaking classes. Language and Education, 1–21. 10.1080/09500782.2018.1435688
  • Michalovich, A. & Netz, H. (2018). Tag-naxon? (Tag-Right?) in instructional talk: Opening or blocking learning opportunities. Journal of Pragmatics, 137, 57-75. 
  • Netz, H. & Kuzar, R. (2019). Discourse and metadiscourse of Hebrew SOV in the heated parliamentary arena. Journal of Pragmatics, 141, 67-79. https://doi.org/10.1016/j.pragma.2018.12.017
  • Netz, H. & Fogel, O. (2019). Input-providing vs. output-pushing corrective feedback in dyadic tutoring sessions. System. https://doi.org/10.1016/j.system.2019.102159
  • Netz, H. (2020). The case of the non-missing “no”: Implications of extensive direct repair on tutor-learner interactions. Linguistics and Educationhttps://doi.org/10.1016/j.linged.2020.100814
  • Netz, H. & Kuzar, R. (2020). Entanglement and feminist agency in picture books. Gender and Language, 14(4), 386-408. https://doi.org/10.1558/genl.40038
  • Zilberman-Friedmann, Y. & Netz, H. (2021). Narratives of conflict by Israeli women: The use of constructed dialogue for positioning and challenging power relations. Israel Studies in Language and Society. [In Hebrew].
  • Netz, H., & Segal, A. (2021). Narratives in the classroom: A tale of affordances and missed opportunities. Linguistics and Education64, 100937. https://doi.org/10.1016/j.linged.2021.100937
  • Orner, A. & Netz, H. (2021). Taking, begging, or waiting for the floor: Students’ social backgrounds, entitlement and agency in classroom discourse. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2021.1989573
  • Zilberman-Friedmann, Y. & Netz, H. (2022). 'You son of a perverse rebellious woman!': Mobilizing the storytelling event for self-empowerment. Language in Society. 
  • Awayed-Bishara, M., Netz, H., & Milani, T. (2022). Translanguaging in a context of colonized Education: The case of EFL classrooms for Arabic speakers in Israel. Applied Linguisticshttps://doi.org/10.1093/applin/amac020 
  • Finkelstein, S. & Netz, H. (2022). Pupils writing Hebrew on WhatsApp and in essays. Hebrew Linguistics. [In Hebrew].
  • Orner, A. & Netz, H. (2022). She’s got it all wrong: When Israeli Hebrew speech meets dialogic teaching. Israel Studies in Language and Society. [In Hebrew].
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