학습장애 학생의 관형사형 어미 이해 및 산출 특성 연구

• 영문명: Characteristics of Adnominal Ending Forms of Children with Learning Disability
• 발행기관: 한국특수아동학회
• 저자명: 강정숙 민경옥 정정순
• 간행물 정보: 『특수아동교육연구』제13권 제4호, 491~512쪽, 전체 22쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.12.31

국문 초록

본 연구의 목적은 일반 학생과의 비교를 통해 학습장애 학생의 관형사형 어미 특성을 파악하고, 이를 임상지도에 기초자료 및 정보로 활용하는데 있다. 이를 위해 초등학교 3, 5학년인 학습장애 학생과 일반 학생 각각 10명씩 총 40명을 대상으로 하였으며, 45개의 동사를 표현하는 동영상을 촬영하고, 이를 동작의 시작 전, 진행, 완료 후의 순간 정지 화면을 사진으로 제작하여 과제로 이용하였다. 이해능력은 판단과제, 산출능력은 문장의 빈칸 채우기를 통해 집단과 학년에 따른 관형사형 어미의 이해와 산출의 정반응률과 오류유형 및 시제 오류 내 산출방법 등을 분석하였다. 그 결과는 다음과 같다. 첫째, 관형사형 어미의 이해과제의 분석결과, 집단과 학년 간 정반응률에서는 5학년 일반 학생이 가장 높았고, 3학년 학습장애 학생이 가장 낮았다. 시제에서는 과거시제가 가장 높았고, 미래시제가 가장 낮았으며, 유의한 차이는 미래시제에서만 나타났다. 상호작용 효과는 집단과 학년사이에서는 없었고, 집단과 시제사이에서만 있었다. 둘째, 관형사형 어미의 산출과제의 분석결과, 집단과 학년간 정반응률에서는 낮은 학년에서 낮았고, 학습장애 학생이 일반 학생 보다 낮게 나타났다. 시제의 정반응률에서는 미래시제가 가장 높았으나 시제사이에서의 유의한 차이도 없었으며, 학년 그리고 시제사이의 상호작용효과도 나타나지 않았다. 셋째, 관형사형 어미 산출의 오류유형 분석결과, 오류유형간에 유의한 차이가 있었다. 4가지 오류유형 중 시제오류에서 오류율이 가장 높았고, 오류율은 의미> 기타> 활용오류 순으로 나타났다. 시제오류의 경우 학습장애 학생이 일반 학생보다 오류율이 높았고, 시제오류 내 오류횟수에서 미래로 산출하는 경우가 가장 많았고, 다음으로 현재로> 과거로의 순으로 나타났으며, 또한 산출방법에 따른 오류횟수에서 유의한 차이를 보였다.

영문 초록

This study was to compare comprehensions and production of adnominal ending forms of children with learning disability and normal children, to figure out the char-acteristics of children with learning disorder, and to apply the characteristics to basic data and information of clinical guidance. The subjects of the study were 40 elementary students who were divided into 3rd year and 5th year grade and each grade contained 10 people. To figure out usage and error type of adnominal endings, a video which contained 45 expressions of verbs was made, a picture was set by pause screen with before-action, process, after-completion, and research methods were analyzed by the video and the picture. The results are as follows. Firstly, as a comparison result of reactive rate of adnominal endings and comprehension activities, 5th-year normal students were the highest, 3rd-year normal students were the 2nd to the highest, 5th-year students with learning disability were the 3rd to the highest, and 3rd-year students with learning disability were the last. For comparison of reactive rate of the tense, past tense was the highest, present tense was the 2nd to the highest, and future tense was the last. As a comparison result of tense comprehension between two groups, children with learning disability were lower than normal children. The two groups got the highest reactive rate for past tense. For children with learning disability, 'past tense, present tense, future tense' was the sequence, and for normal children, the sequence was the same with that of children with learning disability, but there was little difference. Of the three tenses, future tense was the only one that showed a little difference between groups. There was no interactive effect between group and grade, but between group and tense, there showed interactive effect. Secondly, as a result of comparison of production rate of adnominal ending activities, 5th-year normal children were the highest, 3rd-year normal children were the 2nd to the highest, 5th-year children with learning disorder were the 3rd to the highest, and 3rd-year children with learning disability were the last. As a result of comparison of production rate between tenses, 'future tense, past tense, present tense' was the sequence and there was no difference. For the result of average comparison of groups, children with learning disability showed the highest reactive rate in future tense and normal children presented the highest reactive rate in past tense. There showed no interactive effect between group and grade and tense. Thirdly, as a comparison result of error types of adnominal endings, there was a little difference. Of the four error types, tense was the highest in error rate and 'meaning error, other error, application error' was the next to the highest sequence. For tense error, children with learning disability were higher in error rate than normal children. As a comparison result of error frequency of tense error, future tense was the highest in error rate and 'present tense, past tense' was the next to the highest sequence.

목차

Ⅰ. 서론

Ⅱ. 연구방법

Ⅲ. 연구결과

Ⅳ. 논의 및 결론

참고문헌

키워드

학습장애 관형사형 어미 learning disability adnominal ending