청각장애학교 교사들의 어휘지도에 대한 인식 및 실제 = A Survey of Teacher's Perceptions and Practice in Vocabulary Guidance in Deaf Schools

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine about the recognition on the vocabulary guidance in teachers for deaf and hearing impaired students and about the vocabulary guidance method by grade and by speech part in vocabulary, which are actually utilized in a situation of classroom. For this, targeting 165 teachers for a deaf student, the survey was carried out with questionnaire, which was developed by researchers. As a result of research, the majority of teachers recognized that teaching vocabulary to deaf and hearing impaired students is difficult, and were thinking that there is necessity of utilizing diverse guidance methods in order to promote students' vocabulary. Also, 50% of teachers among survey participants didn't utilize the sign-language dictionary when guiding vocabulary. Below 31% of teachers were indicated to be using the Korean-language dictionary. Second, as a result of offering 62 vocabularies, which will need to be actually explained in the classroom situation, and of asking about a guidance method by each vocabulary, targeting teachers, the response was the highest with saying of utilizing real object, photo, and picture in case of vocabulary and noun for Grade 1. In case of vocabulary for Grade 2 and Grade 3 and of verb, adjective, and adverb, the utilization of sign-language dictionary, illustrative sentence, and short writing were indicated to be high. Accordingly, teachers for a deaf student were recognizing the necessity for utilizing several methods in order to enhance vocabulary in deaf students, but were indicated to fail to utilize diverse guidance methods in the classroom situation.

국문 초록 (Abstract)

본 연구는 청각장애학교 교사들의 어휘지도에 대한 인식과 교실 상황에서 실제적으로 활용되는 어휘지도방법에 대해 알아보고자 하였다. 이를 위해 청각장애학교 교사 165명을 대상으로 설문조사를 실시하였다. 연구 결과, 첫째, 대다수의 교사들은 청각장애학생에게 어휘를 가르치는 것이 어렵다고 인식하고 있었고, 학생들의 어휘증진을 위해 다양한 지도방법을 활용해야한다고 생각하고 있었다. 또한 조사참여자 중 50%의 교사들은 어휘를 지도할 때 수화사전을 활용하지 않았고, 31%만이 국어사전을 사용하고 있는 것으로 나타났다. 둘째, 교사들에게 교실상황에서 실제 설명해야할 어휘 62개를 제공하고 각 어휘별 지도방법을 설문한 결과, 1등급 어휘와 명사의 경우 실물/사진/그림을 활용한다는 응답이 가장 높았고, 2등급․3등급 어휘와 동사․형용사․부사의 경우는 수화사전 활용과 예시문/짧은 글 제시가 높게 나타났다. 따라서 청각장애학교 교사들은 청각장애학생들의 어휘향상을 위해 여러 가지 방법을 활용해야한다고 인식하고 있었으나 교실상황에서 다양한 지도방법들을 활용하지는 못하는 것으로 나타났다.

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