KCI등재
일반아동과 단순언어장애아동의 이야기 구조와 내용 비교 분석 = Analysis on the Narrative Structure and Content of Children with Normal Language and Specific Language Impairment
저자
발행기관
학술지명
유아특수교육연구(Korean Journal of early childhood special education)
권호사항
발행연도
2003
작성언어
-주제어
KDC
300
등재정보
KCI등재
자료형태
학술저널
발행기관 URL
수록면
99-127(29쪽)
제공처
본 연구는 일반아동과 단순언어장애아동의 이야기구조와 내용을 비교 분석한 것이다. 연구대상은 만6~8세의 일반아동 18명과 단순언어장애아동 18명으로 하였으며, 이야기구조와 내용을 집단간, 장르별 그리고 제시조건별로 비교 분석하였다. 이야기구조와 내용으로는 이야기의 완성도와 응집, 시제의 사용정도를 중심으로 살펴보았고, 또한 이야기의 산출 오류에 대해 분석하였다. 이 연구의 결과에서 단순언어장애아동은 단서가 주어져도 허구적인 이야기를 논리적으로 꾸미는 과제에서는 이야기를 완성하는데 어려움을 겪었다. 응집의 사용정도에서 응집의 하위요소인 접속과 지시장치의 사용빈도는 일반아동이 높았다. 단순언어장애아동의 지시장치의 사용이 특히 적었는데 이는 이전문장의 참조가 어렵거나, 지시형태의 어휘산출시기의 지연으로 보여진다. 시제의 사용에서 단순언어장애아동은 일반아동보다 시제사용에 균형을 유지하지 못했는데, 이는 시제상의 순서를 제공하는 이야기의 틀을 이해하는데 어려움을 보인다고 볼 수 있다. 산출된 오류 유형을 보면, 단순언어 장애아동은 격조사와 접속사에서 일반아동보다 오류가 많았다. 특히 단순언어장애아동은 문장의 길이가 길어지고, 복잡해지면서 이전에 소개되지 않는 사건이나 실제를 참조하는데 어려움을 보였고, 같은 접속사를 이야기의 맥락의 이해 없이 계속하여 반복적으로 사용하므로 접속사의 오류율을 높여 주었다. 과거시제동사의 오류는 제시조건의 영향을 받았는데, 이는 아동이 공유한 경험과 사건에 대한 정보와 매일의 일상적인 활동과 사건정보와의 차이를 잘 이해하지 못하기 때문으로 여겨진다.
더보기This study, with the purpose of examining the linguistic characteristics of children with normal language and those with specific language impairment during early school ages, is an analysis of the narrative structures and contents of the two groups. The subject of the study consisted of 18 children with normal language and 18 children with specific language impairment, aged between six and eight years, whose narrative structures and contents were analyzed by group, presented condition and genre.
With respect to analytical method, the study initially compared differences between the two group's narrative structures and contents, and only delved into elements determined necessary in the comparison by genre. Next, differences in the two group's narrative structures and contents by presented conditions were examined. Finally, the study considered the error rate of narrative production between the two groups.
The study adopted a distributed data processing system according to the subordinate patterns of narrative structure and conducted the x²examination system to measure the difference in the degree of the narratives completeness and errors in narrative production.
The major conclusions of the study are as follows.
Firstly, there were differences between the two groups in the degree of use of such subordinate patterns of narrative structures and contents as, narrative completeness, cohesive devices, tense. According to the result of examining the degree of use of complete episodes and incomplete episodes, Children with normal language showed a high degree of complete episodes but a low degree of action sequence and reaction sequence. That is, they produced narratives consisting of complete episodes. Children with specific language impairment showed a high production of incomplete episodes. It has been confirmed that their narratives consisted of incomplete, omitted episodes.
According to the result of analyzing the number of children who completed narratives by genre, there were significant differences in narrative formation. The difference between the two groups in narrative formation when provided with pictorial clues showed that children with specific language impairment experienced difficulties in completing narratives when faced with the task of logically forming fictitious narratives even if they were provided with cues.
In analyzing the frequency of the use of cohesion, tense and inflection, the study examined the frequency of the use of conjunctions and reference devices to measure the cohesion that enhances narrative maturity. Between the two groups, the frequency of the use of conjunctions and reference devices was higher in children with normal language than in children having specific language impairment. Examining the difference between the two groups by genre, conjunction showed significant differences in script, while reference showed significant differences in all genres. Particularly, children with specific language impairment used less reference, which could be attributable to their difficulty in referring to previous sentences or to the delayed timing of vocabulary output.
When using the past tense, children with specific language impairment were unable to maintain a balance in using tenses as compared to children with normal language. Children with specific language impairment had difficulties in understanding the narrative framework that provides the sequence of tenses. Specifically, they could hardly understand the relationship between past experiences and the information about the event.
Secondly, according to the result of comparing the degree of use of narrative grammar subordinate elements between the two groups in pictorial and oral presentations, pictorial presentation showed significant differences in initiative events and internal response while oral presentation revealed them in background. In oral presentations, children with specific language impairment had difficulties in describing backgrounds and were less capable of introducing narratives.
According to the result of comparing the cohesion of the two groups by presented conditions, while reference devices showed them in pictorial and oral presentations. Both groups showed high frequency in the use of conjunctions in pictorial presentation. Reference, however, showed much lower frequency of use whether pictures were presented or not. Children with specific language impairment showed difficulties in using reference devices whether pictures were presented or not. This can be interpreted as children with specific language impairment in early school age as having had low learning of reference vocabulary learning or were lacking in their ability to learn linguistic skills. According to the result of comparing tense changes between the two groups by presented condition,past tense showed significant differences in oral presentation. The change of tense can be seen as being greatly influenced by presented conditions because children with specific language impairment were more inclined to produce narratives as general events by using the scheme of events already emblemized without being influenced by the type of questions in oral presentation than children with normal language. That is, the linguistically handicapped children reproduced familiar or well acquainted events by schematizing past experiences as ordinary, everyday events.
Thirdly, according to the result of comparatively analyzing the most frequent erroneous patterns of children with specific language impairment and children with normal language by groups and ages, the two groups showed significant differences in case particles and conjunctions, while different age groups showed differences in the omission of case particle, conjunction,conjunctional suffix and tense. The erroneous production was conspicuously higher in children with specific language impairment than in children with normal language. The increase of conjunctional errors according to age increase was exemplified in the confusion of conjunction when linking sentences. It has been confirmed that as the ages rise, children with specific language impairment use longer and more complicated sentences and show difficulties in referring to events or facts not introduced previously, and that they further raise the rates of error by applying conjunctions used by children in all sentences without understanding the context of the narratives. Errors in tense were influenced by presented conditions. The tense errors were particularly high in personal narratives in oral presentation. The high frequency of tense errors, which is influenced by errors in past-tense verbs, could be attributed to their poor understanding of relationships between the information about experiences and events shared by the children and the information about ordinary, everyday events.
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