정신지체아동의 상호지식 촉진을 위한 의사소통중재 효과성 연구

• 영문명: Communicative Interventions to Facilitate Mutual Knowledge for Children with Mental Retardation
• 발행기관: 한국특수교육학회
• 저자명: 김지숙(Kim Ji Sook) 김영욱(Kim Young Wook)
• 간행물 정보: 『특수교육학연구』제40권 제2호, 233~272쪽, 전체 40쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.09.01

국문 초록

본 연구에서는 상호지식 기반의 열약으로 의사소통에 어려움을 보이는 정신지체아동의 상호지식 촉진을 위한 의사소통중재의 효과를 알아보기 위하여 비교기술중재와 비교-이해점검중재를 실시하고, 이러한 의사소통중재방법이 화자로서의 역할 수행, 청자로서의 역할 수행, 청·화자 역할 수행에 미친 효과를 비교하였다. 연구의 대상은 서울 및 경기지역에 거주하는 생활연령이 6, 7, 8세인 30명의 정신지체아동이었다. 지능과 생활연령, 언어연령을 준거로 아동을 10명씩, 총 30명을 세 집단(비교기술중재 집단, 비교-이해 점검집단, 통제집단)에 무선 할당하였다. 본 연구의 결과는 첫째, 화자역할 수행인 맥락유무에 따른 목표물 기술에서는 비교기술중재집단과 비교-이해점검중재집단의 정신지체아동들이 통제집단보다 통계적으로 더 유의미하게 높은 수행을 나타냈다. 둘째, 청자역할수행인 정보유형에 따른 수행과 전략사용은 의사소통중재방법에 따라 통계적으로 유의미한 차이가 부분적으로 있었다. 셋째, 일반화 과제 중 화자역할인 목표물 기술에서는 비교기술중재집단과 비교-이해점검중재집단의 정신지체아동들이 통제집단보다 통계적으로 유의미하게 더 높은 수행을 나타냈으나, 비교기술중재집단과 비교-이해점검중재집단간에는 통계적으로 유의미하지 않았다. 즉 정신지체아동의 상호지식을 촉진시켜 의사소통을 향상시키기 위해서는 화자역할에 필요한 능력이외에 청자역할에 필요한 능력도 함께 가르쳐야 하므로, 정신지체아동들에게 사물을 구체적으로 비교할 수 있는 지각적 교수와 지각적 피드백을 제공하고, 들어오는 정보를 충분히 이해하였는지 확인해야하며 이해하지 못했을 때 적절한 표현전략들을 사용할 수 있도록 교육하는 것이 필요함을 시사한다.

영문 초록

The purpose of this study was to investigate the effect of communication on interventions of both the comparative description and comparative-comprehension monitoring. This will be done to facilitate mutual knowledge of children with mental retardation. The subjects in the study were thirty children with mental retardation, whose chronological ages were ranged from 6.0 to 8.8 years. The children were randomly assigned to one of three groups, the experimental (comparative description and comparative-comprehension monitoring) or control groups, based on intelligence, chronological and language ages. This study evaluated the listener's performance on a variety of information and expressive strategies of inadequate message. Each child was given the chance to practice the new strategies. In the fashion, the study assesses the child's performance in the role of the listener. This showed how the child processed each new piece of information. The children were asked to assess information sufficiently in the conversation before choosing objects and use a variety of expressive strategies if the given information wasn't sufficient. The collected data was analyzed by ANOVA-repeated measure. The results were as follows. Firstly, in the speaker's role, there were significant differences in targeted description and speaker's reaction among three groups. These differences were related to communicative intervention mode. The comparative description and comparative-comprehension groups performed significantly better than the children in control groups in the targeted description with the presence or absence of the context. Secondly, in performance of the listener's role, there were partially significant differences in performance and the use of strategy. In the case of ambiguous message and uninformative message in the performance of the listener's role the comparative-comprehension monitoring intervention group statistically more improved than the comparative description intervention group and the control group. However, there were no significant differences in the informative message and inconsistent message among three groups. These results indicated that comparative-comprehension monitoring intervention had effects that the children with mental retardation caught the ambiguous message and uninformative message. Thirdly, there were significant differences in the targeted description of speaker's role in generalization tasks. On the targeted description, in the case of performance of both the comparative description and comparative-comprehension monitoring children were with mental retardation significantly superior to the control groups. However, there were no significant differences between comparative descriptions and comparative comprehension. That is, the performance of the speaker's role, in general, showed the effects of both intervention methods. Within generalization tasks, there were significant differences in the strategy use of children with mental retardation according to intervention. As for inconsistent information, the comparative-comprehension monitoring children reacted by becoming aware of and more sensitive to information than did control group. The comparative-comprehension group also used more suitable strategies to gather information. However, there were no significant differences between comparative-comprehension monitoring and comparative description groups in inconsistent message. In contrast, the comparative-comprehension monitoring group showed significant improvements in handling inconsistent messages than did both other groups. Namely, because comparative-description intervention performed to compare between the properties of objects, when the speaker provided the inconsistent message, the children with mental retardation responded sensitively. In the case of the ambiguous message, however, they did not use the expressive strategy and ignored or did not respond the given message. In conclu

목차

요약

Ⅰ. 서론

Ⅱ. 연구방법

Ⅲ. 결과

Ⅳ. 결론 및 제언

참고문헌

Abstract