학술논문
Characteristics of the Homonymic Ambiguity Resolution in Preschool Children
이용수 31
- 영문명
- 발행기관
- 한국언어청각임상학회
- 저자명
- Hee Kwon(권희) Kyunghee Jung(정경희)
- 간행물 정보
- 『Communication Sciences & Disorders』Communication Sciences & Disorders vol24. no.3, 576~588쪽, 전체 13쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2019.09.30
4,360원
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국문 초록
배경 및 목적: 본 연구는 3-5세 아동들을 대상으로 동음이의어 모호성 해결력 차이를 알아보고자 하였다. 방법: 연구대상은 3-5세 아동으로 연령집단 간 10명씩 총 30명으로 정상발달로 보고된 아동이며, 수용어휘력이 정상발달을 보이는 아동이다. 연구의 과제는 동음이의어가 대립된 한 문장을 포함한 4컷의 그림으로 구성하였다. 검사자가 아동에게 그림을 제시하며 이야기를 설명해 주고, 아동이 보조자에게 다시 이야기를 해 주었다. 결과: 동음이의어 모호성 이해수는 3세와 5세, 4세와 5세 집단 간 유의한 차이가 있었다. 동음이의어 모호성 해결 수에서도 3세와 5세 집단, 4세와 5세 집단에 유의미한 차이가 나타났다. 동음이의어 모호성 해결 총 시도수에서 3세와 5세 집단, 4세와 5세 집단 사이에 유의미한 차이가 나타났으며, 동음이의어 모호성 해결성공률에서도 3세와 5세 집단, 4세와 5세 집단에 유의미한 차이가 나타났다. 동음이의어 모호성 해결유형 중 구어해결률에서 3세와 5세 집단, 4세와 5세 집단에 유의미한 차이가 나타났으나, 구어+제스처 해결률에서는 유의미한 차이가 나타나지 않았다. 구어+제스처 해결 시 사용한 제스처 유형 중 지시적·도상적 제스처 두 유형 모두 집단 간 유의미한 차이가 나타나지 않았다. 논의 및 결론: 위의 결과로 보아, 동음이의어 모호성 이해와 해결에 4-5세에 발달하는 것임을 알 수 있었다. 동음이의어 모호성 총 시도수와 해결성공률의 측면에서는 연령이 늘어남에 따라 시도수는 줄어들고, 해결성공률이 높아짐을 알 수 있었다.
영문 초록
Objectives: This study purposed to examine differences in ability to resolve homonymic ambiguity among children aged 3 to 5. Methods: A total of 30 typically developing preschool children aged 3 to 5 participated in this study, and each age group had 10 children. Results: The study results are summarized as follows: first, the number of children who comprehended homonymic ambiguity was significantly different between 3- and 5-year-old children, as well as between 4- and 5-year-old children. Second, the total number of attempts to resolve homonymic ambiguity was significantly different between 3 and 5 years old as well as between 4 and 5 years old. The success rate of resolving homonymic ambiguity was also significantly different between 3 and 5 years old as well as between 4 and 5 years old. Third, the colloquial language resolution rate among the homonymic ambiguity resolution types was significantly different between 3- and 5-year-old children as well as between 4- and 5-year-old children. However, the resolution rate that involved the use of both colloquial language and gestures was not different between the groups. Fourth, the use of deictic and iconic gestures, which are gesture types used in the case of resolution through the use of both colloquial language and gestures, was not significantly different between the groups. Although the statistics did not show significant difference, 3 years old often used deictic gestures, and 4 years old frequently used deictic and iconic gestures, and 5 years old used iconic gestures relatively frequently. Conclusion: Based upon the results mentioned above, it appeared that the ability to comprehend and resolve homonymic ambiguity develops at the age of 4 and 5. And the number of attempts by 5 years old decreased, and their success rate increased.
목차
연구방법
연구결과
논의 및 결론
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