학술논문
Korean Children’s Writing Development with a Short Text Completion Task
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- 영문명
- 발행기관
- 한국언어청각임상학회
- 저자명
- Hyojin Yoon Soyeong Pae
- 간행물 정보
- 『Communication Sciences & Disorders』Communication Sciences & Disorders vol24. no.3, 623~635쪽, 전체 13쪽
- 주제분류
- 사회과학 > 교육학
- 파일형태
- 발행일자
- 2019.09.30
4,360원
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이 학술논문 정보는 (주)교보문고와 각 발행기관 사이에 저작물 이용 계약이 체결된 것으로, 교보문고를 통해 제공되고 있습니다.
국문 초록
배경 및 목적: 단순쓰기모델(SVW)과 국어교과 성취기준을 고려하였을 때 초등학령기의 아동은 철자발달부터 시작하여 내용을 갖춘 글을 쓸 수 있게 된다. 본 연구에서는 짧은 글 완성하기를 통해 초등학령기의 전반적인 글쓰기 발달을 살펴보고자 한다. 방법: 서울의 한 초등학교에서 학년별로 30명씩 글자료를 수집하였다. 학급단체 글쓰기 방식으로 제목과 도입문장을 제시한 후 세 문장을 더 써서 짧은 글을 완성하도록 요구하였다. 글자료는 형태소, 구문, 철자/구두점과 응집성 측면을 양적 측면과 채점기준표에 근거한 척도점수로 분석하였다. 결과: 형태소면에서 내용어와 문법형태소 모두 초등 저학년에 비해 중학년의 수행력이 높았고, 중학년과 고학년은 비슷한 수행력을 보였다. 구문길이 면에서도 유사한 패턴이 나타났으며, 고학년 아동은 좀 더 복잡하고 긴 문장을 산출하는 것으로 나타났다. 철자는 초등 저학년이 고학년에 비해 오류수가 많았다. 문장의미완성, 구문, 문법, 철자, 구두점/띄어쓰기, 응집성을 척도점수로 환산한 결과 초등 세 학년집단 간의 발달적 차이가 뚜렷하게 관찰되었다. 논의 및 결론: 초등학생들은 형태소, 구문, 철자지식, 응집성 능력을 활용하여 저학년에서 고학년으로 가면서 발달하였다. 초등 저학년에서 중학년으로 가면서 형태소와 구문의 길이가 유의미하게 발달하였다. 초등 중학년에서 고학년으로 가면서 복문의 사용이 증가하고 주제와 긴밀하게 연결되는 문장을 쓸 수 있었다. 글쓰기 평가에서 척도점수의 사용이 임상현장에 사용될 수 있을 것으로 기대하나, 학년별 주제에 의거한 준거와 장애집단을 포함한 후속연구가 필요하다.
영문 초록
Objectives: This study aims to investigate Korean elementary school-aged children’s developmental evidence in a short text writing. Methods: Thirty children in each grade of an elementary school in Seoul participated in a short text generation task of ‘Yeju’s homework’. Each child’s writing was analyzed considering morphological, syntactic, orthographic, and coherence aspects using qualitative and rubric analysis. Results: Middle (3rd & 4th) graders outperformed early (1st & 2nd) graders in morphological and syntactic aspects. Morphologically, middle graders used more words (number of different words [NDW], total number of words [TNW]) and grammatical morphemes (number of different grammatical morphemes [NDGM], total number of grammatical morphemes [TNGM]) compared to early graders. Similar patterns were observed in syntactic length as in MSLeojeol and MSLm. Upper (5th & 6th) graders used more advanced syntax including complex sentences in writing compared to middle graders. Spacing errors were significantly low in upper graders compared to middle and early graders, while spelling errors were significantly low in high graders compared to low graders. Rating scales including sentence completeness, grammatical morpheme and syntactic complexity, spelling/spacing, and coherence provided meaningful developmental differences among three groups. Conclusion: Korean elementary school children revealed developmental patterns in morphology, syntax, spelling, and coherence in a short text writing. Middle graders used more words and morphemes with longer sentences than early graders. Upper graders seemed to write thematically organized texts including more complex and cohesive syntax. Further studies could provide more detailed developmental criteria in text writing including grade-appropriate themes and children with reading and writing difficulties.
목차
연구방법
연구결과
논의 및 결론
키워드
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