학령기 아동의 설명담화 말하기와 쓰기 발달 - 구문, 의미, 결속장치를 중심으로 - (Development of Spoken and Written Expository Discourse in School-Aged Children)

서지정보

· 발행기관 : 한국언어치료학회
· 수록지 정보 : 언어치료연구 / 22권 / 2호 / 145 ~ 161페이지
· 저자명 : 이혜연, 정경희

초록

본 연구는 설명담화의 쓰기 및 말하기 과제에서 구문 산출능력, 의미, 결속 장치의 사용능력을 분석하여 학령기 아동의 발달 특성을 알아보았다. 연구대상은 초등학교 2, 4, 6학년 일반 아동 각 20명씩 총 60명을 선정하였다. 연구 결과는 첫째, 총 T-unit 수, MLTw와 T-unit 당 종속절의 수는 학년에 따라 유의하게 증가하였다. 그런데 저학년에서는 학년이 올라갈수록 유의하게 증가하였으나 고학년에서는 구문 산출성 및 복잡성에서 큰 발달의 차이가 나타나지 않았다. 총 T-unit 수의 경우 쓰기에서는 학년이 증가하면서 T-unit의 수가 꾸준히 증가하였으나, 말하기에서는 고학년이 되면서 발달적 차이가 나타나지 않았다. MLTw에서는 쓰기보다 말하기에서 구문의 길이가 길게 나타났다. 둘째, NDW는 말하기와 쓰기 과제 모두에서 학년이 올라감에 따라 증가하였고, 모든 학년 간에서 유의미한 차이가 나타났다. 또한 2학년과 4학년에서는 말하기에서의 NDW가 높았으나, 6학년에서는 쓰기 담화에서 NDW가 높게 나타났다. 셋째, 학년이 올라감에 따라 결속표지 사용정확률이 유의하게 증가하는 것으로 나타났다. 이러한 결과는 학년에 올라감에 따라 구문산출능력이 증가하고 복잡해지며, 다양한 어휘를 사용하는 의미능력이 지속적으로 발달한다는 것을 나타낸다. 또한 학령기 후기 이후에도 설명담화 쓰기의 구문능력이 발달한다는 본 연구결과는 학령기 아동들의 구문 능력 발달을 알아보기 위해서는 설명담화 맥락에서의 평가와 더불어 쓰기의 평가가 중요하다는 것을 시사해 준다.

영어초록

This study examined the developmental characteristics of school-aged children by analyzing their abilities to produce sentence structure and to use the meaning and cohesive devices in spoken and written expository discourse. The subjects of this study were 60 regular elementary school students, with 20 students from each of the 2nd, 4th, and 6th grades. The results of this study were as follows: First, it was shown that total number of T-unit, MLTw and the number of subordinate clauses per T-unit significantly increased as the grade got higher. In the low grade, the development significantly increased as the grade got higher. However, in the high grade, there was no big difference of development in ability to produce sentence structure and complexity. In the total number of T-units, the number of T-units steadily increased in writing as the grade increased, but the difference of development in speaking was absent in the high grade. There was a difference between assignments in MLTw, but the length of sentence structure was longer in speaking rather than in writing. Second, in diversity of vocabulary, the mean increased in both speaking and writing assignments, as the grade increased. It was also shown that there was a significant difference among all grades. The diversity of vocabulary in speaking was highest in the 2nd and 4th grades. However, the vocabulary in writing discourse was more varied in the 6th grade. Third, as a result of investigating the difference in ability to use cohesive devices depending on grade and a form of expression in expository discourse, it was shown that accuracy significantly increased as the grade got increased. These results implied that ability to produce sentence structure increased and sentences became more complicated depending on grade. Also, it was shown that diversity of vocabulary increased and sentences were developed further in terms of meaning. This study showed that ability to produce sentence structure in writing has developed in expository discourse since the late school-age. It suggests that evaluation of writing and expository discourse generation are important to examine the development ability of school-aged children to produce sentence structure.

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