청각장애대학생의 이야기 쓰기 분석 (Characteristics of Written Stories by University Students with Hearing Impairment)

서지정보

· 발행기관 : 대구대학교 특수교육재활과학연구소
· 수록지 정보 : 특수교육재활과학연구 / 50권 / 3호 / 53 ~ 70페이지
· 저자명 : 박선희

초록

청각장애학생은 정보의 효율적인 접근이나 건청학생과의 효과적인 의사소통을 위하여 읽고 쓰는 능력을 필요로 한다. 청각장애대학생들의 쓰기 능력에서 보이는 특성은 어떠한지 알아보기 위하여 청각장애대학생 15명, 건청대학생 15명, 총 30명을 대상으로 글자 없는 그림자료를 보고 줄거리를 쓰도록 하였다. 쓰기 자료는 T-unit 단위로 구분하여 종속절 사용률, 종속절 유형별 사용률, 결속표지 사용률, 결속표지 하위범주별 사용률, 전체낱말수, 다른낱말수, 총 T-unit당 평균낱말수로 구분하여 분석하였다. 분석 결과 청각장애대학생은 종속절 사용률, 종속절 유형별 사용률에서 건청대학생보다 낮았으며 특히 명사절, 부사절 사용률은 통계적으로 유의하게 낮았다. 청각장애대학생은 결속표지 총사용률, 부적절 결속표지 사용률에서 건청대학생에 비하여 통계적으로 유의하게 높은 것으로 나타났다. 청각장애대학생은 결속표지 하위범주별 사용에서 연결어미>지시적대용>접속부사>보조사, 어휘사용의 순서를 보였고, 건청대학생은 연결어미, 지시적대용>접속부사>보조사>어휘사용의 순서를 보였다. 부적절 결속표지 사용에서는 청각장애대학생이 연결어미, 접속부사, 지시적대용, 어휘사용에서 건청대학생에 비하여 통계적으로 유의하게 높았다. 어휘 능력에서 살펴본 전체낱말수, 다른낱말수는 청각장애대학생이 건청대학생보다 통계적으로 유의하게 적었고, 총 T-unit당 평균 낱말수에서도 적은 것으로 나타났다.

영어초록

Students with hearing impairment need to develop ability to read and write for efficient access to information or smooth communication with people free of hearing problem. In an effort to identify characteristics that the physically challenged display in sharpening ability to write, we asked 15 university students with hearing impairment and 15 normally hearing students to read given reading materials and summarize them.
We also used T-unit classification method to divide the data based on the usage ratio of subordinate clause, the usage ratio by type of subordinate clause, the usage ratio of cohesive marker, the usage ratio of cohesive marker by subdivided category, the mean length of T-unit; words(MLT-w), number of total words(NTW) and number of different words(NDW) for analysis.
As a result, it turned out that the university students with hearing impairment less frequently used subordinate clause and subordinate clause by type than normally hearing students. In particular, the use of noun clause and adverb clause was significantly low among the students with hearing impairment in terms of statistical terms. The total usage ratio of cohesive marker was significantly higher among university students with hearing impairment than among those normally hearing students in statistical terms. In regard to proper use of cohesive marker, university students with hearing impairment frequently used the marker in the order of conjunctive ending, referential use, transition words, particles and vocabulary. Meanwhile, the normally hearing students used the cohesive marker in the order of conjunctive ending, referential use, transition words, particle and vocabulary.
In addition, the students with hearing impairment frequently used improper cohesive marker in the order of vocabulary, conjunctive ending, transition words, referential use and particles, while the students without hearing problem showed only 0.1 percent use of improper cohesive marker limited to transition words. As for improper use of cohesive marker, transition words, referential use, vocabulary it turned out that the ratio was significantly higher on the part of conjunctive ending among the university students with hearing impairment than normally hearing students. With regard to the number of total words, number of different words and the MLT-w used for story written by university students with hearing impairment, it turned out that the number was lower than that of normally hearing students.

참고자료

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