읽기부진 중학생의 다의동사 처리 특성 (The Processing of Ambiguous Verbs in Middle School Students with Reading Difficulties)

서지정보

· 발행기관 : 단국대학교 특수교육연구소
· 수록지 정보 : 특수교육논총 / 36권 / 3호 / 83 ~ 97페이지
· 저자명 : 황민아

초록

연구목적: 읽기는 교과 과정을 학습해야 하는 학생들에게 반드시 요구되는 능력이다. 학년이 올라갈수록 글을 이해하기 위해서는 다양한 의미정보를 확인하고, 적절한 의미를 빠르게 찾아야 한다. 본 연구에서는 중학생 읽기부진학생들이 다의동사의 의미를 처리함에 있어 일반학생과 어떠한 차이를 보이는지 조사하였다. 연구방법: 본 연구는 중학교 1~3학년 읽기부진학생 11명과 일반학생 23명을 대상으로 하였다. 의미성판단과제를 통해 다의동사가 포함된 문장이 의미상으로 말이 되는지 여부를 판단하도록 하여 반응정확도와 반응시간을 측정하였다. 과제의 조건은 의미일치조건과 의미불일치조건으로 나뉘며, 점화 문장과 목표 문장에 포함된 다의동사의 의미의 일치여부에 따라 분류되었다. 연구결과: 읽기부진학생과 일반학생 모두 의미일치조건에 비해 의미불일치조건에서 반응정확도가 낮았으며, 반응시간이 더 소요되었다. 읽기부진학생의 경우 일반학생에 비해 두 조건 모두에서 반응정확도가 유의미하게 낮았으며, 특히 의미불일치조건에서 더 낮은 정확도를 보였다. 결론: 읽기부진학생은 일반학생에 비하여 목표문장의 의미적절성을 판단하는데 어려움을 보였다. 읽기부진학생은 불필요한 정보를 억제하는 데 어려움이 있는 것으로 보이며, 이것이 이들의 성공적 읽기 이해에 부정적인 영향을 미칠 수 있다.

영어초록

Purpose: Since the curriculum of secondary school includes advanced courses requiring extensive readings, middle school students with reading difficulties may experience more academic frustration. However, the studies on secondary students with reading difficulties in Korea were relatively limited. The purpose of the present study is to investigate the semantic processing of ambiguous verbs in middle school students with reading difficulties. Method: Of the students who participated in the study, 11 had reading difficulties while 23 did not. Two sentences containing a same ambiguous verb were presented consecutively on a computer screen. The participants were asked to judge whether each sentence made sense (Sensicality judgment task). In the consistent condition, the verb meaning of the first sentence(priming sentence) was identical to that of the following sentence(target sentence). Whereas, in the inconsistent condition, the verb meanings of the priming and the target sentences were different. Results: Compared to the normal peers, the students with reading difficulties were significantly less accurate in judging sensicality of the sentences containing ambiguous verbs. Both groups of students were significantly more accurate in the consistent condition than in the inconsistent condition. Significant interaction effect between group and condition was also noted. Both groups of students responded significantly faster in the consistent condition than in the inconsistent condition. No significant group difference and interaction effect were noted in response time to the target sentences. Conclusion: The students with reading difficulties performed poorly compared to the normal peers in determining the semantic appropriateness of a sentence containing an ambiguous verb, especially when a different meaning of the verb was used in the preceding priming sentence. They appeared to be ineffective in suppressing irrelevant word meanings activated previously. Unsuppressed meanings of the ambiguous verbs might interfere with the accurate interpretation of the sentences. Ineffective suppression of irrelevant information may negatively affect on reading comprehension of the students with reading difficulties.

참고자료

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