동요를 통한 연상 그림카드 언어학습이 정신지체아의 어휘력에 미치는 효과 (The Effect of Linguistic Learning Through Children-Songs on the Vocabulary Ability for Children with Intellectual Disabilities)

서지정보

· 발행기관 : 한국발달장애학회
· 수록지 정보 : 발달장애연구 / 10권 / 2호 / 59 ~ 77페이지
· 저자명 : 민천식, 박영란

초록

본 연구는 어휘 수가 매우 적고 표현 언어가 고착되어 있으며, 이해능력이 부족하여 언어사용에 큰 어려움이 있는 정신지체아를 대상으로 연상 그림카드놀이를 접목시킨 동요를 통한 언어학습이 자신의 생각을 언어로 표현하는 데 기초가 되는 어휘력을 향상시키는데 얼마나 효과가 있는지를 알아보는데 목적이 있다. IQ 55～70인 정신지체아 3명을 대상으로 매 회기마다 1회 소요 시간을 40분으로 하고, 주당 3시간씩 6주간 16회기에 걸쳐 실험한 결과 동요를 통한 언어학습은 정신지체아의 수용어휘력과 표현어휘력 향상에 효과적이라는 결론을 얻을 수 있었다.

영어초록

This is a single‐subject experimental study to examine the effect of linguistic learning through children-songs on the vocabulary ability for children with intellectual disabilities. In the experiment, receptive vocabulary and expressive vocabulary of children with intellectual disabilities were used as dependent variables.
The subjects of this study were 3 children with intellectual disabilities in the special class of K Elementary School in Daegu, and the experiment adopted single-subject pretestposttest design. The program used in this research was composed of 14 rhymes for lowgrade elementary school students, and the experiment was carried out for 6 weeks from the 13th of March to the 21st of April 2006, 3 sessions per week, a total of 16 sessions, and 40 minutes per session. The assessment tool was composed of 96 words essential for children with intellectual disabilities, which was prepared referring to Choi Byeong-sang’s (2000) vocabulary test, Choi Seong-gyu’s (1999) basic vocabulary analysis for teaching disabled children, and Korean language textbook 1 and 2 for the basic curriculum of special schools.
The intellectually disabled children’s receptive vocabulary and expressive vocabulary were tested before and after the application of the program, and the number of words responded to by the children were presented in tables and graphs. Change in vocabulary was observed in each session and analyzed qualitatively.
Conclusions drawn from the results of this study were as follows.
First, linguistic learning through children-songs was effective in improving receptive vocabulary of children with intellectual disabilities. All of the subject children showed improvement in their understanding of nouns, verbs and adjectives related to animals, plants, general objects, home instruments, family life, social life and leisure life. This suggests that the program is effective in improving receptive vocabulary of children with intellectual disabilities.
Second, linguistic learning through children-songs was effective in improving expressive vocabulary of children with intellectual disabilities. All of the subject children showed improvement in their expression using nouns, verbs and adjectives related to animals, plants, general objects, home instruments, family life, social life and leisure life. This suggests that the program is effective in improving expressive vocabulary of children with intellectual
disabilities.

참고자료

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