언어학습장애아동과 일반아동의 말하기·쓰기에 나타난 이야기 문법 및 응집구조 비교

A comparison on the story grammar and cohesion shown in telling and writing of normal and language-learning disabled children

본 연구는 말하기와 쓰기활동에 나타난 이야기산출을 이용하여 언어학습장애아동과 일반 아동의 이야기문법의 하위구성요소별 사용정도와 응집장치의 산출능력의 차이를 분석하였다. 연구결과 (１）이야기문법 하위구성요소별 사용정도에서 언어학습장애아동은 두 활동 간에 결말에서만 유의한 차이가 나타났고, 일반아동은 모든 요소에서 차이가 없었다. 그리고 일반아동이 거의 모든 영역에서 언어학습장애아동에 비해 구성요소의 사용이 높았으며, 특히 말하기의 내적반응과 결말에서 유의한 차이를 나타냈다. (2) 두 활동간 응집표지 유형에 따른 사용수의 비교에서 언어학습장애아동은 지시.대용과 어휘적 결속에서 유의한 차이가 나타났으나, 일반아동은 차이가 나타나지 않았다. 총사용수에 있어서는 말하기활동보다 쓰기활동에서 응집표지를 더 많이 사용하였다. 두 집단의 오류율에서는 유의한 차이는 나타나지 않았으나, 일반아동은 언어학습장애 아동보다 오류율이 낮았다.

The purpose of this study was to investigate story grammar subordinate element, cohesive device of used narrative in product on the　telling and writing process of children with Normal and Language-learning disabilities. The subjects of the study consisted of 22 children with normal　and language-learning disabilities(LLD), were third graders of elementary school. The results can be summarized as follows. (1) The children with Language-learning disabilities showed significant differences only reaction between two activities in the degree of use of story grammar subordinate elements. The children with normal language were no differences. By activities, Normal children showed most highly in the degree of use of setting, most lowly internal responses and internal plan both activities. The children with Language-learning disabilities was a high in the order of setting, initiating event, Normal was high the frequency of use of the reaction. (2) By types of the cohesion, between two activities, A comparison of frequency of the use, LLD showed significant differences in referential and lexical cohesion, were no significant group with normal　language. On the total frequency of use, many used more writing than speaking activity. By the rate of errors of two groups showed no significant differences, but the rate of errors showed lower in normal children more than LLD.