학령전기 말더듬아동과 정상아동의 비유창성 인식 비교

The Study on the Awareness of Disfluency in Preschool Children who Stutter and Normally Fluent Children

본 연구의 목적은 학령전기의 말더듬아동과 정상아동의 비유창성 인식능력에 차이가 있는지를 밝히는 것이다. 생활연령 및 언어연령을 일치시킨 3;0-5;11세인 말더듬아동 19명과 정상아동 19명을 대상으로, 컴퓨터 모니터에 동영상으로 제시된 두 인형의 유창한 말과 비유창한 말을 평가하게 함으로써 (1) 비유창성 구별능력, (2) 유창성 동일시능력 및 (3) 비유창성에 대한 태도를 조사하였다. 연구결과, 유창한 문장과 비유창한 문장을 구별하는 능력과 비유창한 문장에 대한 태도에는 집단간 유의한 차이가 없었다. 그러나 유창성 동일시 능력에는 집단 간에 유의한 차이를 보여, 정상아동집단은 유창한 문장을 자신의 말과 동일시하는 데 반하여, 말더듬 아동집단은 비유창한 문장보다는 유창한 문장에 자신의 말을 동일시하는 경향을 보였다.

The present study investigated the differences in awareness of disfluency between normal and stuttering children. Nineteen preschool children who stutter and nineteen age-and sex-matched normally fluent children participated in the study. Each child was asked to view the video clip of a laptop computer. When the video clip was played, the two puppets appeared on the laptop monitor and spoke six pairs of sentences. Four pairs of sentences were presented by the puppets, one being fluent and the other, disfluent. After each presentation of the pair, the video clip paused and the child was asked the following questions: (1) Do the puppets talk in the same way [discrimination task]? and (2) Which puppet talks like you[self-identification task]? Following the four pairs of sentences, a new disfluent sentence was presented, and the child was asked to respond to the following question: (3) Is that talking good or not good[evaluation task]? The results of the study were as follows: (1) there was no significant difference between normal and stuttering children in discrimination response, (2) the self-identification by children who stutter were significantly lower than those of the normal children, and (3) there was no significant difference between normal and stuttering children in the evaluation responses. Moreover, it was found that the frequency of evaluation responses by older children(4- and 5-year-old children) was significantly higher than that of the 3-year-old children. Preschool stutterers and normally fluent children differed in their self-identification. To sum up, the self- identification was a useful variable to measure awareness of disfluency.