언어장애학생의 비유언어 이해 특성

A Study on the Figurative Language Comprehension of Students with Language Disorders

언어장애학생의 비유언어 이해 능력을 알아보기 위해 언어장애학생과 이들과 언어연령을 일치시킨 일반학생을 선정하여 연구를 실시하였다. 연구 방법으로는 비유언어를 직유, 은유, 관용어, 속담의 하위 영역으로 구분하여 총 48문항을 제시하여 비유의미를 보기에서 선택하도록 하였고, 보기 문항은 비유적 해석, 사전적 의미의 문자적(literal) 오답, 관련 없는(irrelevant) 오답으로 구성하였다. 본 연구 결과는 첫째, 두 집단 간 비유언어의 이해 차이에서는 언어장애학생이 일반학생에 비하여 낮은 점수를 보였다. 둘째, 집단 간 비유언어 오류 유형 차이에서는 언어장애학생이 일반학생에 비하여 비유언어에서 관련 없는 오류율보다 문자적 오류율이 높게 나타났다.

The purpose of this study was to explore the capacity of understanding of figurative language of children with language disorders, examined the capacity relevant to simile, metaphor, idiom and proverb. The results of the study were that (1) understanding level of children without disorder was higher than that of children with disorder and there was a significant difference between the two groups. Based on exploration of capacity to understand metaphor of both groups, level of understanding of children without disorder was higher and there was a significant difference between the two groups. Based on exploration of level of understanding of idiom between the two groups, capacity of understanding of children without disorder was higher and there was a significant difference between the two groups. In level of understanding of adage of both groups, level of understanding of children without disorder was higher and there was a significant difference between the two groups; as for children with language disorder, literal wrong answers were higher than irrelevant wrong answers in ratio in all figurative languages.