The purpose of this study was to compare the differences between concept and meaning to illustrate an assumption for teaching language to mental retarded children. Total sixty mental retarded children who are five, six, and seven years old were participated for this study. Each children were exposed with fourteen vocabularies as target words. The children described or mentioned with verbal responses to the vocabularies with mind map strategy. The vocabularies which were expressed with mind map strategy by the mental retarded were counted and classified as concept or meaning vocabularies. The results of this study were that (a) the mental retarded children were developing the vocabularies according to their aging development; (b) the children expressed more amounts of the concept vocabularies than those of the meaning vocabularies; and (c) meaning vocabularies were indicated with slow development. Therefore this study concluded that the mental retarded children show concept vocabularies as the dimension of the first development and meaning vocabularies as the second, although the children s vocabularies develop based on aging development.
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 결과 및 논의
Ⅳ. 결론 및 제언
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