일제 말(1937~1945) 조선여성 정책

강정숙(Jeong-sook Kang) 한림대학교 아시아문화연구소 1993 아시아문화 Vol.- No.9

논문 : 일제 말기 조선인 군속 동원 - 오키나와로의 연행자를 중심으로 -

강정숙 ( Jeong Sook Kang ) 수선사학회 2005 史林 Vol.0 No.23

장애유아의 의사소통과 언어발달을 위한 언어중재방법 -TBPI (통합적 접근방법의 놀이중심 중재)중심으로-

강정숙 ( Jeong-sook Kang ) 한국유아특수교육학회 2001 유아특수교육연구 Vol.1 No.1

TPBI(Transdisciplinary Play-Based Intervention) requires the communication and problem-solving of a team of professionals and parents. This model encourages the use of house-hold items and situations the child encounters daily as play materials and opportunities for playful interaction. TPBI is an effective approach to intervention that can be incorporated into the child’s and family’s daily routine. The purpose of transdisciplinary play-based intervention is to strengthen developmental processes and increase functional skills across the cognitive, social-emotional, communication and language, and sensorimotor domains. The intent is to relate domain and integrate intervention strategies into an inclusive curriculum. The strengths of the transdisciplinary play-based intervention approach can be summarized in child-motivation, child-directed, individualized, interaction-focused, integrated, and holistic. This study has been attempted to introduce how did the transdisciplinary played-based intervention facilitated to communication and language development. In transcisciplinary played-based intervention, A system of language described for the form(i. e., phonology, syntax, morphology), the context (semantics), and the use (pragmatics). Based on the development level, each language domain are described to observation guidelines for communication and language development, communication assessment, intervention guidelines, intervention principles, and intervention method.

언어학습장애아동과 일반아동의 말하기,쓰기 활동을 통한 응집구조 및 자기발화수정 능력 분석

강정숙 ( Jeong Sook Kang ),김희규 ( Hee Gyu Kim ) 한국특수아동학회 2004 특수아동교육연구 Vol.6 No.2

제2차 세계대전기 인도네시아 팔렘방으로 동원된 조선인의 귀환과정에 관한 연구

강정숙(Kang Jeong-Sook) 독립기념관 한국독립운동연구소 2012 한국독립운동사연구 Vol.0 No.41

이 글은 인도네시아 수마트라섬 팔렘방으로 동원된 조선인이 어떠한 귀환과정을 거치는가를 살펴보는 것을 목적으로 하고 있다. 일제 말기 강압적인 분위기 속에서 먼 팔렘방까지 동원되었던 조선인들이 어떻게 해방을 맞이하며 이국땅에서 귀환을 준비하였는가를 구술, 회고록, 명부 등을 통해 입체적으로 보고자 하였다. 팔렘방은 수마트라 남부의 중심도시로서 유전을 끼고 있어서 연합군과 일본군의 이익이 가장 직접적으로 부딪치는 곳이었다. 일본이 패전한 시점 팔렘방에는 군 '위안부' 및 '위안소' 관계자, 군인 군속, 노동자(회사 원) 등 200~300명 정도 있었다. 일본 패전 이후 일본군은 군 '위안부'들을 임시간호부로 분식하였고, 조선인 남성들은 일본군이나 일본회사 등에서 놓여나 조선인들만의 단체인 팔렘방조선인회를 10월 18일 조직하였다. 식량 확보, 자위활동 등 자치활동을 시작하였다. 이러한 움직임은 연합군이 본격적으로 들어오기 이전에 이미 진행되었다. 이후 포로감시원이 더해져 확대되었다. 팔렘방 조선인회는 현지 화교 등의 도움을 받아 임시정부 소식을 듣고 태극기를 그리며 민족의식을 고양하였다. 그러나 팔렘방에 있던 조선인들이 모두 팔렘방조선인회로 모인 것은 아니었고 군 '위안부' 중 일부는 임시간호부로서 일본군 그대로 편입되어 있었다. 그리고 해방의 소식을 듣고 자살 하거나 해방된 조국으로 가지 않고 현지에 잔류한 군 '위안부' 피해자, 군속들도 있었다. 방조선인회는 팔렘방에서 싱가포르로 옮기게 된 1946년 2월 7일에 사실상 해체되었다. 팔렘방조선인회의 중심을 이루었던 포로감시원은 연합군에 의해 잔류당하였다. 그리고 싱가포르 주롱수용소로 이동한 이들은 그곳에 있던 싱가포르고려인회에 가입하게 되었다. 이곳에서도 3·1 운동기념강연 등의 활동이 있어 민족의식을 고취하였다. 팔렘방에 있었던 이들은, 포로감시원을 제외하고 대부분 1946년 5월과 6월 귀국하였다. 포로감시원들은 엄한 조사와 재판으로 64명 중 13명이 형을 받아 대부분 고국으로 귀향하지 못하였다. 형을 받지 않은 이들은 1946년 말, 1947년 고국으로 귀환하였다. 팔렘방으로 동원된 조선인들의 귀환과정은 귀환자체만이 아니라, 연합군·인도네시아인 독립운동조직·일본군 등의 힘의 대결이 이루어진 장이었으며, 우리 민족 내부에서도 군 '위안부'와 업자, 군인 군속, 노동자 등 성(젠더)과 계층성이 작동하며 다양한 삶과 생각이 노출된 장이었다.

일반아동과 단순언어장애아동의 이야기 구조와 내용 비교 분석

강정숙 ( Kang Jeong-sook ) 한국유아특수교육학회 2003 유아특수교육연구 Vol.3 No.2

본 연구는 일반아동과 단순언어장애아동의 이야기구조와 내용을 비교 분석한 것이다. 연구대상은 만6~8세의 일반아동 18명과 단순언어장애아동 18명으로 하였으며, 이야기구조와 내용을 집단간, 장르별 그리고 제시조건별로 비교 분석하였다. 이야기구조와 내용으로는 이야기의 완성도와 응집, 시제의 사용정도를 중심으로 살펴보았고, 또한 이야기의 산출 오류에 대해 분석하였다. 이 연구의 결과에서 단순언어장애아동은 단서가 주어져도 허구적인 이야기를 논리적으로 꾸미는 과제에서는 이야기를 완성하는데 어려움을 겪었다. 응집의 사용정도에서 응집의 하위요소인 접속과 지시장치의 사용빈도는 일반아동이 높았다. 단순언어장애아동의 지시장치의 사용이 특히 적었는데 이는 이전문장의 참조가 어렵거나, 지시형태의 어휘산출시기의 지연으로 보여진다. 시제의 사용에서 단순언어장애아동은 일반아동보다 시제사용에 균형을 유지하지 못했는데, 이는 시제상의 순서를 제공하는 이야기의 틀을 이해하는데 어려움을 보인다고 볼 수 있다. 산출된 오류 유형을 보면, 단순언어 장애아동은 격조사와 접속사에서 일반아동보다 오류가 많았다. 특히 단순언어장애아동은 문장의 길이가 길어지고, 복잡해지면서 이전에 소개되지 않는 사건이나 실제를 참조하는데 어려움을 보였고, 같은 접속사를 이야기의 맥락의 이해 없이 계속하여 반복적으로 사용하므로 접속사의 오류율을 높여 주었다. 과거시제동사의 오류는 제시조건의 영향을 받았는데, 이는 아동이 공유한 경험과 사건에 대한 정보와 매일의 일상적인 활동과 사건정보와의 차이를 잘 이해하지 못하기 때문으로 여겨진다. This study, with the purpose of examining the linguistic characteristics of children with normal language and those with specific language impairment during early school ages, is an analysis of the narrative structures and contents of the two groups. The subject of the study consisted of 18 children with normal language and 18 children with specific language impairment, aged between six and eight years, whose narrative structures and contents were analyzed by group, presented condition and genre. With respect to analytical method, the study initially compared differences between the two group's narrative structures and contents, and only delved into elements determined necessary in the comparison by genre. Next, differences in the two group's narrative structures and contents by presented conditions were examined. Finally, the study considered the error rate of narrative production between the two groups. The study adopted a distributed data processing system according to the subordinate patterns of narrative structure and conducted the x²examination system to measure the difference in the degree of the narratives completeness and errors in narrative production. The major conclusions of the study are as follows. Firstly, there were differences between the two groups in the degree of use of such subordinate patterns of narrative structures and contents as, narrative completeness, cohesive devices, tense. According to the result of examining the degree of use of complete episodes and incomplete episodes, Children with normal language showed a high degree of complete episodes but a low degree of action sequence and reaction sequence. That is, they produced narratives consisting of complete episodes. Children with specific language impairment showed a high production of incomplete episodes. It has been confirmed that their narratives consisted of incomplete, omitted episodes. According to the result of analyzing the number of children who completed narratives by genre, there were significant differences in narrative formation. The difference between the two groups in narrative formation when provided with pictorial clues showed that children with specific language impairment experienced difficulties in completing narratives when faced with the task of logically forming fictitious narratives even if they were provided with cues. In analyzing the frequency of the use of cohesion, tense and inflection, the study examined the frequency of the use of conjunctions and reference devices to measure the cohesion that enhances narrative maturity. Between the two groups, the frequency of the use of conjunctions and reference devices was higher in children with normal language than in children having specific language impairment. Examining the difference between the two groups by genre, conjunction showed significant differences in script, while reference showed significant differences in all genres. Particularly, children with specific language impairment used less reference, which could be attributable to their difficulty in referring to previous sentences or to the delayed timing of vocabulary output. When using the past tense, children with specific language impairment were unable to maintain a balance in using tenses as compared to children with normal language. Children with specific language impairment had difficulties in understanding the narrative framework that provides the sequence of tenses. Specifically, they could hardly understand the relationship between past experiences and the information about the event. Secondly, according to the result of comparing the degree of use of narrative grammar subordinate elements between the two groups in pictorial and oral presentations, pictorial presentation showed significant differences in initiative events and internal response while oral presentation revealed them in background. In oral presentations, children with specific language impairment had difficulties in describing backgrounds and were less capable of introducing narratives. According to the result of comparing the cohesion of the two groups by presented conditions, while reference devices showed them in pictorial and oral presentations. Both groups showed high frequency in the use of conjunctions in pictorial presentation. Reference, however, showed much lower frequency of use whether pictures were presented or not. Children with specific language impairment showed difficulties in using reference devices whether pictures were presented or not. This can be interpreted as children with specific language impairment in early school age as having had low learning of reference vocabulary learning or were lacking in their ability to learn linguistic skills. According to the result of comparing tense changes between the two groups by presented condition,past tense showed significant differences in oral presentation. The change of tense can be seen as being greatly influenced by presented conditions because children with specific language impairment were more inclined to produce narratives as general events by using the scheme of events already emblemized without being influenced by the type of questions in oral presentation than children with normal language. That is, the linguistically handicapped children reproduced familiar or well acquainted events by schematizing past experiences as ordinary, everyday events. Thirdly, according to the result of comparatively analyzing the most frequent erroneous patterns of children with specific language impairment and children with normal language by groups and ages, the two groups showed significant differences in case particles and conjunctions, while different age groups showed differences in the omission of case particle, conjunction,conjunctional suffix and tense. The erroneous production was conspicuously higher in children with specific language impairment than in children with normal language. The increase of conjunctional errors according to age increase was exemplified in the confusion of conjunction when linking sentences. It has been confirmed that as the ages rise, children with specific language impairment use longer and more complicated sentences and show difficulties in referring to events or facts not introduced previously, and that they further raise the rates of error by applying conjunctions used by children in all sentences without understanding the context of the narratives. Errors in tense were influenced by presented conditions. The tense errors were particularly high in personal narratives in oral presentation. The high frequency of tense errors, which is influenced by errors in past-tense verbs, could be attributed to their poor understanding of relationships between the information about experiences and events shared by the children and the information about ordinary, everyday events.

일본군성노예제문제와 관련한 남북교류와 북측의 대응 - <2000년일본군성노예전범여성국제법정>과 그 전후 움직임을 중심으로 -

강정숙 ( Kang Jeong-sook ) 한국여성사학회 2016 여성과 역사 Vol.0 No.24

이 글에서는 일본군성노예문제와 관련된 국제교류 중 특히 남북교류에 중심을 두고 이 문제와 관련한 북측의 대응을 다루었다. 1991년을 전후하여 어려운 남북 교류, 특히 일본군성노예제문제가 지속적으로 가능하게 된 데에는 당시의 국내외 정세가 작동하고 있었다. 국제적으로 독일 통일 등 냉전체제가 완화되었고 남북의 유엔 동시가입이 성사되었다. 국내에선 대통령 직선제를 회복하고 민주주의 방향으로 들어섰다. 이와 동반하여 여성운동도 발전하여 성폭력문제를 사회적으로 논의할 수 있는 분위기가 되고 역사적인 문제로 일본군성노예제문제가 제기되었다. 한국의 생존피해자의 등장은 일제의 침략을 받았던 아시아지역의 피해자 커밍아웃으로 이어져 한일문제로 인식하였던 일본군성노예제문제에 대한 인식의 지평을 확장시켰다. 이 문제를 해결하기 위한 국제적 연대활동은 북측과도 함께 하였는데 <아시아의 평화와 여성의 역할 토론회>, <아시아연대회의>, <2000년일본군성노예전범여성국제법정> 등이다. 북측은 일본과의 국교수립과 다양한 국제적인 활동의 확장을 겨냥한 측면이 있어 남측과 일본의 NGO가 주도하던 일본군성노예제문제해결운동에 함께 하였다. 활동과정에서 남북간의 갈등도 있었다. <아시아의 평화와 여성의 역 할〉서울 토론회에서 한국전쟁과 관련하여, 그리고 <2000년일본군성노예전범여성국제법정>에서는 독립운동의 정통성과 관련하여 의견대립이 있었다. 남북에게 있어 가장 깊은 상흔이며 큰 관점의 차이를 드러낸 주제임에 분명하였으나, 상호 한발씩 물러나 일본군성노예제문제라는 공동의 문제 해결을 위해 협조하였다. 이 과정에서 드러난 북측의 일본군성노예제를 보는 관점과 북측 <(조선)`종군위안부` 및 태평양전쟁 피해자 보상대책위원회> 등의 관련단체 변화도 분석하였다. 남측이 민족과 여성문제로 좀 더 강하게 인식하는데 비해 북측은 민족과 계급문제로 인식하는 차이가 있었다. 하지만 기본적으로는 일본제국주의에서 비롯된 반인도적 범죄이란 점, 나아가 일제시기를 점령기로 보고 전쟁범죄라는 인식도 남북이 공유하였다. 북측 관련단체의 변화도 확인되는데 일단 단체 명칭이 변하였다. 남측에서 제기한 용어를 일본군`위안부`라는 용어를 수용하였다. 그리고 일본군성노예제와 관련한 남북 등의 교류에서 중심적으로 활동하였던 북측 인물들이 여성들이 증가하고 위 단체의 구성원 수가 증가하고 있음을 확인할 수 있었다. 신뢰가 쌓이면, 첨예하게 대치되는 문제가 제기되더라도 대화를 통해 극복해 갈 수 있었음을 볼 수 있었다. 또 오래 분단된 남북관계의 팍팍함은 재일동포 등 매개자들이 있음으로써 좀더 유연하고 확장된 인식을 하게 되고 또 그 과정에서 민족동질성을 강화시킬 수 있었다. This article mainly dealt with the exchange of South and North Korea concerning solving Japanese Military Sexual Slavery issue and North Korea`s reaction in that process. This paper consists of three parts such as, 1. The background of South and North exchange in 1990`s, 2. South and North exchange related to Japanese Military Sexual Slavery, 3. The reaction of the North in the related activities of Japanese Military Sexual Slavery. Data used in this paper includes the documents produced from the exchange process and also the collection and analysis of oral statement of the activists and researchers and etc. Changes in domestic and foreign affairs in the era of 1991 strongly contributed to the South and North exchange especially about the issue of Japanese Military Sexual Slavery. International changes were such as the collapse of the Soviet Union, the easing of the cold war system, the reunification of the Germany and most above all, South and North joined the UN simultaneously, the long-cherished wish of both. Domestically, president direct election system was selected by the result of the movement for democracy and South Korea made a little step forward to democracy. Together with this change, awareness of women`s problem boosted in the society and the social atmosphere became more open to discussing sexual violence problems. On behalf of this groundwork, Japanese Military Sexual Service issue was raised. The appearance of Korea`s surviving victims led to coming-out of other victims of Japanese invasion in Asia and this made Japanese Military Sexual Service a present issue rather than historical issue just between Korea and Japan. One of the many actions took to solve Japanese Military Sexual Slavery issue-how South and North together worked on international united activities. The united activities are such as, < Asia`s Peace and Women`s Role Debate > that began in 1991, < Asian Solidarity Conference for the Issue of Military Sexual Slavery by Japan > that began in 1992, and < The Women`s International War Crimes Tribunal 2000 For the Trial of Japanese Military Sexual Slavery >. North could accept the exchange with South easily due to following reasons. First, the main organization of the South was NGO which drew a certain line to Korean government. Second, in the most of South and North exchange, Japan and many other countries` NGO joined together. Lastly, the topic was regarding problems of human rights related to Japanese Imperialism which could be raised as a problem in the process of diplomatic relations with Japan. However, conflicts between South and North also existed in the process of the movement. In < Asia`s Peace and Women`s Role Debate > in Seoul, there was a conflict related to Korean War and in < Year 2000 Japanese Military Sexual Slavery War Criminal Female Law Court >, there was a conflict related to the traditional identity of independence movement. Despite the different position, they took a step back and cooperated to solve Japanese Military Sexual Slavery issue. Chapter 4 is about analysis of North`s point of view about Japanese Military Sexual Slavery issue. South acknowledges the issue more as about race and gender issue but North more as about race and class issue. However, South and North shared a common view on the fact that the crime was against humanity that came from Japanese Imperialism and that it was definitely a war crime because of Japanese occupation during its imperialism. In the midst of these processes, there was a change in North related organization. First, the name of the organization changed. South brought up a new term for Japanese Military Comfort Women and it was accepted and changed from < Korean Measure Committee on Compensation for “Comfort Women For Army” & Victims of Pacific War > to < DPRK Measure Committee for Demanding Compensation to “Comfort Women” for the Japanese Army and Victims of Forcible Drafting > and “Korean Committee on Measures for Sexual Slavery for Imperial Japanese Army and Drafting Victims”. Moreover, it was found that North figures who mainly contributed in South and North exchange related to Japanese Military Sexual Slavery are continuously holding an important position and getting many duties, and the number of people in this organization is increasing. The fact that despite sharply opposing conflicts, if trust is built, conflict can be overcome by conversation was seen in South and North relation. Since Japanese Military Comfort Women issue is not restricted to South and North but also related to Japan, South and North could work on this issue together and also could reinforce national homogeneity during the activity.

학습장애 학생의 관형사형 어미 이해 및 산출 특성 연구

강정숙 ( Jeong Sook Kang ),민경옥 ( Kyung Ok Min ),정정순 ( Jung Sun Chung ) 한국특수아동학회 2011 특수아동교육연구 Vol.13 No.4

본 연구의 목적은 일반 학생과의 비교를 통해 학습장애 학생의 관형사형 어미 특성을 파악하고, 이를 임상지도에 기초자료 및 정보로 활용하는데 있다. 이를 위해 초등학교 3, 5학년인 학습장애 학생과 일반 학생 각각 10명씩 총 40명을 대상으로 하였으며, 45개의 동사를 표현하는 동영상을 촬영하고, 이를 동작의 시작 전, 진행, 완료 후의 순간 정지 화면을 사진으로 제작하여 과제로 이용하였다. 이해능력은 판단과제, 산출능력은 문장의 빈칸 채우기를 통해 집단과 학년에 따른 관형사형 어미의 이해와 산출의 정반응률과 오류유형 및 시제 오류 내 산출방법 등을 분석하였다. 그 결과는 다음과 같다. 첫째, 관형사형 어미의 이해과제의 분석결과, 집단과 학년 간 정반응률에서는 5학년 일반 학생이 가장 높았고, 3학년 학습장애 학생이 가장 낮았다. 시제에서는 과거시제가 가장 높았고, 미래시제가 가장 낮았으며, 유의한 차이는 미래시제에서만 나타났다. 상호작용 효과는 집단과 학년사이에서는 없었고, 집단과 시제사이에서만 있었다. 둘째, 관형사형 어미의 산출과제의 분석결과, 집단과 학년간 정반응률에서는 낮은 학년에서 낮았고, 학습장애 학생이 일반 학생 보다 낮게 나타났다. 시제의 정반응률에서는 미래시제가 가장 높았으나 시제사이에서의 유의한 차이도 없었으며, 학년 그리고 시제사이의 상호작용효과도 나타나지 않았다. 셋째, 관형사형 어미 산출의 오류유형 분석결과, 오류유형간에 유의한 차이가 있었다. 4가지 오류유형 중 시제오류에서 오류율이 가장 높았고, 오류율은 의미> 기타> 활용오류 순으로 나타났다. 시제오류의 경우 학습장애 학생이 일반 학생보다 오류율이 높았고, 시제오류 내 오류횟수에서 미래로 산출하는 경우가 가장 많았고, 다음으로 현재로> 과거로의 순으로 나타났으며, 또한 산출방법에 따른 오류횟수에서 유의한 차이를 보였다. This study was to compare comprehensions and production of adnominal ending forms of children with learning disability and normal children, to figure out the char-acteristics of children with learning disorder, and to apply the characteristics to basic data and information of clinical guidance. The subjects of the study were 40 elementary students who were divided into 3rd year and 5th year grade and each grade contained 10 people. To figure out usage and error type of adnominal endings, a video which contained 45 expressions of verbs was made, a picture was set by pause screen with before-action, process, after-completion, and research methods were analyzed by the video and the picture. The results are as follows. Firstly, as a comparison result of reactive rate of adnominal endings and comprehension activities, 5th-year normal students were the highest, 3rd-year normal students were the 2nd to the highest, 5th-year students with learning disability were the 3rd to the highest, and 3rd-year students with learning disability were the last. For comparison of reactive rate of the tense, past tense was the highest, present tense was the 2nd to the highest, and future tense was the last. As a comparison result of tense comprehension between two groups, children with learning disability were lower than normal children. The two groups got the highest reactive rate for past tense. For children with learning disability, ``past tense, present tense, future tense`` was the sequence, and for normal children, the sequence was the same with that of children with learning disability, but there was little difference. Of the three tenses, future tense was the only one that showed a little difference between groups. There was no interactive effect between group and grade, but between group and tense, there showed interactive effect. Secondly, as a result of comparison of production rate of adnominal ending activities, 5th-year normal children were the highest, 3rd-year normal children were the 2nd to the highest, 5th-year children with learning disorder were the 3rd to the highest, and 3rd-year children with learning disability were the last. As a result of comparison of production rate between tenses, ``future tense, past tense, present tense`` was the sequence and there was no difference. For the result of average comparison of groups, children with learning disability showed the highest reactive rate in future tense and normal children presented the highest reactive rate in past tense. There showed no interactive effect between group and grade and tense. Thirdly, as a comparison result of error types of adnominal endings, there was a little difference. Of the four error types, tense was the highest in error rate and ``meaning error, other error, application error`` was the next to the highest sequence. For tense error, children with learning disability were higher in error rate than normal children. As a comparison result of error frequency of tense error, future tense was the highest in error rate and ``present tense, past tense`` was the next to the highest sequence.

인도네시아 팔렘방의 조선인 명부를 통해 본 군‘위안부’ 동원

강정숙 ( Kang Jeong-sook ) 부경역사연구소 2011 지역과 역사 Vol.- No.28

This paper intends to analyze the process of mobilization of Korean sex slaves of the Japanese military(‘comfort women’) in Palembang, Sumatra in Indonesia. This study is based on the documents called the Ninth Nanpo Army Hospital List(留守名簿, 復員名簿) made by the Japanese military forces and some oral documents. On the List, the Korean women were described as temporary nurses(臨看) because the Japanese military received the order to transfer the ‘comfort women’ into nurses soon after Japan defeated in World War II. Most Korean women of the List were basically ‘comfort women’. It is verified by testimony of Koreans who were there in Palembang at that time. About 127 Korean women were mobilized to Palembang and it is known that there were five ‘comfort stations’ there. First of all, Korean women were deceived by pimps(slave dealers) in Kyeongju, Kwangju, Busan and other places and by recruitment fraud and were forced to go to the battlefield. Some of those pimps who took a part to mobilize them actually ran the ‘comfort stations’ for military in Palembang. However, the fundamental factor was that the Japanese military’s demand for ‘comfort women’ was transmitted to the Japanese military in Korea and again, the Japanese- Government General of Korea and Japanese military in Korea asked the pimps to mobilize women as ‘comfort women.’ The Japanese imperialists restricted prostitution and other related businesses in the home front and instead, made a way to mobilize the ‘comfort women’ to the battlefields.

총체적 언어 접근법을 적용한 언어중재가 학습지진아의 접속부사 이해와 산출에 미치는 효과

강정숙 ( Jeong Sook Kang ),김희규 ( Hee Gyu Kim ),이금희 ( Keum Hee Lee ) 한국특수아동학회 2012 특수아동교육연구 Vol.14 No.2

본 연구는 글자 없는 그림카드를 이용한 총체적 언어 접근법이 접속부사 이해와 산출에 어떤 영향을 미치는가를 알아보는 데 목적이 있다. 본 연구의 대상은 생활연령이 11세인 초등학교 4학년 학습지진 아동 3명이고, 실험은 대상자간 중다기초선 설계를 통해 실시하였다. 단계별 평가는 100문항의 총괄평가지에 접속부사를 찾아 적는 4지 선답형의 이해평가와 그림카드로 문장만들기에 의한 산출평가를 통해 효과를 알아보았다. 본 연구의 결론은 다음과 같다. 첫째, 총체적 언어 접근법이 학습지진 아동의 접속부사 이해와 산출의 향상에 효과적이었다. 대상아동들은 총괄 펑가 100문항과 그림카드로 문장 만들기에서 접속부사의 이해와 산출 빈도가 증가하였으며, 접속부사 하위유형별 사용빈도에서도 증가 및 변화가 기초선 기간에 비해 중재기간 동안 향상되었고, 유지단계에서도 그 효과가 지속되었다. 둘째, 세 아동 모두 총체적 언어 접근법을 수행한 후 문장과 문장을 연결하는 접속부사 사용이 증가하였고, 접속부사 유형별로 이해와 산출을 살펴 본 결과 아동 1은 이해에서 ``대립, 시간, 이유의 순으로 산출에서는 이유, 시간, 대립의 순으로 증가하였고, 아동 2는 이해에서 ``대립, 이유, 시간의 순으로 산출에서는 시간, 이유, 대립의 순으로 향상되었다. 아동 3은 이해에서는 대립, 이유, 시간의 순으로 산출에서는 시간, 대립, 이유의 순으로 접속부사의 사용이 향상되었다. 세 아동 모두 이해에서는 대립이 가장 많이 향상되었고, 양보가 가장 적었다. 산출에서는 시간과 이유가 많이 향상되었고, 양보가 가장 적게 향상되었다. 그러나 세 아동의 사용 순위에서의 정반응률의 차이는 크지 않았다. This research is aimed at checking out what effects the whole language practice approach making use of court cards without letters has on the understanding and calculation of conjunctive adverb for three slow learners. The subjects of this research are three slow learners in the fourth grade of an elementary school who are at a chronological age of 11, and an experiment was conducted through the design of numerous basic lines among them. The conclusion of this research is as follows. First, the whole language practice approach was effective to the understanding and calculation of conjunctive adverb by slow learners. They showed an increase in the understanding and the calculation frequency of conjunctive adverb when they were asked to make a whole sentence by making use of the 100 questions for general evaluation and court cards and showed an increase and change in terms of the use frequency according to conjunctive adverb lower types improved during the arbitration period compared with the basic line period, and its effects continued at a stage of maintenance. Second, all the three students increased the use of conjunctive adverb connecting a sentence and a sentence after completing the whole language practice approach, and it turned out that student 1 increased ``opposition, time, reason in that order`` in understanding and reason, opposition, time in that order in calculation while student 2 improved ``opposition, reason, time`` in that order in understanding and time, reason, opposition in that order in calculation as a result of examiiong the understanding and calculation according to conjunctive adverb types. Student 3 increased the use of conjunctive adverb opposition, reason, time in that order in understanding and time, opposition, reason in that order in calculation. All of them showed the largest increase in opposition in understanding and the smallest increase in concession. They showed a huge rise in time and reason in calculation and the smallest increase in concession. But the difference of forward reaction rates was not so big in terms of the use order. In conclusion, both understanding and calculation were on the rise, and we think that while there was a difference according the lower types, there was a correlation as to the level of improvement by use frequency and practice.