언어샘플 수집 방법 간 문법형태소, 평균발화길이, 어휘다양도 비교 연구

다국어 초록 (Multilingual Abstract)

The purposes of this study were to compare the differences among the spontaneous utterance in the playing situation, the elicited utterance in the picture stimulations, the elicited utterance in the word and comprehension items of KEDI-WISC with three components. They are the grammatical morphemes, mean length of utterance, and type-token ratio.
The 120 subjects were grouped by six months-intervals beginning at age 3 : 3;0-3;5, 3;6-3;11, 4;0-4;5, 4;6-4;11, 5;0-5;5 and 5;6-5;11 Each group consists of 20 children who live in Pusan area. by each sampling method 50 utterances were gathered and analyzed.
The results of this study were as follows:
First, in terms of the frequency of appearance of the grammatical morphemes, both the auxiliary word and the connective ending of a word, the differences were presented significantly among sampling methods. The frequency of appearance of the auxiliary word was ordered in the sequence of the KEDI-WISC, the picture stimulations, and the playing situation. Although the comparison between the picture stimulations and the playing situation was not presented significantly. there was a significant difference between the three, KEDI-WISC, the picture stimulations and the playing situation.
Second, in terms of the mean length of utterance, both the mean length of utterance in words and mean length of utterance in morphemes, the differences were presented significantly among the sampling methods. The mean length of utterance was ordered in the sequence of the KEDI-WISC, the picture stimulations, and the playing situation. Although the comparison between the KEDI-WISC and the picture stimulations was not presented significantly, there was a significant difference between the three, KEDI-WISC, the picture stimulations and the playing situation.
Third, in terms of type-token ratio, between type, token and type-token ratio. the differences were presented significantly among sampling methods. The type-token ratio was ordered in the sequence of the KEDI-WISC, the picture stimulations, the playing situation. Also, there was a significant difference between the three, KEDI-WISC, the picture stimulations, and the playing situation.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 문제 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 놀이와 언어발달 = 4
• 2. 그림자극과 언어발달 = 6
• 3. 언어학적 단위에서의 언어발달 = 8
• Ⅲ. 연구 방법 = 19
• 1. 연구 대상 = 19
• 2. 대상 선정 검사 도구 = 19
• 3. 연구 방법 및 절차 = 20
• 4. 자료 분석 = 23
• 5. 자료 처리 = 28
• Ⅳ. 결과 및 고찰 = 30
• 1. 문법형태소 출현빈도에 따른 결과 = 30
• 2. 평균발화길이에 따른 결과 = 36
• 3. 어휘다양도에 따른 결과 = 42
• Ⅴ. 결론 및 제언 = 53
• 참고문헌 = 56
• 영문초록 = 65