협력교수를 통한 교사모델링 기법이 발달장애유아의 화용론적 언어 능력 향상에 미치는 효과 = The Effects of Modeling Through Team Teaching on Development Disability Children's Improving Pragmatic Language

다국어 초록 (Multilingual Abstract)

Purpose of this research was that teacher's modeling techniques through cooperation teaching affected elevation for pragmatic language of developmental-disability infant, speech therapist with charge teacher carried out cooperation lessons, speech therapist was properly good conduct modeling to children in question of charge teacher & inducement. To investigate each effect on elevation for pragmatic language of them, the researcher who worked executed case study to target that was developmental-disability infant(3 persons).
This research was enforced in 28 times during 14 weeks, each 2 session in a week from Jun to Oct and mediation program was executed to total of 7 times by applying to 1 unit which was 4 session, 1 session was 30 minute. In the research, design of testee Multiple Baseline Design was applied, test process was that multiple baseline estimation was 3~5 times by each students and mediation step was valued at total of 7 times. For the purpose of understanding upkeep effect after end of program, maintenance valuation was carried out to interval in a week after 1 week for end of mediation, as well.
The result of research was as following.
First, the result which was language intercession by using teacher's modeling techniques passing through cooperation teaching was that effect which was pragmatic communication by subcategory was continued after treatment ending and diversified to category province of kinds of 12~14 after language mediation and pragmatic expression-techniques of kinds of 1~3 is used when all of target children was examined for multiple baseline.
Second, the result which was language intercession by using teacher's modeling techniques passing through cooperation teaching was showed that all of them was high elevation for pragmatic language ability to province for demanding, responding, subjective mentioning, subjective stating, expressing reception of talking, representing component of talking.
Third, the result which was language intercession by using teacher's modeling techniques passing through cooperation teaching was that subjective statement was low speeching frequency than different subcategory among pragmatic it.
As result of the above, I grasped that language mediation utilizing teacher's modeling techniques passing through cooperation teaching was useful mediation increasing in frequency with various sub-techniques for pragmatic language of developmental-disability infant.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 문제 = 2
• 3. 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 협력교수 = 5
• 2. 교사모델링 기법 = 6
• 3. 발달장애아동의 화용론적 언어능력 = 7
• Ⅲ. 연구 방법 = 10
• 1. 연구 대상 = 10
• 2. 실험 방법 = 12
• 3. 평가 도구 = 13
• 4. 교사모델링기법을 활용한 언어중재 프로그램 = 14
• 5. 자료의 분석 및 결과처리 = 14
• Ⅳ. 결과 및 고찰 = 16
• 1. 화용론적 언어능력의 발화 다양성 향상 정도 = 16
• 2. 화용론적 언어능력 하위 영역별 발화의 향상 정도 = 18
• Ⅴ. 결론 및 제언 = 32
• 참고문헌 = 34
• Abstract = 37
• 부록 Ⅰ 화용론적 언어능력의 범주 및 하위영역의 정의 = 39
• 부록 Ⅱ 구조화된 화용론적 언어능력 평가방법 = 40
• 부록 Ⅲ 구조화된 화용론적 언어능력 평가준거 = 41
• 부록 Ⅳ 교사모델링기법을 적용한 언어중재 프로그램 및 평가 = 42
• 부록 Ⅴ 교실상황에서의 대상아동C의 주간교육계획안 예시 = 49
• 부록 Ⅵ 대상아동C의 치료교육계획안 예시 = 50