말놀이 활동이 지적장애아동의 어휘력에 미치는 효과

다국어 초록 (Multilingual Abstract)

Language is the most important method to communicate and to have a social relationship with other people and lexis can be the basic element of the language.
This study has shown how the language play activity for intellectual disability children by the acquisition of lexis and using the language repeatedly can influence their lexical ability. language play is a method to learn a language by certain rules based on character of language such as you relay words or continue one after another word which makes the children reconfirm what they have learned already.
Here is the summary of this study like belows;
Chapter 1 is searched for the necessity and aim of this study by application of language play activity towards intellectual disability children so as to enhance their lexical ability.
Chapter II follows that intellectual disability, lexical ability, definition of language play and its pre-research as the theoretical background.
Chapter III indicates object of research, design of research, and its procedure and searches for programme of language play activity and its applying plans. Objects of this research are 3 intellectual disability children who are primary school students consisting of 2 female and 1 male child.
The research was progressed making full use of auditory and visual clues which were appropriate for intellectual disability children's level in order to apply language play method to object children. The research was executed for twenty five times during forty minutes per each individual class and that went for twice a week. As verification tools for enhancement of lexical ability is standardized lexical ability tests which are drawing & vocabulary test and Korean style Boston Naming Test(K-BNT-C). By this test, change of receptive vocabulary and expressive vocabulary before and after arbitration of language play activity were measured.
It has divided into several parts such as question & answer-type language play, continuing -type language play, delivering-type language play that consist of sub-programmes as well. According to the degree of difficulty, it was progressed by dividing into 4 stages. Language play ability evaluation per each stage was executed and its all results were analysed.
Chapter IV indicates the result of research and it is as belows;
1. It is seen that object children's receptive lexical ability was improved by language play activity. Compared to equivalent age of the pre-test, it has improved from six months for the minimum to 1 year and six months for the maximum.
2. It is seen that object children's expressive lexical ability was enhanced after arbitration of language play activity. All of the object children's expressive lexical abilities were enhanced as 6 months compared to equivalent age of the pre-test.
3. It is seen that object children's language play execution ability was enhanced. The object children's execution ability was enhanced little by little per stage and all those three children's enhancement gap from the pre-test was more than 30 points.
Chapter V indicates that discussion, conclusion, and suggestion of the research. This study considers how language play activity which has been taught in Korean language class for low grade students in primary school influences intellectual disability children's lexical ability by applying language play activity into the time for individual language therapy of intellectual disability children. It was verified that motivation of the children for participation was enhanced by application of language play activity into lexical education, as well as the children's receptive and expressive lexical abilities were positively and efficiently improved.

목차 (Table of Contents)

• 1. 서론 1
• 2. 이론적 배경 4
• 2.1 지적장애 4
• 2.1.1 지적장애의 개념 및 분류 4
• 2.1.2 지적장애의 언어적 특성 5
• 2.1.3 지적장애 아동의 정보처리 특성 7
• 2.2 어휘력의 개념 및 지도원리 9
• 2.3 말놀이에 대한 이론적 배경 10
• 2.3.1 말놀이의 개념 및 효과 10
• 2.3.2 선행 연구의 방법 12
• 3. 연구 방법 16
• 3.1 말놀이 활동 프로그램 16
• 3.1.1 문답형 말놀이 활동 유형 16
• 3.1.2 연결형 말놀이 활동 유형 19
• 3.1.3 전달형 말놀이 활동 유형 22
• 3.2 말놀이 활동 프로그램 활용 방안 24
• 3.2.1 단계별 말놀이 활동 내용 24
• 3.3 일반아동의 말놀이 활동 수행능력 28
• 3.3.1 일반아동의 말놀이 활동 수행 능력 평가 결과 28
• 3.3.2 일반아동의 말놀이 수행 능력 평가 단계별 비교 31
• 3.4 연구대상 38
• 3.4.1 A아동 39
• 3.4.2 B아동 39
• 3.4.3 C아동 40
• 3.5 연구 설계 및 절차 41
• 3.5.1 연구기간 및 장소 41
• 3.5.2 연구 절차 41
• 3.5.3 검사 도구 42
• 4. 연구결과 45
• 4.1 수용어휘력 45
• 4.2 표현어휘력 46
• 4.3 말놀이 활동 수행 능력 48
• 4.3.1 A아동 48
• 4.3.2 B아동 50
• 4.3.3 C아동 51
• 5. 결론 및 논의 54
• 5.1 결론 54
• 5.2 논의 56
• 5.3 연구의 제한점 59
• 5.4 제언 59
• 참고문헌 62
• 부록 65
• 부록-Ⅰ 말놀이 활동 수행 능력 평가(1-5) 66
• 부록-Ⅱ 말놀이 활동 수행 능력 평가 채점기준 91
• 부록-Ⅲ 말놀이 활동 교수안(1단계-4단계) 92
• ABSTRACT 102