동시 활용 말놀이 중심 언어교수가 자폐성 장애아동의 어휘력과 학습태도에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to find out the effects of speech-game centered language instruction with children's poem on vocabulary and learning attitude in children with autistic disorder.
The subject were two children with autistic disorder diagnosed by the standards of DSM-Ⅳ and Childhood Autism Rating Scale.
The speech-game centered language instruction with children's poem was conducted in 40 session for 10 weeks, four times a week, 40 minutes each, at the special classroom. The target behaviors were recorded on videotape and analyzed by a researcher and supporters.
The results of the study are as follows;
First, speech-game centered vocabulary instruction making use of children's poem showed positive influence on increasing their vocabulary. The receptive vocabulary of both students was increased by 16.5%-17.25%, the expressive vocabulary was raised by 16%-19%.
And, both student's vocabulary fluency was largely improved. The speech-game centered language instruction with children's poem helped the students understand the meanings of words precisely, helped them increase their vocabulary.
Second, the speech-game centered language instruction with children's poem showed positive influence on the student' learning attitude. This strategy showed a positive influence on the students’ attitude towards learning. In addition, the students’ troublesome behaviors are reduced because of appling this strategy. Compared to the start point of the program, the frequency of target behavior(such as students not concentrating on the activity, not keeping a straight posture, and students saying meaningless words) was reduced significantly.
Instead of direct teaching Korean, speech-game centered language instruction using a children’s poem influenced not only on the students’ vocabulary, but also their attitude towards learning, because of its interesting contents and short length. This change implies that the students’ interest in the program helps to improve their concentration.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구문제 4
• 3. 용어정의 4
• II. 이론적 배경 6
• 1. 자폐성 장애아동의 언어적 특성 6
• 2. 자폐성 장애아동의 어휘지도 방법 12
• 3. 동시 활용 말놀이 중심 언어 교수 프로그램 15
• 4. 선행연구 25
• III. 연구 방법 29
• 1. 연구 대상 29
• 2. 실험 장소 및 기간 31
• 3. 실험 설계 31
• 4. 연구 도구 31
• 5. 자료 수집 및 결과 처리 40
• Ⅳ. 결과 및 논의 42
• 1. 어휘력에 미치는 효과 42
• 2. 학습태도에 미치는 효과 50
• 3. 논의 53
• Ⅴ. 요약 및 결론 57
• 1. 요약 57
• 2. 결론 58
• 3. 제언 59
• 참고 문헌 60
• 영문 초록 66
• 부록 68