스토리텔링이 구화 사용 가능한 청각장애 아동의 언어표현력에 미치는 영향

다국어 초록 (Multilingual Abstract)

The Influence of Storytelling on Hearing-impaired Children Capable of Oral Expression

Written by: Lee, Hyun-Ju
Department of Special Education
Graduate School of Woosuk University
Directed by Prof. Jeong, Jin-Ja, Ph.D.

<Abstract>
This study examined the influence of storytelling on hearing-impaired children who can express via oral methods.
For this, we chose full-day hearing-impaired elementary students in the 1st - 3rd grades attending the S special school in Chungju, and 3 final subjects were selected in accordance with the standards for the study. To these subjects, we conducted storytelling programs using fairytales 3 times each week for 8 weeks - 25 times in total. Each session was planned into a 40-minute session.
Based on the findings of this study, we have made the following conclusions.
First, storytelling improved the expression usage of vocabularies of all children selected for this study as a subject. A vocabulary acquisition rate of all the selected children rose in nouns, verbs, and adjectives: 10%, 20%, and 30%, respectively. Their total vocabulary expression showed a 14% improvement.
Second, storytelling improved all the subjects' scores in grammar. For 3 children, we made an estimation of components in the post-test, which had not been acquired in the pre-test. The frequency number of estimation on average increased in the order of direct consequences - setting - initiating event - trial - inner reaction.
In addition, scores in story plotting rose in all selected children through storytelling. In details related to plotting factors, they acquired the highest scores in the order and conclusion categories, but the lowest in the plotting category. However, there were some limitations in this study. Thus, we have made some suggestions based on this.
First, since this study examined only 3 hearing-impaired children in their language expression, so a child as a subject were limited in numbers, Thus it hindered for generalizing the results of this study.
Second, the period of this study was somewhat short, so it did not bring about an effect for maintenance and generalization. Thus, follow-up studies may require an in-depth analysis allowing for a sufficient period to examine various ranges of the children.
Third, we could not control the effect of differences in the difficulty level between storytelling materials. This is because we selected stories meeting regular standards but in spite of such, the degree associated with real life and the structural differences in the stories were also reflected on the findings. Therefore, it is necessary to conduct a pre-test for other children, except for those selected as a subject for this study and then correct the difficulty degree of the stories prior to conducting this study.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 1
• 1. 연구의 의의 1
• 2. 연구문제 3
• 3. 용어의 정의 3
• Ⅱ. 이론적 배경 5
• 1. 청각장애 학생의 언어특성 5
• 2. 스토리텔링의 교육적 의의 7
• 3. 이야기 다시 말하기 10
• Ⅲ. 연구방법 16
• 1. 연구대상 16
• 2. 연구절차 17
• 3. 측정도구 20
• 4. 자료분석 24
• Ⅳ. 연구결과 26
• 1. 표현어휘력에 미치는 영향 26
• 2. 이야기 다시 말하기에 미치는 영향 30
• Ⅴ. 논의 및 제언 39
• 참고문헌 43
• 영문초록 50
• 부 록 52