마인드 맵을 이용한 교사의 역동적 언어지도가 정신지체아동의 어휘력 신장에 미치는 효과

다국어 초록 (Multilingual Abstract)

Teacher’s dynamic language teaching may be one strategy based on Vygotsky ’ s theory, zone of potential development(ZPD). The children with mental retardation have generally lots of problems in language development. Vocabulary ability is an important developmental stage to learn social language fluently. Vocabulary is divided into two different characteristics such as concept and meaning in this study.
The purpose of this study was to illustrate the effects of the teacher’s dynamic language teaching strategy based on ZPD to develop vocabulary ability for the children with mental retardation. Three mild mentally retarded children participated in this study. Ten target vocabularies which were familiar words were suggested to the subjects. Pre- and post-test were utilized to compare the effects of the teacher’s dynamic language teaching with mind map to develop vocabulary ability. The results of this study were that: (a) the teacher’s dynamic language teaching with mind map was effective to develop vocabularies for children with mental retardation; (b) the concept vocabularies were increased by the teacher’s dynamic language teaching with mind map; (c) the meaning vocabularies were developed the teacher’s dynamic language teaching with mind map. Therefore, this study concluded that the teacher’s dynamic language teaching with mind map is effective to develop vocabulary ability for the children with mental retardation.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 3
• 3. 용어의 정의 = 3
• II. 이론적 배경 = 5
• 1. 마인드 맵과 언어지도 = 5
• 2. 언어의 상호작용 = 8
• 3. 정신지체아동의 언어 특성 = 14
• 4. 어휘의 개념과 의미 = 17
• III. 연구 방법 = 24
• 1. 연구대상 = 24
• 2. 연구설계 = 27
• 3. 연구도구 = 27
• 4. 연구절차 = 29
• 5. 자료처리 = 29
• IV. 결과 = 30
• 1. 전체 어휘 증가에 미친 효과 = 30
• 2. 개념 어휘 증가에 미친 효과 = 33
• 3. 의미 어휘 증가에 미치 효과 = 36
• V. 결론 및 제언 = 40
• 1. 결론 = 40
• 2. 제언 = 40
• 참고문헌 = 42
• 영문초록 = 45
• 부록 = 47