멀티미디어를 활용한 동화학습활동이 유아의 언어능력에 미치는 영향 = The Effect of Multimedia Storybook Learning Activities on the Language Ability of Young Children

다국어 초록 (Multilingual Abstract)

It is the object of this research to probe the influence of using multimedia in storytelling activities on the language ability of young children. Additionally, a concrete study of the effect of multimedia used in storytelling activities on children based on their level of interest in reading will be pursued. Towards this end, basic source material associated with the distinct characteristics of various methods of storybook presentation used in the actual education of young children and the media activities available to the instructor will be presented.
The objectives of this research are as follows:
1. What is the effect of storytelling activities that use multimedia on the language ability of young children?
1-1) Is there a difference in the level of vocabulary obtained between children from storytelling groups that teach via multimedia as opposed to ones that teach by storybooks?
1-2) Is there a difference in comprehension of vocabulary between children from storytelling groups that teach via. multimedia as opposed to ones that teach by storybooks?
1-3) Is there a difference in the ability to express oneself via language between children from storytelling groups that teach via multimedia as opposed to ones that teach by storybooks?
2. What is the influence of storytelling activities that use multimedia on the interest that young children take in reading?
2-1) When using multimedia in storytelling activities, is there difference in the level of vocabulary obtained between the young children in groups that highly interested in reading and those that are not so interested in reading?
2-2) When using multimedia in storytelling activities, is there difference in the level of understanding of vocabulary between the young children in groups that highly interested in reading and those that are not so interested in reading?
2-3) When using multimedia in storytelling activities, is there difference in using language to express oneself between the young children in groups that highly interested in reading and those that are not so interested in reading?
This research has entered upon a examination of the degree of interest towards reading held by the 72 5-year old young children of parents that belong to the middle class both in terms of education and income at S Kindergarten in Incheon City. The final average has been used as a standard categorizing the children in a low and high interest group, after which 36 children have been evenly distributed between the low and high interest groups within the storytelling activity group that uses multimedia and the one that uses picture books.
The research employs the PPRAI (Primary Pupil Reading Attitude Inventory) conceived by Askov (Askov, 1973; Im Won Shin, 1993, quoted again) to probe the degree of interest towards reading by young children and uses Chang Young Ae' s (1981) prelimary investigations regarding the degree of vocabulary obtained, understanding of vocabulary, and ability to express oneself via language of children aged 4 to 6 to probe the language ability of young children.
This research employs two independent variables: the method of learning via storytelling and two-way ANOVA which is used in considering all aspects of reading level. In order to determine the effectiveness of multimedia used in storytelling activities on the interest that young children hold towards reading, one-way ANOVA has been used- The results of this research have been sued in the next section.
Firstly, it has been discovered that there is more development in terms of vocabulary obtained by young children when using multimedia in storytelling activities than when using picture books. When viewed alongside Han Tae Suk' s (1998) research results, which revealed that the use of computer software for storytelling classes was more effective than that of picture book classes for increasing the comprehension and interest towards reading of young children, it is evident that the use of multimedia in storytelling classes induces the interest and curiosity of young children and prompts them to spontaneously engage in book reading activities. Furthermore, the end result of this is an improved vocabulary among these young children.
To sum up, when pictures associated with the contents of the story are well-matched and the vocabulary, language, and sentences are presented together, young children are able to concentrate their efforts on learning and boost their recall of what was learned. Hence, the language ability of these young children is raised as a result.
Secondly, the use of multimedia in storytelling activities is statistically more effective than that of picture books in raising the language comprehension of young children. When multimedia is used in storytelling activities, young children are able to see movies, pictures, and animation, which enables them to give flight to their imagination. While listening to the vivid and rich sounds and music their interest towards reading naturally increases. Compared to activities centered on picture books, young children are more capable of understanding the content and hence obtain a higher comprehension of the vocabulary involved
Thirdly, the use of multimedia in storytelling activities statistically has no effect on the development of the ability to express oneself via language among young children. The reason behind this is that there is no method to sufficiently cross-check ability to express oneself via language with the tools selected because those tools were originally designed for analyzing the ability to express oneself via language that was not related the graphic content of picture books.
Fourthly, though this research originally predicted that the use of multimedia in storytelling activities would result in quite a difference between groups of young children with a high interest towards reading and those with a low interest. While young children that were taught with multimedia in storytelling activities did indeed receive higher scores on the average that those that were taught with picture books in terms of vocabulary obtained, language understanding, and the ability to express oneself via language, the statistical difference was so slight as to suggest that there really is no difference.
Integrating the results of this research, it can be said that the strengths of multimedia, such as dialogue CD-ROM titles and electronic books with animation, are conveying a story to young children via beautiful animation and vivid and interesting sounds. Various multimedia storytelling learning methods can be fused into an integrated activity program that is tailored to the ability and level of the individual young child, offering personalized education. Since multimedia methods such as electronic books offer more than just the traditional flat media associated with picture books in terms of live animation, the interest that young children hold towards reading is increased naturally. When this interest is increased, the vocabulary obtained and degree of language comprehension increase as well.
The results of this research have shown that the use of multimedia in storytelling activities has a positive effect on the vocabulary acquisition, language comprehension, and language ability of young children and has determined that use of multimedia is a useful strategy in educating young children. It has been revealed that multimedia used during the presentation of storytelling activities is highly effective in increasing the degree of interest and curiosity that young children have towards reading. When presenting story books, more effective educational strategies that use a wide variety of media suited to the different developmental levels of young children need to be developed. In order to bring these tools to the fore, more research has to be done in this area.

목차 (Table of Contents)

• 목차
• I. 서론
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 연구의 문제 = 4
• 4. 용어의 정의 = 6
• II. 이론적 배경
• 1. 유아기 동화의 교육적 가치 = 8
• 2. 유아기 동화의 교수방법 = 9
• 3. 유악교육과 컴퓨터 = 10
• 가. 유아 컴퓨터 활동을 보는 두 가지 입장 = 11
• 나. 유아 컴퓨터 활동의 발달적 효과 = 12
• 다. 유아교육에서의 멀티미디어의 활용 = 15
• 4. 멀티미디어를 활용한 동화학습활동 = 17
• 가. 멀티미디어를 활용한 동화학습의 중요성 = 17
• 나. 멀티미디어를 활용한 동화학습의 교수원리 = 19
• 5. 멀티미디어를 활용한 동화학습과 언어 능력발달 = 21
• 가. 유아기 동화학습과 언어능력발달 = 21
• 나. 유아의 읽기 흥미와 언어능력과의 관계 = 22
• 다. 멀티미디어를 활용한 동화학습이 유아의 언어능력에 미치는 영향 = 24
• 라. 선행연구의 고찰 = 25
• III. 연구의 방법
• 1. 연구의 대상 = 27
• 2. 연구의 설계 = 27
• 3. 연구의 도구 = 28
• 4. 연구의 절차 = 31
• 5. 자료의 처리 = 38
• IV. 연구결과 및 해석
• 1. 멀티미디어를 활용한 동화학습활동이 어휘력에 미치는 영향 = 39
• 2. 멀티미디어를 활용한 동화학습활동이 언어이해력에 미치는 영향 = 40
• 3. 멀티미디어를 활용한 동화학습활동이 언어표현력에 미치는 영향 = 42
• 4. 읽기 흥미에 따라 멀티미디어를 활용한 동화학습활동이 어휘력에 미치는 영향 = 43
• 5. 읽기 흥미에 따라 멀티미디어를 활용한 동화학습활동이 언어이해력에 미치는 영향 = 44
• 6. 읽기 흥미에 따라 멀티미디어를 활용한 동화학습활동이 언어표현력에 미치는 영향 = 45
• V. 논의 = 46
• VI. 요약 및 결론
• 1. 요약 = 48
• 2. 결론 및 제언 = 52
• ※ 참고문헌 = 54
• ※ 부록
• 1-1. 읽기 흥미 검사도구 = 61
• 1-2. 읽기 흥미 검사지 = 63
• 2-1. 언어 능력 검사도구 = 64
• 2-2. 언어 능력 검사지 = 81
• ※ ABSTRACT = 83