이중언어 환경 아동의 언어연령과 평균형태소길이의 특성

박지윤 ( Ji Yun Park ),석동일 ( Dong Il Seok ) 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.3

이 연구는 언어연령과 평균형태소길이로 이중언어 환경 아동들의 언어발달 특성을 밝히는데 연구의 목적을 두었다. 연구의 방법으로 이중언어 환경 아동들과 단일언어 환경 아동들을 대상으로 수용언어 및 표현언어 검사와 자발화의 분석을 통하여 두 집단 간 언어연령과 평균형태소길이를 비교하였다. 구체적인 연구의 대상은 이중언어 환경 아동 3, 4, 5, 6세 각 3명, 7명, 9명, 7명씩 총 26명과 단일언어 환경 아동 3, 4, 5, 6세 각 3명, 7명, 8명, 6명씩 총24명으로 하였으며, 이 연구의 결과는 다음과 같다. 첫째, 이중언어 환경 아동들과 단일언어 환경 아동들의 언어연령에서 수용언어연령의 경우언어 환경 간 5세에 유의한 차이가 나타났으나, 표현언어연령의 경우는 유의하지 않았다. 이중언어 환경 아동의 연령 간 언어연령에 대한 일원분산분석 결과에서 유의한 차이가 있었다. 둘째, 이중언어 환경 아동들과 단일언어 환경 아동들의 언어 환경 간 연령별 평균형태소길이에 유의한 차이가 없었다. 이중언어 환경 아동의 연령 간 평균형태소길이에 대한 일원분산분석의 결과에서 이중언어 환경 아동들의 3세와 5세 간에 유의한 차이가 있었다. 이러한 결과는 이중언어 환경 아동들의 언어발달이 연령이 증가함에 따라서 언어능력도 증가하나 단일언어 환경 아동들보다 지체됨을 보여주었다. 따라서 언어발달의 결정적인 시기인 3세~5세에 언어발달이 열악한 이중언어 환경 아동에 대한 조기 중재가 필요하다고 본다. The aim of this study was to examine and to compare between bilingual environment children and monolingual environment children in language age and MLU-m characteristics. Subjects included 26 children of 3 to 6 years old in the bilingual environment, and 24 children of monolingual environment. The results of this study was as following. First, there was some significant difference between bilingual environment children and monolingual environment children in 5 years of receptive age. But there was no significant difference between groups and ages in expressive age. There were some significant differences in receptive age and expressive age among ages in bilingual environment children in results of one-way ANOVA. Second, there was no significant difference between bilingual environment children and monolingual environment children in MLU-m. There was some significant difference between 3 years and 5 years in bilingual environment children in MLU-m in results of one-way ANOVA. These results showed that bilingual environment children delayed than monolingual environment children in language development, though their language competence growed like monolingual environment children. So bilingual environment children need some mediation for their language development.

경상도 농촌지역 다문화가정 아동들의 언어특성

황상심(Sang-Shim Hwang),정옥란(Ok-Ran Jeong) 한국언어청각임상학회 2008 Communication Sciences and Disorders Vol.13 No.2

배경 및 목적: 농촌지역 다문화가정에서 성장하는 아동들은 다문화환경과 지역적 또는 다른 요건으로 인하여 다른 언어특성을 보일 것이 예측된다. 본 연구에서는 농촌지역 다문화가정 아동과 동일 지역에서 성장하고 있는 비교집단 아동들의 언어특성을 비교하였다. 방법: 본 연구는 경북 A농촌지역 및 경남 H농촌지역에 거주하는 생활연령이 만 2세 11개월에서 만 7세 4개월까지 국제결혼으로 형성된 필리핀, 일본, 베트남 등의 다문화가정아동 47명(남:여=25:22)을 실험집단으로 하였다. 실험집단과 생활연령을 일치시킨 아동 21명(남:여=12:9)을 비교집단으로 선정하여, 취학 전 아동의 표현-수용언어척도와 그림어휘력검사로 실험집단과 비교집단의 통합언어연령, 수용언어, 표현언어 및 어휘이해력을 평가하였다. 또한 다문화가정 아동들을 필리핀 다문화가정아동과 일본 다문화가정 두 집단으로 나누어 두 집단의 언어특성을 비교하였다. 결과: 다문화가정 아동들이 통합언어연령, 수용 및 표현, 그리고 어휘이해력에서 비교집단 아동들에 비하여 통계적으로 유의미하게 낮은 수행력을 나타내었다. 필리핀 다문화가정 아동과 일본 다문화가정아동 집단을 비교한 결과 두 집단 간 유의미한 차이가 없었다. 논의 및 결론: 비교집단에 비하여 다문화가정 아동들이 언어이해, 표현 및 어휘이해력에서 통계적으로 유의미한 차이가 있는 것으로 나타났으나, 일본과 필리핀 두 집단 간 비교에서는 유의미한 차이가 없었다. Background & Objectives: It is expected that children from a culturally diverse family environment will have different language abilities to children from a culturally uniform family environment because of the exposure of the former to different language environments. This study compared language characteristics of children from culturally diverse groups (experimental group: Japanese, Philippines, and others; n=47) to those of Korean children (control group). The majority of the experimental group subjects were from the Philippines and Japan. Methods: To evaluate the speech and language abilities of the children, two standardized tests (Preschool Receptive-Expressive Language Scale and Picture Vocabulary Test) were used. Performances were analyzed by the “t” test procedure. Results: First, there were statistically significant differences in speech and language performance between the culturally diverse environment group and the control group. Second, when the country of origin of the mother was taken into account, there were no significant differences in percentiles. Discussion & Conclusion: The results of the study suggest that the language abilities of children from a culturally diverse family environment are different from those from a culturally uniform family environment. Future studies examining the specific linguistic characteristics within each cultural group are warranted.

언어 사용 환경에 따른 다문화가정 아동의 언어 발달 척도 조사

유민애 서울대학교 국어교육연구소 2018 국어교육연구 Vol.42 No.-

The purpose of this study is to examine the language proficiency of preschool children from multicultural families based on the language environment offered by their mothers. In this study, we administered surveys, interviews, and standardized language development tests among 20 mothers from multicultural families, as well as their children. Results showed that 70% of the children from multicultural families were in the normal category of language development while 30% of them experienced some delay in language development. The following scenarios of mothers’ language use within multicultural families were identified: 1) the mother mainly speaks her native language, 2) the mother speaks Korean, and 3) the mother speaks a balance of her native language and Korean. In the second scenario the child’s language development tended to be slightly retarded due to the mother's poor Korean proficiency. In the third scenario as well, there was a slight lag in the child’s language development due to the linguistic confusion caused by a bilingual environment. These results show that mothers' language use in multicultural families greatly influence their children, and that mothers’ continuous learning of the Korean language as well as support and help from family members are necessary for normal language development among children. 본 연구는 다문화가정 내에서 주 양육자인 어머니가 사용하는 언어 환경에 따라 다문화가정 자녀들의 언어능력 양상을 살펴보는 데에 그 목적이 있다. 이에 본 연구는 다문화가정 어머니와 그들의 자녀 각각 20명을 대상으로 하여, 설문조사, 인터뷰, 표준화된 언어 발달 검사를 실시하여 자료를 수집하였다. 다문화가정 어머니를 대상으로 설문조사 및 인터뷰를 실시하여, 가정 내에서의 언어 사용 환경을 분석하였고, 그들의 자녀를 대상으로 ‘취학 전 아동의 수용언어 및 표현언어 발달 척도(PRES)’ 검사를 실시하여 아동의 언어 발달 양상을 확인하였다. 그 결과, 다문화가정 자녀의 언어 발달은 70%가 정상 범주에 속하였고, 30%는 약간의 발달 지체 현상을 보였다. 또한 다문화가정 어머니의 언어 사용 환경에 따라, 1) 어머니가 자신의 모국어를 주로 사용하는 경우, 2) 어머니가 한국어를 주로 사용하는 경우, 3) 어머니가 자신의 모국어와 한국어를 균형 있게 사용하는 경우로 유형화할 수 있었다. 2)의 경우 어머니의 서툰 한국어로 인해 아동의 언어 발달이 약간 지체되는 경향이 있었으며, 3)의 경우 이중언어 발달 과정에서 겪는 언어적 혼란으로 약간 지체 현상을 보이는 경우도 있었다. 이상의 결과는 다문화가정 내에서 주 양육자인 어머니의 언어 사용 환경이 그들의 자녀에게 많은 영향을 주며, 그들 자녀의 정상적인 언어 발달을 위해서는 어머니의 지속적인 한국어 학습과 가족 구성원의 지지와 도움이 필요하다는 것을 보여준다.

중국 조선족 부모의 이중언어사용과 가정문해환경이 만 3세 유아의 이중언어 표현어휘력에 미치는 영향

곽미언,최나야,캉리 미래유아교육학회 2022 미래유아교육학회지 Vol.29 No.2

This study aimed at investigating the effects of bilingual language use of parents and home literacy environment on simultaneous bilingual preschoolers’ Korean-Chinese expressive vocabulary proficiency. A total of 126 children and their parents, who were Korean ethnics living in Tumen City and Meihekou City of China, participated in this research. Bilingual expressive vocabulary task was conducted to children and parents were required to complete questionnaires about their bilingual language use and home literacy environment. Collected data were analyzed using SPSS program to compute percentiles, means, standard deviations, and to conduct Pearson’s correlation, one-way ANOVA, and regression. The main results were as follows. First, preschoolers were found to score higher in Chinese than in Korean. Though the equivalent age was relatively lower than the actual age on both languages, Korean and Chinese vocabularies were complementary to each other. Second, Korean-Chinese parents used more Chinese than Korean at home. Additionally, this unbalanced bilingual language use had a significant effect on their children’s bilingual expressive vocabulary proficiency. Third, the home literacy environment, such as the amount of books, frequency of literacy activities, and parent-child literacy activities, played an important role in improving children’s bilingual expressive vocabulary proficiency. Considering there was rare study targeting at Korean-Chinese simultaneous bilingual young children, this study focused on these subjects and examined the effect of family factors on bilingual vocabulary development, through which clarifying the importance of bilingual exposure via parents. 본 연구의 목적은 부모의 이중언어사용과 가정문해환경이 동시적 이중언어 유아의 한국어-중국어 표현어휘력에 영향을 미치는지 살펴보는 것이다. 이를 위해 중국 연변 조선족 자치주의 만 3세 유아 126명과 그들의 부모를 대상으로 자료를 수집하였다. 유아에게 두 언어의 표현어휘력 검사를 일대일로 실시하였고, 부모를 대상으로 가정 내 언어사용과 문해환경에 대한 질문지 조사를 수행하였다. 본 연구의 결과는 다음과 같다. 첫째, 한-중 동시적 이중언어 유아들은 한국어보다 중국어 표현어휘력이 더 높은 수준이고, 두 언어에 대해 모두 실제 월령보다 등가연령이 상대적으로 낮았지만, 한국어-중국어 어휘력이 상호보완적임을 알 수 있었다. 둘째, 중국 조선족 부모들은 가정에서 한국어에 비해 중국어를 더 많이 사용하고, 이러한 부모의 이중언어사용은 자녀의 이중언어 표현어휘력에 유의한 영향을 미쳤다. 셋째, 문해자료 구비정도, 문해활동 빈도, 부모-자녀 간 문해활동이 포함된 가정문해환경은 유아의 이중언어 표현어휘력 향상에 중요한 역할을 한다. 지금까지 선행연구가 매우 부족한 한국어-중국어 동시적 이중언어 습득 유아를 대상으로 한 이 연구는 이중언어 어휘력 발달에 영향을 미치는 가정적 변인에 주목함으로써 부모를 통한 두 언어 노출의 의미를 규명하였다는 의의를 가진다.

Project for Creating Bilingual Environments Viewed from the Perspective of Japanese Language Education for the Children from Korean-Japanese Multicultural Families: Focusing on the Program of the Multicultural Families Support Center in Dobong-gu

노주현 한국일본학회 2020 日本學報 Vol.0 No.124

The present study investigated the project for Creating Bilingual Environments in Multicultural Families implemented by the Multicultural Families Support Center in Dobong-gu, Seoul, Republic of Korea, in 2018. The study examined Japanese language education for children from Korean-Japanese multicultural families. The study found that, first, the bilingual coaching program for parents would improve their multicultural understanding and awareness of the importance of bilingual education and environmental promotion. This enhanced awareness would foster bilingual environment and motivate their children to learn the Japanese language. Second, the parent-children interaction program and bilingual application program would reinforce the emotional and cultural sense of solidarity between the parents and children and provide opportunities to be naturally exposed to Japanese sounds such as Japanese pronunciation. Moreover, such developments would cause interest in Japanese listening and speaking activities while fostering environments that would enhance their speaking and listening abilities. From the perspective of Japanese language education for children from Korean-Japanese multicultural families, the present study has put forward a set of elements for improvement; First, it is necessary to improve activities and programs through which Japanese written language can be presented. Second, it is important to improve programs arousing interest in Japanese reading and writing activities while fostering environments for reading and writing ability enhancement. Third, a significant program should be established and provided which would help elementary-school students learn Japanese during linguistically critical period. To help children from the Korean-Japanese multicultural families develop multilingual skills desired by the global community, more social interest and support for the project will be necessary. This would facilitate further additions to the program to create bilingual environments for multicultural families.

한일 국제결혼가정 자녀의 언어운용능력 - 한국어와 일본어의 관계를 중심으로 -

주현숙 한국일본어문학회 2019 日本語文學 Vol.80 No.-

1970-80年代から歐米を中心に、バイリンガル環境は語彙力·上位言語能力·上位認知能力などを高め、また思考の柔軟性にも肯定的であるという結果が報告されている。特にカナダの言語學者·敎育學者であるカミンズは、二つの言語に同時に接觸している二重言語話者の場合、第1言語と第2言語の間には兩言語の基底に共有されている言語能力があり、兩言語の間で互いに肯定的に轉移すると主張し、これを相互依存關係と呼んだ。この反說を檢證した硏究は韓國では非常に少數である。そこで本硏究では、韓國語と日本語の間でも相互依存關係が成立するかどうかを檢證するため、ソウル在住の韓日國際結婚家庭の子女を對象に兩言語の運用能力を測定·比較した。その結果、國際結婚家庭で育つ子女の韓國語と日本語の間にも相互依存關係が成立することが確認された。特に敎科關連の語彙を使って抽象的な槪念をを說明したり、意見を言ったりする會話能力において强い相關關係があることが認められた。これは日本に居住する韓國人家庭の子どもを對象に相互依存關係があることを檢證した筆者の他の硏究結果とも共通するものであり、韓國語と日本語の語彙や構文などの類似性によるものかどうか今後の檢討が必要である。 Since the 1970s, a bilingual environment has been reported to have a positive effect on the flexibility of thinking and to improve vocabulary, meta language skills and meta cognitive skills. In particular, J. Cummins, Canadian language pedagogist argued that a bilingual speaker who communicates using two languages at the same time, has a common underlying proficiency at the base of the two languages, so that it can be positively transferred to the other language rather than interfering with each other. This paper examined the language abilities of children of Korean-Japanese parents living in Seoul and verified the interdependence of the Korean and Japanese languages. There was a strong correlation between the two languages, especially in the children’s ability to express abstract concepts and explain their opinions on various subjects. This is connected to the author's other study that confirms the interdependence of Korean and Japanese languages among the children of Korean families living in Japan.

청각장애부모 가정 건청아동(CODA)의 언어발달 관련 연구 문헌분석

이은주 ( Eun Ju Lee ),김영태 ( Young Tae Kim ) 이중언어학회 2011 이중언어학 Vol.46 No.-

The purpose of current study was to analyze the trends of research regarding CODA(children of deaf adults) by analyzing the articles from 1976 to March 2011 in international foreign journal. Seventeen studies met strict criteria for this review. The research was conducted by analyzing their participants, research methods, independent, dependent variable, and results. The results explained that hearing children born to deaf parents are often called CODAs or codas. Many of these hearing children grow up in a deaf-culture environment that ASL (American sign language) is a legitimate language for family interaction. So they are considered bimodal (two different modalities of sign and speech) bilingual and bicultural in that they potentially share the language and culture of their Deaf parents. Some studies related CODA have been expressed serious concern about the potential for spoken language delay base upon the presumption that the child lacks adequate speech input in the home environment. and other studies have been concluded that CODA do develop speech and language normally. We discussed the implication regarding research trends of the language environment and development of CODA. If the research of this parts continue, it can be able to develop useful bilingual research of bimodal environment that have clinical application and more meaningful work.

음운인식 훈련이 이중언어환경 아동의 읽기능력 개선에 미치는 효과

서정옥(Seo Jeong-Ok),강은희(Kang Eun-Hee) 한국재활과학회 2007 難聽과 言語障碍 Vol.30 No.2

  The purpose of this study is to find out the effects of word reading ability through phonological awareness training according to Syllable-Level for children from internationally married couple. Previous studies indicate that children with reading disabilities have improvements in their phonological awareness and reading ability through phonological awareness training. Based on the previous studies outcome, the experiment selected 3 language-delayed children in the bilingual language environment.<BR>  The phonological awareness training is made of counting number of syllable, matching syllable, detaching and composing syllables, substituting syllable and omitting syllable. The experiment is conducted for forty-five minutes per session, three times a week. The design of experiment is multiple baseline design across subjects which consisted of baseline stage, treatment stage, maintenance stage. Phonological awareness and reading ability was examined one time per two session for treatment.<BR>  The results were as follows ;<BR>  First, the phonological awareness was improved in all subjects after treatment. The subjects maintained the ability to understand an interrogative continuously.<BR>  Second, the word reading ability of subjects was improved by phonological awareness training according to Syllable-Level. The subjects maintained the ability of word reading.

다문화가정 청각장애아동의 조음음운 특성에 대한 사례연구

이은경(Eun Kyoung Lee),석동일(Dong il Seok) 한국언어치료학회 2010 言語治療硏究 Vol.19 No.1

The purpose of this study was to investigate the accuracy of articulation and phonological process characteristics of children with cochlear implants who live in bilingual language environments. The subjects were two children aged betwwen four and six who were from bilingual language environments and who had cochlearimplants. Accuracy of articulation was analyzed by percent of consonants correct (PCC) and percent of vowels correct (PVC). Phonological process was analyzed by percent for phonological processing. The results were as follows. First, there were percentage of consonants correctly. Subjects 1 and 2 showed PCC of 60.5% and 55.8% respectively. All subjects scored 90% PVC. Second, there were subjects produced using uncommon phonologicalprocesses especially liquid omission, final consonant omission, and alveolar omission.

이중언어 환경 아동의 음운변동 특성

권미지 ( Mi Ji Kwon ),박상희 ( Sang Hee Park ),석동일 ( Dong Il Seok ) 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.2

이 연구는 이중언어 환경 아동들과 단일언어 환경 아동들의 음운변동률에 대한 조사를 실시하여 이중언어 환경 아동과 단일언어 환경 아동의 음운변동 특성을 비교 분석하였다. 이중언어 환경 아동 4, 5, 6세 각 7명, 9명, 7명씩 총 23명과 단일언어 환경 아동 4, 5, 6세 각 4명, 9명, 6명씩 총 19명을 연구 대상으로 하였다. 이 연구 결과는 다음과 같다. 이중언어 환경 아동들과 단일언어 환경 아동들의 음운변동률에 대하여 발달적인 음운변동 과 비발달적인 음운변동으로 살펴보았다. 발달적인 음운변동의 경우 종성생략 변동에서 언어환경간 유의한 차이가 있었다. 또한 비발달적인 음운변동의 경우 언어환경과 연령간 분산 분석 결과 이완음화, 모음편차, 첨가, 치조음생략에서 언어환경간 유의한 차이가 나타났다. 그러나 언어환경간과 연령간의 상호작용은 통계적으로 유의하지 않았다. 또한 탈기식음화에서 언어환경과 연령간의 상호작용이 통계적으로 유의하였으나 언어환경간과 연령간은 유의한 차이가 나타나지 않았다. This study is about phonological processes of bilingual language environment children and monolingual language environment children and is compared between bilingual language environment children and monolingual language environment children in phonological process characteristics. 23 subjects of bilingual language environment children were chosen between 4 to 6 years, 7, 9 and 7. 19 subjects of monolingual language environment children were chosen between 4 to 6 years, 4, 9 and 6. The results are as following. This study compared bilingual language environment children and monolingual language environment children in developmental phonological processes and nondevelopmental phonological processes. There are some significant differences language environment groups in final omission in developmental phonological processes. Also There are some significant differences between language environment groups and ages in results of two-way ANOVA in lenition, vowel declination, addition and alveolar omission of nondevelopmental phonological processes. But there is no significant difference between language environment groups and ages interaction. And there are some significant differences between language environment groups and ages interaction in deaspiration but there is no significant difference between language environment groups and ages.