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송기범(Song Ki-Bum),손은남(Sohn Eun-Nam) 한국재활과학회 2007 難聽과 言語障碍 Vol.30 No.1
This study was to examine semantic characteristics in inability of patients with Broca’s aphasia in their understanding of verbs, by categorizing verbs from a semantic perspective. Verbs implying physical movements were classified as dynamic verbs and compared with stative verbs in order to investigate whether patients with Broca’s aphasia had a significant difference in their understanding of dynamic and stative verbs.<BR> The results were as follows ;<BR> Firstly, Patients with Broca’s aphasia had a significant difference in their understanding of dynamic and stative verbs; they were found to better understand dynamic verbs than stative ones.<BR> Secondly, Patients with Broca’s aphasia were found to have no significant difference by position in their understanding of verbs positioned before or after uninflected words.<BR> Thirdly, In the analysis of the ratio of 3 types of errors such as semantically-associated words, phonemically-associated words, and non-associated words, most errors were found in semantically-associated words; in place of target words, participating patients were more likely to choose semantically-associated words with target ones.
김종현(Kim Jong Hyun) 한국재활과학회 2004 難聽과 言語障碍 Vol.27 No.1
The purpose of this study is to review the characteristics of the visual and auditory perception of speech in the hearing-impaired children. The results were as follows; First, there is a great deal of evidence that observing articulatory movements can contribute crucially to the perception of spoken language. Second, in spite of limitations in visual communication, many hearing impaired children learn speech and language through speech reading. Third, the combined approach, sight and sound, would appear to be not only desirable, but mandatory. with it the speech reader can receive as much as 70 percent of the total information. Fourth, most of the hearing impaired children have potentiality to learn speech by auditory approach.
박미혜(Park Mee-Hye) 한국재활과학회 2004 難聽과 言語障碍 Vol.27 No.2
In curriculum of special school for the deaf, activities of therapeutic education is most important. However the history of therapeutic education was short and academic background was not completed, so that was a difficult in therapeutic special teachers. In this study, we aimed that to aware of the present condition of activities of therapeutic education. It participated in 20 special teacher and they were reported questionnaire for a general of activities in therapeutic education. The results are followed; first, the contents of therapeutic education are very in different locals and each schools. Second, because of the therapeutic teachers was not sufficient, more effective curriculum in therapeutic education is not managed. Third, an activities demand for the therapeutic teachers is speech & language training and auditory training. Fourth, The expectation of therapeutic teachers is great but the support of school administration is not sufficient.