초등학교 정상아동의 관용표현 이해 능력의 발달

다국어 초록 (Multilingual Abstract)

Background & Objectives: The idiomatic expression is a special linguistic form that is particular in meaning, grammatical structure and usage. Idiom comprehension is especially difficult for children because idioms reflect historical and cultural background of society. In general, children begin to acquire idiomatic expressions in their childhood. Since they are frequently exposed to idiomatic expressions during their school age period, the comprehension of idiomatic expressions is crucial to their language development during this period.
There are only a limited amount of studies on the development of idiomatic expressions in children with language disorder. There is, however, no in-depth study on idiomatic expressions development in typically developing children. For this reason, we need a standard which could be used for comparing the development of idiom comprehension between typically developing children and children with language disorder.
The purpose of this research is to investigate the differences in comprehension of idiomatic expressions by typically developing children in terms of age, gender, transparency and familiarity.

Methods: 180 typically developing children participated in this study. The test subjects consisted of 60 children in the second grade, 60 children in the fourth grade, and 60 children in the sixth grade.
The task given to the students was to read a short paragraph followed by an idiomatic expression and choose one answer from four multiple choice answers that they thought was the meaning of the idiomatic expression. Then, they were asked to indicate their familiarity with the idiomatic expression in 5 point scale system.

Discussion & Conclusion: The result showed that comprehension of idiomatic expressions for typically developing children in elementary school increased with the age. In particular, the 2nd grade students scored significantly lowered than the 4th and 6th grade students in comprehension level. The scores improved significantly in the 4th grade student group compared to the 2nd grade group, which implies that comprehension of idiomatic expressions improve significantly around the 4th grade level and the difference in comprehension level by age diminishes as the grade goes up in the elementary school.
The difference in idiom comprehension between male and female children was observed among the 2nd and 4th grade students. This result indicates that the gender difference in idiom comprehension is noticeable at lower age, but the gap diminishes as they get older. Transparency is one of the factors that help understand idiomatic expressions. However, no correlation between transparency and idiom comprehension was observed in the test.
The correlation between familiarity and idiom comprehension was observed among the fourth and sixth grade children, and turned out to be statistically significant. The statistical significance of this correlation was higher among the 4th grade children than the 2nd and 6th grade children. These results indicate that the children in the fourth grade, who begin to develop their idiom comprehension, rely more on familiarity for understanding idiomatic expressions than the children in the sixth grade.

The results obtained in this research could be used as a significant indicator for language development of the school-aged children with language disorder. Therefore, it has a particular academic significance in linguistic pathology field. Also, it will be very useful for screening the children with specific language impairment who do not exhibit any conspicuous problems in language development but have a difficulty in pragmatics and/or the children with high functioning autism and Asperger's syndrome. Finally, frequently exposing children with language disorder to idiomatic expressions in daily life or making intervention to increase the frequency of their using idiomatic expressions will help increase their comprehension level of idiomatic expressions.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 3
• Ⅱ. 이론적 배경 4
• 1. 관용표현의 정의와 특성 4
• 2. 관용표현의 유형 6
• 3. 관용표현의 이해에 영향을 미치는 요인 8
• 4. 관용표현 이해능력의 발달 연구 10
• Ⅲ. 연구 방법 14
• 1. 연구 대상 14
• 2. 연구 자료 및 수집 절차 14
• 2.1. 검사도구 14
• 2.2. 검사 문항 제작 18
• 3. 연구 절차 20
• 4. 신뢰도 분석 21
• 5. 결과 처리 21
• Ⅳ. 결과 23
• 1. 집단간 연령에 따른 정답률 비교 결과 23
• 2. 집단별 성별에 따른 정답률 비교 결과 25
• 3. 투명도와 정답률의 상관관계 분석 결과 27
• 4. 친숙도와 정답률의 상관관계 및 집단별 차이 분석 결과 28
• Ⅴ. 결론 및 제언 30
• 참고문헌 35
• A. 부록 41
• A.1. 최종 선별된 관용표현 목록 및 투명도에 따른 분류 41
• A.2. 예비검사 실시 아동 정보 및 결과 42
• A.3. 관용표현 이해 및 친숙도 검사지: 연습문제 43
• A.4. 관용표현 이해 및 친숙도 검사지: 본검사 44
• A.5. 집단별 관용표현 문항 투명도와 정답률 52
• A.6. 집단별 관용표현 문항 친숙도와 정답률 53
• Abstract 54