본음 복원 두음법칙 단어의 학습

국문 초록 (Abstract)

한글 철자 학습에 영향을 주는 요인들을 알기 위하여 두음법칙 단어들을 이용한 실험을 실시하였다. 두음법칙 단어들은 어두 환경에서 본래의 자음(본음)이 변화하는 한자어들이다(``소녀``의 ``녀``는 ``여왕``에서 ``여``로 변화한다). 이러한 단어들의 어두 자음을 본음대로 표기하여 철자가 달라지도록 한경우(예, ``녀왕``), 새로운 철자의 학습이 이루어지는 과정을 추적하였다. 자극 단어의 빈도(고, 저), 학습 여부(신, 구), 검사시기(3)를 조작하였다. 학습은 새로운 철자에 대한 설명과 예시로 구성되었으며, 3-4일 간격으로 어휘 판단 검사를 실시하였다. 실험 결과, 학습 단어에 대한 반응은 비학습 단어보다 신속하였으며 철자 학습의 가능성을 보여주었다. 학습 단어에 대한 어휘 판단은 빈도의 영향을 받았으나, 검사시기의 영향은 비교적 적었다. 비학습 단어에 대한 어휘 판단은 빈도와 검사시기의 영향을 모두 받았다. 철자 학습은 비교적 빨리 일어나서 1회의 훈련 후에도 즉시 효과가 나타났으며, 학습의 전이는 이보다는 늦게 나타났다. 실험의 결과를 심성어휘집과 어휘접속의 개념을 이용하여 설명하였다.

다국어 초록 (Multilingual Abstract)

An experimental study was conducted to explore some variables affecting orthographic learning in Hangul. Sino-Korean words were selected whose initial sound changed according to the so-called ``initial sound rule`` of the Korean language. Frequency (high vs. low), exposure (old vs. new), and test period (3) were manipulated. The lexical decision task was administered to evaluate the learning of a new spelling for an existing word, In the task, participants were required to decide whether a given letter string is a word or not. Participants visited the lab three times on different days with an interval of 3 to 4 days. Before tests, they were given an explanation about the initial sound rule and then exposed to a set of study words with the initial sound restored. They were requested to focus on new spellings of these words. The results showed that orthographic learning was possible but time-consuming. For the study words, the effect of frequency was significant, but the effect of test period was not significant. For the new words, however, both frequency and test period had a significant influence. Orthographic learning seemed to proceed rapidly but not easy to complete for a short term, and the transfer of the learning was observed at later period. It was shown that the concept of mental lexicon and lexical access was useful in explaining the orthographic learning of Sino-Korean words.

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