함께 쓰기활동에서 나타나는 청각장애유아-어머니간의 상호작용 특성 = A Study on Types of Mother-Child Joint Writing Interaction among Children with Hearing Impairment

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the types of mother-child joint writing interaction among children with hearing loss, and the characteristics of maternal mediation in writing task according to the level of writing proficiency of hearing impaired children. The subjects were 10children with hearing loss and their mothers. The children were divided into two groups by writing proficiency: high performing group, low performing group. Researchers recorded mother-child joint writing activities on videotapes and transcribed. The results were as follows. First, in the graphophonemic mediation, the type that mothers encouraged their children to write by themselves was most frequently, then was followed by the type of giving children a model to copy and the type of dictating the required letter name. In the atmosphere, neutral atmosphere was most frequently, then was followed by positive atmosphere, negative atmosphere. In the linguistic feedback, ‘no feedback' was most frequently, then was followed positive feedback, negative feedback. Second, in the graphophonemic mediation mothers in high performing group most frequently showed the type that mothers encouraged their children to write by themselves, and mothers in low performing group mainly showed the type of giving children a model to copy. Mother's demand for precision in high performing group was low, but mother's demand for precision in low performing group was high. In the atmosphere, the mothers in high performing group mainly created neutral atmosphere, but the mothers in low performing group mostly created positive atmosphere. As for mother-child collaboration, the mothers in two groups mainly collaborated with their children, but the mothers in low performing group also showed the type of ‘partially acceptance’ and ‘neglect’. In the linguistic feedback, ‘no feedback' was most frequently in all two groups, then was followed by positive feedback, negative feedback. This study provided the information about the types of joint writing interaction that could facilitate literacy skills at home for children with hearing impairment.

국문 초록 (Abstract)

본 연구는 청각장애유아와 그들의 어머니간의 함께 쓰기활동에서 나타나는 전반적인 상호작용 특성과 청각장애유아의 쓰기수준에 따른 상호작용 특성을 살펴보았다. 청각장애유아 10명과 그들의 건청어머니 10명에게 함께 쓰기과제를 실시하여 상호작용 특성을 분석한 결과는 다음과 같다. 첫째, 전반적으로 자소음소 지도에 있어서는 유아가 전체적인 과정을 독립적으로 쓰도록 격려하는 유형의 점수가 가장 높았고, 정확성 요구하기에 있어서는 교정에 초점을 두고 자녀가 철자와 단어를 정확하게 쓰도록 요구하는 유형이 가장 빈번하게 사용되고 있었다. 또한 전반적으로 분위기에 있어서는 중립적 유형의 점수가 가장 높았고, 상호성에 있어서는 상호협력 유형의 점수가 가장 높았으며, 언어적 피드백에 있어서는 언급 없음 유형의 점수가 가장 높았다. 둘째, 자소음소 지도에 있어서 상집단은 유아가 전체적인 과정을 독립적으로 쓰도록 격려하는 유형의 점수가 가장 높은 반면 하집단은 어머니가 단어를 말하고 단어를 보여주면서 베껴 써보게 하는 유형의 점수가 가장 높았다. 정확성 요구하기에 있어서 상집단은 쓴 결과에 대해 거의 언급을 하지 않는 유형이 가장 많은 반면 하집단은 만족스러운 산출이 아닐 때 교정을 요구하는 유형이 가장 많았다. 분위기에 있어서 상집단은 중립적 분위기에 치중되어 있는 반면 하집단은 온화한 분위기가 가장 두드러졌다. 상호성에 있어서는 상하집단 모두 상호협력 유형의 점수가 가장 높았으나, 상집단에서는 상호협력 유형만 나타났으며 하집단에서는 일부 수용 및 거부무시 유형도 같이 나타났다. 언어적 피드백에 있어서는 상하집단 모두 언급없음 유형의 점수가 가장 높았다. 따라서 본 연구는 청각장애유아의 문해를 촉진시키기 위해 가정에서 행해질 수 있는 쓰기활동에 대한 기초자료를 제공했다는 점에서 의의를 찾을 수 있다.

참고문헌 (Reference)

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