성별, 연령에 따른 참조적 의사소통 훈련이 유아의 언어능력에 미치는 영향

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine whether referential communication technique trained infants could more effectively carry out communication than untrained infants or not.
The hypltheses of this study are as follows :
Hypothesis 1.
There will be significant difference for number of asking question and selecing right reference between referential communication technique trained infants and untrained infants.
Hypothesis 2.
There will be significant difference for number of asking question and selecing right reference between age.
Hypothesis 3.
There will be significant difference for number of infant's asking question and selecting right feference between message type.
Hypothesis 4.
There will be significant difference for number of asking question and selecting right reference between age.
Hypothesis 5.
There will be significant difference for number of asking question and selecting right reference between trained and untrained infant even in delayed post-examination.
The subject of this study was 40 full 5-year-old infants attending the middle-class kindergarten (boy : 20, girl : 20), 40 full 3-year-old infants(boy : 20, girl : 20), they were randomly sampled as experimental group and control group. The process of experiment was carried on in the order of preliminary experiment, experimenter training, immediate after-test delayed after- examination, the processing of statistics obtained from study used the repeatedly measured variable analysis by MANOVA, all statistical significant level was tested on the level of .05 and .001.
Its study results are as follow.
First, referential communication trained infant showed significantly higher scores in asking question and selecting right reference than untrained infant.
Second, 5-year-old infant showed significantly higher difference in number of question and selection of right reference than 3-year-old infant.
Third, the priority order of infant's asking question was non-information message, incomplete information message, complete information message, that of selecting right reference was complete information message, incomplete information message, non-information message.
Fourth, there showed no significant difference in number of infant's asking question and selecting right reference between age.
Fifth, training effect shown in the after-test continued in the delayed after-test performed 14 days later.

목차 (Table of Contents)

• Ⅰ. 문제제기
• Ⅱ. 연구방법
• Ⅲ. 연구결과
• Ⅳ. 논의 및 결론