설명담화에 나타난 경계선지능 언어장애 아동의 화용 특성 = Characteristics on Narratives of Language Disorder Children with Borderline Intellectual Functioning

다국어 초록 (Multilingual Abstract)

Explaining, one of various speaking method that we use to communicate, is major language activity that requires logical and systematic communication of meaning in a sense of construc ting new information and make listener to understand which is essential form of speaking tha t is required in daily life to have communication of accurate knowledge and persuading power that listener demands. Research on this kind of pragmatic ability or expository discourse had begun comparatively later than research on tales and conversation, research on expository dis course characteristics of children with borderline intellectual functioning language disorder alo ng with explaining had not been done. This lack of research is resulted as difficulty in under standing expository discourse characteristics of children with borderline intellectual functioning language disaorder and other characteristics of language. This causes difficulty in accurate an alyse and appropriate approach even though the group that expository discourse characteristic s of child with borderline intellectual functioning language disorder is included is high risk gr oup that experiences difficulty in social environment and school life. Accordingly, in this research analysed what symptoms the expository discourse characterist ics of child with borderline intellectual functioning language disorder shows and error type of expository discourse characteristics of child with borderline intellectual functioning language di sability. Here is the result of the research. First, as a result of analysis in ability of expositor y disclosure pragmatic communication ability between ordinary child and child with borderline intellectual functioning language disorder, it showed significant difference which showed that children with borderline intellectual functioning language disorder uses different pragmatic exp laining functions from ordinary child. Second, as a result of analysis in what pragmatic comm unication characteristics does children with borderline intellectual functioning language disorder shows in expository disclosure, children with borderline intellectual functioning language disabil ity showed difference not only in frequency of error occurrence but also in qualitative aspect. In conclusion, when children with borderline intellectual functioning language disorder is co mpared to ordinary children in same age range, significant difference was observed in exposit ory disclosure in error type and qualitative aspects. It can be said that it is meaningful as cu rrently, no prior research indicating Expository discourse characteristics of child with borderli ne intellectual functioning language disability and research that explains circumstances will be helpful in understanding of education and maladjustment and further, in appropriate mediation.

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