聽覺障碍兒童의 文型發達에 관한 硏究

국문 초록 (Abstract)

本 硏索의 目的은 學齡期 蘿覺陣碍 兒童의 文型 構成과 文型 發達 特性을 규명하는데 있었다. 이를 위하여 蘿覺障碍兒童 46名을 對象으로 그들의 日記文과 作文을 수집하였고, 文章을 基本 文型, 省略 支型, 擴張 文型, 重複 文型으로 나누어 그 特性을 분석하였는데, 그 結果는 다음과 같다.
첫째, 麗覺障碍 兒童의 文型 構成은 學年에 따라 명백한 차이를 나타내었다. 底學年에서는 주로 單文 形態인 基本 文型, 省略 文型, 擴張 文型을 사용하였으며, 高學年에서는 주로 重複 文型을 사용하였다.
둘째, 朧覺障碍 兒童의 文型에 따른 誤謬 樣相은 學年에 따라 차이를 보였다. 1學年에서는 單文 形態에서도 많은 誤謬를 범하였고, 2 , 3學年에서는 單文 形態의 文型에서 誤謬가 감소되었으나 重複 文型에서 많은 誤謬를 범하였으며, 4, 5, 6學年에서는 주로 重複 文型에서 誤謬를 나타내었다. 이로써 單支 形態의 文型은 底學年에서 어느 정도 획득하지만 重複 文型은 高擧年이 되어도 획득하는데 어려움을 나타내는 것을 알 수 있다.
세째, 擴張 文型에 사용된 基本 文型의 形式은 主語+叔述語의 形式·(51.85%)과 主語+目的語+經述語의 形式( 39,63% )이 많았으며 主需+目的語+補譜+經述語의 形式(2.47%)은 가장 적게 나타났다. 擴張 文型은 基本 文型의 形式에 刻詞語와 冠形語를 첨가하여 그 複雜性을 증가시켰는데 冠形語의 活用은 극히 제한적이었고, 副詞語를 첨가시킨 類型이 각 形式에서 가장 높을 頻度를 차지하였다.
네째, 重複 文型을 그 複雜性에 따라 5繼階로 나누어 보았는데 學年에 따라 成就 段階가 달랐다. 學年이 높아질수록 成就 水準도 높게 나타났다. 그러나 모든 學年에서 文章+接屬語尾+句 構性를 주로 사용하였다.
이상의 硏梁 結果를 종합해 볼때 購覺障碍 兒童의 文型 指導를 효율적으로 하기 위해서는 다음과 같은 特性을 고려하여야 할 것으로 생각된다.
첫째, 證學年과 高學年의 文型 構成의 特性을 고려하여 指導 段階를 설정하여야 하며,
둘째, 擴張 文型에 基本 文型의 모든 形式을 충분히 활용하도록 각 形式에 따른 擴張 文型의 發達 類型을 고려한 指導가 이루어져야 하며,
세째, 重複 文型의 成就 氷準을 고려하여 그 發達 段階에 따라 지도하여야 할 것이다.

다국어 초록 (Multilingual Abstract)

This study aimed at providing the charcteristic of the hearing impaired children on construction and development of sentence prttern.
Forty six hearing impaired children were tested.
After collecting their diaries and compositions from the subjects, the characteristic of sentence was analyzed with dividing it into a basic sentence pattern, abridged sentence pattern, expanding sentence pattern, and compound sentence pattern.
The results of this research were as follows.
First, the construction of sentence pattern showed significant difference according to grade. The short sentence pattern like an abridged sentence pattern, basic sentence pattern and expanding sentence pattern were mostly used by the lower grades than the higher grades. The compound sentence pattern was generally used by the higher grades.
Second, The error phase of sentence pattern showed difference according to the grade. First grade had a lot of errors at the short sentence pattern. 2.3 grade showed difficulty in using the compound sentence pattern even though the error in the short sentence pattern was decreased somewhat. 4.5 grade mostly revealed the error in the compound sentence pattern.
Third, the type of subject＋predicate (51.59%) and subject＋object＋predicate (38.51%) were showed high as the type of basic sentence pattern used for the expanding sentence pattern. And the type of Subject＋Object＋Complement＋Predicate (2.47%) were revealed few. The expanding sentence made comlexity increased through adding the adverb and the article at the type of basic setence pattern. At this time, The use of the article was very limited and the use of adverb was very frequent. The type that added adverb after subject had highest frequency among each type.
Fourth, when the compound sentence pattern was divided into five steps accordimg to the complexity. The accomplishment level showed differently according to grade. Namely, with increasing grade, the accomplishment level become high. But the type of sentence＋sufflx＋phrass was used in the main for total grade.
To make the instruction of sentence pattern effectively, These results can suggest as follows.
First, making an instructive stage with considering the characteristic of sentence pattern's construction of total grade.
Second, The instruction with considering the development of expanding sentence pattern has to be made to make children use all types of basic sentence pattern.
Third, It needs to instruct according to the development stage with considering the accomplishment level of compound sentence pattern.

목차 (Table of Contents)

• 목차
• 國文蒐緖 = i
• 表目次 = v
• 鬪目次 = v
• I.緖論 = 1
• 1.硏究의 意義 = 1
• 2.硏究의 目的 = 3
• II.硏究의 背景 = 5
• 1.文型 發達 = 5
• 2.文型 體系 = 9
• 3.誇覺隋碍 兒童의 文型 = 14
• III.脚究 方法 = 20
• 1.對象 = 20
• 2.資料 蒐集 = 20
• 3.資料 處理 = 21
• IV.緖果 및 解釋 = 23
• 1.諒覺障碍 兒童의 文型 構成 = 23
• 2.雜覺辯調 兒童의 文型 發達 = 28
• V.緖論 = 35
• 參考文獻 = 37
• 業文抄錡 = 42