지적장애학생과 비장애학생의 일기에 나타난 문장 특성

다국어 초록 (Multilingual Abstract)

Writing is a medium of communication and social activities as a member of the community. It is a means of communicating with others. However, Writing activities for students with intellectual disabilities are not being done enough in the field because of the characteristics of them. Analysis and comprehension of the level of students' writing should be first to teach students with intellectual disabilities who have difficulty in writing.
The purpose of this study is to investigate the characteristics of sentences based on diary for with and without intellectual disabilities. The subjects of this study are 20 students with intellectual disabilities who attend special middle school and 20 primary school students without intellectual disabilities who attend primary school in Daegu.
The works for this study are living diary written by themselves without a teacher or guardian's help. Those are collected 20 works per each students.
In this study, frequency-percentage and t-test use to find out the differences between students with and without intellectual disabilities about the sentence length, the words used, the sentence types and the type of sentence errors.
The results of this study can be summarized as follows.

First, students with intellectual disabilities use shorter length of the sentence than students without intellectual disabilities. Students with intellectual disabilities use about 7 words in a sentence. Students without intellectual disabilities use about 9 words in a sentence. Students without intellectual disabilities use more words in a work piece than students with intellectual disabilities. Both Students mainly use substantives, subject particle, verb in their works. But, students without intellectual disabilities use them more.

Second, students with intellectual disabilities use more short sentences than complex sentences. But, students without intellectual disabilities use more complex sentences than short sentences. Students with and without intellectual disabilities are primarily used a declarative sentence. Both students mostly use 'subject + adverbs + verbs' and 'subject + object + adverbs + verbs' in their works.

Third, there are differences of the type of sentence errors between students with and without intellectual disabilities. Sentences of the students with intellectual disabilities include more sentence errors than sentences of the students without intellectual disabilities in missing sentence elements, duplicating or misusing sentence elements, misusing of subject particle, spelling, punctuation. Sentences of the students with intellectual disabilities show mostly punctuation, spelling, spacing errors.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 의의 1
• 2. 연구의 목적 5
• 3. 용어의 정의 5
• Ⅱ. 이론적 배경 7
• 1. 문장 길이와 단어 구성 7
• 2. 문장 종류와 문형 10
• 3. 문장 오류의 유형 14
• Ⅲ. 연구 방법 19
• 1. 연구 대상 19
• 2. 연구 도구 20
• 3. 연구 절차 27
• 4. 자료 처리 27
• Ⅳ. 결과 및 논의 28
• 1. 문장 길이와 단어의 구성 28
• 2. 문장 종류와 문형 38
• 3. 문장 오류의 유형 44
• Ⅴ. 결론 및 제언 51
• 1. 결 론 51
• 2. 제 언 52
• 참고문헌 53
• 영문초록 58