시각장애학생과 정안학생의 국어 어휘력 비교 연구

Abstract

The purpose of this study is looking into comparing the comprehension of Korean vocabulary elements composed of absolute synonyms, antonyms, hyponyms and partial synonyms of the visually impaired with that of normal students, and the difference of the vocabulary ability according to the variable elements of the visually impaired so as to use this research in teaching the visually impaired the Korean vocabularies. The concrete methods to achieve this purpose are as follows. First, I will find out the comprehension difference of Korean vocabularies and the normal students. Second, I will find out the percentage of correct answers to Korean vocabularies between the visually impaired and the normal students. Third, I will find out the difference of vocabulary ability according to the level of visual handicap, the type of residence and the time of visual handicap. I make up a question to 120 visually impaired students all around the country and 191 middle and high school students in the western Gyeong Sang Nam Do. The research of this study was carried out for a month from May 10th, 2006 to June 10th, 2006. I called the school for the visually impaired and the normal school beforehand, got a permission to make a research and then post research papers to them. The question paper was translated into Braille to the blind and enlarged into 20 point to the students having a bad eyesight. The 150 copies of research paper was sent to the visually impaired and 200 copies of them to the general schools. The 120 copies of them was brought back from the visually students and 191 copies of them from the normal students. The research paper were analyzed with SPSS 10.0 for windows. The dual variable analysis is used for the comparison of vocabulary ability between the visually impaired and the normal students. The frequency analysis is used for the comparison of correct answers in each element of vocabulary ability. And The independent T analysis is used for the comparison of vocabulary ability according to characteristics of the visually impaired. The conclusion based on this analysis is as follows. First, the vocabulary ability of normal students is higher than that of the visually impaired students. And the vocabulary ability of the visually impaired students in high school is higher than that of the visually impaired students in middle school. But there is little difference between the normal students in middle school and the visually impaired students in high school. Second, the percentage of correct answers of normal students is much higher than that of the visually impaired students. But The visually impaired students answered the questions of hyponyms of ‘novels according to an era', partial synonyms of ‘other people’s father' and the percentage of correct answers of ‘Venus' better than the normal students. Third, the vocabulary ability of students having bad eyesight, living in their own house and having acquired visual disability is higher than the blind, the students living in the dormitory and having inborn visual disability. And the vocabulary ability of urban students is higher than that of rural students. But there is little difference between the vocabulary of the normal students in the country and that of the visually impaired students in the city.