청각장애 학생의 단어연상반응 의미 구조 분석
Lexical-Semantic Organization in Students with Hearing Impairments
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참고문헌
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초록
본 연구는 청각장애 학생을 대상으로 단어연상반응 과제를 실시하여 그들의 연상 반응 의미구조 특성을 살펴보고, 이러한 의미구조가 자극어의 품사에 따라 어떠한 특성을 보이는지 알아보고자 하였다. 청각장애 학생 12명(초등부 6명, 고등부 6명)을 대상으로 24개의 제시어에 대해 연상한 반응어의 의미구조를 분석하였다. 연구 결과는 다음과 같다. 첫째, 초등부 청각장애 학생은 자극어에 대한 반응어로 의미-기반 연상이 가장 많이 나타났고, 고등부 청각장애 학생은 위치-기반 연상과 의미-기반 연상이 유사하게 산출되었다. 둘째, 자극어의 품사에 따라 의미구조를 분석한 결과, 자극어가 명사인 경우 초등부 청각장애 학생과 고등부 청각장애 학생 모두 의미-기반 연상이 높게 나타났으며, 자극어가 동사인 경우 초등부 청각장애 학생과 고등부 청각장애 학생 모두 위치-기반 연상이 높게 나타났다. 그리고 자극어가 형용사인 경우 초등부 청각장애 학생은 의미-기반 연상이 높았으며, 고등부 청각장애 학생은 위치-기반 연상이 높게 나타났다. 이러한 연구 결과를 토대로 청각장애 학생의 어휘 교육 시 고려해야 할 점을 제시하였다.
Abstract
This study was to investigate lexical-semantic organization of students with hearing impairments in word association test and the characteristics of word association according to word classes. The subjects included 12students with hearing impairments(6 elementary school students, 6 high school students). Each student read 24 word cards and wrote down the first word associated with a given stimulus word. The word association responses were analyzed according to the categories of meaning-based, position-based, form-based, and erratic association. The results were as follows. Firstly, elementary school students with hearing impairments preferred meaning-based association. For high school students with hearing impairments, there was actually little difference between meaning-based association and position-based association. Secondly, in responses given to nouns, both elementary school and high school students with hearing impairments preferred meaning-based associations. In responses given to verbs, both of them produced more position-based associations than meaning-based associations. In responses given to adjectives, elementary school students with hearing impairments made more meaning- based associations, but high school students with hearing impairments mad more position-based associations. Based on the findings, this study suggested the considerations in the education of vocabulary.
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