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한글 음운인식 능력이 영어 철자 유추에 미치는 영향

The effect of Hangul Phonological Awareness skill on English Orthographic Analogy

정윤경|한찬숙
한국심리학회 산하 한국발달심리학회 (The Korean Society For Developmental Psychology)|2007.03|한국심리학회지: 발달 (THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY)|제20권 제1호|pp. 105-122

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참고문헌

키워드

유추analogyrime각운Frost한글 음운인식음절체1983; Lundberg& Peterson1988; LundbergOlofssom & Wall1980; Treiman & Baron1983; Vellutino & Scanlon1987). 음운인식은 음소혹은 각운이나 초두자Hangul phonological awarenessbody-coda unitorthographic recognition units
주제분류심리과학

초록

본 연구는 초등학교 2학년 아동의 영어 철자 유추 패러다임에서 나타난 한글 음운인식의 영향을 살펴보았다. 실험 1은 영어 단어 읽기를 배우기 전에 알파벳 문자지식만을 배운 아동들을 대상으로 실시되었고, 실험 2는 동일한 아동들이 15회기 동안 영어 단어 읽기를 배운 후 실시되었다. 방과 후 영어 단어 읽기를 학습하는 초등학교 2학년 과정의 아동 44명(남아 27명, 여아 17명)은 한글 음운인식(초성, 중성, 종성 음소변별)검사를 받은 후, 음운인식 상. 하 집단으로 나누어졌다. 알파벳 문자지식 교육이 끝난 후 실시 된 실험 1에서 음운인식 상. 하 집단 아동들 모두는 집단 간 읽기 향상의 차이는 있지만, 단서단어와 음절체, 각운, 모음 단위를 공유한 단어 읽기에서 공히 유의미한 읽기 향상이 발견되었다. 실험 2에서 음운인식 상위 집단의 아동들은 단서단어와 음절체, 각운, 모음을 공유한 단어 읽기에서 유의미한 읽기 향상이 발견된 반면, 음운인식 하위집단의 아동들은 단서단어와 음절체를 공유한 단어에서의 읽기 향상만이 발견되었다. 이러한 결과는 한글 음운인식 수준이 영어 단어 읽기에 전이되었고, 한글 음운인식 수준에 따라 영어 단어 읽기에서 나타나는 철자재인 단위가 다르다는 방향으로 논의되었다.

Abstract

The present study examined effects of phonological awareness of second graders in the English orthographic analogy paradigm. Experiment 1 studied children who only learned alphabet letter knowledge, and experiment 2 studied the same children who learned English word reading for fifteen sessions. 44 second graders were divided into two classes(High and Low of phonological awareness level) after they were tested on Hangul phonological awareness and participated in English word reading class after school. In experiment 1, studying children after completion of alphabet letter knowledge lessons found that although high and low PA groups showed a slight difference in increase in number of words read correctly among the groups, for body-coda unit and rimes, as well as vowel including texts the increase was significant. In experiment 2 investigated after completion of English word reading lessons found that the high PA group showed a significant increase in number of words read correctly for body-coda unit and rimes, as well as vowel, but the low PA group showed significant progress only for body-coda unit. The findings show that Hangul PA is transferred into English word reading, and orthographic recognition units are different in English word reading according to the level of Hangul PA.

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