초등 3~4학년 다문화가정 아동의 원인-결과와 비교-대조 설명담화 다시 말하기에 나타난 언어학적 비유창성 특성
Linguistic Disfluency in Retelling of Cause-Effect and Compare-Contrast Expository Discourses for Third to Fourth Graders from Multicultural Families
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Purpose: The purpose of this study was to investigate the linguistic disfluencies of retelling in cause-effect and compare-contrast expository discourses for third to fourth graders from multicultural families. Methods: Participants were 15 children from multicultural families and 15 their grade-matched children from non-multicultural families. For two groups, there were no differences on standardized receptive and expressive vocabulary tests and nonverbal intelligence test. All participants were asked to retell two expository discourses after listening to two discourses with pictures. After transcribing the speech sample, linguistic disfluencies were categorized into filled pause, silent pause, repetition, and revision. Results: First, children from multicultural families produced significantly more linguistic disfluencies than those from non-multicultural families even though the total number of eojeols produced in two groups was similar. Second, children showed higher rates of disfluencies on compare-contrast, when compared to the cause-effect expository discourses. Filled pause was significantly more frequent in children from multicultural families than that from non-multicultural families and revision and pause were significantly prevalent in compare-contrast than cause-effect. Conclusion: The results demonstrate that children from multicultural families produced linguistic disfluencies more frequently on the retelling of the expository discourses and it may be relevant to the difficulty on linguistic and cognitive processing of expository discourses. Linguistic disfluency would be a useful clinical index to identify the problems on process of language production at the discourse level.
Abstract
Purpose: The purpose of this study was to investigate the linguistic disfluencies of retelling in cause-effect and compare-contrast expository discourses for third to fourth graders from multicultural families. Methods: Participants were 15 children from multicultural families and 15 their grade-matched children from non-multicultural families. For two groups, there were no differences on standardized receptive and expressive vocabulary tests and nonverbal intelligence test. All participants were asked to retell two expository discourses after listening to two discourses with pictures. After transcribing the speech sample, linguistic disfluencies were categorized into filled pause, silent pause, repetition, and revision. Results: First, children from multicultural families produced significantly more linguistic disfluencies than those from non-multicultural families even though the total number of eojeols produced in two groups was similar. Second, children showed higher rates of disfluencies on compare-contrast, when compared to the cause-effect expository discourses. Filled pause was significantly more frequent in children from multicultural families than that from non-multicultural families and revision and pause were significantly prevalent in compare-contrast than cause-effect. Conclusion: The results demonstrate that children from multicultural families produced linguistic disfluencies more frequently on the retelling of the expository discourses and it may be relevant to the difficulty on linguistic and cognitive processing of expository discourses. Linguistic disfluency would be a useful clinical index to identify the problems on process of language production at the discourse level.
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