학령기 언어장애 아동의 어휘교수를 위한 초등학교 1~2학년 국어 교과서 내용어 분석: 2009 개정 전후 비교를 중심으로
A Content Word Analysis in Elementary School 1-2 Graders’ Korean Textbooks for Vocabulary Teaching of School Age Children with Language Impairment: Focused on Comparison before and after the 2009 Revision
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Purpose: The purpose of this study is the goal that school age children with language impaired who have some limit to language in their elementary school age let use words from revised Korean language Textbooks which are educated by teachers or peers at real school and let them continue to generalization. Methods: The classified vocabulary from elementary school 1– graders’ Korean textbook (2009 revision curriculum) into nouns, verbs, and adjectives and compared with the study of before 2009 revision which analyzed vocabulary from Korean textbook (7th curriculum). Results: This study indicated that nouns in 2009 revision included more noun (human) and noun (animal). Noun (natural) and noun (other), however, were less frequent. Both curriculums included more action verb than state verb. Also, both curriculums included more icon adjective, but in 2009 revision the frequency of icon adjective was decreased while the frequency of emotive adjective and demonstrative adjective was increased. Conclusion: The result of this study offers base line data for educating from school age children with language impairment.
Abstract
Purpose: The purpose of this study is the goal that school age children with language impaired who have some limit to language in their elementary school age let use words from revised Korean language Textbooks which are educated by teachers or peers at real school and let them continue to generalization. Methods: The classified vocabulary from elementary school 1– graders’ Korean textbook (2009 revision curriculum) into nouns, verbs, and adjectives and compared with the study of before 2009 revision which analyzed vocabulary from Korean textbook (7th curriculum). Results: This study indicated that nouns in 2009 revision included more noun (human) and noun (animal). Noun (natural) and noun (other), however, were less frequent. Both curriculums included more action verb than state verb. Also, both curriculums included more icon adjective, but in 2009 revision the frequency of icon adjective was decreased while the frequency of emotive adjective and demonstrative adjective was increased. Conclusion: The result of this study offers base line data for educating from school age children with language impairment.
참고문헌 (9)
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