이야기 쓰기를 통해 살펴본 초등 저학년의 표현 어휘 발달에 대한 종단연구

Abstract

This study conducted a longitudinal analysis of vocabulary use in story writing by Korean lower grade elementary school students. The study analyzed story writing data from 16children who completed all tasks over three years, out of 23 participants in yearly writing activities. We examined story length (NTS, T-unit, NTW), vocabulary diversity (NDW), parts of speech distribution (content words, reference and cohesive words, and other functional words), vocabulary (common words, grade-specific words), and the semantic categories of grade-specific words. Asa result, T-unit(minimal terminable unit) and NTW(total number of words)significantly increased across grades. NDW(number of different words) showed a significant difference between 1st and 2nd grades, between 1st and 3rd grades. While adjectives, adverbs, reference words, and conjunctive adverbs showed no significant change across grades, nouns, verbs, and grammatical words (special semantic particles, dependent nouns, auxiliary verbs, case markers, and negation adverbs) increased significantly. Common words in the story writing of grades1 to 3 were related to basic narrative grammar such as background, events, attempt, and result, while grade-specific words reflected vocabulary expansion across grades. Semantic analysis of grade-specific vocabulary revealed a significant increase in expressive vocabulary in grade 2, primarily within the semantic categories of [emotion/feeling] and [human actions]. By grade 3,however, expressive vocabulary had expanded into a broader range of semantic categories, including [interpersonal feeling], [person], [relationship], [relevance],[conflict], [body], [animal], [nature], and [place]. These findings provide insights into vocabulary expansion across grades, offering valuable implications for language education and vocabulary assessment.