학령기 아동의 인물 묘사에 나타난 거시구조 및 미시구조 요소 사용 능력
Use Abilities of Macrostructural and Microstructural Elements in Character Description of School-aged Children
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This study aims to explore the development of character description skill of school-aged children by analyzing the elements of character description and the relationship of different elements such as cohesive markers, lexical diversity, and grammatical errors. The topic (My Mom) writing data of 118 children in three groups(early graders[1st-2nd], middle graders[3-4th], and upper graders[5-6th]) were analyzed according to grades and gender within 5 categories(character description elements, cohesive markers, text length related elements, lexical diversity, and grammatical error types). For character description elements, there were main effects of grade in DG1, DG3, DG4, DG8, DG10, DG11, and main effect of gender in DG9. For microstructual elements, CM4, T-unit, NTW and NDW were significantly different according to the grade, while CM5, T-unit, NTW, and NDW were significantly different according to gender. For grammatical errors, there were main effects for all variables in grades, but GE3 and GE4 were significantly different according to gender. These results show how Korean school-aged children develop their description skills in a descriptive text quantitatively and qualitatively. Furthermore, the character description elements used for describing the topic can be considered as a description grammar or a macrostructual pattern of descriptive text, especially for character description. To verify the corpus representativeness and the credibility of description grammar, this study needs to be continued by expanding the description objects and the participants.
Abstract
This study aims to explore the development of character description skill of school-aged children by analyzing the elements of character description and the relationship of different elements such as cohesive markers, lexical diversity, and grammatical errors. The topic (My Mom) writing data of 118 children in three groups(early graders[1st-2nd], middle graders[3-4th], and upper graders[5-6th]) were analyzed according to grades and gender within 5 categories(character description elements, cohesive markers, text length related elements, lexical diversity, and grammatical error types). For character description elements, there were main effects of grade in DG1, DG3, DG4, DG8, DG10, DG11, and main effect of gender in DG9. For microstructual elements, CM4, T-unit, NTW and NDW were significantly different according to the grade, while CM5, T-unit, NTW, and NDW were significantly different according to gender. For grammatical errors, there were main effects for all variables in grades, but GE3 and GE4 were significantly different according to gender. These results show how Korean school-aged children develop their description skills in a descriptive text quantitatively and qualitatively. Furthermore, the character description elements used for describing the topic can be considered as a description grammar or a macrostructual pattern of descriptive text, especially for character description. To verify the corpus representativeness and the credibility of description grammar, this study needs to be continued by expanding the description objects and the participants.
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