학령기 아동의 쓰기 발달 분석 - 형식적 요소를 중심으로 -
Analysis on Writing Development of School - aged Children: Focusing on Formal Elements
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Bae, Hee Sook. 2016. Analysis on Writing Development of School-aged Children: Focusing on Formal Elements. Korean Journal of Linguistics, 41-1, 19-38. The purpose of this study is to explore the developmental transition of formal elements such as accuracy (spacing, spelling, particle, and ending conjugation), productivity (syllable, word, MLC-w), and syntactic complexity (embedded clauses) on the basis of the writing data of school-aged children. For this study, writing data have been collected through SCT-W (Sentence Completion Test - Writing) for 148 children 1st to 6th grade of elementary school. Excluding the data in which more than 2 questions were not filled, the writing data of 143 children are analyzed. As results, we verified that the error rates of spacing, spelling, particle and ending were decreased throughout first to sixth grade, whereas the mean length of C-units and the rate of embedded clauses were increased. We also verified that the developmental transition was different according to the writing elements. It was the third grade in which the slope of the productivity was abruptly increased. This result accords with Lesley & Paul (2007) in which they insisted that the length of sentence become longer at third and fourth grades. For the accuracy, the spelling error rate was significantly improved during the first year of elementary school, whereas the ending conjugation or the spacing skills were continuously developed during the six years. For the syntactic complexity, the frequency of adnominal clauses was significantly increased for the first three years and then its slope was stabilized. However, the adverbial clauses were continuously increased throughout the six years. Additionally, the standard deviation of the accuracy became lower in higher grade, but it became higher for the productivity and the syntactic complexity. These results implicate that the writing education for school-aged children should be designed in more detail by subdividing writing development stages according to writing elements. (Woosong University)
Abstract
Bae, Hee Sook. 2016. Analysis on Writing Development of School-aged Children: Focusing on Formal Elements. Korean Journal of Linguistics, 41-1, 19-38. The purpose of this study is to explore the developmental transition of formal elements such as accuracy (spacing, spelling, particle, and ending conjugation), productivity (syllable, word, MLC-w), and syntactic complexity (embedded clauses) on the basis of the writing data of school-aged children. For this study, writing data have been collected through SCT-W (Sentence Completion Test - Writing) for 148 children 1st to 6th grade of elementary school. Excluding the data in which more than 2 questions were not filled, the writing data of 143 children are analyzed. As results, we verified that the error rates of spacing, spelling, particle and ending were decreased throughout first to sixth grade, whereas the mean length of C-units and the rate of embedded clauses were increased. We also verified that the developmental transition was different according to the writing elements. It was the third grade in which the slope of the productivity was abruptly increased. This result accords with Lesley & Paul (2007) in which they insisted that the length of sentence become longer at third and fourth grades. For the accuracy, the spelling error rate was significantly improved during the first year of elementary school, whereas the ending conjugation or the spacing skills were continuously developed during the six years. For the syntactic complexity, the frequency of adnominal clauses was significantly increased for the first three years and then its slope was stabilized. However, the adverbial clauses were continuously increased throughout the six years. Additionally, the standard deviation of the accuracy became lower in higher grade, but it became higher for the productivity and the syntactic complexity. These results implicate that the writing education for school-aged children should be designed in more detail by subdividing writing development stages according to writing elements. (Woosong University)
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