학습장애 학생의 관형사형 어미 이해 및 산출 특성 연구

Abstract

This study was to compare comprehensions and production of adnominal ending forms of children with learning disability and normal children, to figure out the char-acteristics of children with learning disorder, and to apply the characteristics to basic data and information of clinical guidance. The subjects of the study were 40 elementary students who were divided into 3rd year and 5th year grade and each grade contained 10 people. To figure out usage and error type of adnominal endings, a video which contained 45 expressions of verbs was made, a picture was set by pause screen with before-action, process, after-completion, and research methods were analyzed by the video and the picture. The results are as follows. Firstly, as a comparison result of reactive rate of adnominal endings and comprehension activities, 5th-year normal students were the highest, 3rd-year normal students were the 2nd to the highest, 5th-year students with learning disability were the 3rd to the highest, and 3rd-year students with learning disability were the last. For comparison of reactive rate of the tense, past tense was the highest, present tense was the 2nd to the highest, and future tense was the last. As a comparison result of tense comprehension between two groups, children with learning disability were lower than normal children. The two groups got the highest reactive rate for past tense. For children with learning disability, 'past tense, present tense, future tense' was the sequence, and for normal children, the sequence was the same with that of children with learning disability, but there was little difference. Of the three tenses, future tense was the only one that showed a little difference between groups. There was no interactive effect between group and grade, but between group and tense, there showed interactive effect. Secondly, as a result of comparison of production rate of adnominal ending activities, 5th-year normal children were the highest, 3rd-year normal children were the 2nd to the highest, 5th-year children with learning disorder were the 3rd to the highest, and 3rd-year children with learning disability were the last. As a result of comparison of production rate between tenses, 'future tense, past tense, present tense' was the sequence and there was no difference. For the result of average comparison of groups, children with learning disability showed the highest reactive rate in future tense and normal children presented the highest reactive rate in past tense. There showed no interactive effect between group and grade and tense. Thirdly, as a comparison result of error types of adnominal endings, there was a little difference. Of the four error types, tense was the highest in error rate and 'meaning error, other error, application error' was the next to the highest sequence. For tense error, children with learning disability were higher in error rate than normal children. As a comparison result of error frequency of tense error, future tense was the highest in error rate and 'present tense, past tense' was the next to the highest sequence.