시각장애 중학생의 일기문에 나타난 표기법 오류 실태에 관한 연구

Abstract

The present study aimed to analyze the written materials of middle school students with visual impairment according to phonological and morphological principles’ classification criteria and to identify the category of the orthography errors according to learner type. The subjects of this study were 12 students attending a specialized middle school for visually impaired students in A metropolitan city; the students were selected by the deliberate sampling method. The diaries they wrote consisted of 294 main theme sentences and 2,928 text segments. The study showed that the students committed 842 orthography errors out of 2,928 text segments. These included 182 incidents (21.6%) of a single letter in relation to the initial consonant (Choseong, syllable onset), 287 incidents (34.1%) of medial vowel, and 320 incidents (38.1%) in relation to the final consonant or consonant cluster (Jongseong, syllable coda) out of a total of 841 errors. Firstly, the blind students committed 20.3% of errors related to the initial consonant. Most errors were phonological replacement errors (29 incidents, 78.4%). In the case of the students with low vision, 145 incidents (79.6%) out of a total of 182 errors were found. Among them, there were 119 (82.1%) phonological replacement errors. Secondly, with respect to errors in relation to the medial vowel, blind students committed 44 incidents (15.3%) out of the total 287 errors of this type. Among them, 7 were negative vowelization errors (15.9%). Students with low vision committed 243 incidents (84.7%) of errors. Most of these were positive vowelization errors (65 incidents, 26.7%). Thirdly, with respect to the errors in relation to the final consonant or consonant cluster, blind students committed 51 incidents (15.9%) out of the total 320 errors in this category. Among them, 21 phonological replacement errors (41.2%) were found. In the case of students with low vision, 269 incidents (84.1%) out of a total of 320 errors were found. Among them were 105 (39.0%) phonological deletion errors. Fourth, there were 7 incidents (13.5%) among students who were blind that involved more than two letters. There were 5 incidents of liaisonism among these (71.4%). In the case of the students with low vision, 45 incidents (86.5%) out of a total of 52 errors were found. Among them, liaisonism errors occurred in 25 incidents (55.6%). Based on these results, an orthography teaching plan for students with visual impairment was proposed.