언어발달지체아동과 일반아동의 시제 표지 이해 및 산출 특성
The Comprehension and Production of Tense Markings in Language Delayed Children and Typically Developing Children
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초록
The purpose of this study is to investigate the comprehension and production of various tense markings in Korean-speakingchildren with and without language delay. Thirty children with language delay(LD) and 30 typically developing(TD) childrenparticipated in the study. In each group, half were at the age of 4-years and the other half at 7-years. In both thecomprehension and production task, 28 verbs containing four types of tense markings were used: past tense '-et ta', twopresent progressives '-ko itta', '-enta', and future tense '-elyeko hanta'. In the comprehension task, the children were presentedwith three printed still-scenes of video recording of a verb action, each representing future, present progressive, and past tenseof the verb, respectively. Then they listened to the action verb with one of the 4 tense markings and had to pick the scenethat matched the verb tense. In the production task, the children were given one of the three scenes and asked to produce theverb with appropriate tense marking. In both tasks, the LD children performed significantly worse than the TD children, andthe older children performed significantly better than the younger children. Interestingly, the pattern of performances acrossdifferent types of tense markings at the two language-age levels were closely similar in LD children and TD children. Thissimilarity of groups seemed stronger in the comprehension task than the production task.
Abstract
The purpose of this study is to investigate the comprehension and production of various tense markings in Korean-speakingchildren with and without language delay. Thirty children with language delay(LD) and 30 typically developing(TD) childrenparticipated in the study. In each group, half were at the age of 4-years and the other half at 7-years. In both thecomprehension and production task, 28 verbs containing four types of tense markings were used: past tense '-et ta', twopresent progressives '-ko itta', '-enta', and future tense '-elyeko hanta'. In the comprehension task, the children were presentedwith three printed still-scenes of video recording of a verb action, each representing future, present progressive, and past tenseof the verb, respectively. Then they listened to the action verb with one of the 4 tense markings and had to pick the scenethat matched the verb tense. In the production task, the children were given one of the three scenes and asked to produce theverb with appropriate tense marking. In both tasks, the LD children performed significantly worse than the TD children, andthe older children performed significantly better than the younger children. Interestingly, the pattern of performances acrossdifferent types of tense markings at the two language-age levels were closely similar in LD children and TD children. Thissimilarity of groups seemed stronger in the comprehension task than the production task.
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