학령기 아동의 담화 능력 발달 연구: 설명담화의 의미표지와 결속표지를 중심으로
A Study on the Development of Discourse Skills of School-aged Children Focusing on Semantic Markers and Cohesive Markers of Expository Discourse
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The purpose of this study is to extract semantic markers of expository discourse by semantic tagging, and to analyze how elementary school students used semantic markers and cohesive markers in their expository discourse. The researcher collected and analyzed expository writing data from 111 elementary school children from 1st to 6th grade on the topic: Making Gimbap. After extracting 15 semantic markers, the study classified them into 5 main semantic markers (EDG1, EDG2, EDG3, EDG5, and EDG7) and added two extended variables (EDG4 and EDG6). In addition, 6 cohesive markers (CM1, CM2, CM3, CM4, CM5, and CM6), and 5 microstructural variables (Tunit, NTW, NDW, TTR, and MLT-w) were analyzed according to groups by grade (lower, middle, upper) as well as gender (boys and girls). As a result, there were main effects of grade groups in five semantic variables (EDG1, EDG2, EDG3, EDG4, and EDG7), in all cohesive markers (CM1, CM2, CM3, CM4, CM5, CM6), and other microstructural variables (T-unit, NTW, NDW, TTR) except MLT-w. The main effect of gender was observed in NTW and NDW. In many cases, positive correlations were observed between semantic markers and between semantic markers and cohesive markers. However, EDG2-EDG5, EDG5-CM6, EDG6-EM6 had significantly negative correlations, and TTR had negative correlations with all variables. These results suggest: (1) the expository discourses of children become longer and richer in the middle grade group than the lower grade group, but framing expository discourse or defining topic word was observed only in the upper grade group; (2) CM5 and CM6 can be an index of syntactic complexity in expository discourses.
Abstract
The purpose of this study is to extract semantic markers of expository discourse by semantic tagging, and to analyze how elementary school students used semantic markers and cohesive markers in their expository discourse. The researcher collected and analyzed expository writing data from 111 elementary school children from 1st to 6th grade on the topic: Making Gimbap. After extracting 15 semantic markers, the study classified them into 5 main semantic markers (EDG1, EDG2, EDG3, EDG5, and EDG7) and added two extended variables (EDG4 and EDG6). In addition, 6 cohesive markers (CM1, CM2, CM3, CM4, CM5, and CM6), and 5 microstructural variables (Tunit, NTW, NDW, TTR, and MLT-w) were analyzed according to groups by grade (lower, middle, upper) as well as gender (boys and girls). As a result, there were main effects of grade groups in five semantic variables (EDG1, EDG2, EDG3, EDG4, and EDG7), in all cohesive markers (CM1, CM2, CM3, CM4, CM5, CM6), and other microstructural variables (T-unit, NTW, NDW, TTR) except MLT-w. The main effect of gender was observed in NTW and NDW. In many cases, positive correlations were observed between semantic markers and between semantic markers and cohesive markers. However, EDG2-EDG5, EDG5-CM6, EDG6-EM6 had significantly negative correlations, and TTR had negative correlations with all variables. These results suggest: (1) the expository discourses of children become longer and richer in the middle grade group than the lower grade group, but framing expository discourse or defining topic word was observed only in the upper grade group; (2) CM5 and CM6 can be an index of syntactic complexity in expository discourses.
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