4, 5세 청각장애아동과 정상아동의 의사소통기능 비교 : 정보적 기능을 중심으로

정현경(Hyun-Kyung Chung),배소영(Soyeong Pae) 한국언어청각임상학회 2002 Communication Sciences and Disorders Vol.7 No.3

본 연구는 4, 5세 청각장애아동과 정상아동의 의사소통기능의 발달을 정보적 기능의 사용을 중심으로 살펴보았다. 청각장애 유무에 따라 (1) 전체 산출된 의사소통행동의 빈도에 차이가 있는지, (2) 전체 산출된 의사소통행동 중에서 정보적 기능이 차지하는 비율에 차이가 있는지, (3) 하위 정보적 기능들의 사용율에 차이가 있는지 알아보고자 하였다. 연구대상은 서울 및 경기 지역에 거주하는 만 4, 5세의 청각장애아동 10명, 정상아동 10명이었다. 의사소통행동의 수집은 30분씩, 2회에 걸쳐 이루어졌으며, 나이에 적절한 장난감을 제공하고 자연스러운 놀이 상황에서 아동의 의사소통행동에 반응하여 줌으로써 의사소통행동을 유도하였다. 모든 의사소통행동을 비디오로 녹화한 후 전사하여 분석하였으며, t-검정을 실시하였다. 연구결과, (1) 전체 의사소통행동의 빈도는 정상아동 집단에서 유의미하게 더 많이 산출되었다. (2) 전체 의사소통행동 중에서 정보적 기능이 차지하는 비율은 정상아동의 경우 유의미하게 더 높았다. (3) 정보적 의사소통기능들 중 반응하기, 기술하기, 질문하기, 참여하기, 평가하기의 사용율 차이는 청각장애 유무에 따라 유의미하게 나타나지 않았다. 그러나 보다 더 하위기능별로 살펴보면 기술하기 중 정보 말하기와 이름하기, 질문하기 중 의문사 질문하기 기능의 사용율은 청각장애아동 집단이 정상아동 집단에 비해서 유의미하게 낮았다. Analysis of the communicative functions of children has been proved to be representative in characterizing their pragmatic language abilities. Moreover, informative and heuristic communicative functions can be a predictor of overall communication development in children with hearing loss. The purpose of this study was to compare the development of communicative functions of 4- and 5-year-old children with and without hearing loss, focusing on informative and heuristic communicative functions. The subjects were 10 orally-educated deaf and 10 normally hearing age-matched children. They were observed in a free play session with a researcher. Intentional communicative behaviors of the children were transcribed and coded for communicative functions and modalities. The coding system was adapted from the studies of Nicholas(2000) and Day et al.(1986). The number of categories was nine and 5 out of the nine were informative and heuristic functions: response, statement, question, commitment, evaluation. The results of this study are as follows: (1) The mean number of intentional communicative behaviors was significantly higher in the group of normally hearing children than in the group of hearing loss, (2) the mean percentages of total informative and heuristic functions between hearing loss and normal children group were significantly different. Normally hearing children used more informative and heuristic functions as compared with hearing-impaired children at the same age, (3) there were no significant differences in the mean percentages of response, statement, question, commitment, and evaluation between the two groups, (4) there were significant differences in the use of information telling of statement function and wh-question of question function. And the negative evaluation of evaluation function was never shown in the hearing loss group.

Development of Intentional Communicative Behavior in Korean Toddlers 12 to 30 Months

YoonKyoung Leea(이윤경),HyoJoo Leeb(이효주) 한국언어청각임상학회 2016 Communication Sciences and Disorders Vol.21 No.4

배경 및 목적: 영유아 시기의 의도적 의사소통행동 발달은 의사소통 발달의 기초가 되며, 추후 언어 발달과도 밀접한 관계를 갖는다. 본 연구는 12-30개월 사이의 영아들을 대상으로 의도적 의사소통행동 발달을 살펴보는 것을 목적으로 하였다 방법: 12-30개월 사이의 전형적 발달 영유아 41명을 대상으로 하였다. 참여 영유아는 6개월 간격의 세 연령 집단으로 구분하였으며, 각각 참가자는 12-18개월 13명, 19-24개월 14명, 25-30개월 14명이었다. 의도적 의사소통행동은 영유아와 양육자 간의 놀이 상황에서 수집된 10분간의 상호작용 행동표본을 분석하였으며, 분당 의도적 의사소통행동 빈도, 의도적 의사소통행동의 기능(행동통제적, 사회적 상호작용적, 동시주의적), 의도적 의사소통행동의 수단(몸짓, 발성, 몸짓 동반 발성, 언어, 몸짓 동반 언어)을 측정하였다. 측정된 결과는 일원분산분석과 이원분산분석, 단순 및 중다회귀분석으로 통계 분석하였다. 결과: 분당 의도적 의사소통행동 빈도는 연령에 따라 유의하게 증가하였다. 의사소통기능 범주별 사용 빈도는 동시주의와 사회적 상호작용 기능 범주에서 연령에 따라 유의한 증가를 보였으며, 기능 범주별 하위기능 유형 수는 동시주의에서만 연령에 따른 유의한 차이를 보였다. 의사소통수단에서는 몸짓은 연령 증가에 따라 유의하게 감소한 반면, 몸짓 동반 언어와 언어의 사용은 연령에 따라 유의하게 증가하였다. 분당 의도적 의사소통행동 빈도와 동시주의 기능, 몸짓 동반 언어가 생활연령 및 언어발달연령을 유의하게 설명하는 것으로 나타났다. 논의 및 결론: 본 연구의 결과는 12-30개월 한국 영유아의 초기 의도적 의사소통행동 발달을 보여주며, 영유아 시기의 의도적 의사소통 발달 평가 및 중재에 활용할 수 있을 것이다. Objectives: The development of intentional communicative behaviors is closely related to later language development. This study aimed to examine the development of the intentional communicative behavior in Korean toddlers at 12 to 30 months. Methods: The participants were 41 typical developing Korean toddlers. The toddlers were classified by three age groups: 12–18 months, 19–24 months, and 25–30 months. A 10-minute behavior sample was obtained from each participant during interaction with their caregiver, from which the frequency of intentional communicative behaviors per minute, communicative functions (behavior regulatory, social interactional, and joint attentional functions), and means (gesture, vocalization, gesture with vocalization, verbal, verbal with gesture) of the behaviors were measured. Results: Results showed the following: intentional communicative behaviors per minute increased significantly with age. Analysis of communicative functions indicated that the rate of joint attentional and social interactional functions also significantly increased with age, however, in the number of sub-functions only increased in the joint attentional function. Analysis of communicative means showed that communicative gestures significantly decreased, but verbal communications with gestures and verbal means increased with age. The frequency of intentional communicative behaviors per minute, joint attentional functions, and verbal communications with gestures significantly predicted chronological age and language age. Conclusion: The results of this study help in understanding the development of intentional communicative behaviors in Korean toddlers during 12 to 30 months of age and have implications for assessing the communicative abilities in the toddler period and planning intervention for children with developmental language delay.

한국어 교육용 속담의 의사소통 기능에 대한 연구

정성헌 국어교육학회(since1969) 2020 국어교육연구 Vol.- No.72

The study aims to consider the necessity of reflecting Communicative functions in Korean proverb education and to evaluate and present the Communicative functions of Proverbs for Korean language education. In Korean language education, Proverbs have been mainly used as A subject of vocabulary and cultural education, And only the meaning and form of Proverbs have been emphasized. For that reason, Proverbs in Korean textbooks were presented only in the intermediate level according to the level of vocabulary and cultural education. And proverbs were presented with meaning without context. However, in order to enable learners to use proverbs smoothly in actual discourse situations, Functions and Usages should be emphasized when presenting proverbs. Hence this study investigated communicative functions of 107 proverbs for Korean language education through the evaluation process of Korean language education experts. As a result of the evaluation, Proverbs investigated in this study were mainly used as a function to express emotions. And according to the classification by function, the most frequently used function was ‘consideration/advising’ function. Next, the functions were ‘narration, raising problem, expressing feelings, and expressing complaints’. The communicative function of proverbs investigated in this study can be used as a basic data for writing Korean textbooks and classification method of proverbs in the future. 본 연구의 목적은 한국어 속담 교육에서 의사소통 기능의 반영 필요성을 고찰하고 각 속담의 의사소통 기능을 평정하여 이를 제시하는 데 있다. 한국어 교육에서 속담은 그간 어휘와 문화 교육의 소재로 주로 활용되었으며, 의미와 형태만이 강조되어 왔다. 그런 이유로 한국어 교재에서도 어휘와 문화 교육 내용의 수준에 따라 중급 이후 단계에서만 제시되거나 단순히 의미만을 나열하는 차원에서 제시되기도 하였다. 그러나 학습자들이 실제 담화 상황에서 속담을 원활히 사용할 수 있도록 돕기 위해서는 속담의 제시에 기능과 용법이 강조되어야 한다. 이에 본고에서는 한국어 강사들의 평정 과정을 거쳐 한국어 교육용 속담 107개가 가지는 의사소통 기능을 각각 조사하여 제시하였다. 평정 결과, 본고에서 분석한 속담은 주로 감정을 표현하는 기능으로 다양하게 활용되고 있었으며, 기능별로 분류하면 ‘충고․조언하기’의 기능을 가진 속담이 가장 많았다. 그 다음으로 ‘서술․진술하기, 문제 제기하기, 심정 표현하기, 불평․불만 표현하기’ 등의 순으로 기능을 가지고 있었다. 본고에서 조사한 속담의 의사소통 기능 정보는 향후 한국어 교재 집필 및 속담의 등급화 방안에 활용할 수 있는 기초 자료로 훌륭히 기능할 수 있을 것으로 기대한다.

중학교 영어 교과서의 의사소통 기능에 대한 코퍼스 기반 분석: 듣기와 말하기를 중심으로

이아현,김미숙,이동주 한국외국어교육학회 2017 Foreign languages education Vol.24 No.3

The present study examines the features of communicative functions in middle school English textbooks, identifying whether or not they are presented based on the spiral structure. It also compares the communicative functions of 15 different middle school English textbooks and investigates whether the National English Listening Tests (NELTs) reflect the communicative functions presented in the textbooks. Two corpora were compiled using the 15 middle school English textbooks and the NELTs, and they were analyzed using WordSmith Tools. The results show that all the textbooks included communicative functions that the National Curriculum recommends; however, the textbooks presented a limited number of functions. Nonetheless, the communicative functions were presented relatively in a spiral way. The majority number of communicative functions in the textbooks and the NELTs were similar to each other, but there were some functions in the tests that were not covered in the textbooks. These results imply that more diverse communicative functions should be included in textbooks in order to help improve students’ communicative competence. The communicative functions not presented in the textbooks should not be included in the NELTs.

논문 : 김수영 산문의 인용 현상에서 표현, 소통, 태도 관련 텍스트 기능과 그 양상

김흥수 ( Heung Soo Kim ) 국민대학교 어문학연구소 2015 語文學論叢 Vol.34 No.-

This paper aims to examine the expressive function, the communicative function and the attitude reflecting function of the quotations in the texts of Kim Soo-young`s prose. This study analyzes and discusses various subfunctions of each main function in diverse texts and contexts. A special attention paid on the unique use of Kim Soo-young, the correlation between the textual functions and the modes of quotation. The expressive function realizes cognitive/rhetorical/stylistic functions. The sub-function is reinforcing impression, foregrounding transference of cognitive domain and performing the scene/contextual flow. The communicative function is performing communicative atmosphere and highlighting the communicative process. The sub-function is vitalization of controversy, confirming readers` response and building a dramatic situation. The attitude reflecting function reveals the viewpoint of description for the cognitive, mental and psychological attitude toward the writer himself or the readers. The sub-function represents self-examination, through moderating expression of mental attitude and shift of the viewpoint.

‘-(으)ㄹ래(요)’의 의사소통 기능과 그 확장 유형 연구

홍혜란(Hong, Hyeran),강현화(Kang, Hyounhwa) 한국외국어교육학회 2013 Foreign languages education Vol.20 No.1

The aim of this study is to examine the communicative functions of‘-(으)ㄹ래(요)’and uncover the basic principles to expand from the basic meaning into a variety of communicative functions by the morphological change and context through the analysis of the corpus. As a result, the communicative functions of ‘-(으)ㄹ래(요)’ were categorized into 13 communicative functions. They are categorized into 3 types: Type 1 requires a verbal response to the listenerlbasic meaning), Type 2 demands a response to the listener through actstextended means), and Type 3 does not require a mandatory response to the listenertsituation means). The communicative function, 'ask interlocuter's intention', has been included in the basic meaning, 'command'. The communicative functions, 'ask', 'demand', 'suggestion' have been included in the extended meaning. The communicative functions, 'accept', 'blame', 'rebuke', 'warning', 'intimidation', 'worry' have been included in the situative meaning. It was confirmed that ‘-(으)ㄹ래(요)’ obtains such communicative functions through a combination of a certain expressions and vocabulary. It was found that‘-(으)ㄹ래(요)’is an expression that is used mainly between colleagues, seniors, juniors and friends in the informal situation. The results of this study are discussed partly on the characteristics of individual sentence patterns, which can be utilized to build the content for the teaching and to develop the teaching methods effectively through the further discussion.

의사소통 기능을 반영한 한국어 속담의 교육 방안 연구

정성헌 청람어문교육학회 2020 청람어문교육 Vol.0 No.73

This study aims to consider the necessity of reflecting communicative functions in Korean proverb education and to suggest a Teaching method of Proverbs reflecting communicative functions. Hence, this study focused on the communicative functions of proverbs and examined the necessity of reflecting the communicative function in the content of proverb education. This study analyzed 3 kinds of Korean textbooks and analyzed the presentation method and communicative function of proverbs in the textbooks. As a result of the analysis, The textbooks presented a lot of proverbs without context or only meaning and form. Also, proverbs in textbooks are biased to specific communicative functions and the representative communicative functions of proverbs was not clearly revealed in the process of presenting proverbs. Based on this, this study suggested that the teaching materials should be composed focusing on the communicative functions of proverbs and that the information on the representative function of proverbs should be included in the content of proverb education. 본 연구의 목적은 한국어 속담 교육에서 의사소통 기능 반영의 필요성을 고찰하고 의사소통 기능을 반영한 속담의 교육 방안을 제안하는 데 있다. 이에 본고에서는 속담의 의사소통 기능에 주목하여, 속담 교육 내용에 의사소통 기능 반영의 필요성을 살펴보았다. 3종의 한국어 교재를 대상으로 교재 내에서 속담의 제시 방법과 의사소통 기능을 분석하였다. 분석 결과, 상당수의 속담이 전후 맥락 없이 단순한 나열식으로 의미와 형태만 제시되거나 공기하는 표현 없이 제시되기도 하였다. 또한 교재에서 속담이 특정 의사소통 기능에 편중되어 사용되거나 그 제시 과정에서 개별 속담이 가지는 대표적인 의사소통 기능이 명확히 드러나지 않는 경우도 있었다. 이를 토대로 본고에서는 속담의 의사소통 기능을 중심으로 교재가 구성되고 속담 교육 내용에서 중점 기능에 대한 정보가 포함되어야 한다고 제안하였다.

2015改定教育課程の「日本語Ⅰ」に見られる意思疎通機能の分析 - 対話文の場面 · 状況を中心に -

渡? 美知子(Watanabe, Michiko) 동북아시아문화학회 2019 동북아 문화연구 Vol.1 No.59

In the future, it is required to educate the language type which is highly usable in terms of the needs of the learner and communication-oriented education. However, since the Japanese class time is limited in Korean high school curriculum, it is effective to teach it in the grammatical concept for effective Japanese language education to be. In this paper, I examined and analyzed what kinds of communication functions are presented, focusing on the scenes and situations of conversation scripts in the textbook “Japanese I” of the 2015 revised curriculum. In order to know the communication function items frequently used in each scenes and situation, I classified them into 26, and then arranged the communication function items presented in two or more textbooks containing them. The most frequently used one in the communication function was “⑬Plan (today, tomorrow, and weekend)” for 16 times, followed by “⑥Eating in the restaurant” for 12 times, and “㉓Japanese culture(Annual events)” for 9 times. In this study, we can understand that there are specific communication function items frequently used in scenes and situations of conversation sentences, and the communication function items frequently used vary depending on each scene and situation. Therefore, it can be said that it is effective for students to improve the communication ability by focusing on the communication function items frequently used in conversation sentences in each scene and situation. Next, I list up to 5 of the 26 most frequently used communication function items in each of the eight textbooks in order. In this way, knowing the frequently used communication function items for each scene and situation will be effective not only in the needs of learners and communication-oriented education but also in the textbook compilation in the future.

국내외 초등학교 영어 교과서에 나타난 2015 개정 영어과 교육과정 의사소통 기능의 사용 분포 비교

노원준,신동광,이용상 융합영어영문학회 2022 융합영어영문학(구.English Reading and Teaching) Vol.7 No.2

This study examined the usage of communicative functions stipulated in the 2015 revised national curriculum of English in domestic and abroad elementary English textbooks. To this end, communication functions used in the domestic 5th and 6th-grade elementary school English textbooks were compared. Next, one domestic 6th grade textbook and one 6th grade textbook in the United States, China, and Singapore each were selected and analyzed to compare the usage of communication functions used in the four textbooks. The results show that in the comparison of the 5th and 6th-grade textbooks, more diverse categories of communicative functions were used as the grades went up, and even within the same communicative function category, the 6th-grade textbook contained more diverse communicative functions. Additionally, in the comparison of the domestic and abroad textbooks, it turned out that in Korea’s textbook, the proportion of ‘persuading, and advising,’ ‘socializing,’ and ‘constructing discourse’ was relatively high, and that of ‘expressing knowledge, memory, and belief,’ ‘expressing one’s will,’ and ‘expressing emotions' was relatively low. In addition, Korea’s textbook showed the lowest TTR value in terms of the communication function subcategory, which suggested that it is necessary to use more diverse expressions included in the communication function when developing English textbooks. In conclusion, some implications were also presented.

언어 전 의도적 의사소통 행동이 초기 24개월 언어발달에 미치는 영향

오승아(Seung A Oh),이윤경(Yoon Kyoung Lee) 한국언어치료학회 2016 한국언어치료학회 학술발표대회 논문집 Vol.2016 No.12

Purpose: Intentional communicative behaviors are closely related to early language development. The purpose of this study is to examine the relationship between the intentional communicative behaviors at 12 to 18 months and later language development at 24 months of age. Methods: The participants were 23 typical developing Korean toddlers at 24 months who were participated in K CSBS-DP aged 12 to 18 moths. Intentional communicative behaviors were attained through CSBS-DP pocedure (four sampling opportunities and free play for five times) at 12 to 18 months and language ability was measured using SELSI and K M-B CDI at 24 months of age. Intentional communicative behaviors were analyzed in total frequency of intentional communicative behaviors, type of intentional communicative behaviors, frequency of communicative functions. Then, multiple regression analysis was performed to explore the effect of intentional communicative behaviors for language factor. Results: The total frequency of the intentional communicative behaviors predicted significantly with RLA at 24 months of age, and frequency of joint attention function predicted significantly with CLA, expressive vocabulary and ELA at 24 months of age. Conclusions: This study suggested that the total frequency of intentional communicative behaviors and joint attentional function at 12 to 18 months of age are an important predictor in the early language development at 24 months of age. We discuss that intentional communicative behaviors factor for language development on these results.