비대면 문장 따라 말하기에 나타난 3∼5세 아동의 구문 능력 = Syntax abilities of children aged 3 to 5 years old to speak according to non-face-to-face sentences

다국어 초록 (Multilingual Abstract)

Purpose: This study investigated syntactic development of children aged 3 to 5, and the results were analyzed after conducting sentence repetition tasks for all 45 children, 15 for each age. Method: The sentence repetition task consisted of 26 questions, which were adjusted according to the structure of the sentence (short, complex, conjunctive, and embedded sentence) and the length of the sentence(3, 4, 5-word). According to the results of the repetition tasks, one-way ANOVA was conducted to see if there were differences between age groups for the calculated scores. As a post-hoc test, the Tukey test was conducted. In addition, error type analysis was performed by age to examine the characteristics of syntactic development. Results: First, the sentence repetition scores of children aged 3 to 5 years increased with age. Second, the score according to sentence length the score increased according to age in the 4-word and 5-word tasks. 3-year-old children showed slightly higher scores for complex sentences than short sentences, but 4-year-old and 5-year-old showed higher scores for short sentences. Children of all ages showed lower scores for embedded sentences compared to conjunctive sentences. Third, as the results of analyzing the frequency of error types, it was found that the overall error frequency decreased significantly as the children age increased, and omissions were found to be the most frequent in all age groups regardless of sentence components. Conclusion: It is judged that non-face-to-face evaluation is worth using in the field. In addition, it is suggested that many systematic non-face-to-face studies should be conducted in various fields at a time when interest in non-face-to-face evaluation or rehabilitation is growing.

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