교사 중재 유무에 따른 유아의 이야기 서술양상 연구 = The Effects of Teacher Intervention on Young Children' s Narrations

국문 초록 (Abstract)

본 연구의 목적은 교사의 중재 유무에 따라 아동의 서술구조, 내적 상태에 대한 정보의 사용, 에피소드와의 관련성을 알아보고, 교사의 언어중재 유형을 알아보기 위한 것이다. 4∼5세 아동 70(남아 39명)명에게 자료를 주고 담임교사와 함께 이야기를 만든 경우와 아동 단독으로 이야기를 만든 경우를 합해서 모두 140개의 이야기 서술문을 얻은 다음 이를 토대로 분석하였다. 그 결과, 첫째, 교사의 중재유무와 아동의 서술구조사이에 유의한 관련성이 보이지 않았으며, 둘째, 교사의 중재유무와 아동이 사용하는 내적 상태에 대한 정보사용 사이에 유의한 관련성이 나타나지 않았으며, 세째, 서술구조와 내적 상태에 대한 정보 사이에는 유의한 관련성이 있는 것으로 나타났으며, 네째, 서술구조의 단계에 따라 아동이 사용한 에피소드의 수가 달라졌다. 마지막으로 교사는 아동의 이야기 서술시, 아동의 생각을 확장하기, 대안적인 것을 요구하기, 그리고 아동이 자신의 말을 이해하였는지 확인하기와 같은 중재 유형을 많이 사용하는 것으로 드러났다.

다국어 초록 (Multilingual Abstract)

To ascertain the effect of teacher intervention on young children's narrations, seventy four and five-year-old children participated in two task conditions. One task was to individually create a narration using given props. The second task was similar to the first, but included teacher's intervention. Half the children participated in the first task, while the other half participated in the second task. The 140 created narrations from both groups were transcribed and analyzed. The aims of this study are as follows: first, co identify the relations between the task condition and the narrative structure; second, to identify the relations between the expression of the inner state and the narrative structure; third, to identify the relations between the expression of psychological causality and narrative structure' fourth, to compare the number of episodes according to the narrative structure and the task condition; and lastly, to analyze the patterns of the teacher's verbal scaffolding strategies in the second task condition. The major findings of this study are as follows: there was considerable effect in narrative structure but no significant relationship between the task condition and the narrative structure. However, the usage of expressions of the internal state related significantly to the narrative structure. The usage of expressions of psychological causality also related significantly to narrative structure. The number of episodes in the children's stories differed according to the narrative structure but not to the task condition. Teachers used diverse verbal scaffolding strategies when the children were creating a story. In particular, challenging, expanding, modifying strategies and clarifying or restating strategies were used with relative frequency. These results demonstrate that the inner state and psychological causality can play important roles in the development of narrative structure. In addition, they show that four and five-year old children have the ability to look into a story from an objective standpoint, while simultaneously relating it to their own experience.