동화역할극이 언어발달지체유아의 언어능력 향상에 미치는 효과
- 발행기관 아주대학교
- 지도교수 박미화
- 발행년도 2010
- 학위수여년월 2010. 2
- 학위명 석사
- 학과 및 전공 교육대학원 특수교육
- 실제URI http://www.dcollection.net/handler/ajou/000000010485
- 본문언어 한국어
- 저작권 아주대학교 논문은 저작권에 의해 보호받습니다.
초록/요약
동화역할극이 언어발달지체유아의 언어능력 향상에 미치는 효과 아주대학교 교육대학원 특수교육전공 최지선 지도교수 박미화 이 연구는 교육환경에서 쉽게 접할 수 있고, 유아가 흥미로워하는 동화역할극이 언어발달지체유아의 언어능력 향상에 미치는 영향을 밝히는데 그 목적이 있다. 이에 따른 연구문제는 다음과 같다. 첫째, 동화역할극이 언어발달지체유아의 언어습득능력 향상에 어떠한 영향을 미치는가? 둘째, 동화역할극이 언어발달지체유아의 이야기이해력 향상에 어떠한 영향을 미치는가? 이 연구의 대상은 S시에 있는 사립유치원에 재학 중인 종일반 유아 3명을 연구대상으로 하였다. 이 연구에서는 동화역할극이 언어습득능력 향상에 미치는 효과를 알아보기 위하여 사전검사 3회, 중재 4회, 사후검사 2회를 실시한 후 각 유아별로 검사지를 사용하여 언어습득능력에 대한 자료를 수집하였다. 수집된 자료는 획득점수에서 총점수를 백분율로 환산하고 도표와 그래프화 하여 비교․분석 하였다. 이야기이해력의 향상에 미치는 효과를 알아보기 위해서 중재 단계에서 각 동화별 3회씩 총 12회로 구성된 검사지를 사용하여 유아마다 이야기이해력에 대한 자료를 수집하였다. 수집된 자료는 획득점수에서 총점수를 백분율로 환산하고 도표와 그래프화 하여 비교․분석 하였다. 이 연구의 결과를 요약하면 다음과 같다. 첫째, 동화역할극을 적용시킨 결과, 대상 유아 모두 언어습득능력이 향상되었다. 동화 내용이 부분적으로 가미된 질문 내용을 주의 깊게 듣고 그 내용을 적절하게 표현하였으며 동화역할극을 통하여 적절한 언어자극이 제공됨으로서 유아별로 차이는 있었으나 언어습득능력이 전반적으로 향상되었다. 이러한 연구 결과는 역할놀이를 통한 언어중재 프로그램이 언어발달지체유아의 화용론적 언어능력 향상에 영향을 미친다는 강은화(2004)의 연구결과와 일치한다. 둘째, 동화역할극을 적용시킨 결과, 대상 유아 모두 이야기이해력이 향상되었다. 동화역할극이 진행 되어가는 과정에서 동화를 듣고 동화속의 인물, 사실, 인과관계(정보의 명료성), 장소 및 배경, 감정 상태에 대한 질문을 하면 적극적으로 참여하였고, 동화를 듣고 이야기 꾸미기 활동을 통해 알맞은 그림을 지적할 수 있는 능력을 길렀다. 동화역할극이 이야기이해력에 향상에 긍정적으로 작용한다는 연구 결과는 동화를 활용한 극화활동이 유아의 언어표현력 및 언어 이해력에 영향을 준다는 차금선(2003)의 연구결과와 일치하며, 그림책을 통한 극 놀이 활동이 유아의 이야기이해력향상에 영향을 미친다는 홍현수(2006) 연구와 같은 맥락의 결과임을 알 수 있다. 이와 같이, 교사는 동화를 단순히 들려주는 것으로 끝내는 일반적인 수업형태를 벗어나 유아들에게 친숙한 상황이나 사건들로 구성된 동화역할극을 함으로써 또래간의 상호 주관성을 높이고 언어발달지체유아의 언어습득능력 및 이야기이해력 향상에 효과가 있었다는 결론을 내릴 수 있다.
more목차
목 차
Ⅰ. 서 론 ···························································································· 1
1. 연구의 필요성 및 목적 ························································· 1
2. 연구의 문제 ············································································· 3
3. 용어의 정의 ············································································· 4
Ⅱ. 이론적 배경 ················································································ 6
1. 동화역할극 ············································································· 6
2. 언어발달지체유아의 언어발달특성 ··································· 10
2. 유아의 언어표현 및 이야기이해력 ···································· 12
Ⅲ. 연구방법 ···················································································· 16
1. 연구 대상 ··············································································· 16
2. 연구 도구 ··············································································· 19
3. 연구 절차 ··············································································· 25
4. 자료 처리 ··············································································· 27
Ⅳ. 연구결과 ···················································································· 28
1. 언어습득능력 ······································································· 28
2. 이야기이해력 ······································································ 31
Ⅴ. 결론 및 제언 ············································································ 37
1. 결론 ······················································································· 37
2. 제언 ······················································································ 38
참고 문헌 ························································································ 40
부 록 ·························································································· 44
표 목 차
<표-1> 연구대상 유아의 일반적 특성 ······································ 16
<표-2> 연구대상 유아의 행동 및 언어적 특성 ························· 17
<표-3> 기능별 문항내용 및 점수체계 ········································ 20
<표-4> 이야기이해력 평가문항 내용 및 점수체계···················· 21
<표-5> 동화역할극 활동 프로그램의 구조 및 내용 ················· 23
<표-6> 언어습득능력 향상 효과 ················································ 28
<표-7> 유아 1의 이야기 이해력 ················································ 32
<표-8> 유아 2의 이야기 이해력 ················································ 33
<표-9> 유아 3의 이야기 이해력 ················································ 35
그 림 목 차
〔그림-1〕 동화역할극 프로그램의 적용절차 ·························· 24
〔그림-2〕 언어습득능력 향상 효과 ·········································· 29
〔그림-3〕 유아 1의 이야기 이해력 향상 ································ 32
〔그림-4〕 유아 2의 이야기 이해력 향상 ······························· 34
〔그림-5〕 유아 3의 이야기 이해력 향상 ······························· 36
