• Korean Journal of Child Studies
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• v.22 no.1
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• pp.251-271
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• 2001

교사가 이야기책을 반복하여 읽어주는 (a multiple reading) 과정에서 아동이 새로운 단어에 해당하는 그림을 보고 그 단어를 명명하게 하는 (a labeling strategy) 읽기 방법이 아동의 어휘획득에 연령과 경험에 따라 차별적인 효과를 가져오는가, 또한 동일한 읽기 방법이 그룹 상황에 적용되었을 때 일대일 상황에서 얻어지는 효과와 같은 효율성을 갖는가의 문제가 각각의 실험에서 다루어졌다. 양 실험에서 각 연령 (4, 5세) 집단은 그림 어휘력 검사의 표준 점수 결과를 기준으로 하여, 상 하 두 어휘력 집단으로 나뉘어졌다. 아동이 설정된 새로운 단어를 획득한 결과는 comprehensive와 productive 어휘력 검사를 통해 측정되었다. 첫 번째 실험에서 4세와 5세 아동들은 각 연령 집단에서 교사가 일 대 일로 이야기책을 읽어줄 때, 수동적으로 듣거나 또는 설정된 단어에 해당하는 그림을 보며 직접 명명할 수 있었다. 두 번째 실험에서는 첫 번째 실험에 참여한 4세 아동들이 같은 읽기 방법으로 그룹 상황에서 읽혀졌다. 첫 번째 실험 결과, 새로운 단어를 comprehend 하고 produce 하는데 5세 아동이 4세 아동 보다 나은 기제를 갖고 있는지는 분명히 밝혀지지 않았다. 결과를 통해 분명하게 밝혀진 것은 이야기책이 읽혀지는 동안 얻어지는 comprehensive 어휘와 productive 어휘에는 차이가 있다는 것이다. 아동들은, 특히 어릴수록, 새로운 단어를 comprehend 하는데 있어서는 labeling strategy의 효과를 보지 못한 반면, 단어를 produce 하는데 있어서는 동일한 방법이 단순한 반복 읽기 보다 효과적이었다. 덧붙여, 어휘력에 있어 상위 집단에 속한 아동이 하위 집단에 속한 아동 보다 더 많은 단어를 comprehend 하고 produce 한다는 점을 확인시켰다. 두 번째 실험 결과는 그룹 상황에서 4세 아동에게 이야기책을 읽어줌으로써 새로운 단어를 획득하게 할 수 있다는 것을 보여 주었다. 사용된 labeling strategy는 특히 productive 어휘 획득에 효과적인 것으로 나타났으며, 따라서 일대일 상황에서 뿐 아니라 그룹 상황에서도 중요한 요소로 보였다. 덧붙여, productive 어휘 획득에 있어서 labeling strategy의 효과는 어휘력에 있어 하위 집단에 속한 아동에게는 상황에 따라 다른 결과를 가져왔다. 즉, labeling strategy의 효과에 있어서 하위 집단의 아동들은 그룹보다 일대일 상황에서 productive 어휘를 더 많이 획득했다. 연구결과, productive 어휘력 발달을 위하여 교사는 일대일 책읽기 뿐 아니라 그룹 책 읽기에서도 labeling strategy를 사용하는 것을 고려해야 하며, 비교적 적은 어휘력을 갖고 있는 아동에게는 일대일 상황에서 labeling strategy를 사용하여 이야기책을 읽어주는 시간을 할당할 것을 제시했다.

• Phonetics and Speech Sciences
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• v.12 no.1
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• pp.51-63
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• 2020

Phonological awareness is a metalinguistic awareness ability of phonology and is known to predict language skills, such as reading and vocabulary skills. The purpose of this study was to investigate the relationship between phonological awareness, phonological processing, and language skills in 4- to 6-years-old typically developing (TD) children and children with language delay (LD). A total of 32 children (TD=18, LD=15) participated in this study. They performed a phonological awareness task consisting of counting, deletion, and discrimination at syllable level. Nonword Repetition, Digit Backward, Receptive & Expressive Vocabulary Test, and Grammaticality Judgment Task were performed to analyze the correlation between phonological awareness, phonological processing, and language ability. A multiple stepwise regression analysis was performed to examine the phonological awareness subtasks that predict language ability. In the TD group, the syllable categorization task significantly predicted the receptive vocabulary and the performance of the Grammaticality Judgment Task. The LD group showed that the syllable counting task significantly predicted the receptive vocabulary, the expressive vocabulary, and the performance of the Grammaticality Judgment Task. The results showed that the phonological awareness performance was significantly different between the two groups. Further, correlation analysis and regression analysis showed different results for each group. The result of the phonological awareness performance predicted the language ability of each group significantly, suggesting the importance of the meta-linguistic awareness ability of phonology.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.07a
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• pp.719-722
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• 2021

최근 인공지능의 새로운 기술들이 하루가 다르게 발전하고 있다. 이에 본 연구에서는 인공지능 교육과 글쓰기 교육을 연계하여 초등학생들의 어휘력 향상을 위한 수업을 설계하고자 한다. 그 방법으로는 본 수업에 앞서 어휘 10문제를 테스트하여 실험에 참가하기 전의 어휘력을 점검한다. 그 후 머신러닝 포키즈를 이용하여 여러 감정에 해당되는 단어들을 다양하게 훈련하도록 하였고, 그 후 관련된 어휘 10문제를 다시 테스트 하였다. 실험 결과 실험에 참가하기 전에는 100점 만점에 58.8점으로 나왔으나 훈련 후의 결과는 평균 68점으로 모든 학생의 성적이 좋아지는 결과를 얻을 수 있었다. 어휘력 문항수가 적은 점과 10명의 실험참가자로 일반화할 수 없는 한계가 있다. 향후 초등교재 한권을 선정하여 어휘를 모두 분석한 후 가장 많이 등장하는 어휘를 골라내어 테스트하여 좀 더 통계적으로 의미 있는 분석을 하고자 한다.

• The Journal of the Korea Contents Association
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• v.18 no.7
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• pp.423-431
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• 2018

The purpose of the present study was to investigate the effect of caption-embedded video on character recognition and vocabulary ability of the primary school students, The subjects of this study were the students in two elementary schools in G city, Jeonbuk province. They were divided into two groups including a control group which used utilization video materials without captions, and a experimental group which used utilization video materials with captions. Each group was tested over the course of two months (10 classes). And then a statistical analysis was conducted to find out the effects of captions on character recognition and vocabulary ability through independent samples t-test and paired samples t-test. There were no significant differences in a comparison between the groups, but significant differences were found within the groups. Pedagogical implications based on the research findings and suggestions for further research were also discussed.

• Korean Journal of Childcare and Education
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• v.12 no.1
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• pp.1-17
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• 2016

The objective of the study is to find out the effects of toddler's temperament and mother's parenting behavior on the development of vocabulary ability. The study was conducted with 299 infants between the ages of 18 and 24 months and their mothers in 47 day care centers in I city, Jeollabukdo. The results of the study are as follows. First, according to the correlation between infant's temperament and vocabulary based on the composition of temperament, approach-avoidance, adaptability, and mood showed a negative correlation with receptive and expressive vocabulary, and response intensity showed a positive correlation with receptive vocabulary. Second, according to the relation between mother's parenting behavior and infant's vocabulary ability based on the sub-factors of mother's parenting behavior, instructional parenting behavior and setting-limits parenting behavior showed a positive correlation with receptive and expressive vocabulary. Third, according to the effects of infant's temperament and mother's parenting behavior on the development of infant's vocabulary ability, as for the understanding of vocabulary, the explanation power of approach-avoidance is the highest, followed by instructional parenting behavior, response intensity, and mood. As for expressive vocabulary, the explanation power of instructional parenting behavior is the highest, followed by mood, response intensity and activity. In the development of infant's vocabulary ability, it was found that receptive vocabulary was affected the most by approach-avoidance, and expressive vocabulary was affected the most by instructional parenting behavior. Mothers will have to have interrelation skills suitable for temperament for the development of infant's receptive vocabulary, and have parenting behavior expressing the traits of things and events for the development of expressive vocabulary.

• The Journal of the Korea Contents Association
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• v.16 no.11
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• pp.211-222
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• 2016

This study was to investigate 1) the effect of the variables (age, education level, average monthly income, occupation) relating to the multi-cultural family father(MF) on children's vocabulary(CV), 2) the relationship between the father's participation in their children's fostering(FPCF) and CV. FPCF in 24 MFs and CV were evaluated using the questionnaire, interview. The results are as follows: 1) There were significant correlations among father's education level, average income, occupation, and CV. FPCF scores. 2) There were no significant correlation between father's age and CV. 3) There were significant correlations between FPCF scores and CV. And some interview examples were illustrated in this paper.

• Proceedings of the KHMA Conference
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• 2012.05a
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• pp.380-380
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• 2012

• Korean Journal of Child Studies
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• v.29 no.4
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• pp.199-212
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• 2008

Relationships between parents' home literacy attitudes in low-income families and children's emergent literacy were studied with 107 children 4- and 5-years of age and their parents. Instruments were Kim and Kwon's (2006) questionnaire about parents' literacy attitudes, the Peabody Picture Vocabulary Test-Revised(Kim et al., 1995) and the Concepts About Print(CAP; Kim & Kim, 2004). Results showed that parents of younger children were positive about reading books; parents of older children were positive about reading instruction. More positive parental feelings about reading and higher frequencies of reading with the child were related to children's higher vocabulary scores. Children's CAP was positively related with amount of parents' reading instruction, home literacy resources, and number of child's books in the home.

• Korean Journal of Child Studies
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• v.23 no.1
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• pp.121-137
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• 2002

This study examined the vocabulary competence of institutionalized and home-reared 6- and 7-year-old children with the use of the Revised Picture Vocabulary Test(Dunn & Dunn, 1981; Korean version, Kim et al., 1995), administered to 113 institutionalized children and 124 middle class home-reared children. Results indicated that the vocabulary competence of institutionalized children was inferior to that of home-reared children. Children who had lived in an institution for two years or more scored lower than those who had been institutionalized for a shorter time. 7-year-olds scored higher than 6-year-olds, regardless of institutionalization. Home-reared girls scored higher than home-reared boys, but there was no sex difference between institutionalized children. These findings suggest that efforts should be directed toward improving the linguistic environment of institutionalized children.

• Annual Conference on Human and Language Technology
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• 2002.10e
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• pp.98-102
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• 2002

초등학교 교과서에 사용된 어휘의 수준을 보기 위해 교과서에 쓰인 어휘의 사용 빈도를 포함하여 결정에 영향력을 미칠 요소를 파악하고 요소간의 관계를 설립하여 교육용 어휘 설정의 나아갈 방향을 제시하는데 목적이 있다. 7차 교육과정에 있는 초등학교 교과서에서 국어 어휘 교육 관련 항목을 살펴 이들의 단계별 학습 수준의 고려가 이루어져 있는지를 검토하고자 한다. 수준별 교육 과정에서 밝히고 있는 어휘 의미 교육의 위계가 세부적이고 치밀한 수준의 적정성을 바탕으로 하여 구성되어 있는지를 검토하고 초등학교 교육용 어휘 선정의 문제 분석을 통해 기본 어휘와 기초 어휘 분류의 적정 기준과 학습 활동에 있어 언어 사용 능력으로서의 어휘력과 언어 체계 속의 어휘력을 구분할 필요가 있음을 설명하고자 한다.