• 아동학회지
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• 제31권5호
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• pp.31-45
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• 2010

This study was conducted in order to investigate the effect of students' attitudes to internet media language and orthographic knowledge on their use of internet media language. The participants were 989 students in the 4th to 11th grades in Kyunggi-do. It was found that the participants used more internet media language in internet literacy than for general writing. Elementary students exhibited significantly less orthographic knowledge and used more internet media language to write on the internet than older students. Students' attitudes to internet media language went a long way to explaining their self-assessment on the frequency of using internet media language and their genuine use of internet media language on the internet. Their orthographic knowledge, however, was not a significant predictor for their use of internet media language.

• 디지털융복합연구
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• 제14권6호
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• pp.499-511
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• 2016

음운인식은 구어의 기본 단위인 말소리를 지각하고 조작하는 능력으로, 이것은 이후 문자습득에 영향을 주는 것으로 알려져 있다. 그러나 몇몇 연구에서는 문자의 기본 단위인 철자에 대한 지식이 반대로 음운인식에 영향을 준다고 주장한다. 본 연구에서는 5, 6세 아동을 대상으로 철자표상 과제와 말소리분절 과제를 실시한 후, 두 과제 수행력 간 상관관계, 철자표상 상위집단과 하위집단 간 말소리분절 과제의 정반응 점수, 그리고 오류유형을 비교 분석하였다. 그 결과 철자표상 과제와 말소리분절 과제 수행력은 자소-음소 일치 단어에서는 양의 상관, 불일치 단어에서는 음의 상관을 보였다. 자소-음소 일치 단어의 경우 두 집단 간 말소리분절 수행력에 차이가 없었지만, 자소-음소 불일치 단어의 경우 하위집단이 상위집단보다 말소리분절 수행력이 유의하게 좋았다. 두 집단 모두에서 가장 많이 나타난 오류는 철자화 오류였고, 이러한 경향은 상위집단에서 두드러졌다. 본 연구는 철자를 배우기 시작한 직후부터는 아동들이 말소리분절 과제 수행에 철자지식을 활용하고 있음을 시사한다.

• 디지털융복합연구
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• 제14권6호
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• pp.535-546
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• 2016

철자지식과 음운인식이 시각적 단어 해독과 부호화에 미치는 영향을 알아보기 위하여, 5세에서 8세의 아동 각 15명씩 총 60명을 대상으로 철자지식(자모지식, 소리-글자 대응지식, 철자표상), 음운인식(단어인식, 음절인식, 음소인식), 시각적 단어 해독(자소-음소 일치 단어 읽기, 불일치 단어 읽기), 시각적 단어 부호화(자소-음소 일치 단어 받아쓰기, 불일치 단어 받아쓰기) 과제를 실시하였다. 그 결과 철자지식, 음운인식, 시각적 단어 해독, 시각적 단어 부호화의 모든 과제에서 연령 집단 간 수행력 차이가 유의하였고, 각 과제 수행력 간 유의한 정적 상관관계가 있었다. 이 중 불일치 단어 철자표상, 음절인식, 음소인식이 본 연구 대상자들을 연령에 따라 보다 민감하게 구분하는 것으로 나타났다. 시각적 단어 해독과 부호화 능력을 예측하는 변인으로 음운인식보다는 자모지식과 철자표상과 같은 철자지식 능력이 포함되었다. 본 연구결과는 학령기 전후 철자에 보다 익숙해지면 음운인식보다 철자지식이 시각적 단어 해독과 부호화에 더 많은 영향을 미친다는 것을 시사한다.

• 말소리와 음성과학
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• 제6권1호
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• pp.119-125
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• 2014

Many studies have reported an age-related decline in the ability to spell words correctly. The aim of this study was to investigate the deterioration on retrieving orthographic knowledge in 64 normal elderly Korean persons. The subjects were 64 in total: they were composed of 22 persons in their 50s, 20 persons in their 60s, and 22 persons in their 70s or older. We instructed them to write from a dictation of 60 words stimuli (20 regular words, 20 irregular words, 20 nonwords). Older adults made more errors than younger adults, and the age-related decline in performance was greater for irregular than regular and nonwords. With respect to the error pattern in the irregular words, the subjects showed more phonological plausible errors than phonological implausible errors. The number of self-correction was high in nonwords. Based on the results, we found that aging differentially affects the retrieval of orthographic knowledge on regular, irregular and nonwords.

• 비교문화연구
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• 제39권
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• pp.485-499
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• 2015

Initially, the word 'usage' in the rule of Korean orthography was used to indicate the whole grammatical knowledge to separate between stems and inflectional affixes and nominals and case markers. Nowadays the word 'usage' in the rule of Korean orthograph is understood to indicate both 'usage' as the principles of the orthographic rule and 'grammar.' Even though 'usage' and 'grammar' can be understood as two different words, the discrepancy between them is not clear. In fact, if examining the rule of Korean orthography, it is not difficult to find that the principles of the orthography is written based on the grammar rules. Thus, the original principle is damaged because the rule of Korean orthography depends on the grammar rules too much. In addition, the rule of Korean orthography forces to change the grammar rules when describing them. Incorrect description of the grammar rules often causes the spelling mistakes. Therefore, it is necessary to divide two areas such as 'usage' and 'grammar' when dealing with 'the orthographic rules' and describing them.

• 말소리와 음성과학
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• 제8권1호
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• pp.71-80
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• 2016

The phonemic awareness tasks (phonemic synthesis, phonemic elision, phonemic segmentation) by auditory presentation and visual presentation were conducted to 40 children who are 5 and 6 years old. The scores and error types in the sub-tasks by two presentations were compared to each other. Also, the correlation between the performances of phonemic awareness sub-tasks in two presentation conditions were examined. As a result, 6-year-old group showed significantly higher phonemic awareness scores than 5-year-old group. Both group showed significantly higher scores in visual presentation than auditory presentation. While the performance under the visual presentation was significantly lower especially in the segmentation than the other two tasks, there was no significant difference among sub-tasks under the auditory presentation. 5-year-old group showed significantly more 'no response' errors than 6-year-old group and 6-year-old group showed significantly more 'phoneme substitution' and 'phoneme omission' errors than 5-year-old group. Significantly more 'phoneme omission' errors were observed in the segmentation than the elision task, and significantly more 'phoneme addition' errors were observed in elision than the synthesis task. Lastly, there are positive correlations in auditory and visual synthesis tasks, auditory and visual elision tasks, and auditory and visual segmentation tasks. Summarizing the results, children tend to depend on orthographic knowledge when acquiring the initial phonemic awareness. Therefore, the result of this research would support the position that the orthographic knowledge affects the improvement of phonemic awareness.