• 말소리와 음성과학
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• 제7권3호
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• pp.153-163
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• 2015

This study investigated the trends of mobile applications which were developed for prompting speech and language skills for children with disabilities, and analyzed the function and contents of these applications as a tool of speech and language therapy. For this analysis, twenty applications among 71 ones were selected according to the exclusion criteria. These applications were classified by the 8 using types of contents and analyzed the function of mobile applications by the revised mobile contents evaluation standard (ease of use, value of education, interest level, and interactivity). As a results, applications for augmentative and alternative communication were developed much more than any other types. And the ease of use got the highest score whereas the interest level got the lowest score in whole evaluation analysis. The result of this study would suggest way to evaluate applications for speech language therapy and to contribute to developing the contents and function of mobile applications aims to help children with disabilities improving their speech and language skills.

• 말소리와 음성과학
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• 제5권3호
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• pp.103-111
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• 2013

Traditionally it has been assumed that written abilities are completely dependent on phonology. Therefore spoken and written language skills in aphasic patients have been known to exhibit similar types of impairment. However, a number of latest studies have reported the findings that support the orthographic autonomy hypothesis. The purpose of this study was to examine whether fluent aphasic patients have discrepancy between speaking and writing skills, thereby identifying whether the two skills are realized through independent processes. To this end, this study compared the K-FAST speaking and writing tasks of 30 aphasia patients. In addition, 16 aphasia patients, who were capable of producing sentences not only in speaking but also in writing, were compared in their performances at each phase of the sentence production process. As a result, the subjects exhibited different performances between speaking and writing, along with statistically significant differences between the two language skills at positional and phonological encoding phases of the sentence production process. Therefore, the study's results suggest that written language is more likely to be produced via independent routes without the mediation of the process of spoken language production, beginning from a certain phase of the sentence production process.

• 문화기술의 융합
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• 제9권5호
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• pp.219-228
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• 2023

본 연구는 언어재활실습 여부에 따른 예비언어재활사 역량에 대해 알아보고 예비언어재활사 지도에 있어 기초자료로 활용하는 데 목적이 있다. 예비언어재활사 역량은 직무, 지식, 기술, 언어 영역으로 구성하였으며 언어 영역은 의미, 형태, 화용으로 하위영역을 구분하여 총 36문항의 설문지를 구성하였다. 설문지는 언어치료전공 학생으로 총105부의 설문지를 회수하였다. 실습 여부에 따른 예비언어재활사 역량을 분석하기 위해 t-검정, Pearson 상관분석, 단순회귀분석을 실시하였다. 본 연구 결과는 다음과 같다. 첫째, 역량 영역의 지식, 직무, 기술, 그리고 언어의 모든 영역에서 집단 간 유의한 차이가 나타났다. 둘째, 역량과 언어 하위영역 간 매우 강한 상관관계를 보였다. 셋째, 역량 하위영역과 언어 영역에 유의한 설명력을 보이며 예비언어재활사 역량에 긍정적인 영향을 미치는 것으로 나타났다. 본 연구는 예비언어재활사의 역량을 높이기 위해 언어 요소에 대한 이론적인 지식이 기반이 되어야 하며, 이론이 예비언어재활사 역량에 영향을 미치는 것을 확인할 수 있다는 점에서 의의가 있다. 예비언어재활사의 역량 향상과 전문적인 언어재활사 양성 및 이론을 기반으로 한 효율적인 교수법의 근거 자료로 의미 있게 사용될 것을 기대한다.

• International Journal of Computer Science & Network Security
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• 제22권8호
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• pp.55-60
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• 2022

Specific Language Impairment is one of the serious disorders that interferes with spontaneous communication skills in children. Children suffering from this disorder may have reading, speaking, or listening impairments, and such type of disorders are also termed Autism Speech Disorder (ASD) in medical terminology. The aim of the article is to define specific language impairment in children and the problems it can cause. The different methods adopted by speech pathologists to diagnose language impairment. Finally implementing machine learning models to automate the process and help speech pathologists and pediatricians/ in diagnosing the specific language impairment.

• 한국어학
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• 제63권
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• pp.103-132
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• 2014

This study compares various speech rates of Korean learners with those of native Korean. Speech data were collected from 34 native Koreans and 33 Korean learners (19 Chinese and 14 Japanese). Each participant recorded a 9 syllabled Korean sentence at three different speech rate types. A total of 603 speech samples were analyzed by speech rate types (normal, slow, and fast), native languages (Korean, Chinese, Japanese), and learners' proficiency levels (beginner, intermediate, and advanced). We found that learners' L1 background plays a role in categorizing different speech rates in the L2 (Korean), and also that the leaners' proficiency correlates with the increase of speaking rate regardless of speech rate categories. More importantly, faster speech rate values found in the advanced level of learners do not necessarily match to the native speakers' speech rate categories. This means that learning speech rate categories can be more complex than we think of proficiency or fluency. That is, speech rate categories may not be acquired automatically during the course of second language learning, and implicit or explicit exposures to various rate types are necessary for second language learners to acquire a high level of communicative skills including speech rate variation. This paper discusses several pedagogical implications in terms of teaching pronunciation to second language learners.

• Journal of Audiology & Otology
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• 제24권2호
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• pp.61-70
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• 2020

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

• 대한청각학회지
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• 제24권2호
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• pp.61-70
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• 2020

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance. Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively. Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception. Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

• 음성과학
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• 제13권2호
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• pp.59-72
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• 2006

In the present study, we investigated the grammaticality judgement skills of children with developmental language impairments. The participants included 20 children with language impairments of ages ranging from 7 to 9 years and of IQ's ranging from 71 to 84, and 40 normally developing children. Twenty normal children were matched with the language impaired children in their language ages and the other 20 normal children were matched with the language impaired children in their chronological ages. The children were asked to judge the grammatical correctness of 48 short sentences, half of which were ungrammatical sentences containing incorrect case-markers and the other half were grammatically correct sentences. Four types of case-markers including nominative "i/ga", accusative "ul/lul", locative "e," and instrumental "ro" were systematically changed to generate the ungrammatical sentences. The language impaired children performed worse than both groups of normally developing children in detecting the ungrammatical sentences and in correcting the case-markers of those sentences. In detecting the errors of ungrammatical sentences, the language impaired children exhibited variable performances across the different case-markers.

• Child Studies in Asia-Pacific Contexts
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• 제6권2호
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• pp.73-85
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• 2016

Speech-print mapping awareness is defined as the awareness of the principles underpinning how speech sound is matched to print symbols. Chinese is unique in that it follows the one syllable one character mapping principle. The present study examined the predictive power of speech-print mapping awareness in young children's word reading. Seventy-four Hong Kong children from the first and second kindergarten years were tested with phonological awareness, visual skills, syllable-level mapping awareness, and Chinese reading ability at Time 1. Chinese reading abilities were tested again 1 year later. It was found that syllable-level mapping awareness predicted Chinese word reading abilities 12 months later. Further, it seemed that the link of syllable mapping to Chinese reading is particularly significant for beginning readers. The findings suggest that understanding the language-specific speech-print mapping principle is critical for reading acquisition at the early stage of reading development.

• 한국융합학회논문지
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• 제12권6호
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• pp.57-63
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• 2021

본 연구는 대구·경북지역 언어재활사의 개인적 특성과 공감능력 및 직무만족도 간의 관계와 특히 인지적 및 정서적 공감능력과 직무만족도 간의 관계를 파악하여 언어재활사의 직무만족도 향상을 위한 기초 자료를 제공하기 위한 융합연구이다. 연구대상은 대구·경북지역에서 근무하는 언어재활사를 대상으로 총 111명의 설문조사를 분석하였다. 자료분석은 연구 목적에 따라 SPSS/PC 21.0 통계 프로그램을 이용하여 t-test와 ANOVA 및 상관분석을 실시하였다. 연구결과 개인적 특성과 공감능력 및 직무만족도 간의 관련성이 높게 나타났고, 공감능력의 하위 요인인 인지적 및 정서적 공감능력과 직무만족도 간의 관련성이 높은 것으로 나타났다. 이러한 결과를 토대로 추후 집체 및 소집단이나 온·오프라인 교육 등 다양한 교육 프로그램 연계와 대학에서의 공감능력 향상을 위한 비교과 및 교과목 개설이 필요하다는 것을 알 수 있었다. 그리고 향후 공감능력 향상을 위한 전국 단위 언어재활사를 대상으로 한 비교과 및 교과목 이수여부에 따른 언어재활사의 공감능력과 직무만족도를 알아보기 위한 후속연구가 필요하다.