The purpose of this study is to investigate the effect of language teaching with social role play activity on verbal ability of the children with mental retardation including vocabulary, comprehension, and expression. For this study, a review of literature and an experimental study were implemented,...
The purpose of this study is to investigate the effect of language teaching with social role play activity on verbal ability of the children with mental retardation including vocabulary, comprehension, and expression. For this study, a review of literature and an experimental study were implemented, and three of children with mental retardation were employed. The results of this study were as follows; First, as for social role play, comprehensive vocabulary and using vocabulary were effective to improve whole of the vocabulary. Child A showed a little higher improvement in using vocabulary than comprehensive vocabulary, child B showed same improvement of using vocabulary and comprehensive vocabulary, and child C showed a little higher improvement in comprehensive vocabulary than using vocabulary. Especially, child A showed higher improvement of vocabulary than those of child B and C. It was regarded that verbal circumstances of child A in daily life was bad but it gave effective influence on child A by appropriate verbal stimulation during social role play, and through this it was found that environmental factors were playing a role too, to improve vocabulary ability. Second, social role play was effective to improve verbal comprehension of mentally retarded children, and it was generally improved in understanding of 'what' and 'who' for general verbal comprehension, but child A didn't show improvement in understanding of 'how.' child B didn't show improvement in understanding of 'why,' and child C didn't show improvement in understanding of 'where,' and 'how.' It is regarded that the comprehension for 'how' and 'why' ask for higher level of thinking than the other field of language comprehension, and it is regarded that we can get bigger effect if we invest social role play activity steady and long term. Third, social role play was effective to improve whole verbal expression power like their rate of content agreement, number of the sentence, and length of the sentence. Child A showed general improvement in rate of content agreement, but child B didn't show improvement, and child C didn't show improvement till pre-test and mid-test, but showed improvement from mid-test to post-test. As for the numbers of sentence, child A and child C showed improvement and child B stayed in the level of pre-test. As for the length of sentence, child A and child C showed improvement but child B stayed in the level of pre-test. The reason why child B stayed in pre-test level in verbal expressive field while child A and child C showed improvement was that it was not by the problem of his ability but by many of environmental problems during the test period, and if there was no problem, child B was regarded to show general improvement like child A and child C. Synthetically, social role play gave influence on the improvement of verbal expressive power, verbal comprehension, and vocabulary power of them, and it gave influence to improve recognition and sociality as well.
The purpose of this study is to investigate the effect of language teaching with social role play activity on verbal ability of the children with mental retardation including vocabulary, comprehension, and expression. For this study, a review of literature and an experimental study were implemented, and three of children with mental retardation were employed. The results of this study were as follows; First, as for social role play, comprehensive vocabulary and using vocabulary were effective to improve whole of the vocabulary. Child A showed a little higher improvement in using vocabulary than comprehensive vocabulary, child B showed same improvement of using vocabulary and comprehensive vocabulary, and child C showed a little higher improvement in comprehensive vocabulary than using vocabulary. Especially, child A showed higher improvement of vocabulary than those of child B and C. It was regarded that verbal circumstances of child A in daily life was bad but it gave effective influence on child A by appropriate verbal stimulation during social role play, and through this it was found that environmental factors were playing a role too, to improve vocabulary ability. Second, social role play was effective to improve verbal comprehension of mentally retarded children, and it was generally improved in understanding of 'what' and 'who' for general verbal comprehension, but child A didn't show improvement in understanding of 'how.' child B didn't show improvement in understanding of 'why,' and child C didn't show improvement in understanding of 'where,' and 'how.' It is regarded that the comprehension for 'how' and 'why' ask for higher level of thinking than the other field of language comprehension, and it is regarded that we can get bigger effect if we invest social role play activity steady and long term. Third, social role play was effective to improve whole verbal expression power like their rate of content agreement, number of the sentence, and length of the sentence. Child A showed general improvement in rate of content agreement, but child B didn't show improvement, and child C didn't show improvement till pre-test and mid-test, but showed improvement from mid-test to post-test. As for the numbers of sentence, child A and child C showed improvement and child B stayed in the level of pre-test. As for the length of sentence, child A and child C showed improvement but child B stayed in the level of pre-test. The reason why child B stayed in pre-test level in verbal expressive field while child A and child C showed improvement was that it was not by the problem of his ability but by many of environmental problems during the test period, and if there was no problem, child B was regarded to show general improvement like child A and child C. Synthetically, social role play gave influence on the improvement of verbal expressive power, verbal comprehension, and vocabulary power of them, and it gave influence to improve recognition and sociality as well.
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