문장제시수단에 따른 청각장애대학생의 독해능력에 관한 연구 A Study of reading comprehension ability of hearing impaired college students through sentence presentation methods원문보기
본 연구는 정규교육과정을 마친 청각장애 대학생들에게 수화와 문자로 각각 문장을 제시하였을 때 독해능력 차이를 알아보는 것으로, 수반장애가 없는 청각장애 대학생 30명을 대상으로 하였다. 검사 도구는 기초학력기능검사의 읽기Ⅱ를 수화동영상으로 촬영하여 제시하였고, 문자로도 제시하였다. 자료 분석은 수화제시와 문자제시간의 출신학교별, 주된 의사소통 수단별 차이를 알아보기 위해 t-test를 실시 검증하였고, 통계분석은 SPSS 12를 사용하였다. 연구결과 수화로 제시하든, 문자로 제시하든 출신학교별, 주된 의사소통수단별 차이가 없는 것으로 나타났다. 또한 수화제시와 문자제시간의 출신학교별, 주된 의사소통수단별 유의미한 차이가 나타나지 않았다. 이는 아주 어릴 때부터 구화교육을 받았음에도 불구하고 체계적인 수화교육을 전혀 받지 않은 경우에 비해 독해능력에서 차이가 없다는 것은 구화교육의 한계를 보여주는 것으로, 수화도 구화처럼 어릴 때부터 체계적인 교육이 필요함을 시사하고 있다. 또한 일부 연구대상자에게서 보듯이, 청각장애인에 대한 정확한 평가는 문자 혹은 구화에 의한 평가와 더불어 반드시 수화에 의한 평가가 동반되어야 하고, 수화의 사용이 문자습득에 방해가 되지 않음을 알 수 있었다.
본 연구는 정규교육과정을 마친 청각장애 대학생들에게 수화와 문자로 각각 문장을 제시하였을 때 독해능력 차이를 알아보는 것으로, 수반장애가 없는 청각장애 대학생 30명을 대상으로 하였다. 검사 도구는 기초학력기능검사의 읽기Ⅱ를 수화동영상으로 촬영하여 제시하였고, 문자로도 제시하였다. 자료 분석은 수화제시와 문자제시간의 출신학교별, 주된 의사소통 수단별 차이를 알아보기 위해 t-test를 실시 검증하였고, 통계분석은 SPSS 12를 사용하였다. 연구결과 수화로 제시하든, 문자로 제시하든 출신학교별, 주된 의사소통수단별 차이가 없는 것으로 나타났다. 또한 수화제시와 문자제시간의 출신학교별, 주된 의사소통수단별 유의미한 차이가 나타나지 않았다. 이는 아주 어릴 때부터 구화교육을 받았음에도 불구하고 체계적인 수화교육을 전혀 받지 않은 경우에 비해 독해능력에서 차이가 없다는 것은 구화교육의 한계를 보여주는 것으로, 수화도 구화처럼 어릴 때부터 체계적인 교육이 필요함을 시사하고 있다. 또한 일부 연구대상자에게서 보듯이, 청각장애인에 대한 정확한 평가는 문자 혹은 구화에 의한 평가와 더불어 반드시 수화에 의한 평가가 동반되어야 하고, 수화의 사용이 문자습득에 방해가 되지 않음을 알 수 있었다.
The purpose of this study is to analyze the reading comprehension ability of college students who have hearing impairments. The methods of analysis are sign language presentation and letter presentation. For this study, thirty students participated and they didn’t have any other disorder except hear...
The purpose of this study is to analyze the reading comprehension ability of college students who have hearing impairments. The methods of analysis are sign language presentation and letter presentation. For this study, thirty students participated and they didn’t have any other disorder except hearing impairment. They were divided into two categories. The first category is the school they came from. 17 students graduated from regular schools and 13 students graduated from special schools. The other is their main communication tools. 16 students were sign language users and 14 students were oral language users. The text for the test is the Basic Ability Examination’s Reading Part Ⅱ. The data is analyzed with paired T-test to find out the difference between sign language presentation and letter presentation. The result of this study is summarized as follows. First, when sign language method is presented to the students, there is no significant difference between the score of regular school graduates and that of special school graduates. Also, there is no significant score difference between oral language users and sign language users. Second, when letter method is presented to the students, there is no significant difference between the score of regular school graduates and that of special school graduates. Also, there is no significant score difference between oral language users and sign language users. Third, comparing with above results according to the school and the communication tool, there is no significant difference between sign language presentation and letter presentation among 17 regular school graduates. Also, there is no significant difference among 13 special school graduates. In the same way, there is no significant difference between sign and letter presentation among 16 sign language users. Also, there is no significant difference among 14 oral language users. Therefore, there is a limit for teaching to hearing impaired students with oral language even though they have been received a thorough oral education since they were very young. Without the systematic sign language education, they couldn’t improve their reading comprehension ability. In my opinion, it is necessary that the students have to receive a good education in sign language. Moreover, for the exact evaluation of the hearing impaired students, the sign language method should be presented as well as other oral and letter methods. It is certain that sign language doesn’t interfere with language learning.
The purpose of this study is to analyze the reading comprehension ability of college students who have hearing impairments. The methods of analysis are sign language presentation and letter presentation. For this study, thirty students participated and they didn’t have any other disorder except hearing impairment. They were divided into two categories. The first category is the school they came from. 17 students graduated from regular schools and 13 students graduated from special schools. The other is their main communication tools. 16 students were sign language users and 14 students were oral language users. The text for the test is the Basic Ability Examination’s Reading Part Ⅱ. The data is analyzed with paired T-test to find out the difference between sign language presentation and letter presentation. The result of this study is summarized as follows. First, when sign language method is presented to the students, there is no significant difference between the score of regular school graduates and that of special school graduates. Also, there is no significant score difference between oral language users and sign language users. Second, when letter method is presented to the students, there is no significant difference between the score of regular school graduates and that of special school graduates. Also, there is no significant score difference between oral language users and sign language users. Third, comparing with above results according to the school and the communication tool, there is no significant difference between sign language presentation and letter presentation among 17 regular school graduates. Also, there is no significant difference among 13 special school graduates. In the same way, there is no significant difference between sign and letter presentation among 16 sign language users. Also, there is no significant difference among 14 oral language users. Therefore, there is a limit for teaching to hearing impaired students with oral language even though they have been received a thorough oral education since they were very young. Without the systematic sign language education, they couldn’t improve their reading comprehension ability. In my opinion, it is necessary that the students have to receive a good education in sign language. Moreover, for the exact evaluation of the hearing impaired students, the sign language method should be presented as well as other oral and letter methods. It is certain that sign language doesn’t interfere with language learning.
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