The aim of this study is to grope for the direction of the content and structure of the learning material for "language treatment" which will be used as an "education" and "treatment" for the children of multi-cultural families with language disorder. Language treatment for children of multi-cultura...
The aim of this study is to grope for the direction of the content and structure of the learning material for "language treatment" which will be used as an "education" and "treatment" for the children of multi-cultural families with language disorder. Language treatment for children of multi-cultural families will be a part of more systematic and effective Korean language education considering correction of language disorder as well as language development which is different from language treatment for normal children. The result will be fluent Korean language and improvement of learning ability. Language disorder of the children of multi-cultural families comes from a defect in the course of a linguistic development. The language environment in the childhood which causes lack of spoken language contact due to the mothers without fluent Korean leads to the basic problem with pronunciation, accent and vocabularies of Korean language. The learning material for language treatment has to consider and recover the lack of experience of spoken language. Spoken language needs the training of pronunciation and accent as well as suprasegmental features such as strength, tone quality, rhythm, length. It is important to find the point place of articulation in the pronunciation training. Besides, it would not be possible for children to express their feelings until they recognize the strength adjustment from whispers to shout, the change the tone quality from husky, rough to a nasal, the length control of vowels and accent such as high or low tone. It aims at fluency in Korean language to learn the strength of words and paragraphs or to learn various patterns of rhythm in the sentences. The process of language treatment of phonology above mentioned is followed by that of lexicology which focuses on understanding the relationship between words and sounds and learning the meaning. This needs a balanced approach connecting repeated sentences with expected pictures. It is important for the balanced approach to make learning materials to connect the sense of sight with that of hearing such as looking for the same sound of one"s first name by watching a picture, words having the same sound at the end or words sounding funny and looking unusual etc. The next step is the language treatment of semantics associated with elementary level of Korean language reading. It is to learn categorized vocabularies and related words based on the similarity or common function of things, for example, pencil and paper, toothpaste and toothbrush, spoon and chopsticks, book and note, go and come, here and there, inside and outside, up and down. The language treatment of pragmatics is the next. Pragmatics is the functional side of language understanding or expressing the language according to the context. It is categorized as a high level of language treatment by teaching children how to use words properly considering the purpose and context and how to understand other people"s intention. As I mentioned above, the language treatments based on phonology, lexicology, semantics and pragmatics lead to the study of speaking and hearing in the elementary Korean language. Therefore it will be desirable to make a material for the language treatment containing contexts which are connected to a fairy tale, a traditional tale or a folk tale and further to the expressions used in the elementary school classroom. The contents of the material for language treatment should be decided on the initiative of children. It doesn"t mean that the speech therapist has to play a passive role. We are just cautious of the situation putting the relationship between the speech therapist and children to that of question-answer or order-obey. If children play an active role, most of them easily achieve sensitivity to various feelings and ability to express it. It makes general..
The aim of this study is to grope for the direction of the content and structure of the learning material for "language treatment" which will be used as an "education" and "treatment" for the children of multi-cultural families with language disorder. Language treatment for children of multi-cultural families will be a part of more systematic and effective Korean language education considering correction of language disorder as well as language development which is different from language treatment for normal children. The result will be fluent Korean language and improvement of learning ability. Language disorder of the children of multi-cultural families comes from a defect in the course of a linguistic development. The language environment in the childhood which causes lack of spoken language contact due to the mothers without fluent Korean leads to the basic problem with pronunciation, accent and vocabularies of Korean language. The learning material for language treatment has to consider and recover the lack of experience of spoken language. Spoken language needs the training of pronunciation and accent as well as suprasegmental features such as strength, tone quality, rhythm, length. It is important to find the point place of articulation in the pronunciation training. Besides, it would not be possible for children to express their feelings until they recognize the strength adjustment from whispers to shout, the change the tone quality from husky, rough to a nasal, the length control of vowels and accent such as high or low tone. It aims at fluency in Korean language to learn the strength of words and paragraphs or to learn various patterns of rhythm in the sentences. The process of language treatment of phonology above mentioned is followed by that of lexicology which focuses on understanding the relationship between words and sounds and learning the meaning. This needs a balanced approach connecting repeated sentences with expected pictures. It is important for the balanced approach to make learning materials to connect the sense of sight with that of hearing such as looking for the same sound of one"s first name by watching a picture, words having the same sound at the end or words sounding funny and looking unusual etc. The next step is the language treatment of semantics associated with elementary level of Korean language reading. It is to learn categorized vocabularies and related words based on the similarity or common function of things, for example, pencil and paper, toothpaste and toothbrush, spoon and chopsticks, book and note, go and come, here and there, inside and outside, up and down. The language treatment of pragmatics is the next. Pragmatics is the functional side of language understanding or expressing the language according to the context. It is categorized as a high level of language treatment by teaching children how to use words properly considering the purpose and context and how to understand other people"s intention. As I mentioned above, the language treatments based on phonology, lexicology, semantics and pragmatics lead to the study of speaking and hearing in the elementary Korean language. Therefore it will be desirable to make a material for the language treatment containing contexts which are connected to a fairy tale, a traditional tale or a folk tale and further to the expressions used in the elementary school classroom. The contents of the material for language treatment should be decided on the initiative of children. It doesn"t mean that the speech therapist has to play a passive role. We are just cautious of the situation putting the relationship between the speech therapist and children to that of question-answer or order-obey. If children play an active role, most of them easily achieve sensitivity to various feelings and ability to express it. It makes general..
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