이 연구는 청각장애학생의 어미 형태별 연결어미 사용 특성을 검토하기 위해 청각장애학교에 재학 중인 초등부 4학년, 중등부 1학년, 고등부 1학년 학생을 각각 40명씩 연구대상으로 선정하였다. 비교 통제집단으로는 일반 초등학생 2학년에서 4학년 학생을 각각 40명씩 선정하여 연결어미 사용능력 검사를 실시한 후 세 가지 연구 문제를 설정하여 그 결과를 분석하였다. 연구 문제에 따른 결과는 다음과 같다. 첫째, 건청학생 집단과 청각장애 집단 간 어미 형태별 분석 결과, 정답률이 가장 높은 어미 형태는 두 집단 모두 ‘원인/이유’ 범주의 ‘아/어서’였으나, 두 번째 순위에서 건청학생은 ‘시간(동시, 계기)’의 ‘(으)면서’, 청각장애학생은 ‘목적/의도’의 ‘(으)러’였으며, 가장 낮은 정답률을 나타낸 것은 두 집단 모두 ‘가정/조건’의 ‘거든’으로 나타났다. 둘째, 언어능력에 따른 청각장애 집단 간 어미 형태별 분석 결과, 가장 높은 정답률을 나타낸 어미 형태는 세 집단 모두 ‘원인/이유(인과)’ 범주의 ‘아/어서’였고, 두 번째 순위에서 상집단은 ‘설명/배경’의 ‘(으)ㄴ데/-는데’, 중집단은 ‘목적/의도’의 ‘(으)러’, 하집단은 ‘나열(단순)’의 ‘고’였으며, 가장 낮은 정답률을 나타낸 것은 세 집단 모두 ‘가정/조건’의 ‘거든’이었다. 셋째, 연령에 따른 청각장애 집단 간 어미 형태별 분석 결과, 가장 높은 정답률을 나타낸 어미 형태는 세 집단 모두 ‘원인/이유(인과)’ 범주의 ‘아/어서’였고, 두 번째 순위에서 초등집단은 ‘시간(동시/계기)’의 ‘(으)면서’, 중등집단은 ‘시간(동시, 계기)’의 ‘고’, 고등집단은 ‘목적/의도’의 ‘(으)러’였으며, 가장 낮은 정답률을 나타낸 어미 형태는 세 집단 모두 ‘가정/조건’의 ‘거든’이었다.
The purpose of this study was intended to diagnose the problems of the structures of complex sentences and to find an appropriate guidance for teaching how to make sentences by examining the characteristics of connective ending use by connective ending forms for the students with hearing impairment. For this, 40 students who are elementary 4th year, middle 1st year and high 1st year of school for the deaf were selected as objects of this study, and 40 students who are from 2nd year to 4th year of a general elementary school were selected as comparison groups. The results of this study are as follows. First, the rankings of the accuracy rates were partly corresponded to those of normal students’ but there was a big difference of the accuracy rates by the rankings. In the case of the hearing impaired students, there were big differences of the accuracy rates between other forms of the same semantic categorized connective ending use and the same forms of the other semantic categorized connective ending use. In the analysis of difficulties of connective ending forms, there was no difference of the normal students’ accuracy rates but there was a significant difference of the hearing impaired students’. Second, there was no great difference of the accuracy rates by the forms of the same semantic categorized connected ending use in the high-level group, but there were big differences in the other two groups. In the other semantic categorized connected ending use forms, there were differences between the accuracy rates of the higher two groups but there did not seem to be different in the lower group. Especially in the lower group, the top five forms of the connected ending use were all ‘a/eoseo’ and ‘go’. Lastly, there appeared great differences of the other connected ending forms in the same semantic categories in all the three groups. In the contrast, there were great differences of the same connected ending forms in the other semantic categories in the elementary and high school groups but a relatively small difference of the connected ending use ‘go’ in the middle school groups.
Ⅰ. 서 론 Ⅲ. 연구 방법 Ⅳ. 연구 결과 및 논의 Ⅴ. 결 론 참고문헌
