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본 연구는 정신지체 아동의 맥락정보와 의사소통 전략 사용능력을 조사하여 적절한 의사소통 중재 방법을 찾는데 목적이 있다. 정신지체 아동들에게 익숙한 환경인 가게놀이를 통해 맥락정보 활용과 의사소통 전략 사용을 일반아동과 비교하였다. 본 연구의 대상은 6, 7세의 일반아동 40명과 7, 8, 9세의 정신지체 아동 27명이었다. 연구결과는 첫째, 맥락정보 활용에서 생활연령, 사회인지 능력을 일치시킨 두 집단간에는 물리적 맥락과 사회·문화적 맥락 활용에서는 차이가 없었고, 언어적 맥락을 활용하는데 차이가 있었다. 정신지체아동들과 표현언어능력을 일치시킨 일반아동들은 물리적 맥락, 언어적 맥락, 사회·문화적 맥락 활용에서 유사한 수행을 나타냈다. 둘째, 의사소통 전략 사용에서 생활연령, 사회인지 능력을 일치시킨 일반아동들은 이해점검과 명료화 요구전략을 정신지체아동들보다 더 많이 사용하였고, 정신지체아동들은 요구전략보다 사물중 하나를 선택하였다. 표현언어능력 일치집단에서는 두 집단간에 의사소통 전략 사용의 차이가 없었다.


>The purpose of this study was to investigate using common grounds and communication strategies to resolve referential ambiguity in the children with mental retardation and the children without mental retardation matched to them on chronological age, expression language ability, social cognition ability. Common grounds and communication strategies use were examined in a role-playing task in whic the participant responded to ambiguous requests. The results were as follow:In common grounds, the children with mental retardation produced significantly less linguistic copresence to resolve referential ambiguity than did children without mental retardation matched to them on chronological age, social cognition ability. All groups used physical copresence and community membership of common ground. The performance of children with mental retardation was similar to that children without mental retardation matched to them on expression language ability.In relevance to communication strategies, the children without mental retardation included more use comprehension monitoring, clarification request, While the children with mental retardation had selecting objects anything. The children with mental retardation produced significantly less comprehension monitoring, clarification request, to resolve referential ambiguity than did children without mental retardation matched to them on chronological age, social cognition ability. The performance of children with mental retardation was similar to that children without mental retardation matched to them on expression language ability.In conclusion, the findings indicate that though children with mental retardation could use common grounds, they didn't use communication strategies. Thus In order to improve the communication competence, teachers should develop intervention programs of common grounds and increased opportunities to both strategies knowledge and applying the strategies.