The Added Effect of Visual Scene Display AAC Within a Naturalistic Developmental Behavioral Intervention for Young Children on the Autism Spectrum With Minimal Speech

Pope, Lauramarie The Pennsylvania State University ProQuest Dissert 2023 해외박사(DDOD)

Many children on the autism spectrum struggle significantly in their early language development, entering kindergarten with little or no functional speech (Kasari et al., 2014; Rose et al., 2016). Naturalistic developmental behavioral interventions (NDBIs) are a promising approach for supporting early language and communication development for young children on the autism spectrum (e.g., Sandbank et al., 2020). NDBIs blend developmental principles with behavioral intervention strategies within naturalistic environments to support child development across domains (Schreibman et al., 2015). However, the children with the greatest need of language supports - those with minimal speech - have limited means to participate within these interventions and are therefore the least likely to benefit from traditional NDBIs that focus primarily on speech production (Kasari et al., 2014). Augmentative and alternative communication (AAC) offers children on the autism spectrum with limited speech the potential means to enhance communication and participate effectively in the interactions needed to support early language and communication development. To date, only one study has directly investigated the impact of adding traditional, grid-based AAC supports into a preexisting NDBI, with promising results (Kasari et al., 2014). However, grid-based AAC systems can still constrain access to contextually-relevant and motivating vocabulary, effectively limiting critical language learning opportunities. No research has explored incorporating AAC systems that have been specifically designed to support early language and communication development into the context of an NDBI.The proposed study aimed to fill this gap by investigating the effect of integrating visual scene display (VSD) AAC supports with "just-in-time" programming and aided AAC input within an NDBI framework for young children on the autism spectrum with minimal speech. VSD systems capture the contexts in which language is learned and used through photographs, embed vocabulary within these familiar scenes, and support quick and easy programming of new vocabulary during interactions in response to children's interests (Holyfield, Caron, & Light, 2019). These systems give children access to dynamic, contextually relevant, and motivating vocabulary, supporting active engagement within early language learning contexts. In addition, aided AAC input consists of communication partners augmenting their own spoken input by selecting relevant vocabulary on the aided AAC system (O'Neill et al., 2018). Strong evidence indicates that aided AAC input is highly effective in supporting communication and vocabulary development for individuals with limited speech (O'Neill et al., 2018).Using a single case, multiple-probe across participants design, the current study investigated the impact of adding VSD-based AAC supports with just-in-time programming and aided AAC input into NDBI procedures on the total number of symbolic communicative turns taken during 10-minute interactions by young children on the autism spectrum with minimal speech. The following collateral variables were also explored: (a) the cumulative number of unique vocabulary concepts expressed; (b) the communication modality of symbolic turns expressed by participants (e.g., speech, gestures, aided AAC); (c) characteristics of the most frequent expressive vocabulary concepts; (e) characteristics of vocabulary programmed just-in-time in response to participants' interests; and (f) comprehension of the spoken word for book-related concepts. Results of a caregiver social validity questionnaire are also reported.Participating children were all in the First Words stage of language development (as defined by Tager-Flusberg et al., 2009), indicating that they were in the process of developing an initial corpus of single word expressive communication. During this period of language development, acquiring a robust vocabulary and developing formative social communication skills is critical to establishing the essential building blocks needed to support later language growth, such as word combinations.  Participant performance in baseline on (a) the number of symbolic communicative turns per session, (b) the cumulative number of unique vocabulary concepts expressed, and (b) the communication modality of symbolic turns was compared to intervention, with the addition of VSD AAC supports and aided AAC input. All participants tended to take more turns each session and add new expressive vocabulary more rapidly in intervention than in baseline, though with notable variation across participants. Participants generally communicated most frequently using gestures in baseline and aided VSD AAC during intervention, with no notable change in the low rates of speech production across phases. Overall, the ten most frequent expressive vocabulary concepts for each participant consisted mostly of nouns, though with a notable number of verbs. However, interjections (e.g., "Oh, no!" "Wheee!") were also often at the top of participants' high frequency vocabulary lists. Vocabulary programmed just-in-time also consisted primarily of nouns. Lastly, participants performed at chance levels identifying the spoken words for book-related vocabulary pre-selected by the researcher across study phases. However, for half of the participants, accuracy was above chance levels on a post-hoc individualized comprehension measure of spoken language that targeted the vocabulary concepts communicated most frequently by each participant (50-70% accuracy).The results of this study indicate that including VSD-based aided AAC systems and strategies designed to support beginning communicators within the framework of an NDBI can increase both the communication frequency and expressive vocabulary of children on the autism spectrum with minimal speech, beyond the effects of NDBI procedures alone. Additionally, these results demonstrate that, when given greater agency over their communication, the expressive vocabularies of children on the autism spectrum with minimal speech in the First Words stage of language development consist predominantly of nouns, with some concrete verbs and interjections, as is common in early language development of neurotypical children who use speech (McDonough et al., 2011). Lastly, study outcomes suggest that the connection between expressive use of aided AAC vocabulary and understanding of the spoken word is complex, requiring further investigation. These results demonstrate the positive impact of intervention strategies that combine the strengths of NDBIs and developmentally appropriate AAC intervention on both social pragmatic (turn taking) and semantic (vocabulary growth) development. In addition, this study lays the foundation for future research expanding NDBI and AAC research into new contexts, with a variety of communication partners, and with more fine-grained comparisons between intervention components.

Investigating the Nature of Teachers’ Vocabulary and Science Talk during Science Instruction in Early-Elementary Classrooms

Anderson, Blythe E Michigan State University ProQuest Dissertations & 2020 해외박사(DDOD)

Oral language and vocabulary development in the early-elementary grades is important for students’ overall academic success. Oral language and vocabulary support science learning, and reciprocally, the background knowledge and vocabulary students gain when learning about the natural world supports their reading comprehension. Therefore, oral language and vocabulary development should be an essential focus of instruction for early-elementary students, and as such, current national standards for literacy and science instruction each emphasize oral language development. Given the importance of oral language and vocabulary development for both literacy and science learning, it is critical to understand how teachers support this development in early-elementary science instruction. Most observational studies of vocabulary instruction have taken place within the context of literacy instruction. As little is known about how teachers promote oral language and vocabulary development in science instruction in the early-elementary grades, the present study investigated (1) how teachers use language to promote oral language and vocabulary development during science instruction in the early-elementary grades, (2) whether/how vocabulary talk relates to the language aspects of science talk, and (3) what features of science curriculum materials are related to enhanced vocabulary talk.To answer these questions, I conducted two instrumental case studies. In the first study, I examined the science instruction of a cohort of eight early-elementary teachers in order to understand how they used language to promote students’ oral language and vocabulary development. In the second study, I examined the science instruction of Ms. Thompson, kindergarten teacher, in order to identify features of science curriculum materials that are related to enhanced vocabulary talk during science instruction. In total, 24 video recorded science lessons provided 894.27 minutes of observational data across three timepoints from the eight participating teachers. I used discourse analysis and other qualitative analysis techniques to examine the vocabulary talk moves (i.e., ways of using language to promote oral language and vocabulary development) the teachers made during science instruction. I also used quantitative techniques to make within- and between-teacher comparisons of vocabulary talk over the course of the study.The cohort of teachers used considerably more vocabulary talk moves for building students’ knowledge of word meanings than for scaffolding students’ word use, building students’ awareness of words and word learning, or interesting students in words and word learning. This study points to the need to consider the context in which vocabulary talk moves are made and the overall quality of this vocabulary talk in addition to examining which moves the teachers make. Curriculum materials that (a) identified target words and provided child-friendly explanations/definitions, (b) used texts that highlight these target words and provided supports for extra-textual talk promoting vocabulary talk, and (c) offered discussion prompts that deepen students’ understandings of target word meanings were associated with enhanced vocabulary talk by Ms. Thompson. Likewise, the absence of these curricular features was associated with less vocabulary talk.This study contributes to the field’s understanding of the ways that science instruction supports literacy learning and literacy instruction supports science learning in the early-elementary grades. The findings from this study have implications for curriculum development, teacher professional development, teacher preparation, and policy.

A Comparative Case Study of AI-Generated and Coursebook-Based Speaking Materials Effects : Focusing on Fluency, Coherence, and Vocabulary Development in EFL Learners

라술로브이브록힘존아크람조다 동신대학교 일반대학원 2026 국내박사

This study examines the impact of AI-generated speaking materials compared to traditional coursebook instruction on the speaking skills of English as a Foreign Language (EFL) learners. Recently, the rapid growth of artificial intelligence has transformed educational practices, especially in language learning. Tools powered by AI are increasingly used to help learners with automated feedback, chatbots, and personalized learning systems. However, there is still limited research on how AI-generated instructional materials function as a key source of input in speaking classes. Specifically, we lack studies on the effects of these materials on various aspects of speaking ability at the same time. This study aims to fill that gap by focusing on three main elements of spoken language performance: fluency, coherence, and vocabulary use. The study uses a comparative case study design with pre-tests and post-tests, involving two groups of intermediate EFL learners over four weeks. The experimental group participated in speaking activities that relied solely on AI-generated materials, while the control group used a traditional coursebook, Let’s Talk Level 3. The AI-generated materials were created to offer structured language support, including topic prompts, discourse markers, vocabulary input, and model responses to encourage longer speech production. Meanwhile, the coursebook provided typical speaking tasks such as pair discussions, role-plays, and guided speaking exercises. To maintain consistency and isolate the impact of the teaching materials, both groups were taught in the same classroom conditions. The teacher acted only as a facilitator, providing no extra explanations, corrections, or modifications beyond the materials. Thus, the design of instructional materials was the primary variable in the study. We assessed learners' speaking performance through recorded responses to standardized tasks given before and after the intervention. All responses were transcribed using automatic speech recognition and later checked for accuracy. The analysis combined both quantitative and qualitative approaches, aligning with current practices in second language acquisition research. We measured fluency by calculating speech rate (words per minute), frequency of filled pauses, and mean length of runs to capture speed and continuity. Coherence was assessed through discourse marker density and rating scales that evaluated logical organization and clarity, with reliability tested using Cohen’s kappa. Vocabulary development was analyzed through lexical diversity (type-token ratio), the frequency of topic-related vocabulary, and the use of formulaic sequences, highlighting both range and practical use of vocabulary. The findings showed that while both teaching methods improved learners' speaking performance, the AI group achieved significantly larger gains in all three areas of speaking ability. Learners using AI-generated materials produced more fluent speech, with higher speech rates, longer stretches of uninterrupted speech, and fewer hesitations. They also showed improved coherence, demonstrated by more frequent use of discourse markers and better ratings for logical structure. Moreover, the AI group made noteworthy advancements in vocabulary use, such as greater lexical diversity, more topic-relevant vocabulary, and increased use of formulaic expressions. These results can be viewed through both cognitive and sociocultural lenses of second language acquisition. From a cognitive viewpoint, the structured nature of AI-generated materials may lower the demands on processing during speech, freeing up cognitive resources for fluency and vocabulary retrieval. From a sociocultural angle, AI-generated prompts and linguistic support may act as tools that help learners organize and expand their spoken output within their learning potential. The study emphasizes the interconnectedness of fluency, coherence, and vocabulary development, suggesting that enhancing one can lead to improvements in the others. From a teaching perspective, the findings indicate that AI-generated materials can effectively supplement traditional coursebooks by providing adaptable, context-rich, and linguistically diverse input for speaking practice. Instead of replacing existing teaching methods, AI materials may enhance them by offering extra support and chances for extended language use. This study contributes to ongoing discussions about the role of artificial intelligence in language education and highlights the significance of material design in influencing language learning results. In summary, this study offers strong evidence that AI-generated speaking materials can greatly boost the development of essential aspects of speaking performance in EFL learners. It demonstrates the potential of AI as a teaching tool while stressing the need for thoughtfully informed and well-structured integration of such technologies into language teaching.

한국 영아의 어휘 발달과 어머니와의 언어적 상호작용

임용순 연세대학교 대학원 2002 국내석사

본 연구는 18∼29개월 영아의 언어 중 어휘 발달이 어떠한지 살펴보고 어머니-영아간 책읽기 상호작용시 어머니의 언어적 행동이 영아의 언어와 관련이 있는가를 알아보고자 하였다. 연구 대상은 서울시와 경기도에 거주하는 18∼29개월 영아 54명과 그들의 어머니였다. 영아의 어휘 발달을 측정하기 위해 MCDI-K(The MacArthur Communicative Development Inventory -Korean)에 최은희(2000)의 연구를 기초로 어휘들을 추가하여 사용하였다. 어머니-영아간 책읽기 상호작용시 어머니의 언어적 행동을 분석하기 위해서는 Senechal, Cornell과 Broda(1995)의 분석 기준을 사용하였다. 연구 절차로는 각 가정에서 정보 제공 책과 글 없는 줄거리 중심 책 각각 한 권씩을 어머니와 영아가 읽게 하고, 그 상호작용의 과정을 연구자가 오디오와 비디오로 녹화하여 전사하였다. 아동의 언어 발달 측정도구는 어머니가 작성한 후 회수하였다. 수집된 자료는 연구 문제에 따라 평균, 백분율, t검증과 Pearson 적률상관계수를 산출하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 18∼29개월 영아의 언어에서 수용 어휘수가 표현 어휘수 보다 더 많았다. 영아의 평균 표현 어휘 수는 약 265개이고 수용 어휘 수는 약 454개로표현 어휘의 약 1.7배였다. 영아의 어휘 발달에 있어 성별에 따른 차이는 없었다. 표현 어휘에 있어서는 명사가 55%이상을 차지하고 있었다. 전체 어휘 수에 대한 의미 범주별 백분율을 살펴보았을 때 표현 언어에 있어서 18개월에서 20개월까지는 음식 및 일상생활 등 영아에게 익숙한 사물들에 대한 어휘가 많았고, 점차 동사 범주 어휘가 증가하여 27개월 이후에는 영아의 어휘 중 17.8%가 동사 범주 어휘였다. 수용 언어에 있어서는 전 시기에 걸쳐 영아의 전체 수용 어휘에 대한 동사 어휘의 비율이 19.5% 이상으로 가장 높았다. 둘째, 어머니-영아간 책읽기 상호작용시 어머니들은 진술을 가장 많이 사용하였고, 다음으로는 질문을 많이 사용하였으며, 주의 환기를 가장 적게 사용하였다. 어머니들은 진술 중에서 묘사를 가장 많이 사용하였으며, 질문 중에서명명 질문을 가장 많이 사용하였다. 셋째, 어머니-영아간 책읽기 상호작용에서 어머니의 언어적 행동은 아동의 언어 능력과 관계가 있었다. 어머니가 명명 진술을 많이 할수록 영아의 언어점수는 낮았고, 어머니가 추론 및 평가 질문, 반복과 확장을 포함한 피드백을 많이 할수록 영아의 언어 점수는 높았다. The purpose of this study was to investigate Korean infants' vocabulary development and the relationship between mothers' verbal behaviors and infants' vocabulary development. The subjects were 54 infants(27 boys and 27 girls) and their mothers. MCDI-K(The MacArthur Communicative Development Inventory-Korean, Pae, 1993) was modified and used to measure the infants' vocabulary. The mothers' verbal behaviors were observed by Senechal, Cornell and Broda(1995)'s categories. The mothers read aloud two picture books ith their children, and their interactions during reading the books were videotaped at their homes. The data were analyzed by means, percentage, t-test and Pearson's correlations. The results of this study were as follows. First, the mean score of the infants' receptive vocabulary was higher than that of their expressive vocabulary. There was no significant difference between the boys' and the girls' vocabulary scores. The score of verbs was the highest in the receptive vocabulary, and the score of nouns was the highest in the expressive vocabulary. Second, the verbal behavior that the mothers showed most during reading the books with their children was the statement. The Description was used most frequently in the subcategories of the statement. The 'what' question was used most frequently in the subcategories of the question. Third, there were significant relationships between the infants' vocabulary scores and the mothers' verbal behaviors. The infants' vocabulary scores were positively correlated with mothers' reasoning ·evaluation questions, repetitions and expansions.

부모와의 어휘 상호작용이 유아의 수용어휘 크기에 미치는 영향 : 단어인식과 우연적 단어학습의 이중매개효과

정수지 서울대학교 대학원 2021 국내박사

본 연구는 부모와의 어휘 상호작용이 유아의 수용어휘 크기에 미치는 직간접적인 영향을 밝히고자 하였다. 이를 위해 부모-유아 어휘 상호작용이 유아의 어휘발달을 설명하는지 살펴보고, 부모-유아 어휘 상호작용과 유아의 단어인식의 세부 유형이 각각 어휘발달의 어떠한 영역을 촉진하는지 비교하였다. 더 나아가 부모-유아 어휘 상호작용이 수용어휘 크기에 직접적으로 영향을 미치는지와 유아의 단어인식과 우연적 단어학습을 매개로 수용어휘 크기에 간접적으로 영향을 미치는지를 검증하였다. 이를 위해, 세종시와 대전시에 위치한 어린이집의 5세 학급에서 취학 전 5, 6세 유아와 그 어머니 203쌍을 대상으로 자료를 수집하고 분석하였다. 어머니는 설문지를 통해 부모-유아 어휘 상호작용 척도(Parent-Child Lexical Interaction Scale for Preschoolers, PLIS-P)에 응답하였고, 유아는 연구원과의 면대면 조사에 참여하여 단어인식(단어 단위/임의성/형태/어종 인식), 우연적 단어학습, 수용어휘 크기 과제를 수행하였다. SPSS 통계패키지를 이용하여 기술통계분석, Pearson의 상관관계분석, 다중회귀분석, PROCESS 매크로를 이용한 이중매개모형 분석 및 부트스트래핑 분석을 실시하였다. 본 연구의 주요한 결과는 다음과 같다. 첫째, 부모-유아 어휘 상호작용은 유아의 어휘발달을 설명하는 타당한 개념이다. 부모-유아 어휘 상호작용은 유아의 단어인식, 우연적 단어학습, 수용어휘 크기와 모두 정적 상관관계가 있었다. 그리고 부모-유아 어휘 상호작용은 하위요인 차원에서도 유아의 단어인식, 우연적 단어학습, 수용어휘 크기와 상관관계가 있었다. 이는 부모-유아 어휘 상호작용이 유아의 단어인식, 우연적 단어학습, 수용어휘 크기를 예측하는 예측타당도가 있음을 보여준다. 둘째, 부모-유아 어휘 상호작용의 세부 유형과 유아의 단어인식의 세부 유형은 각각 어휘발달의 다른 영역을 촉진한다. 어머니의 단어 자극 제공은 유아의 수용어휘 크기에 정적 영향을, 어머니의 단어인식 지도는 유아의 단어인식과 수용어휘 크기에 정적 영향을, 어머니의 발현적 단어지도는 유아의 단어인식에 정적 영향을, 어머니의 단어 정교화는 유아의 우연적 단어학습에 정적 영향을 미친 것으로 나타났다. 반면 어머니의 관습적 단어지도는 유아의 단어인식, 우연적 단어학습, 수용어휘 크기 모두에 부적 영향을 미친 것으로 나타났다. 한편 유아의 단어단위인식과 단어어종인식은 우연적 단어학습에 정적 영향을 미쳤고, 유아의 단어임의성인식과 단어형태인식은 수용어휘 크기에 정적 영향을 미쳤다. 셋째, 부모-유아 어휘 상호작용은 유아의 수용어휘 크기에 직접적으로 영향을 미칠 뿐 아니라, 유아의 단어인식과 우연적 단어학습을 통해서 간접적으로도 영향을 미쳤다. 이는 부모가 어휘 상호작용을 통해 유아의 수용어휘 크기의 성장을 직접 도울 뿐 아니라, 유아가 스스로 단어를 인식하고 학습하도록 촉진함으로써 수용어휘 크기의 성장을 간접적으로 지원할 수 있음을 보여준다. 따라서 유아 수용어휘 크기의 성장을 위해서는 부모-유아 어휘 상호작용의 직간접적인 영향력을 모두 고려할 필요가 있다. 본 연구는 부모-유아 어휘 상호작용 척도를 활용하여, 부모와의 어휘 상호작용이 유아의 어휘발달을 촉진함을 밝혔다. 또한 부모-유아 어휘 상호작용과 유아의 단어인식의 각 세부 유형이 어휘발달에 기여하는 바가 각각 다름을 밝혔다. 더 나아가 유아의 단어인식과 우연적 단어학습의 이중매개효과를 살펴봄으로써 부모-유아 어휘 상호작용이 유아 수용어휘 크기의 성장을 간접적으로 지원하는 기제를 밝혔다. 이를 통해 본 연구는 유아의 독립적이고 능동적인 단어인식 및 단어학습을 촉진하는 부모-유아 어휘 상호작용의 중요성을 강조한다. 이러한 정보는 유아의 어휘발달을 증진하기 위한 부모-유아 상호작용 중재 및 부모교육 프로그램 개발에 활용될 수 있을 것이다. The purpose of this study is to investigate the direct and indirect effect of parent-child lexical interaction on preschoolers’ receptive vocabulary size. For this end, it was examined whether parent-child lexical interaction can explain preschoolers’ vocabulary development and which aspect of vocabulary development each sub-factor of parent-child lexical interaction and preschoolers’ word awareness can facilitate. Furthermore, the study also verified whether the effect of parent-child lexical interaction on receptive vocabulary size can be mediated by preschoolers’ word awareness and incidental word learning. The participants involved in the experiment were 203 pairs of five-year-old to six-year-old children and their mothers from childcare centers in Sejong and Daejeon city, South Korea. Mothers were provided with questionnaires to mark on the Parent-Child Lexical Interaction Scale for Preschoolers (PLIS-P), while preschoolers were engaged in face to face settings with researchers to perform tasks on word awareness (awareness on word unit, word arbitrariness, word morphology, and word type), incidental word learning, and REVT-R vocabulary test. The collected data was analyzed using SPSS statistical package to conduct descriptive statistics analysis, Pearson’s correlation analysis, multiple regression analysis, and hierarchical regression analysis. The PROCESS macro was also used to verify the dual mediation model and to perform bootstrapping analysis. The main findings results of this study are as follows: First, parent-child lexical interaction was found to be a valid construct explaining preschoolers’ vocabulary development. Parent-child lexical interaction was positively correlated with preschoolers’ word awareness, incidental word learning, and receptive vocabulary size. In addition, the sub-factors of parent-child lexical interaction were also correlated with preschoolers’ word awareness, incidental word learning, and receptive vocabulary size. This confirms the predictive validity of Parent-child Lexical Interaction Scale. Second, results showed that each sub-factor of parent-child lexical interaction and preschoolers’ word awareness contributed to different aspects of vocabulary development. Children’s exposure to words by their parents had a positive effect on preschoolers’ receptive vocabulary size while parents’ instruction on word awareness positively affected preschoolers’ word awareness and receptive vocabulary size. Parents’ emergent word instruction positively influenced preschoolers’ word awareness, while parents’ word elaboration had a positive effect on preschoolers’ incidental word learning. In contrast, parents’ conventional word instruction had a negative impact on preschoolers’ word awareness, incidental word learning, and receptive vocabulary size. On the other hand, it was found that sub-factors of word awareness had differential effects on incidental word learning and receptive vocabulary size. In specific, preschoolers’ awareness on word unit and word type had a positive impact on incidental word learning, whilst preschoolers’ awareness on word arbitrariness and word morphology positively affected receptive vocabulary size. Finally, it was shown that parent-child lexical interaction not only affects preschoolers’ receptive vocabulary size directly but also indirectly through preschoolers’ word awareness and incidental word learning. This finding indicates that parent-child lexical interaction supports the growth of preschoolers’ receptive vocabulary directly and also indirectly by enabling them to recognize and acquire words on their own. Therefore, both the direct and indirect impact of parent-child lexical interaction should be considered for preschoolers’ receptive vocabulary size to grow. This study confirmed that receptive vocabulary in early childhood develops through parent-child lexical interaction, thus highlighting the importance of parent-child interaction on word acquisition. In addition, the study showed that each sub-factor of parent-child lexical interaction and word awareness in preschoolers have different degrees of contribution to word acquisition process. Finally, the study verified the mediation effects of word awareness and incidental word learning, unveiling the underlying mechanism by which parent-child interaction affects preschoolers’ receptive vocabulary size indirectly. This study suggests that parent-child lexical interaction supporting the preschoolers’ independent awareness and learning of words should be promoted to facilitate vocabulary development. The findings of this study can be used to develop the effective interventions and parents education programs on parent-child lexical interaction for preschoolers’ vocabulary development.

Krashen 이론과 관련하여 고등학생을 대상으로 한 어휘향상방법 : A Study for Improving Vocabulary Learning Strategies Related to Krashen’s Input Hypothesis with High School Students

박선영 우송대학교 2012 국내석사

One of the most important things to learn English is vocabulary. However, learners in Korea don’t know an essential factor of vocabulary. Also learners tend to use simple memorization and their own techniques to learn vocabulary. Therefore, vocabulary learning strategies should be communicated between expert and learners. More meaningful instruction for vocabulary strategies were provided for vocabulary development. The thesis provided students with many opportunities for the development of vocabulary learning strategies related to Krashen’s hypothesis. After vocabulary strategy instruction can use world-map, guessing meaning from textual context, using visuals and concrete experiences, encouraging students to use a dictionary, encouraging extensive reading and listening. As a result, learning strategy was changed and they participated in vocabulary strategy instruction actively. It seems that many students realized the importance and usefulness of vocabulary learning strategies.

학령전기 다문화가정 아동의 이중언어 수용 및 표현 어휘 발달 특성

황경숙 대구가톨릭대학교 보건의료과학대학원 2014 국내석사

This study focused on the developmental characteristics of bilingual receptive and expressive vocabulary in 5~6-year-old multicultural preschool children. 60 preschool children, 20 monolingual Korean speaking children, 20 Korean-Chinese bilingual children, and 20 Korean-Vietnamese bilingual children participated in this study. The examination was conducted man to man in daycare centers, multicultural family support centers, and individual family's home in Daegu. Their overall language ability was examined with standardized language test, and REVT was used in translated form of Chinese and Vietnamese to investigate their characteristics of language development. The test result of receptive and expressive vocabulary in monolingual Korean children showed higher scores than that of Korean-Chinese bilingual children, followed by that of Korean-Vietnamese bilingual children. Furthermore, in receptive and expressive vocabulary, both bilingual children showed higher scores in Korean than in their home language. Korean-Chinese bilingual children showed little differences between receptive and expressive vocabulary in Chinese, while they showed noticeable differences between receptive and expressive vocabulary in Korean. On the other hand, Korean-Vietnamese bilingual children showed no significant differences between receptive and expressive vocabulary in Vietnamese, while they showed remarkable differences in Korean. Finally, significantly higher percentage of correct responses of receptive and expressive Korean vocabulary was observed in adjectives rather than in verbs or nouns in both Korean-Chinese and Korean-Vietnam bilingual children. The result of this study suggested that it is important for bilingual children in multicultural family to receive appropriate linguistic stimulation in their early language development to acquire similar vocabulary level to monolingual children. Since current standardized language tests are only applicable for monolingual children, more efficient ways of testing bilingual children's vocabulary in both languages are needed.

아동 어휘, 실행기능, 마음이론, 공감 능력 발달에서 어머니의 공감 능력의 영향

정지은 중앙대학교 대학원 2025 국내박사

아동이 부모와 상호작용을 하며 받는 영향은 아동의 발달을 촉진시키는 측면이 있다. 뿐만 아니라 이른 시기에 발달한 능력이 이후에 발달하는 능력에 도움을 주기도 하는데, 결국 아동의 발달은 환경적인 영향과 더불어 여러 발달 영역들 간의 유기적인 관계 안에서 이루어진다고 볼 수 있다. 본 연구에서는 아동의 어휘, 인지, 공감 발달에 어머니의 공동주의, 비언어적 입력 자극의 질, 공감 능력이 영향을 미치는지 살펴봄과 동시에 아동의 발달 영역들 간에 서로 긴밀하게 연결되는 지점이 있는지도 알아보았다. 먼저 가정에서 이루어지는 자연스러운 상호작용에서 아동과 어머니의 공동주의를 관찰하였고, 어머니의 비언어적 입력 자극의 질을 측정하였다. 어머니의 공감 능력은 대인관계 반응지수, 공감 정확도, 마음 관련 발화를 통해 공감의 다양한 측면을 반영하고자 하였다. 아동의 어휘는 연구에 처음 참여하는 만 14~20개월(1차)에 한 번 측정한 다음, 만 36개월(2차)과 만 54개월(3차)에 추가로 측정했고, 1차와 3차 사이의 어휘 성장 점수도 산출하였다. 마지막으로 아동이 만 60개월이 되었을 때(4차), 아동의 실행기능, 마음이론, 공감 능력을 측정하였다. 결과적으로 어머니의 공감 능력을 측정한 세 가지 방법 중 대인관계 반응지수와 공동주의 시도하기 중 시선 전환이 함께 아동의 어휘 성장 점수를 유의하게 예측하였다. 특히 어머니의 대인관계 반응지수는 아동의 공감 능력 중 감정이입을 독립적으로 예측하는 유일한 변인이었다. 즉, 유아기 때 측정된 어머니의 공감 능력이 이후 아동기 때의 어휘 습득과 공감 능력 발달에 영향을 미치는 것으로 보이며, 이는 공감적 자질이 높은 어머니일수록 그 자녀가 인지 및 정서 발달에서 더 긍정적인 결과를 얻을 수 있다는 것을 의미한다. 또한 아동의 어휘는 실행기능과 마음이론에 각각 영향을 미치는 것으로 나타났는데, 이는 선행연구들의 발견을 지지하는 결과라고 할 수 있다. 종합해보면, 아동의 발달은 어머니로부터 받는 영향 외에도 아동의 발달 영역들 간에 서로 영향을 주고받으며 이루어지는 것으로 보인다. 본 연구는 아동의 공동주의, 어휘, 실행기능, 마음이론, 공감 능력과 같은 발달 영역들을 중심으로 오랜 기간 아동들을 관찰하여 발달 초기 어머니와 아동의 상호작용에서 보이는 어머니 요인과 아동 발달 간의 장기적인 관계성을 탐색하였다는 점에서 의의가 있다고 할 수 있다. The parent-child interaction is likely to facilitate children's development. Additionally, earlier developed abilities support subsequent developmental abilities, i.e., children's development occurs through the relationships between various developmental areas with the environmental supports. The present study aimed to examine whether maternal joint attention, nonverbal input quality, and empathy affect children's vocabulary, cognition and empathy development, and to investigate the relationships among children's developmental domains. Initial observations of natural interactions focused on joint attention between the child and mother, and maternal nonverbal input quality was measured. Maternal empathy were measured by Interpersonal Reactivity Index (IRI), empathic accuracy, and mind-related comments. Children's vocabulary was measured three times - 14-20 months (Time 1), 36 months (Time 2), 54 months (Time 3). Next, children's executive function (EF), Theory of Mind (ToM), and empathy were measured at 60 months. The results indicated maternal alternating behaviors of initiating joint attention and maternal IRI significantly predicted children's vocabulary change from Time 1 to Time 3. Notably, maternal IRI independently predicted the children's empathy. These results implied that more empathic mothers tend to support her child's cognitive and emotional development. Furthermore, children's vocabulary related to EF and ToM respectively, supporting the findings of the previous studies. Taken together, maternal factors as well as child's factors are likely to contribute to children's development. The present study examined that the longitudinal relationships between maternal factors from the mother-child interaction and children's development, focusing on developmental areas including joint attention, vocabulary, executive function, theory of mind, and empathy.

외국인을 위한 한자어 교육 연구

이영희 숙명여자대학교 대학원 2008 국내박사

This research aims to elucidate the necessity for the teaching of Sino-Korean words, the largest portion of Korean vocabulary, and to provide efficient and suitable methods for teaching them in order to enhance the lexical competence of Korean language learners. This dissertation examines the direct method of teaching Sino-Korean vocabulary, using the morphological characteristics of Sino-Korean words, and argues that the direct method is highly useful for teaching them. In Chinese characters, the morpheme of Sino-Korean words has its own meaning, so after learning the basic meaning of Chinese characters with the highest word formation ability, expanding Sino-Korean words (word family) related to and derived from their respective Chinese characters is meaningful. Thus, Sino-Korean vocabulary education linked to Chinese character education can be of great service. Expanding Sino-Korean vocabulary with this methodology has two effects on learning Korean vocabulary. The first effect is that students can learn by classifying 'meaning relations', that is, Sino-Korean words based on the same meaning. The second effect is that students can improve their long-term memory through learning Sino-Korean words by recognizing similar forms (spelling). The outline of this dissertation is as follows. First, the thesis reviews the state of Sino-Korean vocabulary education in domestic and overseas Korean language programs and textbooks in order to understand the current situation of Sino-Korean vocabulary education. Second, this paper surveys the needs of Sino-Korean vocabulary education, targeting Korean language instructors and Korean language learners with the purpose of finding the most efficient Sino-Korean vocabulary teaching methods. Having reviewed the current situation and needs of Sino-Korean vocabulary education, the dissertation moves to the core of its research. The third section of this thesis focuses on methodologies and materials for Sino-Korean vocabulary education: it examines different teaching methods such as expanding Sino-Korean vocabulary through derivatives with high frequency affixes which have similar meanings, and teaching Sino-Korean vocabulary using semantic mapping; it presents a university-level course, "The Theory of Chinese Character Education for Korean Language Learners", which I revamped for training Korean language instructors; and introduces a Sino-Korean vocabulary list and Sino-Korean textbook, both of which I developed, for non-Chinese cultural learners and intermediate level students. Lastly, the dissertation tests the effectiveness of these teaching methods through a one-month long experimental study on non-Chinese cultural intermediate level learners using the textbook I developed. As the result of reviewing domestic Korean Language programs, five universities have elective Sino-Korean vocabulary classes based on Chinese character education for building learners' lexical competence. Intermediate and advanced level students from non-Chinese cultural countries participate in the classes. Korean language programs in non-Chinese cultural countries have many courses on Chinese characters and Sino-Korean vocabulary which are compulsory subjects for their major. Korean language programs in Chinese cultural countries instead have some courses on reading Sino-Korean and contrastive analysis. So Korean language programs in non-Chinese cultural countries are more active in teaching Sino-Korean vocabulary based on Chinese characters as a part of Chinese literacy education. In this survey of the educational needs of Sino-Korean vocabulary, 92% of Korean language instructors and students answered that the relationship between Chinese character competence of Korean language instructors and teaching Sino-Korean vocabulary was very close. So it was found that Korean language instructors need to develop their Chinese character competence for efficient teaching of Sino-Korean vocabulary. Regarding students' Chinese character competence and their lexical competence, more than 90% of Korean language instructors and students answered that there was a close relationship between two. Thus, it would be advisable to raise Chinese character competence to expand Sino-Korean vocabulary in Korean language learners. According to this survey, Chinese cultural students answered that they had undergone difficulties in learning Native Korean words most, but non-Chinese cultural students answered that it was the most difficult for them to learn Sino-Korean vocabulary. Therefore, non-Chinese cultural students need the Sino-Korean vocabulary education linked to Chinese characters education because Sino-Korean vocabulary education is more urgent for non-Chinese cultural students. Both teachers and students pointed out that the best textbook for expanding Sino-Korean vocabularies would be one based upon the word formation ability of Chinese characters. As the result of examining textbooks, this dissertation argues for the necessity of developing Sino-Korean vocabulary textbooks to teach Sino-Korean vocabulary on the basis of word-formation units. In light of the survey, my research presents goals and contents of the course, "The Theory of Chinese Character Education for Korean Language Learners" at degree and non-degree levels for training Korean instructors as one of various strategies for raising their Chinese character competence. I also develop a Sino-Korean vocabulary list with word-formation ability and the positional frequency of Chinese characters which were drawn from word entries listed in <Learner's Dictionary of Korean> (2006). For Sino-Korean vocabulary education connected to Chinese character education, my thesis selects 595 Chinese characters for education according to eight key criteria. On the foundation of this Sino-Korean vocabulary list, I also created a textbook for expanding Sino-Korean vocabularies using the word-formation ability of Chinese characters and present efficient pedagogical methods for teaching Sino-Korean vocabulary. Lastly, this research tests the effectiveness of this teaching method by using the researcher developed textbook on the subjects of non-Chinese cultural intermediate level learners for a month. This experimental study showed that the teaching method of focusing on the meaning of Chinese characters and Sino-Korean word formation principles and to use them for learning vocabulary was very effective for expanding and memorizing Sino-Korean vocabularies. Learners could improve their long-term memory of the words by learning the form and meaning of learned Sino-Korean words through Chinese characters. In addition, learners could build up their vocabulary learning strategies to infer unknown Sino-Korean vocabularies by learning Sino-Korean words (word family) with similar meanings. In conclusion, this study has the following significances: to provide the Sino-Korean vocabulary list according to the word formation ability and the positional frequency of Chinese characters and to suggest methods to utilize the Sino-Korean vocabulary list for teaching to develop a textbook to expand Sino-Korean vocabularies using the word formation ability and Sino-Korean word formation principles of Chinese characters for non-Chinese cultural learners and to verify its effectiveness through an experimental study. 본 연구는 한국어 학습자의 어휘력 향상에 도움을 주기 위하여, 한국어 어휘에서 가장 큰 비중을 차지하고 있는 한자어 교육의 필요성을 검토하고, 효율적인 교육 방안을 마련하는 데 목적이 있다. 한자어 교육은 한자어의 어휘 형성 원리를 이용한 직접적인 방법이 유용하다는 입장에서 논의를 진행하였다. 그리고 조어력이 높은 한자를 중심으로 관련 한자어를 유의미하게 확장할 수 있으며, 이때 한자 교육과 연계한 한자어 교육이 도움이 된다고 보았다. 이러한 한자어 교육의 효과를 두 가지로 정리하였다. 첫째, 한자어 형태소가 가지는 의미를 이용하여 유사 의미가 들어간 관련 한자어들을 ‘의미 관계’에 따라 분류하여 익힐 수 있는 효과이다. 둘째, 유사한 단어의 형태(철자)를 인식하여 한자어를 익혀서 장기 기억으로 가져가는 효과이다. 한자어 교육의 현황을 파악하고자, 국내?외 한국어 교육 기관의 한자어 교육 실태를 알아보고, 한자어 교재를 검토하였다. 그리고 효율적인 한자어 교육 방안을 모색하고자, 한국어 교사와 학습자들을 대상으로 한자어 교육에 대한 요구도를 조사하였다. 국내 한국어 교육 기관을 살펴본 결과, 다섯 개 대학에서 주로 중급 이상의 비한자권 학습자들을 대상으로 ‘선택반’의 형태로 한자 교육에 바탕을 둔 한자어 교육을 실시하고 있었다. 해외 대학의 한국어(학)과를 살펴본 결과, 비한자권 대학들은 한자어 교육과 관련된 강좌를 전공필수로 개설하는 등 한자권 대학보다 훨씬 더 적극적이었다. 교육 내용을 보면, 한자권 대학들은 주로 ‘한자음 읽기’와 ‘어휘 대조’에 중점을 두고 있는 반면, 비한자권 대학들은 ‘문자 교육’으로서의 한자 교육을 기반으로 한 한자어 교육에 집중하고 있었다. 이번 요구도 조사에서 교사와 학습자의 92%가 교사의 한자 능력과 한자어 교수 간에 밀접한 관계가 있다고 응답하여, 효율적인 한자어 교육을 위해서 한국어 교사는 일정 수준의 한자 능력이 필요함을 알 수 있었다. 또한 교사와 학습자의 90% 이상이 학습자의 한자 능력과 어휘력 간에 밀접한 관계가 있는 것으로 응답하였으며, 한자 교육은 중급에서 실시해야 한다고 응답하였다. 한국어 어휘 중에서 한자권 학습자들은 고유어를, 비한자권 학습자들은 한자어를 가장 어려워하는 것으로 응답하여, 한자어 교육은 비한자권 학습자들에게 보다 절실함을 알 수 있었다. 그리고 한자어 교육을 위한 교재 개발에 대하여, 교사와 학습자 모두 한자의 조어력을 이용하여 한자어를 확장할 수 있는 교재를 1순위로 꼽았다. 한자어 교재를 검토한 결과, 조어 단위로서 한자어 교육을 할 수 있는 교재가 개발되어야 하는 것으로 분석되었다. 본 연구에서는 요구도 조사의 결과를 바탕으로, 한국어 교사의 한자 능력 제고를 위해 정규 및 비정규 과정으로 개설된 한국어 교원 양성 과정에서 ‘한국어 한자교육론’에 대한 교육 목표와 내용을 제시하였다. 또한 한자의 조어력을 이용한 한자어 확장 교육을 할 수 있는 교재를 개발하고 효율적인 교수 방안을 제시하고자 하였다. 이를 위해 <외국인을 위한 한국어 학습 사전>에 제시된 한자어를 교육용 한자어로 삼아, 한자의 조어력과 위치별 빈도를 산출하여, 한자어 학습 목록을 마련하였다. 그리고 한자의 조어력을 비롯한 여덟 가지의 기준에 따라 595개의 교육용 한자를 선정한 후, 비한자권 중급 학습자를 위한 한자어 교재를 개발하였다. 또한 한자권과 비한자권 학습자들이 한자어 교육에서 공통으로 교육되어야 할 부분과 별도로 교육되어야 할 부분에 대해서 논의하였다. 한자어 어휘 교수법으로는 유사 의미 관계 고빈도 접사 목록을 이용한 한자어 파생어 교수법, 의미 지도 그리기를 이용한 한자어 교수법, 뉴스를 활용한 한자어 교수법, 한자성어 교수법, 학습 단계별 한자 읽기 교수법 등을 제시하였다. 마지막으로 본 연구에서 개발한 한자어 교재를 이용하여, 비한자권 중급 학습자들을 대상으로 한 달간 한자어 어휘 확장 교육을 실시하여 그 효과를 검증해 보았다. 이번 실험 연구를 통하여, 한자의 의미와 한자어의 어휘 형성 원리를 익히고, 이를 한자어 어휘 학습 전략으로 개발하도록 지도하는 방법이 한자어의 확장 및 기억에 효과적임을 보여 주었다. 학습자들은 한자라는 문자를 통해 기학습된 한자어들의 형태와 의미를 정확하게 익히게 되어, 장기 기억으로 가져갈 수 있었으며, 의미가 유사한 관련 한자어를 익힘으로써, 새로운 한자어에 대한 의미 유추 능력을 키울 수 있었다. 본 연구는 한국어 학습자의 한자어 교육을 위하여 한자의 조어력 빈도와 위치별 빈도를 이용한 교육용 한자어 목록을 마련하고 한자권과 비한자권 모두에 유용한 교육 자료로 활용할 수 있음을 제안하였다는 점, 한자어의 어휘 형성 원리를 이용한 교재를 개발하여, 실험 연구를 통해 그 효과를 검증하였다는 점에서 의의를 지닌다.

어머니와 유아의 문해 상호작용 유형과 유아의 출현적 문해발달 및 어휘력 간의 관계

이수연 연세대학교 교육대학원 2015 국내석사

The purpose of this study was to investigate the relationships of mother-child literacy interactions with children's emergent literacy development and their vocabulary. The subjects were pairs of one hundred mother and their children attending two childcare centers and one kindergarten located in the Gyeonggi, Incheon and Daejeon area. The children were from three to five in age. In order to measure the mother-child literacy interaction Parent's Literacy Interaction Questionnaire (Son, 2012) was carried out by the mothers. Children's emergent literacy was measured through Early Literacy Parent Questionnaire(Boudreau, 2005). Receptive and Expressive Vocabulary Test(Kim et al., 2009) was conducted to assess children's vocabulary. The collected data were analyzed with one-way ANOVA and partial correlation. The results of the study were as follows; First, mother-child literacy interactions and children's emergent literacy were positively correlated, with the exception of mother-child directive interactions and the book interaction of emergent literacy. Second, mother-child literacy interaction with children's books was positively correlated to children's expressive vocabulary. In conclusion, mother-child literacy interaction was positively correlated to children's development of emergent literacy as well as children's vocabulary. Therefore, all three types of mother-child literacy interaction are necessary for the development of children's emergent literacy. For the development of expressive vocabulary children's book reading interaction should be especially emphasized. 본 연구는 어머니와 유아의 문해 상호작용 유형과 유아의 출현적 문해발달 및 어휘력 간의 관계를 살펴보고자 하였다. 연구대상은 경기·인천·대전 지역에 위치한 어린이집 2곳과 유치원 1곳에 재원 중인 만 3, 4, 5세 유아와 그들의 어머니 100쌍이었다. 어머니와 유아 간 문해 상호작용 유형을 측정하기 위해 손승희(2012)가 개발한 ‘부모 문해 상호작용 척도’를 사용하였고, 유아의 출현적 문해발달을 살펴보기 위해 Boudreau(2005)가 개발한 ‘조기 문해 부모 질문지(Early Literacy Parent Questionnaire)’를 김길숙과 박찬화(2013)가 수정·보완한 것을 사용하였다. 또한 유아의 어휘력 측정을 위해 수용·표현 어휘력 검사(김영태·홍경훈·김경희·장혜성·이주연, 2009)를 사용하였다. 수집된 자료의 분석을 위해 기술통계와 일원변량분석을 실시하고 부분 상관계수를 산출하였다. 본 연구의 결과는 다음과 같다. 첫째, 어머니와 유아의 문해 상호작용 유형 중 지시적 상호작용과 유아의 출현적 문해발달 중 책과의 상호작용 간의 관계를 제외하고, 개방적 상호작용, 지시적 상호작용, 그림책 읽기 상호작용 등 문해 상호작용의 모든 유형과 출현적 문해발달의 모든 하위범주 간에 정적인 상관이 있었다. 둘째, 어머니와 유아의 문해 상호작용 유형 중 그림책 읽기 상호작용은 표현 어휘력과 정적인 상관이 있었다. 결론적으로, 어머니와 유아의 출현적 문해발달을 위해 3가지 유형의 상호작용이 모두 필요하며 특히 표현 어휘력 발달을 위해서 그림책 읽기 상호작용을 많이 할 필요성이 있다.