Assessing the Idiom Comprehension Abilities of 5th and 6th Grade Students from Multi-cultural Families

Choi, Song Ah; Hong, Gyung Hun

doi:10.18541/ser.2012.10.11.3.167

Cited by 5 publications

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“…이러한 관용어의 중요성 때문에 초등기 이후 고 등기까지의 학교 교과과정에 관용어가 비중 있게 다뤄지고 있으며, 1학년부터 관용어 표현이 교과서에 포함되어 있고, 5학년을 기점으 로 그 양이 급격하게 증가되며 연령이 증가할수록 학습상황에서 관용어를 접할 기회가 늘어난다 (Jo, 2006 (Cain, Towse, & Knight, 2009;Qualls, Lantz, Pietrzyk, Blood, & Hammer, 2004). 많은 연구들에서 관용어에 대한 이해 정 도는 다양한 상황에서 관용어를 자주 경험함으로써 보다 쉽게 습 득될 수 있다는 것을 입증해 왔다 (Choi & Hong, 2012;Gibbs, 1991;Lee & Park, 2010). 부모와의 상호작용이 어려운 저소득층 가정 아 동은 언어촉진을 받을 수 있는 시간 및 환경조성이 충분히 제공되 기 어려우며 다양한 사회문화적 경험이나 학습 경험이 부족하기 https://doi.org/10.12963/csd.17402 http://www.e-csd.org 259 학령기 저소득가정 아동의 관용어 이해 특성 • 김미란 외 때문에 학습의 어려움을 겪게 될 수 있다 (Benson, 1997;Kim, Pae, & Yoon, 2013).…”

Section: 취학 전 아동의 이름대기 정의하기 능력에서도 소득수준에 따라unclassified

“…최근 몇몇 연구자들에 의해 관용어와 언어 및 학습 능력 간의 관련성이 주목 받아오고 있으며, 특히 다문화 및 저소득 가정 아동의 경우 관용어 및 비유어 사용능력의 제한점에 대해 보 고되고 있는 상황이다 (Shin & Hong, 2012 (Levorato & Cacciari, 1992;Nippold & Taylor, 1995 (Cain et al, 2009;Nippold & Tylor, 1995). 친숙도는 해당 관용적 표현을 얼마나 접하는가에 대 한 심리적 척도이며, 여러 연구자들은 노출이 빈번한 관용어를 그 렇지 않은 것보다 더 잘 이해한다 (Choi & Hong, 2012;Hyun, Kim, & Yim, 2011). 투명도는 관용어를 구성하는 단어의 의미로 관용적 의미를 추론해내는 정도를 의미하며 일반적으로 아동들은 투명한 관용어를 불투명한 것보다 더 쉽게 이해한다 (Gibbs, 1991;Levorato, 1999;Sung, 2007).…”

Section: 취학 전 아동의 이름대기 정의하기 능력에서도 소득수준에 따라unclassified

“…연구자에 따라 다른 결과가 나타나는 것은 투명과 불투명으로 구분하는 연구 (Hyun et al, 2011)와 불투명과 투명뿐 아니라 반투명으로 분류하는 경우 (Son, 2013) 등 분류 기준이 다르며, 저학년을 대상으로 하거나 (Shin & Hong, 2012) 고학년을 중심으로 연구하는 등 (Hyun et al, 2011) 대상자의 연령이 달랐던 것이 영향을 미쳤을 수 있다. 국내에서 이루어진 많은 연구에서는 일반가정의 아동 (Kim, 2012;Lee & Park, 2010;Son, 2013)과 다문화 가정아동 (Choi & Hong, 2012), 학령기 읽기이해 부진아동 (Hyun, et al, 2011)이나 아스퍼거 증후군 아동 (Lee, Ko, & Hwang, 2014), 경도지적장애 성인 (Oh, 2014), 청각장애 (Sung, 2007) Values are presented as means (SD). LI = low-income; AI = average-income; REVT-R = Receptive and Expressive Vocabulary Test-receptive (Kim, Hong, Kim, Jang, & Lee, 2009).…”

Section: 취학 전 아동의 이름대기 정의하기 능력에서도 소득수준에 따라unclassified

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Characteristics of Idiom Comprehension in School Age Children from Low-Income Families

Kim¹,

Jung²

2017

Commun Sci Disord

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This article is based on a part of the first author's master's thesis from Yongin University. Objectives: The purpose of this study is to identify differences in idiom comprehension ability between school age children from low-income families and average-income families. Methods: A total of 62 students in 2nd, 4th, and 6th grade participated in this study: 31 from low-income families and 31 from average-income families. Differences in idiom comprehensions between the two groups were measured according to context, familiarity, and transparency. Results: First, children from low-income families showed significantly lower performance in idiom comprehension ability in response to the presence of context. Students from both groups scored higher in context identification than independent identification. The difference between the two groups' performance level was greater in independent identification assignments than context identification assignments. There were significant differences between grades. In independent identification students showed a gradual increase in performance as their grades went up. In context identification, students in fourth grade performed better than those in second grade, but performance levels were similar between fourth grade and sixth grade. Second, children from low-income families showed significantly lower idiom comprehension ability according to level of familiarity. The difference in performance scores by level of familiarity between the two groups decreased as the grades went up. Third, children from low-income families showed significantly lower idiom comprehension ability according to level of transparency. The difference in performance scores by level of transparency between the two groups decreased as the grades went up. Conclusion: These results may serve as evidence that children from low-income families have had less exposure and academic opportunities to learn idioms; it suggests that an effective intervention introducing various figures of speech is necessary for such children at an early age.

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Section: 취학 전 아동의 이름대기 정의하기 능력에서도 소득수준에 따라unclassified

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Characteristics of Idiom Comprehension in School Age Children from Low-Income Families

Kim¹,

Jung²

2017

Commun Sci Disord

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“…https://doi.org/10.12963/csd.19617 368 http://www.e-csd.org (Choi & Hong, 2012), 동음이의어 (Jang, Jeong, & Hwang, 2014), 연어 (Jo, Hwang, & Jeong, 2018) 및 전제의 미추론 (Hwang, Hwang, & Lim, 2019)과 같이 깊이 있는 언어지식 을 요하는 과제나 시제 및 문법형태소 (Choi, 2011;Kim, 2012;Song & Kim, 2011), 형태인식 (Kim & Jung, 2015) (Carlisle, 1995). 형 태인식은 기본형의 단어에 다른 단어의 어근, 혹은 접사나 어미를 결합하는 과정을 익힌 후 이를 적용하여 익숙하지 않은 단어의 의 미와 발음을 유추 및 조작하는 과제를 사용해 평가할 수 있다 (Green, 2009;Kim & Jung, 2015).…”

unclassified

“…또한 형태소라는 의미단위를 이해하고 분석하는 능력에 기반한 형 태인식은 그 특성상 어휘의 발달과 관련이 깊으며 (Bowers & Kirby, 2010;Gibson & Wolter, 2015;Ramirez, Walton, & Roberts, 2014), 어휘력의 증진에 유의하게 관여함으로써 읽기 기술을 매개하는 변 인이라고 설명되기도 하였다 (Nagy et al, 2006 (Anglin, 1993;McBride-Chang et al, 2008 (Choi & Hong, 2012;Hwang et al, 2019;Kim & Lee, 2016 (Im & Lee, 2004). 따라서 일반적인 용언의 활용능력이 6 세경에 안정화되고 정확도가 향상되긴 하지만 (Chung, 2013;Jang & Kim, 2014), 연결어미는 경도지적장애 (Cha, Hwang, & Jeong, 2018), 단순언어장애 (Park et al, 2018) LCD F = 6.423, p < .001; 중학년 TND vs. LCD F = 4.914, p < .01; (Anglin, 1993;Carlisle, 2000;Chung, 2016;Kirby et al, 2012;Lam & Sheng, 2016;Nagy et al, 2006 Kirby, 2010;Carlisle, 2000;Chung, 2017;Kieffer & Lesaux, 2008;Kuo & Anderson, 2006;Ramirez et al, 2014).…”

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Morphological Awareness of Connective Endings in 1st through 4th Grade Children with and without Language Delay from Culturally Diverse Families

Shim¹,

Chung²

2019

Commun Sci Disord

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This article is based on a data from the first author's master's thesis. Objectives: Culturally diverse family in Korea usually refers to a family consisting of a married Korean citizen and a foreign spouse. Despite the rapid increase of culturally diverse families and acknowledgement of the limited linguistic stimuli for children in those populations, few studies have demonstrated proper research evidence for evaluation and intervention in various language-related areas. Morphological awareness has been recognized as a critical metalinguistic skill relevant to vocabulary acquisition and literacy development. The purpose of this study was to investigate the relation of linguistic competence to morphological awareness of connective endings, one of the unique bound morphemes in Korean, in school-aged Korean-speaking children. Methods: The participants were 38 lower grade children (1st and 2nd grade) and 40 upper grade children (3rd and 4th grade) from three groups: typical children from non-culturally diverse families (TND), typical children from culturally diverse families (TCD) which are language-matched with TND, and language impaired children from culturally diverse families (LCD). Results: The results showed that the significant difference of morphological awareness appeared between TCD and TND in lower grades, but was not found in upper grades. LCD, however, consistently performed lower than TND on the morphological awareness test in both grade levels. Although positive growth in morphological awareness across grades appeared in each of the three groups, LCD remained far below TCD and TND. Conclusion: The study findings revealed that cultural background made a contribution to morphological awareness during the initial period of school years, but longitudinal associations between morphological awareness and linguistic competence lasted even through the late school years.

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Deconstructing deficit perspectives on minority youth: a longitudinal analysis of South Korean adolescents’ Korean and English proficiency

Shin

Kim

2017

International Journal of Bilingual Education and Bilingualism

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Assessing the Idiom Comprehension Abilities of 5th and 6th Grade Students from Multi-cultural Families

Cited by 5 publications

References 0 publications

Characteristics of Idiom Comprehension in School Age Children from Low-Income Families

Characteristics of Idiom Comprehension in School Age Children from Low-Income Families

Morphological Awareness of Connective Endings in 1st through 4th Grade Children with and without Language Delay from Culturally Diverse Families

Deconstructing deficit perspectives on minority youth: a longitudinal analysis of South Korean adolescents’ Korean and English proficiency

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