초등학교 2, 4, 6학년 아동의 설명담화 유형에 따른 다시 말하기의 구문 특성

Abstract

This study examined the characteristics of sentence structure in three different expository discourse types for second, fourth and sixth graders. This study specifically focuses on syntactic productivity and syntactic complexity in collection, and comparison and causation of expository discourse types. The number of subjects of this study are 45. Fifteen children in second, fourth and sixth grade respectively participated. To be elibile for the study, all participants obtained 80 on the K-CTONI-2, and higher than –1 of standard deviation on Receptive & Expressive Vocabulary Test (REVT). All participants have no history of neurological, emotional and sensory problems. Regarding the syntactic productivity, total number of T-units showed no statistically significant difference between the grades. Children were familiar with three expository discourse types and topics of each text. This would influences no differences on total number of T-unit between grades. Second, the total number of T-units were significantly different between causation and collection, and between comparison and collection, but not between causation and comparison. Causation and comparison types were more complicated types of expository. In order to produce those types of expository, children need to make sentences using various vocabulary. However, children usually simple sentence for production of collection which is relatively simple expository type. Regarding the syntactic complexity, MLT-m(mean length of t-unit-morpheme) did not show significant difference between the second and fourth graders, but significant difference between second and six graders, and between fourth and sixth graders. This can be explained by the increase in vocabularies and grammatical morphemes in the sentence, as sentence is lengthened. There were significant differences between collection and comparison, and between comparison and causation, but no significant differences between collection and causation. In collection and causation, school -aged children made connected sentences using connective suffix and sentences containing independent clauses and dependent clauses, which led to increase in number of average morphemes per T-unit. On the other hand, in comparison, the number of morphemes were low because children used short sentences and a few dependent clauses. Next, in clausal density, there were significant differences between second and sixth graders, and between fourth and sixth graders, but there were not significant differences between second and fourth graders. If children have enough background knowledge of topic in expository text, they can recall more information than those who did not have. There were significant differences between collection and comparison, and between causation and comparison, but no significant differences between collection and causation. In collection and causation, school-aged children could made complex sentences containing dependent clauses on various information. The results suggest that students increase syntactic productivity and complexity also increase. As well, this could be different between various types of expository discourse.