시각장애 중․고등학생의 한글 맞춤법 오류 양상 및 지도 방안

Abstract

The purpose of this study was to propose the instructional strategies in Hangeul spelling by analyzing the error patterns for secondary students with visual impairments. A total of 62 students in grades from 7 to 11 were recruited to participate in this study from Seoul National School for the Blind. The participants were asked to perform two types of writing tasks (i.e., dictation and composition). They took dictation of passages at two different sessions from the researcher; they were also asked to write about their dream, as well as about the most impressive book they had read. The spelling errors were analyzed for dictation and composition, respectively. The results indicated similar patterns in errors for both writing tasks. The participants made more grammatical errors compared to the errors in medium use. For grammatical errors, the participants made phonological errors more frequently than morphophonemic ones. The most frequent type of vowel-related phonological error was the confusion between /ae/ and /e/, while the most frequent type of consonant-related phonological error was the confusion among lax, tense, and aspirate sounds. The most frequent type of morphophonemic error was predicate-related confusion. With the errors in medium use, the participants made dot-based errors more frequently than cell-based errors. The most frequent type of dot-based error was the omission of dots in one cell, while the most frequent type of cell-based error was the omission of the whole cell. Instructional strategies for students with visual impairments were proposed and discussed for addressing different types of errors in Hangeul spelling.