어휘 학습이 다문화 가정 아동의 한국어 읽기 유창성에 미치는 영향

Abstract

In this study we thought that studying vocabulary would have positive influence on multi-cultural family children's reading fluency and try proving this by detailed experiment. Along with this we are trying to compare the difference of reading fluency as studying vocabulary the multi-cultural family child and regular family children and see what difference there are. 'vocabulary studying will have positive influence in the reading speed.' and 'vocabulary studying will have positive influence on reading accuracy.' Last ' Compared to the child of multi-cultural family the regular family child will show not much of a difference in reading fluency.' We are trying to verify these hypothesis by analyzing the reading fluency with these three hypothesis. In the first chapter of this study we will state the study's purpose and define the terms used in this study and examine the prior studies. In the second chapter we have looked at the multi-cultural family, fluency in reading and the theoretical background of vocabulary learning. In the third chapter, we have introduced the experiment subject and method and experimental tools and data. In chapter four, the experiment result was analyzed with the contents of chapter 3 as the basis and verified the study hypothesis. In chapter 5 , the whole content is summarized along with the study's limitation. It has been proved that vocabulary study has positive effect on reading fluency through this study. Especially, it has been found that the lower level of reading fluency the child has the more positive effect has been shown. It can be expected that when lower grade student's of multi-cultural family who lack in reading ability compared to the regular family child ,learn vocabularies their reading fluency can be improved.; 본고에서는 어휘의 학습이 다문화 가정 아동의 읽기 유창성에 긍정적인 영향을 줄 것이라고 여기고 이를 구체적인 실험을 통해 증명하고자 한다. 이와 더불어 어휘 학습에 따른 읽기 유창성의 변화를 다문화 가정 아동과 일반 가정 아동을 비교하여 어떠한 차이가 있는지 살펴보도록 한다. ‘어휘 학습이 읽기 속도에 긍정적인 영향을 줄 것이다.’와 ‘어휘 학습이 읽기 정확성에 긍정적인 영향을 줄 것이다.’ 마지막으로 ‘다문화 가정 아동에 비하여 일반 가정 아동은 읽기 유창성의 변화에 큰 차이를 보이지 않을 것이다.’라는 세 가지 가설을 세우고 읽기 유창성을 분석하여 이 가설을 검증하고자 한다. 본 연구의 1장에서는 연구 목적을 밝히고 본 연구에서 사용하는 용어에 대해 정의하고, 선행 연구를 살펴보았다. 2장에서는 다문화 가정, 읽기와 읽기 유창성, 어휘 학습에 대한 이론적인 배경을 살펴보았다. 3장에서는 실험 대상과 방법, 실험 도구와 자료를 소개하였다. 4장에서는 3장의 내용을 바탕으로 실험 결과를 분석하고, 연구가설을 검증하였다. 5장에서는 연구의 한계와 더불어 전체의 내용을 종합하여 정리하였다. 본 연구를 통하여 어휘 학습이 읽기 유창성에 긍정적인 영향을 미친다는 것이 드러났으며, 특히 그 긍정적인 효과가 읽기 유창성의 수준이 낮을수록 크다는 것을 알 수 있었다. 일반 가정의 아동에 비해 읽기 발달의 수준이 낮은 다문화 저학년 학생들을 대상으로 어휘를 학습하게 한다면 이들의 읽기 유창성 또한 향상될 것임을 기대할 수 있다.| In this study we thought that studying vocabulary would have positive influence on multi-cultural family children's reading fluency and try proving this by detailed experiment. Along with this we are trying to compare the difference of reading fluency as studying vocabulary the multi-cultural family child and regular family children and see what difference there are. 'vocabulary studying will have positive influence in the reading speed.' and 'vocabulary studying will have positive influence on reading accuracy.' Last ' Compared to the child of multi-cultural family the regular family child will show not much of a difference in reading fluency.' We are trying to verify these hypothesis by analyzing the reading fluency with these three hypothesis. In the first chapter of this study we will state the study's purpose and define the terms used in this study and examine the prior studies. In the second chapter we have looked at the multi-cultural family, fluency in reading and the theoretical background of vocabulary learning. In the third chapter, we have introduced the experiment subject and method and experimental tools and data. In chapter four, the experiment result was analyzed with the contents of chapter 3 as the basis and verified the study hypothesis. In chapter 5 , the whole content is summarized along with the study's limitation. It has been proved that vocabulary study has positive effect on reading fluency through this study. Especially, it has been found that the lower level of reading fluency the child has the more positive effect has been shown. It can be expected that when lower grade student's of multi-cultural family who lack in reading ability compared to the regular family child ,learn vocabularies their reading fluency can be improved.