• Proceedings of the KSLP Conference
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• 2003.11a
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• pp.244-244
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• 2003

말소리의 생성 및 전달에서 화자의 청각적 피드백은 말소리 발달에 중요한 부분을 차지한다(고도흥 외, 2000). 그러나 청각장애 아동의 경우, 청각적인 피드백이 부족하여 말소리 발달과 언어발달에서 지체를 보이게 된다. 특히 이러한 말소리 발달은 아동의 말명료도에 큰 영향을 미치게 되고, 국내외 여러 학자들은 청각장애 아동의 말 산출에 대한 연구를 활발하게 하고 있다. 그러나 현재 국내의 연구 중 이중모음에 대한 연구는 거의 없는 실정이다. 국내의 청각장애 성인이나 아동을 대상으로 한 연구들은 대부분 연구자의 지각적이고 주관적인 입장에서 이루어지고 있다. 좀더 객관적인 연구 자료는 임상적인 목적뿐만 아니라 말소리 발달의 연구에서 필요하다. 따라서 이 연구는 청각장애 아동의 이중모음의 특징을 음향음성학적인 방법으로 객관적으로 분석하여 그 자료를 제시하고, 건청 아동과의 비교를 통해 임상적인 자료를 제시하고자 한다. (중략)

• Korean Journal of Childcare and Education
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• v.5 no.1
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• pp.81-101
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• 2009

This study analyzed a total of 37 studies about bi-lingulism and English education as a foreign language published in 8 academic journals in early childhood education or child development fields. Research topics, participants, methods, and variables in the studies were categorized and descriptively analyzed. The research findings which had been statistically investigated were also summarized. The most frequently studied research topics were children's development and English education program exposure, actual conditions of English education in preschool settings and effectiveness of specific English programs for preschool children. However, children's home characteristics were seldom included as research variables and no research investigated so called English preschools. Several studies reported that bi-lingual children may have different language development paths from mono-lingual children but they eventually have comparable language abilities to mono-lingual children. Also some studies reported that, when learning English as a foreign language in school settings, older children can handle more information regarding English than younger children, resulting in better outcomes of older children. Exposure to two languages in early childhood seems to contribute to young children's meta linguistic awareness but the long term effect of English education in early childhood should be further studied. Several English education programs for preschool settings were developed and the effectiveness were investigated. Even though most of them reported that their programs were effective to children's English ability or interests, the results should be carefully interpreted because their research designs and methods were not rigorous.

• Korean Journal of Child Studies
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• v.24 no.6
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• pp.1-14
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• 2003

In contrast with Zelazo and Frye (1997) who argued that preschool children lack the conscious representation and executive functioning needed to solve problems based on conflicting rules, Bilaystok (1999) identified analysis(representation) and control(selective attention) as components of language processing and has shown that control develops earlier in bilingual than in monolingual children. This study investigated the effects of bilingualism on children's cognitive ability and language development by comparing Korean- Chinese bilingual with Chinese monolingual children in Yanji. Sixty children 3 to 5 years of age in each of the bilingual and the monolingual groups in Yanji, China participated in ths study. Results showed that bilingual were more advanced than monolingual children in solving problems requiring a high level of control, confirming Bialystok's(1999) results.

• Korean Journal of Child Studies
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• v.21 no.4
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• pp.69-79
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• 2000

This study compared the English and the Korean receptive competency of bilingual children with that of English and Korean monolingual children, respectively. The relation between English and Korean receptive competency of bilingual children was examined by age and gender. Subjects were 27 bilingual, 30 Korean monolingual, 24 English monolingual children. They were administered the revised form of the Peabody Pictures Vocabulary Test in Korean and English versions. Results show that bilingual children's Korean receptive competency is lower than those who spoke only Korean, and bilingual children's English receptive competency was a little lower than those who spoke only English, but the difference narrowerd with age. The relation between Korean and English competency in bilingual children was negative in 4- and 5-year-olds but became positive in 6-year-olds. This study shows that the two points-of-view on bilingual language development should be applied differently depending on children's age.

• Korean Journal of Child Studies
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• v.29 no.6
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• pp.147-161
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• 2008

The present study compared characteristics of Korean nominal particles (occurrence, error, error patterns) of ten 5- to 6-year-old Korean-English simultaneous bilingual children with ten Korean monolingual children. Data were analyzed by Mann-Whitney U test and Spearman Rank Correlation and by qualitative analysis. Results were (1) bilingual children showed significantly lower frequency based on the number of occurrence of nominal particles per utterance. (2) The error percentage of adverbial markers was significantly higher for bilingual children. (3) Error patterns of bilingual children showed a higher percentage of in-case substitution and double use error. These findings suggest that Korean-English simultaneous bilingual children have a different Korean nominal particles development from Korean monolingual children.

• Korean Journal of Cognitive Science
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• v.14 no.4
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• pp.21-31
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• 2003

This paper reports our experimental study with Korean-Chinese (=KC) bilinguals as compared with Korean monolinguals. We aim to find KC bilingual speakers' sentence processing strategies, and the interaction between the Ll and U2 grammars in bilingual development. To this end, we recruited 166 subjects of all age groups from age 3 to adult in the Korean autonomous community in Yanji, China, and did a classical subject/actor identification test, where subjects are supposed to pick out the subjects/actor of both sensical and nonsensical sentences (cf. Liu, Bates & Li, 1992). We compared our results with our previous work on monolingual Koreans, and found out that KC bilinguals rely on word order as well as anumacy; that KC bilinguals make use of morphology at age 10 as compared with age 5 for monolinguals; and that KC bilingual adults rely on animacy and word order as well as morphology, while monolingual Korean adults rely solely on morphology for sentence interpretation. Given that animacy and word order play an important role in the Chinese grammar, our finding lends support to the backward transfer which Liu, Bates & Li (1992) propose for early bilingualism.

• Korean Journal of Child Studies
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• v.29 no.5
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• pp.1-12
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• 2008

This study investigated the development of complex sentences in the early utterances of Korean-Chinese children. The subjects were 47(20 2-year-old, 15 3-year-old, and 12 4-year-old) Korean-Chinese children living in China. Each child's spontaneous natural speech during interaction with his/her caregiver was videotaped for about 30 minutes and analyzed for Korean complex sentences using Kim's(2000) categories and Korean Computerized Language Analysis 2.0(2000). Results showed that older children were higher in Mean Length of Utterance and in number and frequency of word types than younger children. The language development of bilingual children was delayed compared with monolingual children but the developmental sequence between bilingual and monolingual children was similar.

• Proceedings of KHEA Conference
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• 2004.10a
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• pp.181-181
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• 2004

• Proceedings of KHEA Conference
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• 2003.10a
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• pp.155-155
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• 2003

• Proceedings of the Korean Society of Community Living Science Conference
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• 2005.06a
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• pp.210-211
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• 2005