ISSN (Print) ISSN (Online) Commun Sci & Dis 2014;19(1):60-70 Original Article A Longitudinal

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1 ISSN (Print) ISSN (Online) Commun Sci & Dis 2014;19(1):60-70 Original Article A Longitudinal Study on Vocabulary Development Variables According to Expressive Vocabulary Progress in Children from Multicultural Families Jung Eun Kim a, Young Tae Kim b, So Jung Oh c a Dotori Speech-Language Clinic, Seoul, Korea b Department of Communication Disorders, Ewha Womans University, Seoul, Korea c Department of Communication Disorders, Tongmyong University, Busan, Korea Correspondence: Young Tae Kim, PhD Department of Communication Disorders, Ewha Womans University, 52 Ewhayeodae-gil, Seodaemun-gu, Seoul , Korea Tel: Fax: youngtae@ewha.ac.kr Received: January 2, 2014 Revised: February 28, 2014 Accepted: March 12, 2014 This article is based on a part of the first author s master s thesis from Ewha Womans University (2013). This work was supported by the Korea Research Foundation grant funded by the Korean government (KRF B00542). Objectives: The purpose of the present study was to investigate the important variables of expressive vocabulary development in children from multicultural families. Methods: The participants of the study were 14 children from multicultural families aged between 5 and 9 years. Based on the reassessment result, the groups were divided into two: one group caught up with their normal peers while the other group continued to show signs of expressive vocabulary delay. The receptive and expressive vocabulary test scores, including nouns and verbs, and a questionnaire regarding the child s living environment were analyzed. Results: The results were as follows: with regard to receptive vocabulary ability, significant differences were observed between the initial assessment and reassessment in each group. However, there were no significant differences between-groups in receptive vocabulary ability. For expressive noun accuracy, significant differences were observed between the groups in the reassessment; the catch-up group showed higher parent s level of education and income level than the non-catch-up group; there were also significant correlations between the groups in income level, and that between parent s level of education. Conclusion: The results suggest that children showed limited use of expressive vocabulary even with their good skills in receptive vocabulary. Overall the children with delayed expressive vocabulary development are likely to have trouble using expressive nouns. Even with a similar home background (multicultural families), socioeconomic status is still an important variable in vocabulary development. Additionally, language support appears to reflect the parent s income level and their level of education. Keywords: Children from multicultural families, Expressive vocabulary development, Longitudinal study, Vocabulary ability, Environmental variables 다문화가정의증가와함께다문화가정자녀에대한사회적관심이높아지고있다. 국제결혼에의한다문화가정자녀는 2011년기준 151,154명으로전년도대비 23.9% 증가하였고, 이중미취학아동 ( 만6세이하 ) 은 93,537명 (61.9%), 초등학생은 37,590명 (24.0%) 으로, 초등학생이하가 86.8% 를차지하고있다 (Korea Ministry of Security and Public Administration, 2011). 이중언어촉진이필요한학령전기아동은 50.2%, 학령기아동은 53.5% 로나타나다문화가정아동의언어문제는간과할수없는사회적이슈가되었다 (Korea Central Office for Multicultural Family Support Centers, 2011). 아동의언어문제는학습에직접적인영향을미쳐기초학력을저하시키며이로인해학교및가족생활부적응을심화시킬수있기때문이다 (Wang, Han, & Yang, 2005; Won, 2008). 언어능력가운데특히표현언어능력은여러가지다른발달영역에영향을미칠수있다. 표현언어능력은사회성, 정서와밀접한관계가있으며 (Korea Ministry of Education & Human Resources Development, 2010; Jo, 2006; K. Kim, 2008; Koo, Park, & Choi, 60 Copyright 2014 Korean Academy of Speech-Language Pathology and Audiology This is an open-access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( by-nc/3.0) which permits unrestricted noncommercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

2 다문화가정아동의표현어휘향상도에따른어휘발달변인종단연구 김정은외 2009; Lee, Kim, & Kim, 2011), 사회적응력에도영향을미칠수있고 (Aro, Eklund, Nurmi, & Poikkeus, 2012), 읽기능력등학령기학습능력 (Chung, 2011; Lee et al., 2011) 에영향을미치는것으로나타났다. 그런데표현언어능력중에서도다문화가정아동의표현어휘능력은일반아동과비교하여지체되고있으며 (Choi & Hwang, 2009; Hwang, 2010; Jeong, 2004; Kim, 2011; Oh, Kim, & Kim 2009; Lee, Shin, Kim, & Kim, 2008), 읽기능력이나이야기산출에서도일반아동과차이를보이고 (Pae, Kwon, Jin, Jun, & Kwak, 2010; Sung, Kim, Park, Jung, & Kwon, 2010), 발음에있어서도문제가나타나는것으로보고되었다 (Choi & Hwang, 2009). 이중언어환경아동의기존연구 (Crago, 1992; Genesee, Nicoladis, & Paradis, 1995; Genesee, Paradis, & Crago, 2004; Hwang & Hwang, 2000; Lee & Lee, 2004) 와마찬가지로다문화가정아동도연령이증가하면언어발달에서의차이가사라진다고하였으나 (Lee, 2012; Woo, Juong, Choi, Yi, & Lee, 2009; You & Lee, 2009;), 표현어휘에대해서는차이가지속된다는연구결과가보고되고있다 (Hwang, 2010; E. Kim, 2008; Kim, Kim, & Kwon, 2009; Lee et al., 2008; Oh, Kim, & Yim, 2011). 어휘발달을품사별로나누어살펴보면, 명사는아동들이성장과정에서많이접하게되고, 또문장구성에서중요한역할을차지하는등의이유로다른품사보다먼저습득된다고하였다 (Brown, 1973). 그러나다문화가정자녀의경우어머니의영향으로명사습득이어렵고동사가먼저발달하는경향이있다고보고하기도하였다. Park (2010) 의연구에서는다문화가정의어머니와자녀의자유발화를분석한결과, 다문화가정의어머니는일반가정에비해명사보다동사어휘를많이사용하는것으로나타났다. 이는다문화가정의어머니가사물명칭에대한어휘력의부족으로명사대신동사를사용하여설명하는경우가많기때문이다. 또한명사뿐아니라전체어휘종류수도다문화가정어머니와자녀가더적었다고보고하였다. Kim과 Kang (2009) 에의하면모든품사 ( 명사, 동사, 형용사, 부사 ) 의어휘력이일반아동보다유의미하게낮았으며, 명사와형용사의경우에는학년이올라가더라도계속해서차이를보이는것으로나타났다. Yi (2010) 의연구에서는다문화가정아동의경우에는명사어휘의부족으로일반가정아동에비해대명사남용현상이더높게나타나는것으로보고하였다. 또한최근의한연구 (Oh et al., 2011) 에서는명사이해정확도와명사및동사표현정확도에서다문화가정아동이일반아동과유의한차이가있었다고보고하였다. 우리나라는한글뿐아니라한자어를많이사용하며, 이는학년이올라갈수록더욱빈도가높아지기때문에다문화가정의아동들은더욱어려움을겪게된다. 따라서다문화가정아 동들은한자어, 외래어등의단어를보았을때, 무반응하거나오반응하는경우가많다고보고되기도하였다 (Kim & Lim, 2011). 오반응하는경우를살펴보면, 세부적어휘보다포괄적어휘를사용하거나음운적으로비슷한어휘로대치하는경우가많은것으로나타났다 ( 주사위 주사기 ). 따라서 Yoon (2009) 의연구와같이개념어나추상적인어휘, 감각적인표현을나타내는의성어, 의태어등에서는더욱어려움을보일수밖에없을것이다. 다문화가정아동의표현어휘에영향을미치는요인을살펴보면성별이나연령등의내적요인뿐아니라, 소득수준, 부모교육수준, 형제수, 양육스트레스등이있는것으로나타났다 (Bang & Hwang, 2011; Hwang & Jeong, 2008; Kim, 2011; Oh et al., 2009; Sung et al., 2010; You & Lee, 2009). 특히어머니의한국어능력과같은어머니관련변인이중요하게작용하는것으로보고되었다 (Choi & Hwang, 2009; Hwang & Jeong, 2008; Lee et al., 2008; Lim & Park, 2010; Paul, 2007; Woo et al., 2009). 현재아동의언어발달에관한종단연구는일반아동의언어에관련된연구들 (Chung, 2011; Lee & Lee, 2010) 이있고, 초기언어발달에큰영향을미치는말늦은아동 (Hong & Kim, 2005) 이나인공와우이식아동 (Jeon, 2011), 구개열영유아 (Kim & Ha, 2013) 에대한연구들이있다. 중국조선족아동들을대상으로한종단연구 (Lee & Lee, 2005) 가있으나다문화가정아동의어휘발달에관한종단연구는부족한편이며, 동일아동의연령증가에따른종단연구가아니라는점을한계로들고있어 (Hwang, 2009) 본연구의필요성을설명해주었다. 그러므로본연구에서는표현어휘발달이늦은다문화가정아동이정상수준에도달하거나, 그렇지못할경우어떠한환경적혹은어휘발달적차이가있는지를살펴보고자하였다. 이를위하여표현어휘가지체된 5-9세다문화가정아동들을 1년후의표현어휘향상도에따라두집단 ( 정상수준도달집단, 정상수준미달집단 ) 으로나누어서그들의표현어휘발달에영향을미치는어휘변인및환경변인의차이와변인들간의상관관계를고찰하고자하였다. 연구방법연구대상초기평가대상본연구의대상은 1) 서울및수도권에거주하고있는만 5세에서 9세사이의, 2) 한국인아버지와외국인어머니 ( 본연구에서는아시아권으로제한 ) 를둔국제결혼가정의아동으로, 3) K-WISC-III (Kwak, Park, & Kim, 2001), 또는 K-WPPSI (Park, Kwak, & Park, 61

3 Jung Eun Kim, et al. The Variables of Vocabulary Development in Children from Multicultural Families 2002) 를사용하여동작성지능지수가 85 이상 (-1 SD) 이며, 4) 부모 보고에의하여이전에언어진단및치료경험이없는아동, 5) 부모 나교사에의해시각적, 청각적, 신체적, 정서적문제를보이지않는 다고보고된아동을대상으로하였다. 재평가대상 (1 년후 2 차평가 ) 1 차조사의표현어휘검사결과를토대로표현어휘지체 (-1 SD 미 만 ) 수준을보이는아동만을선정한뒤, 집단구분을위하여약 1 년 후표현어휘를재평가하였다. 그결과를표준편차에의하여 -1 SD 미만아동과 -1 SD 이상아동으로구분하여표현어휘발달수준이 정상수준에도달한집단 (-1 SD 이상 ) 과정상수준에도달하지못 한집단 ( 미달집단, -1 SD 미만 ) 으로구분하였다. 1 차조사에의해표현어휘지체를나타내는 23 명의아동이선정 되었고, 약 12 개월이지난뒤실시한재평가에서 -1 SD 를기준으로 두집단간연령을일치시켜각 7 명씩총 14 명을최종대상자로선 정하였다. 각집단별아동에대한정보는 Tables 1, 2 에제시하였다. 표현어휘발달에따른두집단의연령, 동작성지능지수, 재평가 기간에대한기술통계와통계적유의차를알아보기위하여비모수 검정 (Non-parametric tests) 방법인맨 - 휘트니검정 (Mann-Whitney test) 을실시한결과, 두집단간아동의연령, 동작성지능지수, 재평가기간에는모두유의한차이가없는것으로나타났다 (p>.05). Table 1. Participants characteristics Catch-up group a (N = 7) Non-catch-up group b (N = 7) Total (N= 14) Gender (male:female) 5:2 4:3 9:5 Age (mo) (15.164) (18.721) (16.372) Performance IQ (11.221) (13.741) (12.394) Reassessment term (mo) (1.813) (2.752) (2.269) Values are presented as mean (SD). a The group caught up with their normal peers expressive vocabulary ability. b The group continued to show signs of expressive vocabulary delay. Table 2. Participants age-group distribution Age (yr) Catch-up group a Non-catch-up group b Total Male Female Male Female a The group caught up with their normal peers expressive vocabulary ability. b The group continued to show signs of expressive vocabulary delay. 또한, 표현어휘향상도에따른집단배정의타당성을확인하기위 하여두집단 ( 정상수준도달집단과정상수준미달집단 ) 의 1 차와 2 차평가 REVT 표현어휘점수에대한맨 - 휘트니검정 (Mann-Whitney test) 을실시한결과 (Figure 1), 초기평가 (1 차 ) 에서는집단간표 현어휘점수는통계적으로유의하지않았으나 (Z= , p>.05), 재평가 (2 차 ) 시에는유의한차이를보였다 (Z= , p<.05). 연구도구 선별검사 본연구에서는초기평가시 K-WISC-III (Kwak et al., 2001), 또 는 K-WPPSI (Park et al., 2002) 를이용하여아동을선발하였으며 수용 표현어휘력검사 (REVT: Kim, Hong, Kim, Jang, & Lee, 2009; Kim, Lee, Hong, Kim, & Chang, 2009; Kim, Hong, & Kim, 2009) 를이용하여아동내점수차이를 2 차검사의집단구분기준으로 사용하였다. 배경정보질문지 배경정보질문지는아동의기본적인인적사항 ( 생년월일, 나이, 주소등 ) 에관한것을기초로하여, 가정요인과아동발달및언어환 경에관한내용을중심으로구성하도록하였다. 가정요인에는부모 의연령, 교육력, 직업, 소득, 아동의형제수등을포함시켰으며, 아 동발달및언어환경에대해서는아동의언어문제, 치료경험, 주양 육자, 방과후활동, 아동의교육상황, 언어장애의가족력등을포함 시켰다. 또한어머니에관한내용으로국적, 한국어능력, 거주기간 등을추가하였다. 다문화가정어머니의언어문제로인해한국어로 된질문지의이해가어려울경우를대비하여중국어, 일본어, 몽골 어, 타갈로그어등으로번역된질문지를사용하였다. 또한 1 년뒤 Score st nd Figure 1. The mean scores of expressive vocabulary in two groups. *p <.05. * Catch-up group Non catch-up group 62

4 다문화가정아동의표현어휘향상도에따른어휘발달변인종단연구 김정은외 재평가시에는중요한내용을간략하게담은 2차질문지를다시준비하여 1년사이에아동의언어환경에크게변화가있었는지확인하였다. 수용 표현어휘력검사수용및표현어휘력과품사별정반응률을측정하기위한도구로수용 표현어휘력검사 (REVT: Kim, Hong, & Kim, 2009; Kim, Hong, Kim, Jang, & Lee, 2009; Kim, Lee, Hong, Kim, & Chang, 2009) 를선택하였다. 연구절차본연구의모든실험은아동의집이나, 방과후교실, 지역아동센터공부방등아동이익숙한환경에서실험자가방문하여실시하였다. 1차방문 ( 초기평가 ) 시대상자선정을위한배경정보질문지작성과동작성지능검사, 수용및표현어휘력검사를실시하였고, 1년뒤 2차방문 ( 재평가 ) 시에는수용및표현어휘력검사와 2차질문지를작성토록하였다. 자료분석아동의어휘능력아동의전반적어휘점수는수용 표현어휘력검사 (REVT) 를실시하여수용어휘점수와표현어휘점수를산출하였다. 품사별어휘점수도역시 REVT를지침서대로실시한결과를바탕으로명사및동사두품사의정반응률도산출하였다. REVT 검사의품사구성은동사, 명사, 형용사 / 부사로되어있으나본연구대상자연령대에포함된형용사 / 부사의문항수가적어품사별분석에서는제외하였다. 환경변인분석배경정보질문지내용중어휘발달에영향을주는것으로선행연구에서보고된바있는부모의교육년수, 형제수, 소득수준을환경변인으로선정하여분석하였다. 자료의통계적처리자료분석은 SPSS ver. 18.0을이용하였으며, 두집단간전반적및품사적어휘능력과환경변인의차이를알아보기위하여비모수검정 (non-parametric tests) 방법인맨-휘트니검정 (Mann-Whitney test) 을실시하였다. 또각집단별로 1, 2차평가간수용어휘능력의차이를알아보기위하여비모수검정 (non-parametric tests) 방법인윌콕슨부호순위검정 (Wilcoxon singed-ranks test) 을실시하였 다. 또한집단변인과아동의어휘능력, 인지능력, 환경적변인들간의상관관계를알아보기위하여비모수상관분석방법인스피어만등위상관분석 (Spearman rank correlation) 을통하여상관관계및상관계수를분석하였다. 연구결과 1, 2차평가시집단간어휘능력의차이수용어휘력본연구에서두집단을구분한것은표현어휘능력의향상도에근거한것이므로수용어휘능력이두집단간에어떠한차이가있는지를우선분석하였다. 두집단의아동들이 1차와 2차수용어휘점수에서통계적으로유의한차이를보이는지확인하기위하여비모수통계방법인맨-휘트니검정 (Mann-Whitney test) 을실시한결과, 수용어휘능력은두집단모두 1차와 2차평가에서통계적으로유의한차이를보이지않았다 (1차: Z= -.105, p>.05, 2차 : Z= , p>.05). 각집단별로살펴보면, 정상수준도달집단 (Z= , p<.05) 및정상수준미달집단 (Z= , p<.05) 모두 1차와 2차평가간수용어휘능력이유의한차이를보였다. 품사별정반응률두집단의 1차와 2차평가시 REVT 표현어휘품사별정반응률은 1차시에는집단간유의한차이가나타나지않았고, 2차평가시에정상수준도달집단의명사정반응률이정상수준미달집단보다유의하게높았다 (Z= , p<.01). 동사의정반응률은 1차와 2차평가에서모두두집단간유의한차이가나타나지않았다 (Figure 2). 1차와 2차평가시 REVT 수용어휘품사별정반응률은명사와동사모두두집단간차이가유의하지않았다 (Figure 3). 집단간환경적변인의차이두집단의환경적변인들에대한기술통계는 Table 3에서볼수있는바와같이, 어머니의교육년수는표현어휘정상수준도달집단이정상수준미달집단보다 5.86년더많았고, 아버지의교육년수도정상수준도달집단이 5.43년더많은것으로나타났다. 두집단간환경적변인들의차이를알아보기위하여비모수검증 (Mann- Whitney test) 을실시한결과, 어머니의교육년수 (Z= 2.210, p<.05) 와아버지의교육년수 (Z=1.972, p<.05), 그리고소득수준 (Z=2.343, p<.05) 의변인들에서정상수준도달집단이미달집단보다유의하게높은것으로나타났다. 그러나두집단의형제수에서는유의한차이가나타나지않았다 (p>.05). 63

5 Jung Eun Kim, et al. The Variables of Vocabulary Development in Children from Multicultural Families * Catch-up group Non catch-up group 80 Catch-up group Non catch-up group % % st Noun 2nd 0 1st Verb 2nd Figure 2. The percentage of accurate response in expressive nouns & verbs. *p < Catch-up group Non catch-up group 80 Catch-up group Non catch-up group % 40 % st Noun 2nd 0 1st Verb 2nd Figure 3. The percentage of accurate response in receptive nouns & verbs. *p <.05. Table 3. Environmental variables in each group Year of education Mother Father Catch-up group Non-catch-up group p-value (1.902) (3.185) 8.71 (6.291) 7.71 (5.438).027*.049* Number of siblings 1.71 (.488) 1.86 (.690).705 Income level a 2.57 (.535) 1.86 (.378).019* Values are presented as mean (SD). a Divided into four levels: 1= under 1 million Korean won; 2= 1-2 million Korean won; 3 = 3-4 million Korean won; 4 = more than 4 million Korean won. *p <.05. 변인간상관관계분석 두다문화가정아동집단 ( 표현어휘정상수준도달집단, 정상수준 미달집단 ) 을이분변인으로하여, 아동의생활연령과어휘능력, 인 지능력, 환경변인간에상관관계를분석한결과, 소득수준 (r=.640, p<.05) 과부모의교육수준 ( 부 : r =.563, p<.05, 모 : r =.550, p<.05) 이집단변인과유의한상관을나타냈다 (Table 4). 집단변인이외에유의한상관이나타난변인을살펴보면, 어휘능력과유의한정적상관을보인변인은연령과소득수준이었다. 아동의연령은 1차와 2차평가에서수용및표현어휘모두높은정적상관을보였고, 소득수준은 2차검사 ( 재평가 ) 시의표현어휘능력과높은정적상관을보였다 (r =.710, p<.01). 환경적변인에서는부모의교육수준간에유의한정적상관이나타났다 (r =.937, p<.01). 또한어휘능력간에는 1차수용어휘능력과 2차수용어휘능력 (r =.931, p<.01), 1차수용어휘능력과 1차표현어휘능력 (r =.872, p<.01), 1차수용어휘능력과 2차표현어휘능력 (r =.727, p <.01), 2차수용어휘능력과 1차표현어휘능력 (r =.878, p<.01), 2차수용어휘능력과 2 차표현어휘능력 (r =.863, p<.01), 그리고 1차표현어휘능력과 2차표현어휘능력 (r =.890, p<.01) 간에유의한정적상관이나타났다. 64

6 다문화가정아동의표현어휘향상도에따른어휘발달변인종단연구 김정은외 Table 4. Correlations among variables Group (C = 2, N = 1) Age Income level Mother s education Father s education No. of siblings Age Income level.640* Mother s education.563* Father s education.550* ** No. of siblings PIQ st RV ability ** nd RV ability ** ** - - 1st EV ability * **.878** - 2nd EV ability.604*.656*.710** **.863**.890** C= catch-up group, N= non-catch-up group; PIQ= performance intelligence quotient; RV= receptive vocabulary; EV= expressive vocabulary. *p <.05, **p <.01. PIQ 1st RV ability 2nd RV ability 1st EV ability 논의및결론본연구는 5세에서 9세까지의다문화가정아동을대상으로, 1년동안의표현어휘향상도에따른두집단 ( 정상수준도달집단, 정상수준미달집단 ) 에있어서어휘및환경의변인들간차이와상관관계를분석하고자하였다. 이를위해서 5세에서 9세의다문화가정아동중에서표현어휘발달이지체수준 (-1 SD 미만 ) 을보였던아동을대상으로, 1년간표현어휘발달에근거하여또래발달수준에도달한 정상수준도달집단 (-1 SD 이상 ) 과 정상수준미달집단 (-1 SD 미만 ) 으로집단을구분하였다. 그리고구분된두집단의어휘능력및환경적변인들의차이를검증하고각변인들간상관관계를분석하였다. 본연구의결과는다음과같다. 첫째, 두집단의수용어휘점수를분석한결과, 1차와 2차평가모두수용어휘점수에서두집단간차이가통계적으로유의하지않았다. 이는 You와 Lee (2009), Hwang (2009), Hwang과 Hwang (2000) 의연구결과와일치하였고, 또한 Kim (2011) 과 Oh 등 (2011) 의연구결과에서다문화가정과일반가정아동의어휘력을비교하였을때수용어휘능력에는유의한차이가없고표현어휘능력에서는여전히어려움을보인다는결과와도일치한다고볼수있다. 둘째, 표현어휘품사별정반응률을살펴본결과, 표현어휘명사정반응률이 2차검사에서두집단간유의한차이가있었다는연구결과는다문화가정의명사어휘능력이제한적이라는연구결과 (Kim & Kang, 2009; Yi, 2010) 와일치하였고, 특히표현어휘가지체되는경우명사어휘능력이더욱제한적일수있음을시사하였다. Oh 등 (2011) 의연구에서명사와동사표현정확도에서다문화가정아동과일반가정아동간유의한차이가있었다고보고한것으로미루어, 본연구대상의다문화가정두집단은일반가정과비교하였 을때에는모두표현어휘품사별정반응률이낮을수있으나그가운데서도, 표현어휘정상수준미달집단은어휘사용에더어려움을겪는다고볼수있다. 또한표현어휘정상수준도달집단의아동들은일반가정아동과비슷한양상으로어휘발달을하고있지만, 정상수준미달집단의경우에는연령이높아지더라도명사어휘력사용에계속해서어려움을겪는다문화가정아동만의독특한양상이지속되고있는것으로해석할수있다 (Kim & Kang, 2009; Park, 2010; Yi, 2010). 셋째, 두집단의환경적변인에대한차이를분석한결과, 정상수준도달집단의소득수준과부모의교육년수가정상수준미달집단과비교하여통계적으로유의하게높은것으로나타났고, 형제수는두집단간유의한차이를보이지않았으며, 이는선행연구들과일치한결과였다 (Bang & Hwang, 2011; Choi & Hwang, 2009; Kim, 2011). 또부모의교육년수를분석한결과, 두집단모두어머니의교육수준이아버지의교육수준보다높은것으로나타났다. 이는한국가정법률상담소 (Korea Legal Aid Center for Family Relations, 2011) 가발표한 2011년도다문화가정상담통계 에서외국인아내와한국인남편모두고졸 ( 아내 33.6%, 남편 31.5%) 이가장많았고, 교육정도가낮은초졸의경우여성은 6.0% 이었으나, 남성은 12.7% 이었으며, 교육을전혀받지못한무학의경우도여성은 0.2% 이었으나남성은 1.7% 로나타나상대적으로여성에비해교육정도가낮은남성들이많은것으로드러났다는결과와일치하였다. 넷째, 두다문화가정아동집단과생활연령및어휘능력, 인지능력, 환경적변인간의상관관계를살펴본결과, 표현어휘발달에따라구분된집단변인은소득수준및부모의교육수준과유의한정적상관을보였다. 이는다문화가정아동에게어머니변인이라는환경적제한점과함께사회경제적인능력이아동의표현어휘발달향 65

7 Jung Eun Kim, et al. The Variables of Vocabulary Development in Children from Multicultural Families 상에매우중요한변수임을시사하였다. 따라서소득수준과부모의교육수준에서정상수준도달집단보다유의하게낮은수준을보인정상수준미달집단은사회경제적능력과어머니변인이합해져더욱열악한언어환경에있다고해석할수있다. 그러나형제수와같은가족의형태는아동의어휘능력과유의한상관이나타나지않았고, 이는 Choi와 Hwang, (2009), Lee, Jeon과 Park (2003) 의연구결과와일치하였다. 우리나라다문화가정에대한연구에서는아동의어머니교육수준과아동의언어능력에서유의한상관이나타나지않았다고보고하였으나 (Choi & Hwang, 2009; Lee et al., 2008), 국외의연구에서는어머니의교육수준및연령등이아동의언어발달과유의미한상관관계가있었다는 (Doll aghan et al., 1999; Rice et al., 2010) 결과로미루어그영향력을짐작해볼수있다. 본연구는아동의언어발달에중요한지표가되는표현어휘발달에영향을미치는것이무엇인지알아보기위하여 14명의동일아동들을대상으로 1년동안추적한것이다. 초기에표현어휘발달에지체를보이며, 다문화가정이라는공통적인분모가있음에도정상발달수준에도달하는아동과그렇지못한아동이있다는점에서그들의수용어휘나명사및동사의발달추이도살펴보았다. 통계적인분석으로드러나지는않았지만, 1년후 2차평가에서도지체수준의수용어휘를보인아동들은정상수준도달집단에서 1명 (14%), 정상수준미달집단에서 5명 (71%) 이었다. 본연구의결과들을종합해볼때, 표현하는어휘의수준이떨어지는다문화가정아동들의경우, 수용및표현어휘력뿐아니라환경적인요인에대한분석도필요하며, 필요시부모교육을병행한언어촉진프로그램을활용하는것도유용할것으로보인다. 특히언어치료대상중영유아에대해서는부모교육을통한간접치료프로그램들에대한연구가활발하나, 다문화아동의경우에는영유아뿐아니라학령전기와학령기까지꾸준한부모교육과지원이필요함을짐작할수있다. 또한지능수준이통제되었음에도불구하고경제적수준에따라어휘능력의집단간차이가유의하였으므로, 다문화가정아동의교육지원시부모의소득수준이나교육여부를고려하여지원대상을선정하거나지원횟수등을달리하는방안을논의하여야한다. 최근에는다문화언어교실에서외국인부부나결혼이민자가정이아닌, 다문화가정도지원하고있지만앞으로지원할자원이한정되는경우에는, 특히나교육수준이낮고저소득층인다문화가정에우선적인지원이이루어질수있도록정책적인고려가필요할것으로여겨진다. 더나아가어휘중재시에는개인의품사별발달특성을고려하되, 특히명사내용어휘에대한취약점을보완할수있도록하는것이중요할것으로보인다. 특히품사뿐아니라어휘의의미적특성도고려할필요가있는데, 학령기에는경험이나배경지식의영 향을많이받을수있는한국의고유문화와관련된어휘등은특히경제적요인과더밀접히관련될수있으므로이를중재나평가에서적절히포함시킬필요가있다 (Oh, 2012). 본연구는종단연구로인해피험자수가제한되었고, 일반가정아동들과직접적인비교를하지못한제한점이있다. 따라서지속적인자료축적과분석을통해어머니국적별, 연령별언어발달양상과아동의환경변인과의상관관계등을분석해볼필요가있다. 또한본연구는표현어휘에영향을주는언어적, 환경적변인들이제한적이었다. 의미적, 형태적, 구문적인다양한언어적변인들과다문화가정의중요한변인인어머니변인 ( 출신국, 한국거주기간, 한국어능력, 연령등 ), 상호작용시간, 아동의교육적환경등다양한환경적변인들을반영하려는시도가필요할것이다. REFERENCES Aro, T., Eklund, K., Nurmi, J. E., & Poikkeus, A. M. (2012). Early language and behavioral regulation skills as predictors of social outcomes. Journal of Speech, Language, and Hearing Research, 55, Bang, S. Y., & Hwang, H. J. (2011). A comparative study on preschool children s development: multi-cultural, low-income and general families. Korean Journal of Child Care and Education Policy, 5, Brown, R. (1973). A first language: the early stages. Cambridge, MA: Harvard University Press. Choi, H. W., & Hwang, B. M. (2009). A effect of mother s Korean abilities on their children s Korean abilities in multi-cultural family. Journal of Special Education: Theory and Practice, 10, Chung, B. J. (2011). Relationships among word recognition, reading comprehension, phonological awareness, working memory, listening comprehension, and inferential skills: a two-year longitudinal study of second and third graders. Journal of Speech-Language & Hearing Disorders, 20, Crago, M. B. (1992). Ethnography and language socialization: a cross-cultural perspective. Topics in Language Disorders, 12, Dollaghan, C. A., Campbell, T. F., Paradise, J. L., Feldman, H. M., Janosky, J. E., Pitcairn, D. N.,... Kurs-Lasky, M. (1999). Maternal education and measures of early speech and language. Journal of Speech, Language, and Hearing Research, 42, Genesee, F., Nicoladis, E., & Paradis, J. (1995). Language differentiation in early bilingual development. Journal of Child Language, 22, Genesee, F., Paradis, J., & Crago, M. B. (2004). Dual language development & disorders: a handbook on bilingualism & second language learning. Balti- 66

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10 다문화가정아동의표현어휘향상도에따른어휘발달변인종단연구 김정은외 국문초록 다문화가정아동의표현어휘향상도에따른어휘발달변인종단연구 김정은 1 김영태 2 오소정 3 1 언어치료교육원도토리, 2 이화여자대학교언어병리학과, 3 동명대학교언어치료학과 배경및목적 : 본연구에서는다문화가정아동의표현어휘발달에영향을미치는변인들에대하여알아보고자하였다. 방법 : 표현어휘가지체된 5-9세다문화가정아동 14명을추적연구하였고, 1년후의표현어휘향상도에따라두집단 ( 표현어휘정상수준도달집단, 정상수준미달집단 ) 으로나누어표현어휘발달에영향을미치는어휘변인및환경변인의차이와변인들간상관관계를고찰하고자하였다. 수용및표현어휘검사는품사 ( 동사및명사 ) 별정반응률을포함하였고, 환경변인은질문지를통하여분석하였다. 결과 : 첫째, 수용어휘력은두집단모두 1차와 2차평가간유의하게높아졌으나, 집단간차이는나타나지않았다. 품사별정반응률은명사표현어휘정반응률에서만정상수준도달집단이미달집단에비해유의하게높은것으로나타났다. 둘째, 환경변인에서는, 정상수준도달집단의부모교육년수와소득수준이미달집단에비해유의하게높은것으로나타났다. 셋째, 집단변인과유의한상관을보인변인들은소득수준과부모의교육년수였으며, 어휘능력과유의한상관을보인변인들은아동의연령과소득수준이었다. 논의및결론 : 다문화가정아동들은수용어휘능력에유의한차이가없어도표현어휘사용에어려움을보일수있으며, 표현어휘가지체되는경우명사어휘사용이제한될수있음을보여주었다. 또다문화가정이라는환경변인과함께사회경제적변인은표현어휘발달에중요한변수이며, 다문화가정내에서도부모의소득수준, 교육정도에따라아동의언어지원이개별적으로계획되어야함을논의하였다. 핵심어 : 다문화가정아동, 표현어휘발달, 종단연구, 어휘능력, 환경적변인본논문은제1저자의석사학위논문 (2013) 을수정, 발췌한것임. 본연구는 2010년정부재원 ( 교육과학기술부인문사회역량강화사업비 ) 으로한국연구재단의지원을받아연구되었음 (KRF B00542). 참고문헌 곽금주, 박혜원, 김청택 (2001). 한국웩슬러아동지능검사 (K-WISC-III) 지침. 서울 : 특수교육. 교육인적자원부 (2010). 다문화가정자녀현황 (2010년초 중 고 ). 서울 : 교육인적자원부. 구효진, 박경란, 최진선 (2009). 농어촌다문화가정유아와일반가정유아의언어및정서 사회성발달연구. 특수교육학연구, 44, 김갑성 (2008). 한국내다문화가정의자녀교육실태조사연구. 청소년문화포럼, 18, 김민영, 하승희 (2013). 6-18개월구개열영유아와일반영유아의발성발달에관한종단연구. 언어청각장애연구, 18, 김선정, 강진숙 (2009). 다문화가정자녀의어휘력고찰. 이중언어학, 40, 김수진, 임은해 (2011). 다문화가정아동과일반가정아동의고유어, 한자어, 외래어어휘표현능력비교. 지성과창조, (14), 김영란 (2011). 저소득층다문화가정취학전아동의언어특성및 CAI를활용한부모훈련의효과. 이화여자대학교대학원언어병리학박사학위논문. 김영태, 이주연, 홍경훈, 김경희, 장혜성 (2009). 수용 표현어휘력검사 (Receptive Expressive Vocabulary Test) 의타당도연구 : 취학전언어발달지체아동을중심으로. 언어치료연구, 18, 김영태, 홍경훈, 김경희 (2009). 수용 표현어휘력검사 (Receptive and Expressive Vocabulary Test: REVT) 의개발연구 : 문항개발및신뢰도분석을중심으로. 언어청각장애연구, 14, 김영태, 홍경훈, 김경희, 장혜성, 이주연 (2009). 수용 표현어휘력검사 (REVT). 서울 : 서울장애인종합복지관. 김은영 (2008). 다문화가정아동의명사및동사이름대기. 한림대학교보건대학원석사학위논문. 김화수, 김지채, 권수진 (2009). 학년에따른학령기다문화가정아동과일반가정아동의생성이름대기특성비교. 특수교육저널 : 이론과실천, 10,

11 Jung Eun Kim, et al. The Variables of Vocabulary Development in Children from Multicultural Families 박은정 (2010). 어머니언어입력과다문화가정자녀의한국어발달과정연구. 계명대학교대학원박사학위논문. 박혜원, 곽금주, 박광배 (2002). Korean-Wechsler Preschool and Primary Scale of Intelligence: K-WPPSI. 서울 : 도서출판특수교육. 방소영, 황혜정 (2011). 가정형태에따른유아의발달수준비교연구 : 다문화 저소득 일반가정의유아를대상으로. 육아정책연구, 5, 배소영, 권유진, 진연선, 전홍선, 곽금주 (2010). 다문화가정아동의이야기산출. 언어치료연구, 19, 성미영, 김정현, 박석준, 정현심, 권유정 (2010). 다문화가정유아의언어능력과가정문해환경. 아동교육, 19, 오소정 (2012). 어휘지식과구어처리과제를통한학령기다문화가정아동의언어장애예측요인연구. 이화여자대학교대학원박사학위논문. 오소정, 김영태, 김영란 (2009). 서울및경기지역다문화가정아동의언어특성과관련변인에대한기초연구. 특수교육, 8, 오소정, 김영태, 임동선 (2011). 다문화가정아동의품사별어휘정확도및반응속도특성. 언어치료연구, 20, 왕한석, 한건수, 양명희 (2005). 국제결혼이주여성의언어및문화적응실태연구 : 전라북도임실군일원사례보고서. 서울 : 국립국어원. 우현경, 정현심, 최나야, 이순형, 이강이 (2009). 다문화가정어머니와한국어능력과유아기자녀의언어발달. 아동학회지, 30, 원희목 (2008). 다문화가정자녀의교육실태와향후대책 : 정책토론회. 서울 : 원희목의원실. 유승애, 이지현 (2009). 4, 5, 6세다문화가정유아의언어발달실태. 육아지원연구, 4, 윤희원 (2009). 다문화사회와국어교육-다문화가정자녀의 ( 한 ) 국어교육을중심으로. 국어교육학연구, 34, 이귀옥, 이혜련 (2005). 한국어-중국어이중언어아동의초기의미관계, 발달과정에관한단기종단연구. 이중언어학, 28, 이귀옥, 전혜정, 박혜정 (2003). 3-5세아동의이중언어경험과인지능력및언어발달에관한연구 : 인지적복잡성에따른분석과통제이론을중심으로. 아동학회지, 24, 이기숙, 김순환, 김민정 (2011). 유아기의기본적인언어능력이초등학교 1학년국어학력과어휘에미치는영향. 유아교육연구, 31, 이미연 (2010). 다문화가정아동학습자들의한국어습득 발달에관한연구 : 음운, 통사, 어휘, 화법을중심으로. 한국어와문화, 8, 이수정, 신지철, 김향희, 김화수 (2008). 다문화가정아동의표현어휘능력연구 : K-BNT-C를중심으로. 언어치료연구, 17, 이우연 (2012). 다문화가정아동의어휘발달특성연구 : 어머니모국어중심으로. 충남대학교대학원언어병리학과석사학위논문. 이혜련, 이귀옥 (2004). 아동의초기언어발달과어머니의언어적입력간의관계 : 동사와명사를중심으로. 아동학회지, 26, 이희란, 이승복 (2010). 학령전아동의담화결속장치발달에관한종단연구. 언어청각장애연구, 15, 임순화, 박선희 (2010). 어머니의사회경제적지위, 자녀수에따른양육스트레스와영아의표현어휘발달과의관계. 미래유아교육학회지, 17, 전국다문화가족사업지원단 (2011) 다문화가족자녀언어발달지원사업결과보고서. 서울 : 전국다문화가족사업지원단. 전현주 (2011). 인공와우이식영아의발성및음소발달종단연구. 이화여자대학교대학원석사학위논문. 정부자 (2011). 초등학교저학년읽기부진아동의읽기능력및읽기관련변인에대한종단연구. 언어치료연구, 20, 정은희 (2004). 농촌지역국제결혼가족아동의언어발달과언어환경. 언어치료연구, 13, 조영달 (2006). 다문화가정교육지원을위한자료개발연구. 서울 : 교육인적자원부. 최현욱, 황보명 (2009). 다문화가정이주여성의한국어능력이자녀의한국어능력발달에미치는영향. 특수교육저널 : 이론과실천, 10, 한국가정법률상담소 (2011). 2011년도다문화가정상담통계. 서울 : 한국가정법률상담소. 행정안전부 (2011). 2011년지방자치단체외국인주민현황조사결과. 서울 : 행정안전부. 홍경훈, 김영태 (2005). 종단연구를통한 말늦은아동 (late-talker) 의표현어휘발달예측요인분석. 언어청각장애연구, 10, 황상심 (2009). 다문화가정아동의 5세전후집단간언어발달특성비교연구. 특수교육저널 : 이론과실천, 10, 황상심 (2010). 다문화가정유아의초기표현어휘발달과성차. 언어치료연구, 19, 황상심, 정옥란 (2008). 농촌지역다문화가정아동들의언어특성관련상관연구. 언어치료연구, 17, 황혜신, 황혜정 (2000). 이중언어 ( 한국어-영어 ) 를하는아동의언어능력발달에관한연구. 아동학회지, 21,