학령기 다문화 가정 아동의 이야기 쓰기에 나타난 서사담화 요소 사용 양상

Abstract

The purpose of this study is to analyze the use of narrative discourse elements embedded in a story The Tortoise and the Hare written by school-aged children from multicultural families. Discourse samples have collected based on a writing test taken by 30 children from multicultural families and 30 children from non-multicultural families. The data of 21 children from multicultural families and 30 children from non-multicultural families were analyzed, excluding children whose expressive lexical ability is below -1 SD in Receptive and Expressive Vocabulary Test. Two groups were compared firstly in terms of story grammar elements (setting, initiating, event, attempt, direct consequence, and reaction), secondly discourse length (T-units, NTW) and lexical diversity (NDW), and thirdly cohesive markers such as conjunctive endings, specific semantic particles, and conjunctive words. As a result, for story grammar, group types’ main effects were verified only in setting, and grade’s main effects in initiating and direct consequence. As for discourse length and lexical diversity, the group types’ main effects were not significant in any variable, but grade’s main effects were significant in all of variables. In terms of cohesive markers, type’s main effects were verified only in conjunctive ending, and grade’s main effects were in all of cohesive markers. These results indicate that children from multicultural group used less of setting and conjunctive ending comparing with children from non-multicultural group. These findings show that it is necessary to consider story grammar elements and cohesive markers for evaluating and improving discourse skills of school-aged children from multicultural families.