Error types of word-class analysis in Korean-English bilingual children

언어병리학 협동과정/석사[영문] [한글] 점차적으로 국가간의 인적인 교류가 확대되고 외국에서의 생활의 기회가 증가함에 따라 이중언어-문화적 환경의 영향을 받은 아동의 수가 증가한다. 우리나라는 한국어-영어 이 중언어사용아동의 수가 다른 이중언어사용아동의 수보다 많다. 이러한 이중언어사용아동 을 위한 언어병리학에서의 접근은 정확한 진단을 통해 언어차이와 언어장애를 구분하여 올바른 중재로 이끈다는 것이다. 정상이중언어사용아동의 언어적 특징인 오류패턴을 분석 하면 아동의 언어발달수준을 측정할 수 있고 언어장애와 언어차이의 구분이 가능하다. 이 중언어사용아동은 아동간에 각 언어에 노출된 시기 및 문화에 적응된 정도 등 여러 가지 가 통제하기 어렵다는 단점이 있다. 그러므로 본 연구에서는 5,6,7세 30명의 정상 이중언 어사용아동을 총 오류수와 상관관계가 가장 높았던 그림어휘력 검사결과인 한국어 점수가 높은 아동16명과 낮은 아동 14명으로 나누어 아동간의 다양성을 체계화하였다. 아동들은 그림책을 보고 이야기하기를 하였고, 이를 통해 품사별 오류유형을 분석하였다. 결과는 다음과 같다. 1. 품사유형별 오류율은 그룹간의 차이 없이 관계언에서 가장 많이 보였고 그 다음으로 체언, 용언, 수식언, 독립언의 순서였다. 세부적으로 보면, 체언에서는 명사에서, 용언에 서는 동사에서 오류가 많이 나타났고, 오류위치를 고려하였을 때 어미에서 가장 많은 오 류를 보였다. 관계언에서는 격조사에서 오류를 많이 보였고 그 중 주격, 부사격, 목적격 에서 주로 오류를 보였다. 그 다음으로는 관형격에서 오류가 나타났다. 2. 오류유형에서는 한국어 점수가 높은 아동그룹이 대치를 많이 하고 한국어 점수가 낮 은 아동그룹이 생략을 많이 하는 경향을 보였다. 한국어 점수가 높은 아동은 대치 중 격 간대치오류와 의미대치오류를 많이 보였고 한국어 점수가 낮은 아동은 영어대치 오류가 많았다. 또한 두 그룹 모두 이중적 오류를 계속 보였다. 3. 품사에 따른 오류유형 분석 결과 첫째, 명사는 영어로 대치를 많이 하였고 한국어 점 수가 낮은 아동에서 더욱 그러하였다. 둘째, 동사 중 오류발생위치에서는 동사전체와 어 간에서 대치를, 어미에서는 생략과 첨가 그리고 기타가 많았다. 이때 한국어 점수가 높은 아동은 의미대치를, 낮은 아동은 영어대치를 하였다. 셋째, 목적격과 부사격에서 대치오 류가 매우 높았고 주격에서는 생략오류를 많이 보였다. 격간 대치는 주격 및 목적격에서 보였고, 격내 대치는 주격과 부사격에서 보였다. 한국어 점수가 낮은 아동은 주격에서 격 내 대치를 많이 보였는데 이것은 조사 이형태간의 대치였고 이 아동들은 부사격에서도 해 석하기 힘든 대치 및 기타 역시 많이 보였으며 주격에서 이중적 사용을 계속 보였다. 넷 째, 부사에서는 영어대치 및 부정어 오류를 보였고, 다섯째, 감탄사에서는 한국어 점수가 낮은 아동이 영어로 대치하는 오류를 보였다. 본 논문에 따르면 이중언어사용아동이 단일언어사용아동과 유사한 품사별 오류형태를 보 이는 동시에 이중언어사용아동에게만 나타나는 오류형태를 보인다는 것을 알 수 있다. 이 중언어사용아동에게 늦게까지 나타나는 오류유형도 있고 단일언어사용아동에게는 보이지 않는 특이한 오류유형도 있다. 이는 정상 이중언어사용아동의 언어적 특징으로 이중언어 사용아동의 언어발달을 측정하고 언어장애와 언어차이를 구분할 수 있는 중요한 역할을 한다. 후속연구에서는 개인마다 이중언어에 노출된 시기 및 문화에 적응된 정도 등 여러 가지 영향조건에 따라 많은 차이가 있을 수 있다는 이중언어사용아동의 조건을 고려하여 야 할 것이다. Error Types of Word-Class Analysis in Korean-English Bilingual Children Dong Sun YIM Graduate Program in Speech Pathology Yonsei University (Directed by Professor Lee Ik Hwan) The purpose of this study is to analyze the error types of word class in Korean-English bilingual children. In recent years, a great number of people have opportunity to learn and experience various languages and cultures. Their experiences have resulted in the emergence of a bilingual population. In Korea, there are much more bilingual population who uses Korean-English than any other languages. One of the primary job of the speech-language pathologists in dealing with children from culturally different backgrounds is to accurately diagnose language disorders and distinguish them from language differences. To do so, analysis of error patterns, one of the normal linguistic characteristics, of normal bilingual children is needed. Groups of bilingual individuals are heterogeneous in terms of socioeconomic status, length of time in the country, and degree of acculturation. Therefore, subjects were divided into two groups (high-score group, low-score group) to systemize the variability of every bilingual child. The score on the picture-vocabulary test in Korean was used to make the group for it was highly correlated with the total number of errors. In this study, 30 bilingual children aged 5,6,7 years were shown two short picture books and were asked to tell the story. After having gathered the spontaneous speech, the error types of word-class were analyzed. The results were as follows : There were differences between two groups (high-score group - low-score group). The linguistic level of high-score group was at the upper aged level in monolingual children, therefore the linguistic level of low-score group was at the lower aged level. This suggest that bilingual children have similar linguistic development as monolingual children and they also have similar linguistic error patterns as monolingual. In addition, the variability in bilingual children was shown in this result. However, the error types of word class were still found in bilingual children group which had to be developed earlier. Furthermore, there were unusual error types of word-class in bilingual children group which were hard to find in monolingual children. This late development of error types of word-class and unusual patterns are the normal bilingual's linguistic characteristics. These normal error types of word-class could be helpful to make an unbiased and accurate assessment of bilingual children. For there are many environmental influences in bilingual children, differences of each child should be considered in further research.ope

Implicit statistical learning and language skills in bilingual children

Purpose: Implicit statistical learning in 2 nonlinguistic domains (visual and auditory) was used to investigate (a) whether linguistic experience influences the underlying learning mechanism and (b) whether there are modality constraints in predicting implicit statistical learning with age and language skills. Method: Implicit statistical learning was examined in visual and auditory domains. One hundred twelve English native speaking monolinguals and Spanish-English bilinguals age 5-13 years participated in the study. Language skills were measured by standardized language tests. Results: The overall results showed that all children implicitly learned statistical regularities above chance level in bothmodalities.However, there was no group difference between monolingual and bilingual children on either visual or auditory tasks. Lastly, a different tendency in predicting implicit statistical learning was observed for each group. In the monolingual group, both age and language scores significantly explained auditory statistical learning, whereas age explained visual statistical learning. In the bilingual group, age explained auditory statistical learning, and nothing was significant for visual statistical learning. Conclusions: These findings are discussed in terms of the extent to which implicit statistical learning is influenced by internal and external factors and a consideration of important notions when testing bilingual children's language skills. © American Speech-Language-Hearing Association

Analysis on needs based survey of parents and speech-language pathologists for smartphone programs

Objectives: The aim of this study is to examine the needs of parents and speech language pathologists (SLPs) when developing mobile-based contents as intervention tools for children with communication disorders. Methods: Questionnaires were developed through preceding research; assessment tools and reference data from Statistic Korea were verified by two professionals for validity and suitability. The survey was conducted in person, by mail, or online format. A total of 189 of questionnaires were chosen for analysis (96 families of children with communication disorders and 93 SLPs). Results: More than half of the 189 subjects responded that they have used smartphone applications to improve the communication skills of a child. Educational content for parents is highly desired by both parents and SLPs, while the parent group needed more quantitative information about proper utterances for themselves as conversation partners. And while parents highly desired educational material, most interactions between them and their SLPS were consultation-based. Conclusion: The results of this study suggest that a follow-up study is needed to provide communication care service via smartphone applications for speech-language intervention. © 2014 Korean Academy of Speech-Language Pathology and Audiology

Executive function in Korean-English bilingual children with and without vocabulary delay

The purpose of this study was to investigate whether bilingual children with and without vocabulary delay (BINL and BIVD) show different performance in working memory and shifting, which are subtypes of executive functions. Methods: Thirty-three children (19 normal language group, 14 vocabulary delay group) between 6- and 9-year-old performed Dimensional Change Card Sort (DCCS) as a shifting task, Matrix as a non-verbal working memory task, and Korean and English non-word repetition (NWR) tasks as verbal working memory tasks. For data analyses, one-way ANOVA and Pearson correlation were conducted. Results: The BIVD group performed significantly poorer than the BINL group on DCCS and Matrix, whereas no significant differences on both NWR tasks between groups was observed. The correlation analyses revealed that in the BINL group, both Korean and English composite score of receptive vocabulary were correlated with performance on Matrix and Korean NWR task, and the accuracy and reaction time of DCCS were correlated with each other. On the other hand, in the BIVD group, only Korean composite score of receptive vocabulary showed significant correlation with performance on Matrix and the English NWR task. Conclusion: the BIVD group showed poor performance on both shifting and working memory tasks compared to the BINL group. The results implicate that bilingual children with vocabulary delay have difficulties not only in the language domain but also in the non-linguistic domain. In addition, further investigation on scoring methods of linguistic tasks to bilingual children with vocabulary delay is required to generalize the findings. © 2016 Korean Academy of Speech-Language Pathology and Audiology

A comparative study of chunking mechanism in children with and without Language Delay

Objectives: The purpose of this study is to find whether there is a difference in chunking skills between children with Language Delay (LD) and Typical Language Development (TD) in sentence repetition. LDs are known to have difficulties in sentence repetition. The study assumes that the task taps their chunking skills and tries to identify the performance differences between LD and TD. Methods: A total of 32 children between 5 to 7 years of age participated in this study. Chunking skills were assessed by word list recall and a symmetric-asymmetric matrix task. Three-way mixed ANOVA was used to analyze group difference according to presentation type and span in each task. The Pearson correlation coefficient was used to find whether the tasks correlated with vocabulary skills. Results: There were significant main effects in group, type and span in the recall task. Three-way interaction was also significant. Among the tasks, sentential order word list recall was correlated with vocabulary skills of TD, whereas LD showed correlation between the symmetric and asymmetric matrix and their vocabulary skills. Conclusion: LDs have difficulties in utilizing their long-term memory by using chunking in a temporal situation, especially in auditory-verbal modality. Sentence repetition performances of TD are likely to be correlated with their language ability whereas the task performance of LD seems to be more closely associated with their nonverbal cognitive and general memory span. © 2017 Korean Academy of Speech-Language Pathology and Audiology

The implementation of inherent strategies on children with and without language delay: SNARC effect and chunking effect

Objectives: The purpose of this study was to compare the differences in spatial-numerical association and chunking ability among 21 typically developing children (TD) and, 15 children with language delay (LD). This study aimed to identify whether the SNARC effect exists in the LD group. Methods: This study assumed that there was a mental number line where numbers are sequentially recognized from left to right. In other words, smaller numbers would be induced faster on the left side, and larger numbers would be induced faster on the right side (Gevers et al., 2010). The study included a visual number search (VNS) for verifying the SNARC effect, and linguistic and non-linguistic chunking tasks (word list recall, symmetric-asymmetric matrix) for identifying the chunking effect. Results: The SNARC effect was confirmed in both TD and LD children. The SNARC effect also showed the highest explanatory power in expressive language ability. However, in the LD group, neither the SNARC nor chunking effect was significantly predicted by receptive language ability. Conclusion: Both groups showed SNARC effects in terms of response time, and there was an inherent information processing strategy, which significantly predicted expressive language ability. If LD children were able to consistently demonstrate not only spatial-numerical association but also chunking ability; these could be more useful inherent strategies to facilitate efficient language skills. © 2020 Korean Academy of Speech-Language Pathology and Audiology

Usage of onomatopoeic and mimetic words in Vietnamese-Korean bilingual compared to Korean monolingual families [베트남어-한국어사용 다문화 가정과 한국 가정의 의성의태어 사용 비교]

Objectives: This study investigates the differences in the patterns of using onomatopoeic and mimetic words in Vietnamese-Korean bilingual and Korean monolingual mothers and children. Methods: Twenty-one Vietnamese-Korean (V-K) families (13 children and 8 mothers) and 25 Korean (K) families (14 children and 11 mothers) participated in this study. Children were aged from 3;0 to 6;1 (in year;month), and there were no significant group differences in their vocabulary scores. We used a picture-explaining task (which is divided into the object task and the sound-action task) to investigate how participants perform differently when describing pictures depicting objects and movements. Additionally, we conducted a picture-association task to choose the correct picture from four options through listening to the auditory stimuli of recorded words as quickly as possible. Results: V-K bilingual mothers showed significantly lower performance on the picture-explaining object and sound-action task than K monolingual mothers. But, there was no significant difference between V-K bilingual and K monolingual children in the picture-explaining object task. In the picture-explaining sound-action task, however, V-K bilingual children showed lower performance than K monolingual children. In the picture-association task, there were significant differences in accuracy and reaction times between V-K bilingual and K monolingual mothers and children. Conclusion: Although no significant differences were found in the language abilities of the two children groups, both mothers and children in bilingual and monolingual groups showed significant differences in using onomatopoeic and mimetic words. Therefore, onomatopoeic and mimetic words are a unique characteristic of Korean and are important for efficient communication. © 2019 Korean Academy of Speech-Language Pathology and Audiology

A comparative study on the vocabulary learning of children according to selective attention latent group

The purpose of this study was to examine whether selective attention is significantly influential in vocabulary learning, by dividing preschoolers with specific language impairment (SLI) and those with typical development (TD) into clusters according to selective attention, and by comparing the groups' vocabulary learning ability. Methods: 16 children with SLI and 15 children with TD participated in this study. Variable clustering with selective attention as a latent variable was employed to separate the children into two groups. Children in both groups had book-reading intervention 12 times, followed by measurement of the amount of target words in receptive and expressive types. Results: All three categories of receptive language, receptive vocabulary, and selective attention were statistically significant factors in cluster variables. All children divided two groups according to receptive language, receptive vocabulary, and selective attention showed a significant difference in their mean age, whereas their difference in nonverbal intelligence had no significance. With age and nonverbal IQ controlled, the amount of receptive vocabulary was significantly different in two groups. Conclusion: The results highlight that selective attention along with existing language ability plays an important role in vocabulary learning, which may lead to difference between individuals in vocabulary learning ability. Our findings suggest that children's receptive vocabulary learning may depend on their selective attention. © 2020 Korean Academy of Speech-Language Pathology and Audiology

Item Analysis for Korean-Working Memory Measures for Children (K-WMM-C)

Objectives: This study performed item analyses of four working memory (WM) measures and constructed the validity of the WM measures. Methods: The present paper included two preliminary studies. The 1st preliminary study included data from three hundred twenty-nine children between 4–8 (NL 248, LI 81). Nonword repetition, matrix forward, matrix backward, and sentence repetition tasks were used. Item difficulty was analyzed using item response theory and classical test theory. In the 2nd preliminary studies, 84 children aged between 4–6 performed revised working memory tasks. Item difficulty and item discrimination parameters were analyzed. Lastly, construct validity was verified through the Pearson correlation between standardized vocabulary measures and four WM tasks. Results: Most items were appropriately placed in the order of difficulty, and some items with unacceptable difficulty levels were replaced, modified, or removed for the 2nd study. Most baseline items in forum WM tasks started with above 90% of the pass rate. The 2nd study results showed that item difficulty and discrimination parameters were adequate, but item parameters for few items were higher than expected, so that those items should be removed for the final version of tasks. The high level of concurrent validity for four WM tasks was demonstrated through significant correlations with receptive and expressive vocabulary scores. Conclusion: The present study systematically reviewed items in widely used WM measures. Based on the results, WM measures are expected to be used in the clinical setting. Further work is required to verify validity constantly. © 2020. Korean Academy of Speech-Language Pathology and Audiology

Lexical representation of emotions for high functioning autism(HFA) via emotional story intervention using smart media

Children with High-Functioning Autism (HFA) have difficulty understanding and using emotional expressions. A variety of smart media, such as tablet PCs and robots, are being used to train children with autism spectrum disorders on emotional vocabulary use through language therapy. In this work, we explore the effectiveness of robot-based intervention (compared with PC-based intervention) on children with HFA, in particular, we evaluate the impact of using emotional stories to understand how intervention impacts the total number (and the diversity) of words to express their emotions. Our initial results revealed that children with HFA showed significantly higher performance when using robot intervention than PCs, in terms of the total number of emotional words used. Our study thus suggests that robot-based intervention can be used as a potential therapeutic tool for training children with HFA to increase their ability to use words to express their emotions.ACM Special Interest Group on Computer-Human Interaction (ACM SIGCHI