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@article{ART001378087},
author={옥정달},
title={A Study of postposition misuse by university students with hearing impairments},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2009},
volume={10},
number={3},
pages={17-34}

TY - JOUR
AU - 옥정달
TI - A Study of postposition misuse by university students with hearing impairments
JO - Journal of Special Education: Theory and Practice
PY - 2009
VL - 10
IS - 3
PB - Research Institute of the Korea Special Education
SP - 17
EP - 34
SN - 1598-060X
AB - This study explores the postpositions in sentences that thirty two hearing impaired collage students made out. The sentences are analyzed with T-test using SPSS 12 to find out the difference between regular school graduates and special school graduates. The result of this study is summarized as follows. First, there is a ranking difference between the regular school graduates and special school graduates in their postposition misuse such as replacement, omission, and addition. However, there is no significant difference between the incidence in postposition misuse of regular school graduates and that of special school graduates. In the case of special school graduates, their postposition misuse was similar to the special elementary, middle and high school students’. In the case of regular school graduates, the result was different from the special school graduates’. Second, there is a ranking difference between the regular school graduates and special school graduates in their subjective postposition, objective postposition and adverb postposition misuse. However, there is no significant difference between the incidence in those morphemes misuse of regular school graduates and that of special school graduates. Besides, in the case of replacement in morphemes misuse, there is a ranking difference between the regular school graduates and special school graduates. On the other side, there is no significant difference between the incidence in replacing each morpheme misuse of regular school graduates and that of special school graduates. In the case of special school graduates, their morphemes misuse was similar to the special elementary, middle and high school students’. However, in the case of regular school graduates, the result was different from the special school graduates’. In conclusion, there is a typical pattern in postposition and morphemes misuse of hearing impaired college students using sign language. Compared with a speech education environment, the sign language shows no significant difference in students’postposition and morphemes use ability. It means that the sign language doesn’t interfere with their language acquisition.
KW - hearing disorder;college student;deaf;postposition;sentence analysis
DO -
UR -
ER -

옥정달. (2009). A Study of postposition misuse by university students with hearing impairments. Journal of Special Education: Theory and Practice, 10(3), 17-34.

옥정달. 2009, "A Study of postposition misuse by university students with hearing impairments", Journal of Special Education: Theory and Practice, vol.10, no.3 pp.17-34.

옥정달 "A Study of postposition misuse by university students with hearing impairments" Journal of Special Education: Theory and Practice 10.3 pp.17-34 (2009) : 17.

옥정달. A Study of postposition misuse by university students with hearing impairments. 2009; 10(3), 17-34.

옥정달. "A Study of postposition misuse by university students with hearing impairments" Journal of Special Education: Theory and Practice 10, no.3 (2009) : 17-34.

옥정달. A Study of postposition misuse by university students with hearing impairments. Journal of Special Education: Theory and Practice, 10(3), 17-34.

옥정달. A Study of postposition misuse by university students with hearing impairments. Journal of Special Education: Theory and Practice. 2009; 10(3) 17-34.

옥정달. A Study of postposition misuse by university students with hearing impairments. 2009; 10(3), 17-34.

옥정달. "A Study of postposition misuse by university students with hearing impairments" Journal of Special Education: Theory and Practice 10, no.3 (2009) : 17-34.