@article{ART001508654},
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={2010},
volume={11},
number={4},
pages={545-563}
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 - 2010
VL - 11
IS - 4
PB - Research Institute of the Korea Special Education
SP - 545
EP - 563
SN - 1598-060X
AB - This study is about the features of thirty-four hearing impaired college students’ usage of connective endings in their own sentences. The features were analyzed 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 no significant difference between regular school graduates and special school graduates in their sentence amounts. However, there is a ranking difference in grammatical sentences and ungrammatical sentences. In the whole number of connective endings and the number of correct connective endings, there is no significant difference between the two school graduates, but there is a ranking difference in the number of their incorrect connective endings.
Second, special school graduates use eleven connective endings in their grammatical sentences. Especially, they focus on these meaningful endings such as succession, casuality and list. Regular school graduates also use eleven connective endings, but they use them equally in the meaning of list, simultaneity, succession and condition. In their ungrammatical sentences, special school graduates made errors whenever they use every connective ending including succession, list and casuality. On the other hand, regular school graduates made errors only five kinds of connective endings. It means that they acquire more connective endings and know their functions better than special school graduates do. It means that spoken language can positive influence connective endings than the sign language.
KW - hearing disorder;deaf;college student;connective endings
DO -
UR -
ER -
옥정달. (2010). A Study of postposition misuse by university students with hearing impairments. Journal of Special Education: Theory and Practice, 11(4), 545-563.
옥정달. 2010, "A Study of postposition misuse by university students with hearing impairments", Journal of Special Education: Theory and Practice, vol.11, no.4 pp.545-563.
옥정달 "A Study of postposition misuse by university students with hearing impairments" Journal of Special Education: Theory and Practice 11.4 pp.545-563 (2010) : 545.
옥정달. A Study of postposition misuse by university students with hearing impairments. 2010; 11(4), 545-563.
옥정달. "A Study of postposition misuse by university students with hearing impairments" Journal of Special Education: Theory and Practice 11, no.4 (2010) : 545-563.
옥정달. A Study of postposition misuse by university students with hearing impairments. Journal of Special Education: Theory and Practice, 11(4), 545-563.
옥정달. A Study of postposition misuse by university students with hearing impairments. Journal of Special Education: Theory and Practice. 2010; 11(4) 545-563.
옥정달. A Study of postposition misuse by university students with hearing impairments. 2010; 11(4), 545-563.
옥정달. "A Study of postposition misuse by university students with hearing impairments" Journal of Special Education: Theory and Practice 11, no.4 (2010) : 545-563.
