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The Comparative Study of Verb Conjugation in Adults With Intellectual Disabilities

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2017, 18(2), pp.223-243
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education
  • Received : March 5, 2017
  • Accepted : April 17, 2017

Jeong, Seon Hee 1,  Kyunghee Jung 1

1용인대학교

Accredited

ABSTRACT

The purpose of this study was to examine the accuracy of conjugation Adults with intellectual disabilities and ordinary language age matched children with a focus on morphological aspect. The subjects of this study was 20 persons including 10 adults with second to third degree intellectual disabilities and 10 ordinary age matched children. For the research task, we performed test of accuracy in the production of predicates. The test of conjugation accuracy consisted of 10 predicates and 5 endings. The test measured the accuracy of combination between those predicates and endings. First, There was a significant difference between the two groups in total scores for accuracy of conjugation. Second, a significant difference was observed between adult group with intellectual disabilities and language age matched children group in total scores for accuracy conjugation based on regularity of predicates. Moreover, a difference was found to exist between the two groups in regularity. Furthermore, a statistically significant difference was found between the two groups in terms of the effect of interaction based on group and regularity. A relatively large difference was found to exist between the two groups in accuracy of irregular conjugation, compared to regular conjugation. Third, when we examined the accuracy conjugation by ending, a significant difference in connection ending such as 'nikka (so)' and 'myeon (if)'was observed between the two groups. Fourth, no difference was found to exist between adult group with intellectual disabilities and language age matched children group in terms of frequency by error type and order of error rates. In conclusion, the above-mentioned results imply that guidance should be offered to clients with intellectual disabilities who have linguistic difficulty during intervention constantly with interest in relation to the irregular conjugation, considering that they still make mistakes in irregular conjugation even when they become adults, although they can learn the way to regular conjugation to some degree and can utilize regular conjugation accurately.

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