Author(s)

Young Mee Lee, Young Tae Kim, and Eun Hye Park

Year

2005

Publication

Communication Sciences and Disorders

The purpose of the present study was to analyze the core and fringe vocabulary used by non-disabled elementary school students. Researchers collected 29,580 spontaneous words from 91 Grade 3 elementary school students. The speech samples were collected from various school situations: 8 class situations(science, ethics, speaking and listening, writing, mathematics, music, art, gymnastic), lunch time, and play time. The words used in the speech samples were analyzed by the frequency of occurrence, number of total words(NTW), and number of different words(NDW). The core vocabulary was selected when the frequency of occurrence was .5 ‰. The results of this study were as follows. (1) NDW of the core vocabulary was 276, and these vocabularies amounted to 81.13 % of all vocabularies collected in the elementary school. (2) In these NTW and NDW, there were differences based on the number of children who participated in subjects or situations, and the characteristics of the subjects or tasks. (3) When analyzing the core vocabulary in all situations of the elementary school according to the categories, NTW of the pronoun was 4,689, which was the highest frequency among all categories. (4) NTW of the fringe vocabulary was 2,894, which was 9.709 % of all vocabularies collected in the elementary school. Although the rate of the fringe vocabulary was not high, the fringe vocabulary played a very important role when children talk to each other.

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