type:Article

本研究は、発音が不明瞭な自閉症児に対してタブレット端末を使った言語指導の方法について検討することを目的とした。口形模倣、口声模倣、音声模倣を3つの時期に分けて指導を行った。その結果、口形模倣は他の2つの模倣に比べて集中が続かなかったため、口声模倣、音声模倣に絞って指導を行った。指導の成果を確認するために指導前(9月)と指導後(12月)に日本語103音節の発音及び単語の発話の録音を実施した。指導後、健聴大学生7名を対象に発音・単語明瞭度検査を行った。その結果、発音明瞭度は指導前後で7.8%向上した。また、母音明瞭度は指導前後で32.8%向上した。単語明瞭度は、指導前後で大きな向上は見られなかった。今回のタブレット端末を用いた言語指導のメリットとしては、対象児が興味を持ち、画面を注視して模倣することができたこと、デメリットとしては今回の指導でタブレット端末に細かな舌の動きや息の使い方等まで動画で示すことができなかったため、対象児がどう発音すれば良いかわからなかったことであった。今後の課題としては、1.タブレット端末の操作性の問題、2.集団学習時の使用方法の検討、3.対象児の実態や課題を踏まえ、タブレット端末と他の教材を組み合わせた言語指導の検討、が挙げられた。

The purpose of this study was to examine the method of language instruction using tablet device for autistic children with unclear pronunciation. The instruction was divided into three periods : oral mimicking, vocal mimicking, and phonetic mimicking. As a result, the students did not concentrate as well on oral mimicking as they did on the other two imitations, so we focused our instruction on vocal and phonetic mimicking. To confirm the results of the instruction, the pronunciation of 103 Japanese syllables and the utterance of words were recorded before (September) and after (December) the instruction. After the instruction, a pronunciation and word intelligibility test were conducted on seven university students with normal hearing. The results showed that pronunciation intelligibility improved by 7.8% before and after the instruction. The results showed that pronunciation intelligibility improved by 7.8% before and after instruction, and vowel intelligibility improved by 32.8% before and after instruction. In addition, word intelligibility did not improve much. The advantage of using tablet devices for language instruction is that students are interested in them and can imitate them. The disadvantage of using tablet devices for language instruction is that students cannot understand how to pronounce words because the images do not show the detailed movements of the tongue and the use of the breath. The following points were raised as future issues. (1) operability of tablet devices, (2) examination of how to use them in group learning, and (3) examination of language instruction combining tablet devices and other teaching materials, based on the actual conditions and issues of the target children.