ScholarWorks@숙명여자대학교

초록

This study explored the perceptions of music therapists and speech-language pathologists regarding the need for developing a vocabulary-learning device incorporating rhythm and melody. A total of 174 professionals 91 music therapists and 83 speech-language pathologists participated in an online survey administered via Google Forms. The questionnaire consisted of 44 items addressing participants’ background information, the perceived importance of vocabulary learning, awareness of rhythm and melody, the necessity of device development, current instructional practices, and specific needs related to vocabulary-learning tools. The findings revealed several key insights. First, vocabulary acquisition was related to listening comprehension, syntactic understanding, and vocabulary expansion, communicative interaction and the expression of spontaneous intent. Second, rhythm and melody were recognized as effective modalities for supporting repeated vocabulary learning in a more engaging and memorable way. Third, The limitations of existing tools highlight the need for the development of a new rhythm and melody-based device. Fourth, although therapists frequently used traditional materials such as vocabulary cards, real objects, and toys in therapy sessions, the use of digital tools and devices remained relatively limited. Finally, there was a strong demand among professionals for a vocabulary-learning device that meaningfully integrates musical elements. These results suggest that the development of a rhythm and melody-based vocabulary-learning device could serve as a valuable therapeutic and educational tool, particularly for enhancing vocabulary acquisition in both children with developmental disabilities and those with typical development.

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