본 연구는 청각장애학생과 건청 학생들이 협력과제를 수행하기 위한 의사소통 과정에서의 상호지식 형성과 과제 수행 정도를 알아보고자 하였으며, 의사소통단절시 사용하는 의사소통 행동 유형을 알아보았다. 연구 대상은 평균 20.3세로 경기도에 소재한 전문대학에 재학 중인 대학생으로 건청 대학생 5쌍과 청각장애대학생 5쌍으로 구성하였다. 상호지식 형성과정과 의사소통 행동을 분석하기 위해 협력과제인 지도그리기 과제를 각 쌍이 3회 실시하였으며, 과제 수행 중의 의사소통 과정을 녹화하여 전사하였다. 연구결과는 다음과 같다. 첫째, 두 집단 간에 협력과제 수행 성공빈도와 시간은 통계적으로 의미있는 차이가 없었으나. 건청 학생은 반복시행에 따라 수행시간이 감소하고 성공빈도가 증가하였으며 청각장애학생도 유사한 경향을 나타냈다. 둘째, 문제 장소에서의 지도그리기 수행 성공 빈도와 상호지식형성 빈도는 1차 시행에서 두 집단 간에 유의미한 차이가 있었다. 셋째, 문제 발생 시 의사소통 행동 유형에서 화자의 도입 유형을 보면, 질문에서 건청 집단과 청각장애 집단이 유의한 차이를 보였다. 넷째, 청자의 반응을 보면, 1차 시행에서 건청 집단과 청각장애집단과 정보성 반응에서 유의미한 차이를 보였다. 그러나 청각장애집단은 수행이 증가함에 따라 정보제공이 증가하면서 비정보와 부적절한 정보 제공이 감소하였다.

The purpose of this study was to investigate with deaf students and hearing students during communicating how to form the mutual knowledge and perform tasks when they did collaborative tasks. Also, we investigated the types of communication behaviors when they had some problems during communicating. For this purpose, 20 college students(10 deaf students, 10 hearing students) were selected. They attended college in Gyeonggi-do. Their average chronological age was 20.3. Two students made up a pair. A hearing student made a pair of only a hearing student. Deaf students were same. Therefore both deaf students and hearing students had 5 pairs each. To analyze the process of the mutual knowledge and communicative behaviors, each pair did map-drawing tasks as a collaborative task three times. We recorded on video tape and transcribed the process of communication during doing the tasks. The results were as followings. Firstly, between two groups, deaf students and hearing students, success frequency of doing tasks and time were not significantly different. However, in the case of hearing students, the time of doing tasks decreased and success frequency increased according to repetitive performance. Secondly, the success frequency of between map-drawing and the formation of the mutual knowledge was significantly different when they did the first task. Thirdly, when they had some problems during communicating, in the case of speaker``s forms of introduction, among the communication behaviors, hearing students used significantly questions more than statements as compared with deaf students. Fourthly, as compared with deaf students in the listener``s role of hearing students, they used significantly more informative response in the discovering problem point 1. In the case of deaf students, however, as trials of the tasks increased, on the average, the informative response increased and both uninformative and inadequately informative response decreased.