본 연구는 청각장애학생의 언어환경이 자아개념에 미치는 영향을 알아보기 위한 것으로 청각장애학교에 재학 중인 중고등학생 73명을 대상으로 하였다. 연구결과 첫째, 청각장애학생의 대부분 부모와 구화로 의사소통을 하고 있으며, 대부분 부모와의 의사소통수준이 낮고, 초등부 3-6학년시기에 수화를 가장 많이 습득하고 있으며, 수화습득 시기가 점차 빨라지고 있다. 둘째, 청각장애학생의 자아개념은 약간 긍정적인데, 자아동일성 및 가정적자아가 상대적으로 높은 반면, 자아행동, 사회적자아 및 도덕적자아가 상대적으로 낮다. 셋째, 초등학교 2학년이전에 수화를 습득한 청각장애학생이 가정적자아를 제외한 대부분의 자아개념 하위영역에서 상대적으로 높은 자아를 지녔다. 그러므로 언어환경 중 수화습득시기만이 청각장애학생의 자아개념에 영향을 미친다.
The purpose of this study were to investigate the effect of linguistic environment on self-conception of deaf and hard of hearing students. The subjects of this study were 73 deaf and hard of hearing students of middle and high school. The results were as followed: First, in communication modes most deaf and hard of hearing students mainly had verbal communication with their parents. The frequency of communication using sign language was higher on high school students and male students compared to middle school ones and female ones. The smoothness of verbal communication with their parents was on the low level, and middle school students and male students were on better level than others. When it comes to the acquisition period of sign language, 3-6 grade of elementary school marked highest rates, earlier than 2 grade of elementary school, middle school and high school period followed in order. This result suggests that the acquisition period of sign language gets earlier. Second, deaf and hard of hearing students tend to positive on self-conception. They had comparatively higher scores on self-identification and home-self and comparatively lower scores on self-action, social-self, and morality-self. Third, students who had acquired sign language before 2 grade of elementary school had higher scores in self-conception except for home-self.