JP2002182554A - Spelling learning method and system - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide an effective learning method of English words. SOLUTION: This method includes a step of displaying three spelled words including a correct answer and a spelled word liable to be mistaken with the correct answer on a display by using a portable game machine with the display, a step of allowing one to be selected from three kinds of the spelled words displayed by using a cursor moving means or the like and a step of allowing the next choice to be selected in the case of the correct answer and urging the selection again in case of an incorrect answer. The selection is iterated until the prescribed number of the choices are decided and all the spelled words constituting the words are decided or until the wrong selections occur to the prescribed number of times.

Description

DETAILED DESCRIPTION OF THE INVENTION

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to an electronic learning device and a learning method. More specifically, the present invention relates to a learning device and a learning method that are useful for storing a spelling of a word when learning a language using phonetic characters such as the alphabet.

[0002]

2. Description of the Related Art When learning a language described using alphabets such as English, spelling of words must be stored. This is the same whether learning as a native language or a foreign language. In Japan, vocabulary quizzes are often given in junior high schools where students begin to learn English, and in the United States, spelling is usually learned in elementary schools in Japanese.

[0003] The spelling of a word cannot be completed simply by being taught in a classroom by a teacher, and it is basically the case that a learner's own self-study is required. Since the alphabet is a phonetic alphabet, teachers could teach the general relationship between speech and spelling. However, learners of the ordinary level understand that the spelling of words must be memorized as they are, rather than having to understand and learn, and even when writing words, they understood the general theory. Instead of spelling words while thinking above, they often write down a sequence of physically acquired characters. The reason why spelling is considered to be a simple memory object seems to be that the relationship between pronunciation and spelling is not always constant depending on the language, and there are many exceptional spellings for various reasons.

Conventionally, various learning methods have been proposed and executed as methods for each learner to memorize the spelling of words. As an actual example, we will examine some learning methods that have been used to study English in Japan.

[0005] (1) First, there is a classic method of writing and trying to memorize words. For example, when writing a new word that appears in a textbook or the like many times in a notebook, or when trying to write the same word a specified number of times in a specified location using a writing-type question book or exercise book Can be considered. This method has an advantage that the user can learn while spelling the words one by one. However, writing is inevitable and cannot be done anytime, anywhere.
It will be difficult to practice writing on a train. In addition, it is often difficult for the learner to feel bored because of the repetition of simple tasks. In addition, in order to learn by this method, it is necessary to move to a place where writing work can be performed, and prepare paper and pencil. Since it requires some preparation, it is not easy to do it in a short time. Also, the prerequisite of moving to the desk and preparing the writing utensil may be an obstacle to the desire to start learning. Further, as another problem, since only character information is handled, actual pronunciation cannot be confirmed, and the memorization learning is performed only by visual and hand movements.

(2) Next, there is a method of using a computer with a keyboard to try to memorize it by typing.
The case where learning software is used is also included. The first problem with this method is that, although a personal computer is used, the computer is still expensive and the operation is not always easy. For learners who have minimal computer literacy and are not proficient in keyboard input, computer use will be an obstacle before learning English words. In addition, places where the computer can be operated are limited, whether the desk type or the notebook type. However, the use of learning software may be useful for diversifying learning methods, and new developments are expected in the future.

(3) There is also a method of memorizing using a word card prepared or sold by the learner himself. Like a high school student looking at a word card on a train or bus, this word card method is simple,
There is an advantage that movement while learning is easy. However, since each word is grasped as a whole, it is impossible to select and determine characters constituting the word one by one in order. Also, in the case of self-made, it takes a lot of time to create a card, but it may be possible to ask whether an effect corresponding to the length of the required time can be obtained. More fundamentally, this method involves:
Assuming that the word card is complete, it lacks the active side of actually writing and typing words. Therefore, the learning method for memorizing words alone is incomplete, and in order to confirm the memory, the work of writing as described above as (1) is likely to be required. In that case, the advantage of being easy and learning while moving is lost.

(4) Perhaps the most recent method is a learning method using a portable terminal such as a portable game device. In practice, this method may take various forms depending on the software used. Broadly categorizing software, you can select words as a whole like a word card A
There are a type and a B type for selecting each character constituting a word. Type A, like a word card,
There is a problem that characters cannot be confirmed one by one. In the case of using a normal mobile terminal without a keyboard, the B type has a method of selecting 26 alphabets displayed in order in many cases. In this case, since it takes a considerable amount of time to make a selection, a sense of speed is completely lacking, and it is currently considered boring. Despite using a game device to bring a “play-like” to learning,
It seems that the troublesome and time-consuming task of selecting one from the 26 letters of the alphabet is outdated and unbearable for learners who are accustomed to games full of speed.

[0009]

Learning to memorize the spelling of a word will generally be a task that anyone could do. However, if you are looking for a truly effective and efficient way of learning, envisage a student who is patient, serious, and incapable of being realistic if forced and authoritative. Is meaningless. Being bored, whimsical, honest to one's own senses, and valued above all in speed due to being familiar with electronic games, e.g. assume modern elementary, junior high and high school students as virtual learners Is the best methodology when trying to develop learning devices and methods.

Accordingly, an object of the present invention is to provide a learning device and method that solves the problems of the conventional learning device and method for spell storage. More specifically, it is an object of the present invention to overcome the problems of the methods (1) to (4) already examined as examples of the conventional learning method. That is, the following tasks must be achieved.

(1) First, learning can be done anytime and anywhere, and even if it involves repetitive work (it is said that repetitive learning is useful for memory and its establishment), it should not be boring to learners. No special preparation is required, and it should be easy to do even in a short time. Psychological obstacles when starting learning are small. If possible, be able to learn not only letters but also pronunciations.

(2) The learning device is not as expensive as a personal computer and is easy to operate.
No need for computer literacy or keyboard operation. It is easy to carry and does not require a special place for learning.

(3) A word can be grasped as a whole, and at the same time, learning can be performed while sequentially selecting and deciding individual characters constituting the word. No preparatory work is required. Include active aspects as well as passive tasks of seeing and listening.

(4) The method does not include a time-consuming operation of selecting 26 alphabetical characters displayed in order, is full of speed, and does not cause boring. Being able to learn happily by having a game feeling.

Next, it is necessary to consider the movement of thinking and the learning psychology of the learner when learning spelling. The reason is that even if the morphological and external conditions discussed above are satisfied, there may be cases where the degree of achievement and retention of memory as a result of learning is insufficient. Simply put, there is a learning method that requires no preparation, is fun, and requires less expensive equipment, but is not so effective and consequently meaningless. Therefore, in designing the spelling learning method, in addition to the features discussed above, it is necessary to appropriately enhance the thinking process and mental action of the learner when memorizing the spelling and extracting the actual spelling from the memory. Psychological internal features must also be considered. But,
The inventors of the present invention may have considered that the conventional learning method did not consider this learning psychology sufficiently.
I had the impression that.

A general learner usually recognizes that the spelling of a word should be memorized, not understood. However, even beginners do not memorize or write down the spelling as a sequence of random, meaningless characters. Assuming junior high school students in Japan who start learning English, junior high school students are not clearly aware,
It is common to capture the spelling of English words based on the correspondence between speech and the alphabet in Japanese Roman alphabet notation, which we already know. In other words, the alphabet is based on the recognition that it is a phonetic character, and it is often thought that correct spelling can be obtained by making some corrections as necessary.

Consider the thinking process of Japanese junior high school students when trying to remember spelling using specific English words. For example, if a test asks for an English word meaning the number "8", you will first remember the English voice "Eight". In addition, many junior high school students are reminded of "Eight" in Japanese reading. In this case, according to the inventors' research, as examples of incorrect answers, 1) ate, 2) eite, 3) e
There are many patterns such as ighto and 4) eito. Comparing these with the correct "eight", each example has a reason. In 1), “a” is selected from several patterns corresponding to the pronunciation of “A”. In addition, "te" is used to remember that the consonant after the diphthong is "e" sensuously. 2) Ignoring the silent "gh" which is not pronounced. 3) is a letter that is dragged by the Japanese reading "g" and added "o" like Roman letters. 4) is an incorrect answer that occurs when 2) and 3) are combined.

It is also assumed that a junior high school student knows the pronunciation of "alien" when asked for an English word corresponding to "foreign, foreign". At this time, "arie
n ". The correct answer is "alie
Compared with "n", the part that should become "l" is replaced by "r", which can be said to be an example of an incorrect answer peculiar to the Japanese, which is said to have no habit of distinguishing between the elle sound and the R sound. A learner whose native language is the language that distinguishes these two sounds is less likely to make such a mistake. As a similar problem, the difference between "v" and "b" is often confused for Japanese learners, as "debut" is sometimes mistakenly described as "deview".

The above example is only a part of the wrong answer. However, even from the analysis of this slight example, there is a reason for what kind of wrong answer occurs, and a wrong answer having a certain tendency reflects the characteristics of the respondent, It is presumed that. However, the characteristics of the answerer do not exist in a single abstract and unified form, but are configured as a set of a plurality of various parameters. Examples of parameters are: what language is your mother tongue, what is the learning stage of the language you are currently learning, what foreign language knowledge you have in addition to the language you are currently learning, etc. Can be considered. In addition, spelling is usually considered based on a tentative pronunciation recognized by the learner as a sound, so whether or not the learner has the correct pronunciation is one of the factors that affect the example of a wrong answer that occurs. One.

According to studies by English teachers and linguists, patterns that are likely to be mistaken when junior high school students in Japan learn English are as follows. That is, (a) when a similar vowel pronunciation pattern is mistaken (a, u, o, etc.),
(B) When a similar consonant pronunciation pattern is mistaken (r and l, b and v, s and th, etc.), (c) When there are multiple spellings for the same pronunciation (son and sun o And u),
(D) In the case of silent characters or exceptional spelling (k of know, g of high
(e, h, cousin ou, i, etc.), (e) Beginners who do not yet understand the alphabet are confused with other characters with similar shapes (b, d, etc.).

Further, the inventors analyzed the examples of incorrect answers actually collected by junior high school students and high school students in Japan and found that there are certain patterns of incorrect answers that are likely to occur. Empirical hypothesis that the probability of occurrence of is sufficiently predictable. That is, empirically, in a certain group of learners, assuming a specific case, there are a small number of wrong answers that have a very high probability of occurrence and a large number of wrong answers that have a probability of occurring near zero. It was. In other words, the pattern of wrong answers in a particular case is limited to a very small number of some characters, and other characters are unlikely to be selected.

[0022]

According to the present invention, a new electronic device such as a portable learning device, a portable terminal, a portable game device, and the like, which are used by elementary school students, junior high school students, and high school students, are used. Provides spelling learning methods. The device to be used is not particularly limited as long as it has a display and control means such as cursor movement, such as a device for pocket challenge by Benesse Corporation, a mobile phone, a portable game machine, and the like.

Also, in the present invention, a method of selecting a word as a whole is not adopted, and one character constituting a word is selected.
A method of selecting one by one is adopted. However, at this time, instead of selecting one character from all 26 letters of the alphabet, three characters are presented as options and one character considered to be correct is selected from among them. Embodiments in which there are more than three options are also possible. However, when the number of options increases, the number of times the learner operates the game device inevitably increases, and the sense of speed is impaired. According to the inventors' research, the number of options is optimally three and most preferable.

In the present invention, the configuration of options is the most important. As a preferred embodiment, consider the case where three options are presented to the learner. Obviously, the three must contain the correct characters. This correct answer is the first option. The second option is to analyze the past wrong answer patterns for the character strings or characters in the target word and determine the probability distribution from the character strings or character patterns that the target learner has a high probability of selecting incorrectly. Select one based on In particular, a character having no wrong answer pattern with a high probability is a character randomly selected from the remaining 25 characters other than the correct answer. The third option is a character string or a character pattern that is not selected in the second option and has a high probability of an incorrect answer, and any one character selected at random from the remaining 24 characters.

However, as for the second option, which is an incorrect answer example having a high probability of being selected, it is not necessary to fix and consider only one error answer example having the highest probability in a specific case. It is preferable to selectively present from among, for example, two or three examples of incorrect answers having a high probability. The reason is that, depending on the research method and mode, the range of the target learner, etc., which character has the highest probability as an incorrect answer example can vary. This is because, in the case of presenting the wrong answer example, more various learning can be performed than when the second option is fixed as the wrong answer example having the highest probability. For this latter reason, it is also preferred that the randomly selected third option is changed each time by a new random selection. In other words, for the second and third options, while maintaining the property that an incorrect answer pattern with a higher probability is likely to appear as an option, the displayed options are changed each time the option is learned, so that the learning is repeated. Also, it is possible to avoid the possibility that the learner remembers the previous option and the danger that the correct answer can be inferred from a specific option pattern.

As described above, two types of wrong answer option patterns corresponding to a certain word are generated and displayed, and by sequentially selecting them, a correct answer can be surely selected from the most efficient wrong answer patterns. The learning method of selecting one after another becomes possible.

One embodiment of the present invention is a method for controlling an electronic device having a display. This control method
(A) displaying, on a display, a plurality of options composed of one option that is correct and other options that are not correct, and (b) selecting one of the displayed options. Selecting (c)
If the option selected in step (b) is correct, the option is determined and the process proceeds to the step of selecting the next option, and (d) the option selected in step (b) is not correct. In such a case, a step of again selecting one from the same plurality of options;
(E) repeating steps (a) through (d) until a predetermined number of options are determined or an incorrect answer is selected a predetermined number of times.

Here, in the method according to the present invention, a plurality of alternatives displayed and prompting the learner to select, besides one correct answer, the probability that the learner who is not the correct answer but is incorrectly selected as the correct answer is selected. Is included in at least one option that is equal to or more than a certain value. By including such an option having a high false answer rate, the learner can acquire the ability to accurately select the correct answer. Investigations by the inventors have found that a wrong answer rate is high, that is, a confusing option that is difficult to distinguish from a correct answer has multiple stages according to the degree of confusingness. Therefore, effective learning can be expected by changing and displaying a plurality of options according to the degree of misleading without fixing the misleading options to one.

Further, in addition to at least one option in which the probability that an incorrect option is incorrectly selected as an incorrect option is not less than a certain value, at least one option randomly generated by using a random number generator or the like. It can also be configured to include. In the method according to the present invention, it is most effective to set the number of options to three, judging from the sense of speed involved in learning and the efficiency of learning. In that case, as examples of three alternatives, [correct answer] + [two alternatives with a high false answer rate], [correct answer] + [an alternative with a high false answer rate]
+ [Random choices] and the like.

Considering this general method as a specific English word learning method, an embodiment of the present invention is provided by using an electronic device such as a portable game machine having a display. This is a method of controlling the electronic device so that the spelling of an English word can be learned efficiently and fun. In this method, first, three types of spelling composed of (a) a correct spelling, a spelling that is likely to be mistaken for a correct answer, and a random spelling unrelated to the correct answer are displayed on a display. It starts with the step of displaying. However, the spelling here includes a combination of a plurality of characters. Considering the English example, there are spellings such as "th" and "gh" that usually appear in a particular combination, rather than as individual characters,
This is because it is often appropriate to learn as a combination. As a next step, (b) a step of selecting one of three displayed spellings by selectively energizing a control means of the electronic device such as a cursor moving means of the electronic device. is there. (C) when the option selected in step (b) is a correct answer, a step of determining the selected correct option and proceeding to a step of selecting the next option; and (d) step If the option selected in (b) is not the correct answer, the step of prompting the user to select one of the same options again is continued. Finally, (e) steps (a) to (d) are repeated until a predetermined number of options have been determined and all the spellings constituting the word have been determined, or
Iterating until a predetermined number of incorrect selections have occurred.

When a predetermined number of options are determined, or when an incorrect option is selected a predetermined number of times,
It is also possible to configure so that sound corresponding to a predetermined number of determined options is output as sound. In the English word example,
If all the spellings that make up the English word can be determined, or if you have made a mistake several times without being able to determine it,
This means that the pronunciation of the English word can be output as speech for the purpose of fixing or confirming the memory.

The method of controlling an electronic device according to the present invention described above is not limited to a specific hardware configuration and form, but is implemented as computer software for operating an electronic learning device including a microprocessor. . Therefore, a storage medium storing computer software for realizing the present invention is also one of the realization forms of the present invention.
One can see. The type of storage medium can vary depending on the hardware used.

[0033]

DETAILED DESCRIPTION OF THE INVENTION With reference to FIGS. 1 and 2, "eight" meaning "8" as discussed above using the present invention.
The case of learning the spelling of the English word is described.

FIG. 1 shows a display in which the spelling of an English word meaning "8" is required as question 1. When the learning is started, as shown in FIG. 2A, “e” is displayed on the display of the electronic device,
The three characters "a" and "t" are displayed. In this case, "e"
Is a correct answer, “a” is a probable wrong answer obtained based on the analysis of the wrong answer, and “t” is a random wrong answer. The options “a” and “t” other than the correct answer are not fixed, and can be replaced with another option at the next learning. If "e" is selected here, the correct answer "e" is fixedly displayed on the screen, and then the process proceeds to the next character selection. If a correct answer is not obtained, the user is notified that the answer is not correct, and is asked to make a selection again. If the correct answer is selected,
Next, as shown in (2) of FIG.
The three characters "a" and "g" are displayed. Here, "i"
Are correct answers, and “a” and “g” are random examples of incorrect answers.
Here, the reason why the two incorrect answers other than the correct answer are random is that, when e is answered correctly, there is no particularly incorrect answer with high probability for the next i. However, even in this case, by making the user select an option, it is possible to drastically reduce the probability that a learner who cannot even imagine pronunciation and who does not remember English words by mistake will accidentally answer correctly. In addition, there is an effect of increasing the satisfaction of learning by an active operation of selecting all characters by oneself. When two characters are correctly answered, three options “g”, “t”, and “p” shown in (3) of FIG. 2 are displayed. Here, “g” is a correct answer, “t” is an option based on analysis of an example of an incorrect answer, and “p” is a random option. In this way, the operation proceeds, and at the stage when the spelling “eight” is finally determined ((6) in FIG. 2), the current learning of this word ends. If a correct answer is not obtained a certain number of times, the correct answer can be shown to the learner and the current learning can be ended. At this time, it is also possible to output the sound stored in the memory built in the electronic device, thereby leaving a strong impression on the learner. Since the learner often memorizes the spelling based on the voice, this function has an effect of fixing the memory.

When learning "eight" next time, the five characters giving the correct answer are naturally included in the options, but as described above, the other two options have the same characteristics (prone to cause confusion). (Wrong answer example and random wrong answer example) are replaced with another character. By doing so, it is possible to avoid the analogy of the correct answer from the learner's familiarity and options.

In the above learning process, the number of correct answers (the larger the better) and the answer time (the shorter the better) are accumulated.
By displaying it as a "score", it enhances the game,
It is also conceivable to configure so as to increase the willingness to learn.

In the example described above, the user is prompted to select individual spellings constituting “eight” one by one. For example, for the characteristic combination “gh”,
A combination can be selected from “gh”, “ph”, and “gt”. In other words, how to create an option is a problem that is determined in relation to how the wrong answer patterns are classified and stored in the database in which the actually collected wrong answer patterns are stored. .
The present invention provides a case where a single character is provided as an option,
And a case where a combination of a plurality of characters is provided as an option. Furthermore, the present invention includes a case where not only characters but also more general options are presented to prompt the selection.

[0038]

The effects achieved by the present invention will be confirmed, including the repetition of the foregoing.

First, the problems associated with the conventional learning method discussed under "Prior Art" have been overcome by the present invention. (1) Since a portable electronic device is used, no special preparation is required, and learning can be performed anytime and anywhere. Also, you can easily learn even in a short time. Psychological obstacles at the start of learning are also small. If the electronic device is configured to emit sounds, it is possible to learn not only characters but also pronunciations. Since the correct / incorrect answer can be quickly confirmed each time one character is input, and it is easy to add a game-like interest, the learner does not get bored even if it repeatedly learns. (2) Since it is a portable terminal, it is not as expensive as a personal computer, and does not require computer literacy or keyboard operation ability. It is easy to carry and does not require a special place for learning. (3) A word can be grasped as a whole, and at the same time, learning can be performed while sequentially selecting and determining each character constituting the word. Includes active aspects as well as passive tasks of watching and listening. (4) Since the selection is made from specific options such as three, the selection is rich in speed, unlike selection from a 26-character alphabet. Learners can enjoy learning like a game.

Up to this point, it is an external effect. Furthermore, secondly, there are significant effects achieved by the special selection method of three options according to the present invention. That is, in the present invention, the learner is forced to make a selection from the three options having the above-described configuration by using the past research results intended for the assumed learner, so that the learner can spell. You can learn to distinguish between correct answers and incorrect answers that are often lost in your decision. The manner in which the three options are selected and presented also takes into account the thinking process during learning and memory and has been overlooked in the prior art.

By using the spelling learning method and apparatus according to the present invention having the above-described configuration, it is possible to learn correct spelling easily and happily. Although the above description has been made using the example of learning English words, the present invention can be applied to learning other languages. For example, there are certain wrong answer patterns in that a person whose native language is English is likely to make mistakes when using French, and a person whose native language is Spanish is likely to make mistakes when using English. Therefore, the present invention can be applied.

Further, in general terms, the invention is not limited to spelling learning in languages using phonograms. When there are a small number of concepts that are likely to be confused, a training is required to dynamically present a correct answer, an example of an incorrect answer that is likely to be confused, and a completely irrelevant third option to select the correct answer. Then, discrimination of typical marginal cases can be trained without difficulty. This is also an application example of the present invention. For example, assuming junior high school and high school students to study, it could be applied to a method of correctly remembering historical cases that are easily confused. In other words, it is possible to select two cases that are often memorized by mistake and a third case unrelated thereto side by side. Similarly, the present invention can be applied to a method of correctly memorizing legal concepts that are likely to be confusing for university students studying law.

At this time, as an abstract theory, the problem can be complicated by increasing the number of options. However, as mentioned above, increasing the number of presented options reduces the sense of speed accordingly, so there is a trade-off between the number of options and the sense of speed felt by the learner. It is necessary to keep.

[Brief description of the drawings]

FIG. 1 is a question presentation screen on which English word learning according to an embodiment of the present invention is started.

FIG. 2 shows 6 screen displays when learning the English word “eight”
It is shown in stages.

 ──────────────────────────────────────────────────続 き Continued on the front page (72) Inventor Atsuhiko Sudo 1-34 Ochiai, Tama-shi, Tokyo Inside Benesse Corporation (72) Inventor Mari Mari Saito 1-34, Ochiai, Tama-shi, Tokyo F Inside Benesse Corporation Term (reference) 2C028 AA03 BA01 BB04 BB06 BC01 BC02 BC05 BD03

Claims (11)

[Claims] 1. A method for controlling an electronic device having a display, comprising: (a) displaying, on the display, a plurality of options constituted by one correct option and other non-correct options. (B) selecting one of the displayed plurality of options; and (c) determining the option selected in step (b) if the option is correct. (D) when the option selected in step (b) is not the correct answer, selecting one of the same options again; and (e) And b) repeating steps (a) through (d) until a predetermined number of options are determined or a non-correct option is selected a predetermined number of times. The method according to claim 1, wherein the non-correct option includes at least one option having a probability of being erroneously selected as the correct option being equal to or more than a certain value. 2. The method according to claim 1, wherein the non-correct option includes a randomly generated option other than at least one option having a certain probability of being incorrectly selected as the correct option. A method comprising at least one. 3. The method according to claim 1, wherein the plurality of options are one or more phonetic characters each including an alphabet, and the correct option is a specific option. One or a plurality of spellings to be arranged at a specific position of a word, and the predetermined number of options is determined when all the spellings constituting the specific word are determined. A method comprising: 4. The method according to claim 1, wherein the number of options displayed on the display is three. 5. The method according to claim 1, wherein when the predetermined number of options is determined, or when the non-correct answer is selected a predetermined number of times. Outputting a voice corresponding to the predetermined number of determined options. 6. A storage medium storing computer software for realizing the method according to any one of claims 1 to 5. 7. A computer system having a display, wherein: (a) means for displaying, on the display, a plurality of options constituted by one correct option and other non-correct options. (B) means for allowing one to be selected from the plurality of displayed options; and (c) if the option selected by means (b) is correct, the option is selected. (D) means for selecting the next option, and (d) means for selecting again one of the same plurality of options if the option selected in the means (b) is not correct, (e) Means) repeating means (a) to (d) until a predetermined number of options are determined or until an incorrect answer is selected a predetermined number of times; A computer system comprising at least one option having a certain probability of being selected as the correct option and being incorrectly selected. 8. The computer system according to claim 7, wherein the non-correct option is randomly generated in addition to at least one option having a probability of being erroneously selected as the correct option being equal to or more than a certain value. A computer system comprising at least one option. 9. The computer system according to claim 7, wherein each of the plurality of options is one or more phonetic characters including an alphabet, and the correct option is: One or a plurality of spellings to be arranged at a specific position of a specific word, and when the predetermined number of options is determined, all the spellings constituting the specific word are determined. A computer system, characterized in that: 10. The computer system according to claim 7, wherein the number of options displayed on the display is three. 11. The computer system according to claim 7, wherein said predetermined number of options is determined, or said incorrect option is selected a predetermined number of times. In this case, the computer system further comprises means for outputting voice corresponding to the predetermined number of determined options.