JP2015036788A - Pronunciation learning device for foreign language - Google Patents

Abstract

PROBLEM TO BE SOLVED: To facilitate learning of correct separation of syllable and rhythm of syllable.SOLUTION: Pronunciation learning material information stored in a ROM 5 includes: normal spelling image data about each of many alphabetic words, an each syllable range of the normal spelling image data, pronunciation voice data as manual, and syllable separation timing data about pronunciation voice. When a user learns pronunciation of certain word, a CPU 9 draws a normal spelling image J1 and a syllable mark on an image memory 7, and displays them on a display part 2, and then creates a pronunciation voice signal from the pronunciation voice data, and drives a speaker 3. Then, in synchronous with transit of syllable of the pronunciation voice output, to the normal spelling image J1 and the syllable mark, a color is changed from the beginning to the current syllable portion for intensified display.

Description

  The present invention relates to a foreign language pronunciation learning apparatus, and more particularly to a foreign language pronunciation learning apparatus suitable for acquiring correct syllable breaks and syllable time signatures.

There are so many scenes of contact with foreigners such as overseas travel, international business and cultural exchanges, and the ability to talk with foreigners is the key to successful overseas travel, business and cultural exchanges. . English is mainly used for conversations in the international community, but Japanese has the characteristic of having few vowels and consonants, so Japanese learn English pronunciation with many vowels and consonants. Is very difficult. English dictionaries contain phonetic symbols in combination with word spellings, but they contain special symbols that you are not familiar with, and you do not know what sounds each phonetic symbol actually represents. Therefore, pronunciation is difficult to understand.
As a countermeasure, an English learning apparatus has been proposed in which difficult phonetic symbols are replaced with easy-to-understand cheap phonetic symbols and displayed together with the spelling of English words (see Patent Document 1). Some beginner dictionaries use so-called katakana English that simulates English pronunciation using Japanese katakana instead of phonetic symbols so that pronunciation can be easily understood (Non-patent Document 1). reference). In this Katakana English, for example, “challenge” in English is written as “challenge” using katakana characters with similar sounds, and the pronunciation is much easier to understand than the phonetic symbols.

  By the way, English pronunciation consists of a combination of syllables, and if you pronounce the wrong syllable break or syllable time signature, you may not know what you are saying. The above-described conventional English learning device does not consider syllables at all, and cannot learn correct syllable breaks and syllable time signatures. Further, the conventional katakana English has a drawback that the number of syllables is greatly different from that of the original language because one character becomes one syllable. The original “challenge” has two syllables, while the Katakana English “challenge” has four syllables. If the number of syllables is different, the foreigner will hear a completely different word, or the meaning will be unknown.

Utility Model Registration No. 3101418

“New Horizon English-Japanese Dictionary (Junior Version)” issued by Tokyo Book Co., Ltd. April 1, 1990

  The present invention has been made in view of the above-mentioned problems of the prior art, and it is intended to provide a foreign language pronunciation learning device that makes it easy to learn correct syllable breaks and syllable time signatures, especially for foreign language pronunciation. And aim.

In the first aspect of the present invention, a display unit that displays a learning screen, an acoustic output unit that performs acoustic output of pronunciation speech, and a word or a combination of a plurality of words in any given foreign language are used as one learning unit. For each of a large number of learning units, one or more types of main registration information and examples of normal spelling, spelling with syllable breaks, pronunciation symbols, and pronunciation characters expressed in syllable units using the learner's native language Pronunciation learning material information storage means storing pronunciation learning material information including pronunciation sound information, syllable range information about all or part of main registration information, and syllable break timing information about pronunciation sound, and one learning unit When pronunciation learning is finished, the next learning unit is determined automatically or according to the learner's selection operation, and one or more types of main display information of the next learning unit are automatically displayed according to the automatic or learner's next operation. And a pronunciation listening period in which the sound output signal is generated by using the sound information of the next learning unit determined by the update means and the sound output means is driven to output the sound. And a control for the learner's pronunciation period that outputs a virtual pronunciation sound with no sound, or a pronunciation sound output control means for controlling either one, and a pronunciation sound Based on the syllable break timing information and the syllable range information attached to the main display information, all of the main display information attached to the syllable range information or while the pronunciation sound output or virtual sound output is included in a syllable For some types, syllable highlighting control means for highlighting a portion from the first syllable of the main display information to the current syllable, or a current syllable portion of the main display information, It is characterized in that was example.
In the invention according to claim 2, when the pronunciation learning of one learning unit is completed, the updating means determines the next learning unit automatically or according to the learner's selection operation, and follows the automatic or learner's next operation, One or more types of main registration information of learning units are displayed on the learning screen as main display information. At this time, all or part of the main display information attached with syllable range information is based on syllable range information. A syllable mark indicating the syllable range is added and displayed, and the syllable emphasis display control means outputs utterance speech output or virtual pronunciation speech output based on the syllable break timing information related to the pronunciation speech and the syllable range information attached to the main display information. While in a syllable, the part from the first syllable mark of the main display information to the syllable mark of the current syllable for all or part of the main display information with syllable marks added Or it is characterized by, that as to highlight the portion of the syllables mark the current syllable in the main display information.
In the invention according to claim 3, when the pronunciation learning of one learning unit is finished, the updating means determines the next learning unit automatically or according to the learner's selection operation, and follows the automatic or learner's next operation, One or more types of main registration information of learning units are displayed on the learning screen as main display information. At this time, all or part of the main display information attached with syllable range information is based on syllable range information. A syllable mark indicating the syllable range is added and displayed, and the syllable emphasis display control means outputs utterance speech or virtual utterance speech based on syllable break timing information related to the utterance speech and syllable range information attached to the main display information. For all or some types of main display information with syllable marks added to the syllable, the part from the top of the main display information to the current syllable and the first syllable of the main display information That from over click so as to highlight the current syllable parts and portions of the syllables mark the current syllable parts to the current syllable mark or main display information, is characterized.
In the invention described in claim 4, the pronunciation learning material information storage means stores, for each learning unit, accent position information relating to all or part of the main registration information and accent timing information relating to the pronunciation sound. When the main display information of the next learning unit is displayed on the learning screen, the updating means adds an accent mark to the whole or a part of the main display information attached with the accent position information based on the accent position information. When the pronunciation sound output or the virtual pronunciation sound output comes at a certain accent timing based on the accent timing information related to the pronunciation sound and the accent position information attached to the main display information, the accent mark Emphasize accent marks for a short time for all or some of the main display information added Further comprising accent highlighting control unit that presents, it is characterized in.

According to the fifth aspect of the present invention, the display means for displaying the learning screen and any word in a certain foreign language or a combination of a plurality of words are used as one learning unit, and each of the many learning units is subjected to normal spelling, syllables. One or more types of main registration information, syllable range information about all or some types of main registration information, and hand, among pronunciation characters expressed in syllable units using break-pointed spellings, phonetic symbols, and learner's native language Pronunciation learning material information storage means for storing pronunciation learning material information including syllable break timing information related to a virtual pronunciation sound as a book, and automatically or according to a learner's selection operation when pronunciation learning is completed for one learning unit Updating means for determining a next learning unit and setting one or more types of main registration information of the next learning unit as main display information on the learning screen automatically or following the learner's next operation; Based on the virtual pronunciation sound output control means for outputting the virtual pronunciation sound of the next learning unit determined by the means, the syllable range information attached to the main display information, While the phonetic sound output is in a syllable, the main display information attached to the syllable range information is part or all of a part of the main display information from the first syllable to the current syllable, or the main syllable. And syllable emphasis display control means for emphasizing the current syllable portion of the display information.
In the invention according to claim 6, when the pronunciation learning of one learning unit is completed, the updating means determines the next learning unit automatically or according to the learner's selection operation, and follows the automatic or learner's next operation, One or more types of main registration information of learning units are displayed on the learning screen as main display information. At this time, all or part of the main display information attached with syllable range information is based on syllable range information. The syllable mark indicating the syllable range is added and displayed, and the syllable emphasis display control means has a virtual pronunciation sound output based on the syllable break timing information related to the virtual pronunciation sound and the syllable range information attached to the main display information. While in a syllable, for the whole or part of the main display information with syllable marks added, the part from the first syllable mark of the main display information to the syllable mark of the current syllable, or the main table The portions of the syllables mark the current syllable of information so as to highlight is characterized.
In the invention according to claim 7, when the pronunciation learning of one learning unit is completed, the updating means determines the next learning unit automatically or according to the learner's selection operation, and follows the automatic or learner's next operation, One or more types of main registration information of learning units are displayed on the learning screen as main display information. At this time, all or part of the main display information attached with syllable range information is based on syllable range information. The syllable mark indicating the syllable range is added and displayed, and the syllable emphasis display control means has a virtual pronunciation sound output based on the syllable break timing information related to the virtual pronunciation sound and the syllable range information attached to the main display information. While in a syllable, for all or some types of main display information with syllable marks added, from the beginning of the main display information to the current syllable and from the syllable mark at the beginning of the main display information Portion up syllables mark standing or to the current syllable parts and portions of the syllables mark the current syllable in the main display information so as to highlight, it is characterized in Wo.
In the invention described in claim 8, the pronunciation learning material information storage means stores, for each learning unit, accent position information relating to all or some types of main registration information, and an accent relating to a hypothetical pronunciation sound as a model. The timing information is stored, and when the update means sets the main display information of the next learning unit to be displayed on the learning screen, the accent position is added to all or part of the main display information attached with the accent position information. An accent mark is added based on the information, and the virtual pronunciation sound output comes at a certain accent timing based on the accent timing information related to the virtual pronunciation sound and the accent position information attached to the main display information. For a part or all of the main display information with accent marks added, Is characterized by comprising the accent highlight display control means for displaying tone, the.
In the invention of claim 9, the phonetic character is either one or both of a first type phonetic character to which a source language character that is the source of a consonant that is easily mistaken is added or a second type phonetic character without a source language character, It is characterized by.

According to the present invention, a pronunciation word expressed in syllable units using a foreign word or a combination of a plurality of words as a learning unit, using a normal spelling of the learning unit, a spelling with syllable breaks, a phonetic symbol, and the learner's native language. Among them, one or more types are displayed as main display information, and the main display information is displayed for all or part of the main display information in synchronization with the syllable transition of the pronunciation sound output or virtual sound output as a model From the first syllable to the current syllable part, or the current syllable part of the main display information is highlighted so that the syllable break and syllable time signature can be visually grasped, and the correct syllable It is possible to easily learn the punctuation and syllable time signature.
In addition, a syllable mark indicating the range of each syllable is attached to all or part of the main display information, and a syllable mark is added in synchronization with the transition of the syllable of the pronunciation sound output or virtual sound output as a model. All or part of the main display information is highlighted from the first syllable mark to the syllable mark part of the current syllable, or the syllable mark part of the current syllable. It will be possible to easily learn the time signature, and the syllable breaks will become clearer.
In addition, all or part of the main display information is marked with a sound accent mark, and all or part of the main display information with the accent mark is synchronized with the pronunciation of the pronunciation sound or virtual sound output Since the accent mark at the accent timing is highlighted for a short time, the correct accent timing can be visually grasped.
In addition, since the pronunciation characters using the learner's native language are expressed in syllable units, there is no mistake in the number of syllables as in the conventional Katakana English.
In addition, by adding the original language characters that are the source of consonants that are easily mistaken to the phonetic characters, even consonants that are indistinguishable only by native language characters can be correctly pronounced.

1 is a configuration diagram of an English pronunciation learning device according to a first embodiment of the present invention. FIG. It is explanatory drawing which shows the structure of the learning material information for pronunciation learning memorize | stored in the memory in FIG. It is explanatory drawing of the learning material information for pronunciation learning of FIG. It is explanatory drawing of the learning material information for pronunciation learning of FIG. It is explanatory drawing which shows the relationship between normal spell image data, spell image data with a syllable break point, phonetic symbol image data, accent position data, and syllable range data. It is explanatory drawing of a learning condition setting menu screen. It is a flowchart which shows the pronunciation learning process performed by CPU in FIG. It is a flowchart which shows the pronunciation learning process performed by CPU in FIG. It is a flowchart which shows the pronunciation learning process performed by CPU in FIG. It is a flowchart which shows the pronunciation learning process performed by CPU in FIG. It is a flowchart which shows the pronunciation learning process performed by CPU in FIG. It is a flowchart which shows the pronunciation learning process performed by CPU in FIG. It is explanatory drawing of the syllable emphasis operation | movement by the English pronunciation learning apparatus of FIG. It is explanatory drawing of the example of a screen display by the English pronunciation learning apparatus of FIG. It is explanatory drawing of the display screen which concerns on the modification of 1st Example. It is explanatory drawing which shows the relationship between the combination of the English vowel and the consonant which concerns on 2nd Example, and a 1st type pronunciation character. It is explanatory drawing which shows the relationship between the combination of the English vowel and the consonant which concerns on 2nd Example, and a 1st type pronunciation character. It is explanatory drawing which shows the relationship between the combination of the English vowel and the consonant which concerns on 2nd Example, and a 1st type pronunciation character. It is explanatory drawing which shows the relationship between the English vowel and consonant which concerns on 2nd Example, and a 2nd kind pronunciation character. It is explanatory drawing which shows the relationship between the combination of the English vowel and the consonant which concerns on 2nd Example, and a 2nd type pronunciation character. It is explanatory drawing which shows the relationship between the combination of the English vowel and the consonant which concerns on 2nd Example, and a 2nd type pronunciation character. It is explanatory drawing of the notation method of a 1st type pronunciation character. It is explanatory drawing of the notation example of a 1st type pronunciation character. It is explanatory drawing of the example of a description of a 2nd type pronunciation character. It is a block diagram of the English pronunciation learning apparatus which concerns on 2nd Example of this invention. It is explanatory drawing which shows the structure of the learning material information for pronunciation learning memorize | stored in the memory in FIG. It is explanatory drawing of the learning material information for pronunciation learning of FIG. It is explanatory drawing of the learning material information for pronunciation learning of FIG. It is explanatory drawing of the learning material information for pronunciation learning of FIG. It is explanatory drawing of a learning condition setting menu screen. It is a flowchart which shows the pronunciation learning process performed by CPU in FIG. It is a flowchart which shows the pronunciation learning process performed by CPU in FIG. It is a flowchart which shows the pronunciation learning process performed by CPU in FIG. It is a flowchart which shows the pronunciation learning process performed by CPU in FIG. It is a flowchart which shows the pronunciation learning process performed by CPU in FIG. It is a flowchart which shows the pronunciation learning process performed by CPU in FIG. It is explanatory drawing of the syllable emphasis operation | movement by the English pronunciation learning apparatus of 2nd Example. It is explanatory drawing which shows the example of a display of a 2nd type pronunciation character. It is explanatory drawing of the example of a screen display by the English pronunciation learning apparatus of 2nd Example. It is explanatory drawing of the display screen which concerns on the modification of 2nd Example.

  Hereinafter, the best mode of the present invention will be described based on examples.

FIG. 1 is a block diagram showing the configuration of an English pronunciation learning apparatus according to the first embodiment of the present invention.
This device uses English words as the unit of pronunciation learning, and is based on a portable computer such as a portable information terminal or an electronic book. Pronunciation learning is performed while switching the screen on one page per word for many English words. Display the screen. Note that, for example, when the screen size is large, a pronunciation learning screen for a plurality of words may be displayed on one page, and after learning for one page, the pronunciation learning screen for the next plurality of words may be displayed. The display information for one word can be selected by the learner from normal spelling, spelling with syllable breaks, phonetic symbols, and meaning type items (however, in this embodiment, either normal spelling or spelling with syllable breaks is included). ) The display information about the normal spelling, spelling with syllable breaks, and phonetic symbols is the main display information of the normal spelling itself, the spelling with syllable breaks itself, and the phonetic symbols themselves, the accent mark that indicates the accent position, and the syllable that indicates the syllable break It consists of accompanying display information such as marks and syllable numbers indicating the order of syllables, and the learner can select whether or not to display the accompanying display information. For the words to be learned, native pronunciation sounds that serve as examples can be output to the speaker, and when the pronunciation sound output comes to the accent position of the word, it is spelled normally, spelled with syllable breaks, and over the phonetic symbols. By highlighting the accent mark added to the mark by changing the color for a short time, the learner can visually grasp the correct accent timing. Accent highlighting can be performed for any one or more types of normal spelling, spelling with syllable breaks, and phonetic symbols.

  Also, while the phonetic output is in each syllable of the word, the normal spelling, spelling with syllable breaks, and pronunciation symbols are highlighted by changing the color from the current syllable or the first syllable to the current syllable. By doing so, the learner can easily and accurately grasp the syllable breaks, the number of syllables, and the time signature of a plurality of consecutive syllables. The syllable time, for example, even if the same three syllables are correctly pronounced in the same time, they should be pronounced as “ton”, “ton” and “ton”, and the first two are short and the other two are pronounced as “tone”, “ton” and “ton”. It is important to acquire the correct time signature because it is difficult for native speakers to understand. Syllable highlighting can be applied to the main display information part of normal spelling, spelling with syllable breaks, and phonetic symbols, or to auxiliary syllable marks and syllable numbers. It can also be applied to both the main display information portion of the dotted spelling / phonetic symbol, the auxiliary syllable mark, and the syllable number portion. In addition, syllable highlighting can be performed on any one or a plurality of types among normal spelling, spelling with syllable breaks, and phonetic symbols.

  Also, in pronunciation learning, after the native pronunciation sound that serves as a model is output once from the speaker (the period during which the pronunciation sound is output to the speaker is called the “pronunciation listening period”), (The period during which the learner pronounces is called the “learner pronunciation period”). At this time, the correct accent timing and syllable timing can be reproduced by remembering the correct accent timing and syllable breaks and time signatures by relying on the memory of the accent timing and syllable timing highlighted in the previous pronunciation sound speaker output. You can learn the breaks, the number of syllables, and the correct time signature. In this embodiment, even during the learner pronunciation period, accents and syllables are highlighted and the correct pronunciation of the learner can be induced. That is, during the learner pronunciation period, a virtual pronunciation voice output that is silent and modeled is output, and when the virtual pronunciation voice output comes to the accent position of the word, normal spelling of the word, spelling with syllable breaks, The accent mark added on the phonetic symbol is highlighted by changing the color for a short time so that the learner can visually grasp the accent timing. Also, while the virtual phonetic speech output is in each syllable of the word, change the color from the current syllable or the first syllable to the current syllable for the normal spelling of words, spelling with syllable breaks, and phonetic symbols. By highlighting them, the learner can easily grasp the syllable breaks, the number of syllables, and the time signature of multiple consecutive syllables. It is actually silent, but the timing of accents and syllables is visually known, so the learner can acquire the correct accent, the correct syllable delimiter, and the syllable time signature by pronouncing it according to the highlighting. it can. If there is no need for highlighting during the learner pronunciation period, such as after learning has progressed, it can be stopped.

  For example, pronunciation learning of a single word can be performed by changing the pronunciation listening period and the learner pronunciation period in time, such as the pronunciation voice speaker output as a model → the pronunciation of the learner → the output of the pronunciation voice speaker as a model → the pronunciation of the learner. Can be combined. When learning of one word is completed, it is automatically updated to the next word. The update to the next word may be performed after the learner's next operation. The speed of sound output as a model can be switched between three levels: normal, fast, and slow.

Hereinafter, the configuration of the English pronunciation learning device will be described in detail.
In FIG. 1, reference numeral 1 denotes a portable English pronunciation learning device, which comprises a portable computer. In this portable English pronunciation learning device 1, reference numeral 2 denotes a display unit for displaying a pronunciation learning screen. In this embodiment, the learning unit is one word, and teaching material display information for one English word is displayed on one screen. It shall be displayed. Teaching material display information includes normal spelling of English words, spelling with syllable breaks, phonetic symbol main display information, accent marks added to main display information, syllable marks, syllable number accompanying display information, meaning, etc. . 3 is a speaker that acoustically outputs native pronunciation sounds that serve as examples of English words, and 4 is an operation unit for the learner to perform various learning operations such as setting various learning conditions and starting learning, and includes a keyboard and a touch pen. , Including touchpad. A ROM memory 5 stores pronunciation learning teaching material information and pronunciation learning programs for a large number of words. A RAM memory 6 has a working storage area for temporarily storing various data. Reference numeral 7 denotes an image memory having a storage area for one screen, and an image is read by a read control unit (not shown) and displayed on the screen of the display unit 2. 8 is an amplifier that drives the speaker 3 by amplifying the power of the audio signal, and 9 is a CPU that performs overall control for pronunciation learning, and according to the conditions set by the learner based on the pronunciation learning program, Teaching material display information for pronunciation learning is drawn in the image memory 7 for each word as a learning unit and displayed on the display unit 2, or a pronunciation sound signal serving as a model is generated and output to the amplifier 8, and the speaker 3 The sound is output from the sound, and the accent and syllable of the teaching material display information are highlighted.

2 to 4 are explanatory diagrams of pronunciation learning teaching material information stored in the ROM memory 5. FIG. The pronunciation learning material information is composed of a large number of learning material information for each English word as a learning unit (see FIG. 2). 3 and 4 show the contents of the teaching material information for one word. The teaching material information for one word is based on the word number assigned in ascending order from 1 for each word, basic information including meaning, pronunciation related information, normal spelling related information, spelling related information with syllable breaks, and pronunciation symbol related information. Become.
The basic information includes the word accent number A, the word syllable number B, and the main semantic data of the word. The pronunciation-related information includes native pronunciation voice data (three types for standard speed, fast mouth, and slow) that serve as a model, and accent timing data for each accent for the voice data at each speed (from the beginning of the pronunciation to the accent) Time), and syllable end timing data for each syllable (time from the start of sound generation to the end of each syllable) as syllable break timing information. The normal spelling related information includes normal spelling image data, accent position data for each accent with respect to the normal spelling image data, and syllable range data for each syllable.
The spelling-related spelling-related information includes syllable break-pointed spelling image data, accent-by-accent position data and syllable-range syllable range data for the syllable-breaking spelling image data. The phonetic symbol related information includes phonetic symbol image data, accent position data for each accent for the phonetic symbol image data, and syllable range data for each syllable.

For example, as shown in FIG. 5 (1), the size of normal spell image data of the word “very” is vertical m dots × horizontal n dots, and the accent position data and syllable range data use the number of dots x from the head in the horizontal direction. Represent. Accent position data of the first accent = x _A1 , where 1 ≦ x _A1 ≦ n, first syllable range data = (x _S1 1, x _S1 2), second syllable range data = (x _S2 1, x _S2 2 However, 1 ≦ x _S1 1 <x _S1 2 ≦ x _S2 1 <x _S2 2 ≦ n.
When the size of the spelled image data with the syllable break point of the word “very” is vertical dot m1 × horizontal n1 dot, accent position data = x _A1 , first syllable range data = (x _S1 1, x _S1 2), second Syllable range data = (x _S2 1, x _S2 2) is as shown in FIG. 5 (2). If the size of the phonetic symbol image data is vertical dots m2 × horizontal n2 dots, the accent position data = x _A1 and the first syllable. The range data = (x _S1 1, x _S1 2) and the second syllable range data = (x _S2 1, x _S2 2) are as shown in FIG. 5 (3).
Normal spell image data of each word, spell image data with syllable breaks, and phonetic symbol image data form main registration information, and normal spelling, phonetic symbols, and phonetic characters in specific colors such as black and green It is expressed.

The learning conditions that can be set by the learner using the operation unit 4 will be described.
When the learning condition setting menu is called up by the operation unit 4 after the power is turned on, the CPU 9 draws the learning condition setting menu image in the image memory 7 and displays it on the screen as shown in FIG. In FIG. 6, reference numeral 20 denotes a selection area for main display information. Which of normal spelling, spelling with syllable breaks, and phonetic symbols is displayed on the screen as main display information is displayed in the check boxes 20 a to 20 c by operating the operation unit 4. You can select by checking. One or more can be selected, but at least one of the normal spelling and the spelling with syllable breakpoints must be selected. 21 is a selection area for the pronunciation listening period. When listening to a native pronunciation, check the check box 21a, and check one of the check boxes 21b to 21d for either normal, fast or slow speed. In addition, the number P of repetitions of pronunciation listening is selected from 1 to 3, and one of the check boxes 21e to 21g is checked and selected. Reference numeral 22 denotes a selection area for the learner pronunciation period. When the learner pronounces, the check box 22a is checked, and the repeat count Q of the learner pronunciation is set to any one of 1 to 3; Select one of ~ 22d with a check.
Even if the check box 22a is unchecked, if the check box 22a is checked, virtual sound output at the speed selected by the check boxes 21b to 21d is output.

  Reference numeral 23 denotes a learning frequency selection area, in which one of the check boxes 23a to 23c is set to one, two, or three repetitions R of learning that combines pronunciation listening and learner pronunciation for one word. Select the check box. For example, when P = 2, Q = 2, and R = 2, the learning sequence of one word is: pronunciation listening twice, learner pronunciation twice, pronunciation listening twice, learner pronunciation twice. When P = 2, Q = 0, and R = 1, the learning sequence for one word is twice pronunciation listening. Reference numeral 24 denotes an accent emphasis display selection area. By checking one or more of the check boxes 24a to 24c, which main display information is selected among normal spelling, spelling with syllable breaks, and pronunciation symbols. select. Reference numeral 25 denotes a normal spelling syllable emphasis selection area. When normal spelling syllable emphasis is selected, the check box 25a is checked and whether the spelling character part or the syllable mark part is targeted is indicated in the check boxes 25b and 25c. Select one or more by checking. 26 is a spelling syllable emphasis selection area with syllable break points. When emphasizing syllables with syllable break points, the check box 26a is checked, and either the spelled character part or the syllable mark part is targeted. One or more of the check boxes 26b and 26c are checked and selected. 27 is a phonetic symbol syllable emphasis selection area. When emphasizing a syllable of a phonetic symbol, the check box 27a is checked, and one of the check boxes 27b and 27c indicates whether the symbol part or the syllable mark part is targeted. Select the check box above. Reference numeral 28 denotes a meaning display selection area. When displaying the meaning of a word, the check box 28a is checked. Reference numeral 29 denotes a completion button for registering the selected learning condition.

7 to 12 are flowcharts showing pronunciation learning processing executed by the CPU 9 based on the pronunciation learning program stored in the ROM memory 5, FIG. 13 is an explanatory diagram of a learning teaching material display image drawn in the image memory, and FIG. It is explanatory drawing which shows a screen display example, and demonstrates operation | movement of the above-mentioned Example according to these figures below.
(1) Setting of learning conditions After the power is turned on, the CPU 9 performs an initial setting process, automatically sets standard learning conditions (check state in FIG. 6, see upper right in FIG. 7), and then calls “learning condition setting menu screen call”. And a basic menu image for selecting “learning start” is drawn on the image memory 7 and displayed on the display unit 2 (steps S1 and S2 in FIG. 7). The initial setting condition can be arbitrarily changed by the learner selecting “learning condition setting menu screen call” by the operation unit 4 to call the screen of FIG. 6 and changing the check state (steps S3 and S4). . Here, it is assumed that the learner selects “start learning” in the basic menu and performs a learning start operation with the initial setting conditions.

(2) Acknowledgment of accented voices as a model, accent timing by highlighting, confirmation of syllable breaks and syllable time signature (2-1) display of teaching material information (see FIGS. 13 and 14)
In response to the learning start operation, the CPU 9 sets the next learning target word number wn to 1 (steps S5 and S6), and the main display information of the learning conditions is spelled normally, spelled with syllable breaks, phonetic symbols, and meanings are displayed. Therefore, based on the learning material information of the first word (here, “strawberry”) in the pronunciation learning learning material information in the ROM memory 5, the normal spelling image data in the normal spelling related information is read out and stored in the image memory 7. A normal spelled image J1 is drawn left-justified in a predetermined normal spelling drawing area 30, and a predetermined accent is placed at the position of the first and second accents immediately above the normal spelled image J1 with reference to the first and second accent position data. The marks AM11 and AM12 are drawn with a predetermined color. Further, with reference to the first to third syllable range data, a predetermined syllable mark SM11 to SM13 and a syllable number SN11 in a range corresponding to the first to third syllable ranges of the normal spell image J1 immediately below the normal spell image J1. ... SN13 is drawn with a predetermined color (steps S7 to S9). Subsequently, the character string image J2 representing the meaning of the word is drawn in the predetermined meaning drawing area 31 at the lower right of the normal spelling drawing area 30 with reference to the meaning data in the basic information (steps S10 and S11).

Subsequently, the syllable break-pointed spelling image data is read from the syllable break-pointed spelling-related information, and left-justified to the predetermined syllable breakpointed spelling drawing area 32 below the semantic drawing area 31 of the image memory 7. An image J3 is drawn, and predetermined accent marks AM21 and AM22 are displayed in a predetermined color at the positions of the first and second accents immediately above the syllable break-pointed spelled image J3 with reference to the first and second accent position data. draw. Furthermore, with reference to the first to third syllable range data, a predetermined syllable mark SM21 to SM23 and a syllable number SN21 in a range corresponding to the first to third syllable range of the normal spell image J1 immediately below the normal spell image J3. ... SN23 is drawn with a predetermined color (steps S12 and S13). Further, the phonetic symbol image data is read from the phonetic symbol related information, and the phonetic symbol image J4 is drawn left-justified in a predetermined phonetic symbol drawing region 33 below the syllable break-point spelling drawing region 32 of the image memory 7. With reference to the second accent position data, predetermined accent marks AM31 and AM32 are drawn in a predetermined color at the positions of the first and second accents immediately above the spelled image J4 with a syllable break point. Further, with reference to the first to third syllable range data, predetermined syllable marks SM31 to SM33 and a syllable number SN31 in a range corresponding to the first to third syllable ranges of the phonetic symbol image J4 immediately below the phonetic symbol image J4. ... SN33 is drawn in a predetermined color (steps S14 and S15).
If the learning condition is <no syllable break dotted spelling display>, the CPU 9 sets the phonetic symbol drawing area 33 at the position of the syllable break dotted spell drawing area 32.
The image drawn in the image memory 7 is output to the display unit 2 and displayed on the screen (see FIG. 14).

  The learner can visually check the spelling, meaning, and syllable breaks of the word to be learned this time from the display, and the phonetic symbol along with the accent position and syllable range. The syllable mark shows the correct syllable break. The correct syllable number can be found from

(2-2) Start of pronunciation listening Next, the CPU 9 sets the number of pronunciation sounds to be output p, the number of virtual pronunciation sounds output q, and the number of repetitions r of pronunciation learning of the current word to 0 (step S16), for several seconds. After waiting for a certain period of time (step S20 in FIG. 8), the current learning condition provides <pronunciation listening period. Since speed = standard>, the pronunciation sound data of standard speed is read from the beginning from the pronunciation sound related information of the teaching material information of the first word, and is output to the amplifier 8 while being converted into a sound signal (steps S21 and S22). As a result, a pronunciation sound as a model is acoustically output from the speaker 3, so that the learner visually checks the pronunciation of the displayed word by reading the normal spelling, the spelling with syllable breaks, and the phonetic symbol display. I can learn it audibly. Accent marks and syllable marks are added to the normal spelling, spelling with syllable break points, and phonetic symbols, so that the correct accent position and syllable break position can be confirmed visually.

(2-3) Emphasis on the first syllable Next, the CPU 9 sets p to 1, starts the timer, and sets both the accent number an and the syllable number sn to be emphasized next to 1 (steps S23 to S25). Learning conditions are <spelling syllable with normal spelling, target is both spelled character part and syllable mark part>, <syllable emphasizing spelling with syllable break point, target is both spelling letter part and syllable mark part>, <pronunciation Since both the symbol part and the syllable mark part are to be emphasized>, the ordinary spelled image in the image memory 7 is referred to by referring to the first syllable range data of the ordinary spelling related information in the teaching material information of the first word. Of J1, the color of the first syllable range is changed and the colors of the images of the first syllable mark SM11 and the syllable number SN11 are changed (steps S26 and S27; see the one-dot chain line B11 in FIG. 13). Referring to the first syllable range data, the color of the first syllable range of the spelled image J3 with the syllable break point in the image memory 7 is changed and the images of the first syllable mark SM21 and the syllable number SN21 are displayed. (Steps S28 and S29; see the one-dot chain line B21 in FIG. 13), referring to the first syllable range data of the phonetic symbol related information, the first syllable range of the phonetic symbol image J4 in the image memory 7 is changed. The color is changed and the colors of the images of the first syllable mark SM31 and the syllable number SN31 are changed (steps S30 and S31; see the one-dot chain line B31 in FIG. 13). Since the image in the image memory 7 is output to the display unit 2 and displayed on the screen, the normal spelling, the spelling with syllable breaks, and the first syllable part of the phonetic symbol are different from other syllable parts at the same time as the start of the pronunciation sound output. Highlighted in color, the learner knows at a glance where the first syllable break is currently being produced.

(2-4) Highlight display of the first accent Next, since the learning condition is <ordinary spelling, spelling with syllable breaks, and accent accent display of phonetic symbols>, the CPU 9 emphasizes the next word to be learned next. It is determined whether or not there is an accent to be displayed (steps S40 and S41 in FIG. 9). Since YES, reference is made to the first accent timing data associated with the pronunciation sound data at the standard speed of the pronunciation sound related information of the first word. Then, it is determined whether the first accent timing has come (step S42). If not yet, the first syllable end timing data is referenced to determine whether the first syllable end timing is reached (step S43), and if not, the process returns to step S40.

  Since the current learning target word has a first accent in the main sound of the first syllable, the answer is YES in step S42 first, and the CPU 9 determines normal spelling related information of the first word, spelling related information with syllable breaks, pronunciation Based on the first accent position data in the symbol-related information, the first accent marks AM11, AM21, and AM31 in the image memory 7 are drawn with different colors, and after a very short ΔT seconds, the original colors are restored and redrawn. (Step S44). Since the image in the image memory 7 is output to the display unit 2 and displayed on the screen, the normal spelling, the spelling with syllable breaks, and the first accent marks AM11, AM21, AM31 of the phonetic symbols change colors for a short time of ΔT seconds. Is highlighted. The learner can easily visually understand the normal spelling of the screen, the spelling with syllable breaks, and the first accent position and timing in the phonetic symbol.

(2-5) Enhancement of second syllable Next, the CPU 9 sets an to 2 (step S45), and proceeds to step S43. When the pronunciation voice output enters the second syllable from the first syllable, YES is determined by determining whether the first syllable is over (step S43). Then, the CPU 9 sets sn to 2 and determines whether or not the current learning target word has the second syllable (steps S46 and S47). Since it is YES, referring to the second spelling range data in the normal spelling, the CPU 9 In the normal spelled image J1, the color of the second syllable range is changed, and the colors of the images of the second syllable mark SM12 and the syllable number SN12 are changed (the color of the first syllable has already changed. Step S26 in FIG. 8). S27 (refer to the alternate long and short dash line B12 in FIG. 13), referring to the second syllable range data of the syllable break-pointed spelling, the color of the second syllable range in the syllable break-pointed spelling image J3 is changed, and the second syllable mark Change the color of the images of SM22 and syllable number SN22 (the color of the first syllable has already changed. Steps S28 and 29; see the one-dot chain line B22 in FIG. 13) and refer to the second syllable range data of the phonetic symbol. In the phonetic symbol image J4, the color of the second syllable range is changed, and the colors of the images of the second syllable mark SM32 and the syllable number SN32 are changed (the color of the first syllable has already changed. Steps S30 and S31). (See the alternate long and short dash line B32 in FIG. 13). Since the image in the image memory 7 is output to the display unit 2 and displayed on the screen, when the phonetic sound output enters the second syllable, the normal spelling, the spelling with syllable breaks, and the first and second syllables of the phonetic symbol are the first. It is highlighted in a different color from the third syllable and beyond. The learner can easily visually identify the second spelling range in the normal spelling of the screen, the spelling with syllable breaks, and the phonetic symbols, and the start timing of the second syllable in the phonetic sound being output is also easily visually I can grasp it.

(2-6) Emphasis on the second accent Since the current learning target word has the second accent in the main sound of the second syllable, the CPU 9 determines YES in step S42 when the pronunciation voice output comes to the second accent. Based on the second accent position data in the normal spelling related information, the syllable-separated spelling related information, and the phonetic symbol related information, the colors of the second accent marks AM12, AM22, AM32 in the image memory 7 are changed and drawn. Then, after a very short ΔT seconds, the original colors are restored and redrawn (step S44). The normal spelling, the spelling with syllable breaks, and the second accent marks AM12, AM22, AM32 of the phonetic symbols are highlighted and changed in color for a short time of ΔT seconds. The learner can easily visually understand the normal spelling of the screen, the spelling with syllable break points, and the second accent position and timing in the phonetic symbols.

(2-7) Enhancement of third syllable Next, the CPU 9 sets an to 3 (step S45), and proceeds to step S43. When the pronunciation voice output enters the third syllable from the second syllable, YES is determined by determining whether the second syllable is over (step S43). Then, the CPU 9 sets sn to 3 and determines whether or not there is a third syllable in the current learning target word (steps S46 and S47). In the ordinary spelled image J1, the color of the third syllable range is changed, and the colors of the images of the third syllable mark SM13 and the syllable number SN13 are changed (the colors of the first and second syllables have already changed). Steps S26 and S27 (refer to the alternate long and short dash line B13 in FIG. 13), the third syllable range spelled image J3 with reference to the third syllable range data of the syllable break-pointed spelling, and the color of the third syllable range is changed. The color of the image of the three syllable mark SM23 and the syllable number SN23 is changed (the colors of the first and second syllables have already changed. Steps S28 and 29; see FIG. 13, one-dot chain line B23), and the third syllable range of the phonetic symbol And the color of the third syllable range in the phonetic symbol image J4 is changed, and the colors of the images of the third syllable mark SM33 and the syllable number SN33 are changed (the first and second syllables have already changed color). Steps S30 and S31 (see the one-dot chain line B33 in FIG. 13). Since the image in the image memory 7 is output to the display unit 2 and displayed on the screen, when the pronunciation sound output enters the third syllable, normal spelling, spelling with syllable breaks, and the first to third syllables of the phonetic symbols are emphasized. Is displayed. The learner can easily visually identify the third syllable range in the normal spelling of the screen, the spelling with syllable breaks, and the phonetic symbols, and the start timing of the third syllable in the output phonetic speech is also visually easy I can grasp it.

(2-8) Stop highlighting and completion of pronunciation voice output After the CPU 9 highlights the third syllable, the CPU 9 determines whether there is a next accent (steps S40 and S41). (YES in step S43), if YES, the process proceeds to the determination of whether there is a fourth syllable (steps S46, S47). Since there is no fourth syllable, the syllable emphasized image in the image memory 7 is returned to the original unenhanced image, and the syllable emphasized display on the screen is stopped (step S48). At this time, pronunciation sound output is also completed.
In this way, the pronunciation sound that serves as a model is output from the speaker 3, so that the learner can visually confirm the pronunciation of the displayed word by reading the normal spelling, spelling with syllable breaks, and phonetic symbol display. You can learn it audibly. The correct accent timing, correct syllable delimiter, and correct syllable time signature can also be grasped visually from normal spelling, spelling with syllable breaks, accented highlighting of phonetic symbols, and syllable highlighting.

(3) Accent timing by learner's pronunciation and emphasis display, confirmation of syllable break and time signature (3-1) Display of teaching material information CPU 9 determines whether p = P after emphasis display stop (step S49). Since p is set to 0 (step S50), the process proceeds to FIG. 10 and waits for a fixed time of about several seconds. Normal display is performed (step S60).

(3-2) Virtual pronunciation sound output and first syllable emphasis Since the current learning condition is <providing a learner pronunciation period>, the CPU 9 uses the speaker 3 to urge the learner to pronounce the first syllable. While the sound output is stopped, virtual sound output at the standard speed is started (step S62). Then, the learner's pronunciation count q is set to 1 (step S63), and the first syllable part, the first syllable mark SM11, the syllable number SN11, and the syllable break-pointed spelled image J3 of the ordinary spelled image J1 in the image memory 7 according to the learning conditions. The colors of the first syllable part, the first syllable mark SM21 and the syllable number SN21, and the first syllable part of the phonetic symbol image J4, the first syllable mark SM31, and the syllable number SN31 are changed (steps S64 to S70). Since the image in the image memory 7 is output to the display unit 2 and displayed on the screen, normal spelling, spelling with syllable breaks, and the first syllable part of the phonetic symbol are highlighted in a different color from the other syllable parts. Can see at a glance where the first syllable is. Encouraged by the start of the highlighting of the first syllable, the learner can start pronunciation while reading spelling and phonetic symbols.

(3-3) Emphasis on the first accent Next, when the virtual pronunciation sound output at the standard speed comes to the timing of the first accent, the CPU 9 performs normal spelling, spelling with syllable breaks, and the first accent mark of the phonetic symbol. AM11, AM21, and AM31 are highlighted for a short time by changing the color by ΔT (steps S80 to S83 in FIG. 11). Thereby, the learner can easily visually understand the normal spelling of the screen, the spelling with syllable break points, and the position and timing of the first accent in the phonetic symbol.

(3-4) Emphasis on the second syllable When the virtual pronunciation voice output enters the second syllable from the first syllable, the CPU 9 causes the second syllable portion of the ordinary spelled image J1 in the image memory 7, the second syllable mark SM12, and the syllable. The color of the number SN12, the second syllable part of the spelled image with syllable break point J3, the second syllable mark SM22 and the syllable number SN22, and the second syllable part of the phonetic symbol image J4, the second syllable mark SM32 and the syllable number SN32 are changed ( The color of the first syllable has already changed (steps S84 to S86, S65 to S70 in FIG. 10). As a result, the learner can easily visually identify the second spelling range in the normal spelling of the screen, the spelling with syllable breakpoints, and the phonetic symbols, and the start timing of the second syllable in the virtual phonetic output. Can be easily understood.

(3-5) Emphasis on Second Accent Next, when the virtual pronunciation voice output comes at the timing of the second accent, the CPU 9 performs normal spelling of the screen, spelling with syllable breaks, and second accent mark AM12 of the phonetic symbol. AM22 and AM32 are highlighted for a short time by changing the color by ΔT (steps S80 to S83 in FIG. 11). Thereby, the learner can easily visually understand the normal spelling of the screen, the spelling with syllable break points, and the second accent position and timing in the phonetic symbol.

(3-6) Emphasis on the third syllable When the virtual pronunciation voice output enters the third syllable from the second syllable, the CPU 9 highlights the normal spelling, spelling with syllable breaks, and the third syllable part of the phonetic symbol ( The first and second syllables are already emphasized (steps S84 to S86, steps S65 to S70 in FIG. 10). The learner can easily visually identify where the third syllable part of the phonetic spelling, spelling with syllable breaks, and phonetic symbols is, and also the visual start timing of the third syllable in the virtual pronunciation output. I can understand.

(3-7) Stopping emphasis display and stopping sounding voice output When the virtual sounding output comes to the end timing of the third syllable, the CPU 9 does not have the next syllable, so the syllable emphasized image in the image memory 7 is displayed before the original emphasis. Return to the image (NO in step S86, S87). In this way, the learner can practice pronunciation of the word while visually grasping the correct accent timing, correct syllable break, and syllable time signature from accent mark highlighting and syllable highlighting, Accurate pronunciation can be easily acquired.

(4) Hearing of the second pronunciation speech and pronunciation practice of the learner Next, the CPU 9 judges whether the number of pronunciation practice q is Q = 1 (step S88), and if NO, the process proceeds to step S60 in FIG. Since YES, 1 is added to the number of pronunciations of the current word r and it is determined whether r has reached R (steps S89 and S90). The second pronunciation output by speed, accent emphasis display and syllable emphasis display are performed. When the second sound output is completed, the second virtual sound output, accent emphasis display, and syllable emphasis display are performed for learner pronunciation practice. As a result, the learner can perform hearing and pronunciation practice twice for each word.

(5) Transition to the next word As described above, when pronunciation learning of one word is finished and r = R (here 2), it is determined YES in step S90 of FIG. The information is cleared and the display information on the screen is erased (step S92), and it is determined whether there is a next word (step S93, step S7 in FIG. 7). Since the answer is YES, the second word is output in the same way as the first, with the pronunciation sound output and accent, syllable emphasis display, the virtual pronunciation sound output and accent, and syllable emphasis display (processing after step S8), the third and later The same word is processed in the same way. When the last word is completed, the screen returns to the basic menu screen (NO in step S6, S2).

(6) Change of learning condition during learning If the learner wants to change the learning condition during learning, when the operation unit 4 calls the learning condition setting screen, the CPU 9 performs the interruption process of FIG. 6 is executed, the learning condition setting menu screen of FIG. 6 is displayed, and when the learning condition is changed by the learner and the completion button 29 is pressed, the changed learning condition is registered in the RAM 6 and then returned to the original (step S100). To S102).
When the speed of the sound output is changed slowly, the CPU 9 outputs the sound output using the sound generation data of the slow speed, the corresponding accent timing data, and the syllable end timing data among the sound generation related information. Perform accent emphasis display and syllable emphasis display. When the main display information is changed to spelling with syllable breaks and phonetic symbols, the spelling drawing area 32 with syllable breaks in the upper left of the image memory 7, the meaning drawing area 31 in the lower right of the syllable breaks with spelling drawing area 32, meaning A phonetic symbol drawing area 33 is set below the drawing area 31, and spelling with syllable breaks, meaning, and phonetic symbols are displayed. When the syllable emphasis target of the spelling with syllable breakpoints is changed to only the spelling character portion, the syllable highlighting is performed by changing the color of only the spelling character portion of the spelling with syllable breakpoints, and the color of the syllable mark and the syllable number is not changed. On the other hand, when the syllable emphasis target of the spell with syllable break point is changed to only the syllable mark part, the syllable emphasis display is performed by changing the color only for the syllable mark and syllable number added to the syllable break point spelling, and the spelling character part Does not change the color.

According to this embodiment, the native pronunciation listening and the learner himself / herself can be observed for a large number of pronunciation learning target words while observing the display of at least one of the normal spelling and the spelling with syllable breaks, or the display to which the phonetic symbols are added. You can learn pronunciation by combining these pronunciation exercises. At this time, accent marks, syllable marks, and syllable numbers are displayed, so you can understand the correct syllable break and number of syllables at a glance. Synchronized with the syllable transition of the native phonetic speech output, the spelling is usually spelled, spelled with syllable breaks, and highlighted from the beginning of the phonetic symbol to the current syllable location, so the learner can correct syllable breaks and syllables. You can listen to your native pronunciation while visually grasping the time signature, making it easier to remember the correct pronunciation. In addition, even if the learner is practicing his / her pronunciation, he / she outputs a virtual pronunciation voice and synchronizes with the syllable transition of this virtual pronunciation voice output, and spells the current pronunciation from the beginning of the spelling symbol. Since the syllable part is highlighted, the learner can listen to the native pronunciation while visually grasping the correct syllable break and the time signature of the syllable, making it easier to learn the correct pronunciation.
In addition, syllable emphasis is applied to both normal spelling, spelling with syllable breaks, spelling character parts of phonetic symbols, symbol parts, and syllable marks and syllable numbers added to them, or to only one of them. Since the main display information to be highlighted can be selected from normal spelling, spelling with syllable breaks, and phonetic symbols, it is possible to select a highlighted state that is most easily learned by the learner.
In both native pronunciation listening and learner's own pronunciation practice, when the pronunciation sound output and virtual pronunciation sound output come to a certain accent, normal spelling, spelling with syllable breaks, and the corresponding accent of the phonetic symbol Since the accent mark of the position is highlighted, the learner can easily understand the correct accent position and timing.
In addition, since both native sound output and virtual sound output can be selected from three levels of speed, standard, fast, and slow, pronunciation learning can be performed at a speed that matches the language ability of the learner.

In the above-described embodiment, the switching order to the next learning target word after learning of one word is the ascending order of the word numbers, but it is descending order, random, alphabetical order, It may be in order of difficulty (adding difficulty level information to the teaching material information of each word), and the learner can select the learning order with the operation unit before starting learning, and the order selected by the learner good.
In addition, after the pronunciation learning of one word is finished, the next operation in the operation unit of the learner may be waited to move to the next word.
In addition, when a pause operation is performed during learning, the sound output and timer timing are paused, and when the pause release operation is performed, the sound output and timer timing are resumed. Pause and pause release processing May be performed.
Accent emphasis display and syllable emphasis display are performed during both the pronunciation listening period and the learner pronunciation period, but are performed during the period selected by the learner (both periods or either period). May be.

In the above-described embodiments, the learning unit is a word, but a combination of a plurality of words such as sentences and idioms may be a learning target. In this case, the learning material information for pronunciation pronunciation stored in the ROM stores learning material information in units of combinations of a plurality of words, instead of the learning material information in units of words. FIG. 15 shows an example of a teaching material display screen using a combination of a plurality of words as a learning unit.
Further, accent marks and syllable marks may be replaced with shapes other than those shown in FIGS. 13 and 14, and syllable numbers may be omitted.
In addition, for syllable highlighting, the color was changed from normal syllable spelling, spelling with syllable breakpoints, to the current syllable location where the pronunciation sound output and virtual pronunciation sound output are included It is also possible to change the color only for the current syllable part where the pronunciation sound output and the virtual sound output are entered, and display the other syllable parts in the original color.
In addition, the syllable highlighting is performed by changing the color, but it is also possible to highlight the syllable by changing the thickness of the character, symbol, syllable mark, or syllable number.
In addition, the speaker is omitted, native phonetic speech output as a model is not output, only virtual phonetic speech output as a model is output, and accent emphasis display and syllable emphasis are performed in synchronization with this virtual phonetic sound output. Display may be performed. In this case, the pronunciation sound data in the pronunciation sound related information can be omitted.

Next, a second embodiment of the present invention will be described.
In the second embodiment, pronunciation learning is enabled by using pronunciation characters in which pronunciation of English words is expressed in katakana, the native language of a Japanese learner.
Pronunciation characters are devised in terms of size, arrangement, and shape of katakana characters, and the pronunciation of English words is broken down into syllable units, and each syllable is expressed by one or more katakana pronunciation characters and constitutes one word. The correct syllables can be accurately identified by arranging the pronunciation characters for multiple syllables side by side. Hereinafter, the configuration of pronunciation characters will be described in detail.
First, the relationship between English vowels and consonants and katakana pronunciation characters is shown in FIGS. 16 and 17 include pronunciation characters that independently represent the pronunciation of 15 types of vowels in English, pronunciation characters that represent the pronunciation of 24 types of consonants, and pronunciation characters that represent the pronunciation of a combination of consonants and vowels. ing. In the table, large-sized pronunciation characters correspond to vowels alone (excluding weak vowels and double vowels) or consonants + vowels (excluding weak vowels and double vowels), indicating that they are pronounced clearly and form the center of the syllable It is a sound. A small-sized pronunciation character corresponds to a consonant and a start sound of vowel when the consonant is a single consonant or [w], [j], and indicates that it is pronounced small. The pronunciation characters corresponding to weak vowels alone or consonants + weak vowels have an intermediate size so that the vowels are weak vowels at a glance. The third vowel from the left is a special character with a part of the phonetic characters jagged, so that the vowel is the third from the left at a glance.
The symbol Λ added immediately above the katakana pronunciation character in FIGS. 16 and 17 indicates that the vowel of the lower pronunciation character is the fourth from the left. The letters B, F, L, R, S, V, Z, D, and TH added to the back of the katakana pronunciation character are consonants that are the source of the immediately preceding katakana pronunciation character. When it is easy to make a mistake, the original language character that is the source of the consonant is shown in capital letters, and the original consonant and the original language character can be understood at a glance. A consonant phonetic symbol may be used instead of the original language character.

FIG. 18 shows pronunciation characters representing the pronunciation of an English double vowel, and pronunciation characters representing the pronunciation of a consonant + double vowel. The pronunciation of double vowels can be seen at a glance as a double vowel as a vertically long character string.
19 and 20 show pronunciation characters formed by removing the original language characters with circles from FIGS. 16 and 17, and FIG. 21 shows pronunciation characters formed by removing the original language characters with circles from FIG.
The phonetic characters of FIGS. 16 to 18 are distinguished as first-type phonetic characters, and FIGS. 19 to 21 as second-type phonetic characters.

The notation method for the pronunciation of one syllable by the first type pronunciation characters of FIGS. 16 to 18 will be described with reference to FIG.
In FIG. 22, a pronunciation character representing the most important sound MO (consisting of a single vowel pronunciation or a consonant + vowel pronunciation) in one syllable S is C, and the original vowel of C is a weak vowel. When it is not a double vowel, write C with the size of a great circle P. The small circle Q at the lower right of the large circle P indicates the position and size for writing abandoned kana characters, yu, yo, and so on when C is a prompt sound and a roar (see FIG. 22 (1)). When C is a long sound, a long note “-” is written in a horizontally long range T on the right side of the great circle P (see FIG. 22 (2)). When the vowel that is the source of C is [Λ], Λ is written in the size and position of the small circle U directly above the great circle P (see FIGS. 22A and 22B). When the original vowel of C is a weak vowel, C is written with a size of an intermediate size circle P ′ that is smaller than the great circle P and larger than the small circle Q (see FIG. 22 (1)). When the most important sound MO in a syllable is a double vowel, the corresponding two pronunciation characters C1 and C2 are written in two vertically long ellipses P1 and P2 obtained by dividing a great circle P vertically. When the original vowel of C2 is a weak vowel, the ellipse P2 is replaced with a slightly smaller P2 ′ (see FIG. 22 (3)). When C, which is the source of the double vowel, is a timbre or stuttering, the abandoned pseudonym is written in the lower circle Z1 between ellipses P1 and P2 (see FIG. 22 (4)).
The phonetic characters for one or more consonants preceding the most important sound MO in the same syllable are written in the size and position of the small circles Y1, Y2,. When the consonant is prone to be mistaken, the original source language character is capitalized in the small circle Yi + 1 immediately after the small circle Yi that describes the pronunciation character corresponding to the consonant. The pronunciation characters for one or more consonants following the most important sound MO in the same syllable are described in the size and position of the small circles X1, X2,. When the consonant is prone to be pronounced, the original language character is written in the small circle Xj + 1 immediately after the small circle Xj in which the corresponding pronunciation character is written. When the main sound MO is a consonant [w] + vowel, a small circle Yi immediately before MO is marked with “u”, and when it is a consonant [j] + vowel, small circle Yi just before MO is marked with “I”.
When the main sound MO includes consonants that are likely to be mistaken, the original language characters that are the source of the consonant are written in capital letters in the small circle Y1 on the right shoulder immediately after the great circle P and the middle circle P ′ (in the case of weak vowels). In the case of a double vowel, the original language characters are written in the upper small circle Z2 between the ellipses P1 and P2 (see FIG. 22 (4)).

According to the phonetic characters for one syllable constructed in this way, the main sound MO is greatly expressed, so that the distinction from other non-main sounds becomes clear and the syllable is easily pronounced. For consonants with confusing pronunciation, a phonetic symbol or original language character is added immediately after the pronunciation character, so that it is possible to grasp at a glance what the correct pronunciation is. A word composed of a plurality of syllables is made into one word pronunciation character by arranging the above one syllable pronunciation characters side by side. When a combination of a plurality of words is used as in a sentence, the pronunciation characters may be arranged side by side at intervals of one word.
Actually, an accent mark is displayed above the phonetic character, and a syllable mark s syllable number indicating a syllable break is added below the phonetic character. FIG. 23 shows first-type pronunciation characters corresponding to ordinary spellings of some English words with accent marks, syllable marks, and syllable numbers.
The notation method by phonetic characters in FIGS. 19 to 21 is the same as the description in FIG. 22 except that the original language characters are not expressed. For example, in the case of “strawvery”, the notation is as shown in FIG.

FIG. 25 is a block diagram showing the configuration of the English pronunciation learning device according to the second embodiment (second embodiment). This English pronunciation learning apparatus is configured in substantially the same manner as the first embodiment of FIG. 1, and the same components are denoted by the same reference numerals.
1A is a portable English pronunciation learning device, which is composed of a portable computer. Of the portable English pronunciation learning device 1A, reference numeral 2 denotes a display unit for displaying a pronunciation learning screen. In this embodiment, the learning unit is one word, and teaching material display information for one English word is displayed on one screen. It shall be displayed. The teaching material display information includes normal spelling of English words, phonetic symbols, main display information of pronunciation characters (first-type pronunciation characters or second-type pronunciation characters), accent marks added to the main display information, syllable marks, syllable numbers Accompanying display information, meaning, and the like. 3 is a speaker that acoustically outputs native pronunciation sounds that serve as examples of English words, and 4 is an operation unit for the learner to perform various learning operations such as setting various learning conditions and starting learning, and includes a keyboard and a touch pen. , Including touchpad. A ROM memory 5A stores pronunciation learning teaching material information and pronunciation learning programs for a large number of words. A RAM memory 6 has a working storage area for temporarily storing various data. 7 is an image memory having a storage area for one screen, 8 is an amplifier that drives the speaker 3 by amplifying the power of the audio signal, and 9 is a CPU that performs overall control for pronunciation learning. Based on the program, in accordance with the conditions set by the learner, the learning material display information for pronunciation learning is drawn in the image memory 7 in units of words, which is the learning target unit, and displayed on the display unit 3 or used as a model pronunciation. An audio signal is created and output to the amplifier 8, and sound is output from the speaker 3, and accents of teaching material display information and syllables are highlighted.

26 to 29 are explanatory diagrams of pronunciation learning material information stored in the ROM memory 5A. The pronunciation learning material information is composed of a large number of learning material information for each English word as a learning unit (see FIG. 26). 27 to 29 show the contents of teaching material information for one word. The teaching material information for one word includes basic information including word numbers assigned in ascending order from 1 for each word, normal spelling, meaning, etc., pronunciation related information, pronunciation symbol related information, first type pronunciation character related information, second type Consists of information related to seed pronunciation characters.
As shown in FIG. 27, the basic information includes the word accent number A, the word syllable number B, the normal spelling image data of the word, and the main semantic data of the word. The pronunciation-related information includes native pronunciation voice data (three types for standard speed, fast mouth, and slow) that serve as a model, and accent timing data for each accent for the voice data at each speed (from the beginning of the pronunciation to the accent) Time), and syllable end timing data for each syllable (time from the start of sound generation to the end of each syllable) as syllable break timing information. The phonetic symbol related information includes phonetic symbol image data, accent position data for each accent for the phonetic symbol image data, and syllable range data for each syllable (see FIG. 28).

The first type phonetic character related information includes first type phonetic character image data, accent position data by accent for the first type phonetic character image data, and syllable range data by syllable. The second type phonetic character related information includes second type phonetic character image data, accent position data by accent and second syllable range data by syllable for the second type phonetic character image data (see FIG. 29). The relationship between the phonetic symbol image data, the accent position data, and the syllable range data, and the relationship between the first type and second type phonetic character image data, the accent position data, and the syllable range data are described in FIG. 5 of the first embodiment. The explanation is omitted because it is the same as.
Normal spelling image data, phonetic symbol image data, first type phonetic character image data, second type phonetic character image data of each word form main registration information, and are usually in a specific color such as black or green. Spelling, phonetic symbols, and pronunciation characters are expressed.

The learning conditions that can be set by the learner using the operation unit 4 will be described.
When the learning condition setting menu is called up by the operation unit 4 after the power is turned on, the CPU 9 draws the learning condition setting menu image in the image memory 7 and displays it on the screen as shown in FIG. In FIG. 30, 40 is a main display information selection area, which is selected by checking the check box 40a or 40b by operating the operation unit 4 for either spelling + phonetic characters or spelling + phonetic symbols + phonetic characters. Can be selected. In addition, the phonetic character can be selected alternatively by checking either the first type or the second type in the check box 40c or 40d. 41 is a selection area for the pronunciation listening period. When listening to the native pronunciation, check the check box 41a, and check one of the check boxes 41b to 41d, which is normal, fast or slow. In addition, the number P of repetitions of pronunciation listening is selected from 1 to 3, and one of the check boxes 41e to 41g is checked and selected. 42 is a selection area for the learner pronunciation period. When the learner pronounces, the check box 42a is checked, and the repeat number Q of the learner pronunciation is set to any one of 1 to 3, the check box 42b. Select one of -42d with a check.
Even if the check box 41a is unchecked, if the check box 42a is checked, virtual sound output at the speed selected by the check boxes 41b to 41d is output.

  Reference numeral 43 denotes a learning frequency selection area, in which one of the check boxes 43a to 43c is set to one, two, or three repetitions of learning R that combines pronunciation listening and learner pronunciation for one word. Select the check box. Reference numeral 44 denotes an accent emphasis display selection area, which is selected by checking one or more of the check boxes 44a and 44b as to which main display information is selected as a phonetic symbol or a phonetic character. 45 is a phonetic symbol syllable emphasis selection area. When emphasizing syllables of phonetic symbols, the check box 45a is checked, and one of the check boxes 45b and 45c indicates whether the symbol part or the syllable mark part is targeted. Select the check box above. 46 is a pronunciation character syllable emphasis selection area. When emphasizing a syllable of a pronunciation character, the check box 46a is checked, and one of the check boxes 46b and 46c indicates whether the character part or the syllable mark part is targeted. Select the check box above. Reference numeral 47 denotes a completion button for registering the selected learning condition.

FIGS. 31 to 36 are flowcharts showing the pronunciation learning process executed by the CPU 9 based on the pronunciation learning program stored in the ROM memory 5A, FIG. 37 is an explanatory diagram of the learning teaching material display image drawn in the image memory, and FIG. FIG. 39 is an explanatory diagram showing a screen display example when the second type pronunciation character is displayed. Hereinafter, the operation of the above-described embodiment will be described with reference to these drawings.
(1) Setting of learning conditions After the power is turned on, the CPU 9 performs an initial setting process and automatically sets standard learning conditions (check state in FIG. 30, see upper right in FIG. 31). ”And“ start learning ”are drawn on the image memory 7 and displayed on the display unit 2 (steps S1 and S2 in FIG. 31). The initial setting condition can be arbitrarily changed by the learner selecting “learn learning condition setting menu screen call” by the operation unit 4 to call the screen of FIG. 30 and changing the check state (steps S3 and S4). ). Here, it is assumed that the learner selects “start learning” in the basic menu and performs a learning start operation with the initial setting conditions.

(2) Acknowledgment of accented voice by listening and highlighting as a model, confirmation of syllable breaks and syllable time signature (2-1) Display of teaching material information (see FIGS. 37 and 39)
In response to the learning start operation, the CPU 9 sets the next word number wn to be learned as 1 (steps S5 and S6), and the main display information of the learning condition is normal spelling + phonetic symbol + first type pronunciation character, meaning display. Therefore, based on the learning material information of the first word (here, “strawberry”) in the pronunciation learning learning material information in the ROM memory 5A, the ordinary spelling image data in the basic information is read out, and the predetermined amount in the image memory 7 is read out. A character string image representing the meaning of a word in a predetermined meaning drawing area 51 in the lower right of the normal spelling drawing area 50 by drawing the normal spelling image J1 left-justified in the normal spelling drawing area 50 and referring to the semantic data in the basic information. J2 is drawn (steps S7 and S8).

Subsequently, the phonetic symbol image data is read from the phonetic symbol related information, and the phonetic symbol image J4 is drawn left-justified in a predetermined phonetic symbol drawing region 52 below the meaning drawing region 51 of the image memory 7, and the first and second accents are drawn. With reference to the position data, predetermined accent marks AM31 and AM32 are drawn in predetermined colors at the positions of the first and second accents immediately above the phonetic symbol image J4. Further, with reference to the first to third syllable range data, predetermined syllable marks SM31 to SM33 and a syllable number SN31 in a range corresponding to the first to third syllable ranges of the phonetic symbol image J4 immediately below the phonetic symbol image J4. ... SN33 is drawn in a predetermined color (steps S9 and S10). Further, first-type phonetic character image data is read from the first-type phonetic character-related information, and a phonetic character image J5 is drawn left-justified in a predetermined phonetic character drawing region 53 below the phonetic symbol drawing region 52 of the image memory 7. With reference to the first and second accent position data, predetermined accent marks AM41 and AM42 are drawn in predetermined colors at the positions of the first and second accents just above the pronunciation character image J5. Further, with reference to the first to third syllable range data, predetermined syllable marks SM41 to SM43 and a syllable number SN41 in a range corresponding to the first to third syllable ranges immediately below the pronunciation character image J5. ... SN43 is drawn in a predetermined color (steps S11 and S12). If the second type phonetic character is selected instead of the first type phonetic character in the learning conditions, the phonetic character image, accent mark, syllable mark, and syllable number are used using the second type phonetic character related information. Is drawn (step S13; see FIG. 38).
If the learning condition is <no phonetic symbol display>, the CPU 9 sets the phonetic character drawing region 53 at the position of the phonetic symbol drawing region 52.
The image drawn in the image memory 7 is output to the display unit 2 and displayed on the screen (see FIG. 39).

From the display, the learner displays the normal spelling, meaning, phonetic symbol, and first-word pronunciation of the word learned in katakana, the native language of the Japanese learner, along with the accent position and syllable range. It can be confirmed visually. The correct syllable delimiter can be determined from the phonetic symbol and the syllable mark of the phonetic character, and the correct syllable number can be determined from the syllable number.
In the first type of phonetic characters, if the main syllable sound is a normal vowel, it is a large main syllabary, if it is a weak vowel, it is a slightly smaller main syllabary, and if it is a double vowel, it is a two-long main syllabary. In the case of the fourth vowel from the left in FIG. 17, Λ is displayed above, and in the case of the third vowel from the left in FIG. 16, a special character with a jagged edge is displayed, so what is the main sound at a glance? You can see the type of vowel. When the main sound includes consonants that are easily mistaken, the upper-right original word with a circle (in the case of a double vowel, the type of consonant can be determined at a glance from the upper-original word with a circle between two vertically elongated characters. Therefore, the main sound can be pronounced correctly, and the consonant to be pronounced before and after the main sound from the small katakana characters above and below the main sound character, Since the type is known, consonants before and after the main sound can be pronounced correctly.

(2-2) Start of pronunciation listening Next, the CPU 9 sets the number of pronunciation sounds to be output p, the number of virtual pronunciation sounds to be output q, and the number of repetitions r of pronunciation learning of the current word to 0 (step S14), for several seconds. After waiting for a certain period of time (step S20 in FIG. 32), the current learning condition provides a pronunciation pronunciation period. Since speed = standard>, the pronunciation sound data of standard speed is read from the beginning from the pronunciation sound related information of the teaching material information of the first word, and is output to the amplifier 8 while being converted into a sound signal (steps S21 and S22). As a result, the pronunciation sound as a model is acoustically output from the speaker 3, so that the learner can hear the sound of the displayed word while visually checking the pronunciation of the displayed word, spelling symbols, and pronunciation characters. Can remember. Accent marks and syllable marks are added to normal spelling, phonetic symbols, and pronunciation characters, so that the correct accent position and syllable break position can be confirmed visually.

(2-3) Emphasis on the first syllable Next, the CPU 9 sets p to 1, starts the timer, and sets both the accent number an and the syllable number sn to be emphasized next to 1 (steps S23 to S25). The learning condition is <symbol emphasizing syllables of phonetic symbols, target is both symbol part and syllable mark part>, <symbol emphasizing syllables of phonetic characters, target is both character part and syllable mark part>, so phonetic symbol of the first word With reference to the first syllable range data of the related information, the color of the first syllable range and the color of the first syllable mark SM31 and the image of the syllable number SN31 are changed in the phonetic symbol image J4 of the image memory 7 (step) S26, S27 (refer to the one-dot chain line B31 in FIG. 37), referring to the first syllable range data of the first type phonetic character related information, the color of the first syllable range in the phonetic character image J5 of the image memory 7 is changed. At the same time, the colors of the images of the first syllable mark SM51 and the syllable number SN51 are changed (steps S28 and S29; see the one-dot chain line B41 in FIG. 37). Since the image of the image memory 7 is output to the display unit 2 and displayed on the screen, the first syllable part of the phonetic symbol and the pronunciation character is highlighted in a different color from the other syllable parts at the same time when the pronunciation sound output starts. The learner can see at a glance where the first syllable break is currently being output.

(2-4) Highlight Display of First Accent Next, since the learning condition is <pronunciation of phonetic symbols and pronunciation characters>, the CPU 9 has an accent to be highlighted next in the current learning target word. (Steps S40 and S41 in FIG. 33), the answer is YES, so that the first accent timing is determined by referring to the first accent timing data associated with the standard pronunciation sound data of the pronunciation information related to the first word. It is determined whether or not (step S42). If not yet, the first syllable end timing data is referenced to determine whether the first syllable end timing is reached (step S43), and if not, the process returns to step S40.

  Since the current learning target word has the first accent in the main sound of the first syllable, YES is first obtained in step S42, and the CPU 9 includes the first word phonetic symbol related information and the first type phonetic character related information. Based on the first accent position data, the first accent marks AM31 and AM41 of the image memory 7 are drawn with different colors, and after a very short ΔT seconds, the original colors are restored and redrawn (step S44). Since the image in the image memory 7 is output to the display unit 2 and displayed on the screen, the phonetic symbols and the first accent marks AM31 and AM41 of the phonetic characters are highlighted and changed for a short time ΔT seconds. The learner can easily visually understand the phonetic symbols and the first accent position and timing in the phonetic characters.

(2-5) Enhancement of second syllable Next, the CPU 9 sets an to 2 (step S45), and proceeds to step S43. When the pronunciation voice output enters the second syllable from the first syllable, YES is determined by determining whether the first syllable is over (step S43). Then, the CPU 9 sets sn to 2 and determines whether or not the current learning target word has the second syllable (steps S46 and S47). Since it is YES, referring to the second syllable range data of the phonetic symbol, In the phonetic symbol image J4, the color of the second syllable range is changed, and the colors of the images of the second syllable mark SM32 and the syllable number SN32 are changed (the color of the first syllable has already changed. Step S26 in FIG. 32). S27 (refer to the alternate long and short dash line B32 in FIG. 37), referring to the second syllable range data of the first type phonetic character, the color of the second syllable range in the phonetic character image J5 is changed, and the second syllable mark SM42 and the syllable The color of the image of the number SN42 is changed (the color of the first syllable has already changed. Steps S28 and S29, see the one-dot chain line B42 in FIG. 37). Since the image in the image memory 7 is output to the display unit 2 and displayed on the screen, when the phonetic voice output enters the second syllable, the first and second syllables of the phonetic symbol and the first type phonetic character are the third and subsequent syllables. And highlighted in a different color. The learner can easily visually identify the second syllable range in the phonetic symbols and first-type phonetic characters, and also easily grasp the start timing of the second syllable in the pronunciation sound being output. Can do.

(2-6) Emphasis on the second accent Since the current learning target word has the second accent in the main sound of the second syllable, the CPU 9 performs step S42 in FIG. 33 when the pronunciation voice output comes to the second accent. YES, and based on the second accent position data in the phonetic symbol related information and the first type phonetic character related information, the colors of the second accent marks AM32 and AM42 in the image memory 7 are changed and drawn. After ΔT seconds, the original color is restored and redrawn (step S44). The second accent marks AM32 and AM42 of the phonetic symbols and phonetic characters are highlighted and changed in color for a short time of ΔT seconds. The learner can easily visually understand the normal spelling of the screen, the spelling with syllable break points, and the second accent position and timing in the phonetic symbols.

(2-7) Enhancement of third syllable Next, the CPU 9 sets an to 3 (step S45), and proceeds to step S43. When the pronunciation voice output enters the third syllable from the second syllable, YES is determined by determining whether the second syllable is over (step S43). Then, the CPU 9 sets sn to 3 and determines whether there is a third syllable in the current word to be learned (steps S46 and S47). Since YES, the CPU 9 refers to the third syllable range data of the phonetic symbol and stores it in the image memory 7. In the phonetic symbol image J3, the color of the third syllable range is changed, and the colors of the images of the third syllable mark SM33 and the syllable number SN33 are changed (the colors of the first and second syllables have already changed). Steps S26 and S27 (refer to the one-dot chain line B33 in FIG. 37), referring to the third syllable range data of the first type of phonetic characters, changing the color of the third syllable range in the phonetic character image J5, and the third syllable mark The colors of the images of SM43 and syllable number SN43 are changed (the colors of the first and second syllables have already been changed. Steps S28 and 29, see the one-dot chain line B43 in FIG. 37). Since the image in the image memory 7 is output to the display unit 2 and displayed on the screen, when the phonetic sound output enters the third syllable, the phonetic symbols and the first to third syllables of the phonetic characters are highlighted. The learner can easily visually identify the third syllable range in the phonetic symbols and pronunciation characters on the screen, and can also easily grasp the start timing of the third syllable in the pronunciation sound being output.

(2-8) Stop highlighting and completion of pronunciation voice output After the CPU 9 highlights the third syllable, the CPU 9 determines whether there is a next accent (steps S40 and S41). (YES in step S43), if YES, the process proceeds to the determination of whether there is a fourth syllable (steps S46, S47). Since there is no fourth syllable, the syllable emphasized image in the image memory 7 is returned to the original unenhanced image, and the syllable emphasized display on the screen is stopped (step S48). At this time, pronunciation sound output is also completed.
In this way, the pronunciation sound as a model is output from the speaker 3, so that the learner can hear the sound of the displayed word while visually checking the pronunciation of the displayed word, the pronunciation symbol, and the pronunciation character. Can remember. Moreover, the correct accent timing, the correct syllable break, and the correct syllable time signature can be grasped visually from the accent mark highlighting and syllable highlighting for phonetic symbols and pronunciation characters.

(3) Accent timing by learner's pronunciation and emphasis display, confirmation of syllable break and time signature (3-1) Display of teaching material information CPU 9 determines whether p = P after emphasis display stop (step S49). Since YES is set to p (0) (step S50), the process proceeds to FIG. 34, waits for a fixed time of about several seconds, the normal spelling of the word, meaning, phonetic symbol, first type phonetic character together with accent mark, syllable mark and syllable number. Normal display is performed (step S60).

(3-2) Virtual pronunciation sound output and first syllable emphasis Since the current learning condition is <providing a learner pronunciation period>, the CPU 9 uses the speaker 3 to urge the learner to pronounce the first syllable. While the sound output is stopped, virtual sound output at the standard speed is started (step S62). Then, the learner's pronunciation count q is set to 1 (step S63), and the first syllable part of the phonetic symbol image J4 and the first syllable mark SM31, the syllable number SN31, and the first of the pronunciation character image J5 in the image memory 7 according to the learning conditions. The colors of the syllable part, the first syllable mark SM41, and the syllable number SN41 are changed (steps S64 to S68). Since the image of the image memory 7 is output to the display unit 2 and displayed on the screen, the first syllable part of the phonetic symbol and the first-type pronunciation character is highlighted in a color different from the other syllable parts, and the learner You can see at a glance where the syllables are. Encouraged by the start of highlighting of the first syllable, the learner can start pronunciation while reading pronunciation characters, pronunciation symbols and normal spelling.

(3-3) First Accent Emphasis Next, the CPU 9 displays the first accent marks AM31 and AM41 of the phonetic symbols and pronunciation characters for a short time when the virtual sound output at standard speed comes to the timing of the first accent. The color is changed by ΔT and highlighted (steps S80 to S83 in FIG. 35). Thereby, the learner can easily visually understand the normal spelling of the screen, the spelling with syllable break points, and the position and timing of the first accent in the phonetic symbol.

(3-4) Emphasis on the second syllable When the virtual pronunciation voice output enters the second syllable from the first syllable, the CPU 9 causes the second syllable part of the phonetic symbol image J4 in the image memory 7, the second syllable mark SM32, and the syllable. The color of the number SN32, the second syllable part of the pronunciation character image J5, the second syllable mark SM42, and the syllable number SN42 are changed (the color of the first syllable has already changed. Steps S84 to S86, S65 to S68 in FIG. 34). . As a result, the learner can easily visually identify the second syllable range in the phonetic symbols and pronunciation characters on the screen, and also easily understand the start timing of the second syllable in the virtual pronunciation voice output. be able to.

(3-5) Emphasis on Second Accent Next, when the virtual pronunciation voice output comes at the timing of the second accent, the CPU 9 sets the phonetic symbol and the second accent marks AM32 and AM42 of the pronunciation character for a short time ΔT. Only the color is changed and highlighted (steps S80 to S83 in FIG. 35). Thus, the learner can easily visually understand the second accent position and timing of the phonetic symbols and the phonetic characters.

(3-6) Emphasis on the third syllable When the virtual pronunciation sound output enters the third syllable from the second syllable, the CPU 9 highlights the phonetic symbol and the third syllable part of the pronunciation character (first and second syllables). (Steps S84 to S86, Steps S65 to S68 in FIG. 34). The learner can easily visually identify the phonetic symbol and the third syllable part in the phonetic character, and can also easily understand the start timing of the third syllable in the virtual pronunciation voice output.

(3-7) Stopping emphasis display and stopping sounding voice output When the virtual sounding output comes to the end timing of the third syllable, the CPU 9 does not have the next syllable, so the syllable emphasized image in the image memory 7 is displayed before the original emphasis. Return to the image (NO in step S86, S87). In this way, the learner can practice pronunciation of the word while visually grasping the correct accent timing, correct syllable break, and syllable time signature from accent mark highlighting and syllable highlighting, Accurate pronunciation can be easily acquired.

(4) Hearing of the second pronunciation speech and pronunciation practice of the learner Next, the CPU 9 judges whether the number of pronunciation practice q is Q = 1 (step S88), and if NO, the process proceeds to step S60 in FIG. Since it is YES, 1 is added to the pronunciation learning count r of this word and it is determined whether r has reached R (steps S89 and S90). Since NO, q is set to 0 and the process returns to step S20 in FIG. 32 (step S91). The second pronunciation output by speed, accent emphasis display and syllable emphasis display are performed. When the second sound output is completed, the second virtual sound output, accent emphasis display, and syllable emphasis display are performed for learner pronunciation practice. As a result, the learner can perform hearing and pronunciation practice twice for each word.

(5) Transition to the next word As described above, when pronunciation learning of one word is completed and r = R (here 2), it is determined YES in step S90 of FIG. The information is cleared and the display information on the screen is erased (step S92), and it is determined whether there is a next word (step S93, step S7 in FIG. 31). Since the answer is YES, the second word is output in the same way as the first, with the pronunciation sound output and accent, syllable emphasis display, the virtual pronunciation sound output and accent, and syllable emphasis display (processing after step S8), the third and later The same word is processed in the same way. When the last word is completed, the screen returns to the basic menu screen (NO in step S6, S2).

(6) Change of learning condition during learning If the learner wants to change the learning condition during learning, when the operation unit 4 calls the learning condition setting screen, the CPU 9 performs the interruption process of FIG. The learning condition setting menu screen of FIG. 30 is displayed, and when the learner changes the learning condition and presses the completion button 28, the changed learning condition is registered in the RAM 6 and then returns to the original (step S100). To S102).
When the speed of the sound output is changed slowly, the CPU 9 outputs the sound output using the sound generation data of the slow speed, the corresponding accent timing data, and the syllable end timing data among the sound generation related information. Perform accent emphasis display and syllable emphasis display. When the main display information is changed to normal spelling and pronunciation characters, the normal spelling drawing area 50 is located in the upper left of the image memory 7, the meaning drawing area 51 is located in the lower right of the normal spelling drawing area 50, and the pronunciation characters are drawn under the meaning drawing area 51. An area 53 is set, and normal spelling, meaning, and pronunciation characters are displayed. When the syllable emphasis target of the phonetic character is changed to only the symbol part, the syllable emphasis display is performed by changing the color of only the character part of the phonetic character, and the color of the syllable mark and the syllable number is not changed. On the other hand, when the syllable emphasis target of the pronunciation character is changed to only the syllable mark portion, the syllable emphasis display is performed by changing the color only for the syllable mark and the syllable number added to the pronunciation character, and the color of the character portion is not changed. When the type of the phonetic character is changed to the second type phonetic character, the CPU 9 draws the phonetic character image, the accent mark, the syllable mark, and the syllable number using the second type phonetic character related information (see FIG. 38).

According to this embodiment, for a large number of pronunciation learning target words, the native pronunciation listening and the learner's own pronunciation practice are combined while observing the normal spelling and pronunciation symbols and pronunciation characters, or the normal spelling and pronunciation display. You can learn how to pronounce. At this time, accent marks, syllable marks, and syllable numbers are displayed. And, in synchronism with the syllable transition of the native phonetic voice output, the phonetic symbols and pronunciation characters are highlighted from the beginning to the current syllable part, so the learner can visually identify the correct syllable break and syllable time signature. You can listen to native pronunciation while grasping it, making it easier to remember the correct pronunciation. In addition, even if the learner himself / herself is practicing pronunciation, a virtual pronunciation voice is output, and from the beginning of the phonetic symbols and pronunciation characters to the current syllable part is emphasized in synchronization with the syllable transition of the virtual pronunciation voice output. Since it is displayed, the learner can listen to the native pronunciation while visually grasping the correct syllable break and the time signature of the syllable, and can easily acquire the correct pronunciation.
Syllable emphasis can be applied to both phonetic symbols, symbol parts of phonetic characters, character parts, and syllable marks and syllable numbers added to them, or to only one of them. Since the main display information can also be selected from phonetic symbols and pronunciation characters, it is possible to select the highlighted display state that is most easily learned by the learner.
Also, in both native listening listening and learner's own pronunciation practice, when the pronunciation sound output and virtual pronunciation sound output come to a certain accent, the accent mark at the corresponding accent position of the pronunciation symbol and pronunciation character is emphasized This makes it easier for the learner to understand the correct accent position and timing.
In addition, since both native sound output and virtual sound output can be selected from three levels of speed, standard, fast, and slow, pronunciation learning can be performed at a speed that matches the language ability of the learner.
In addition, the pronunciation of English words can be learned with pronunciation characters expressed in the learner's native language, and the pronunciation characters are expressed in syllable units by devising the size, position, shape, etc. of the characters so that the correct syllable breaks can be understood. Therefore, even beginners such as children and the elderly can learn the correct pronunciation very easily.
In addition, since the original consonant characters that are easily mistaken are added to the pronunciation characters, the learner can grasp the correct consonant pronunciation at a glance.

In the second embodiment described above, the order of switching to the next learning target word after learning of one word is set to ascending order of word numbers, but it is set to descending order, random order, or alphabetical order. Or the order of difficulty (adding difficulty information to the teaching material information of each word), and the learner can select the learning order by the operation unit before starting learning, and the order selected by the learner It is also good.
In addition, after the pronunciation learning of one word is finished, the next operation in the operation unit of the learner may be waited to move to the next word.
In addition, when a pause operation is performed during learning, the sound output and timer timing are paused, and when the pause release operation is performed, the sound output and timer timing are resumed. Pause and pause release processing May be performed.
Accent emphasis display and syllable emphasis display are performed during both the pronunciation listening period and the learner pronunciation period, but are performed during the period selected by the learner (both periods or either period). May be.

In the above-described embodiments, the learning unit is a word, but a combination of a plurality of words such as sentences and idioms may be a learning target. In this case, the learning material information for pronunciation pronunciation stored in the ROM stores learning material information in units of combinations of a plurality of words, instead of the learning material information in units of words. An example of a teaching material display screen with a combination of a plurality of words as a learning unit is shown in FIG.
In addition, accent marks and syllable marks may be replaced with shapes other than those shown in FIGS. 37 and 38, and syllable numbers may be omitted.
In addition, regarding syllable highlighting, the color was changed from the first syllable part of the phonetic symbol and the pronunciation character to the current syllable part containing the pronunciation sound output and virtual pronunciation sound output. It is also possible to change the color of only the current syllable part where the intentional sound output is contained and display the other syllable parts in the original color.
In addition, the syllable highlighting is performed by changing the color, but it is also possible to highlight the syllable by changing the thickness of the character, symbol, syllable mark, or syllable number.
In addition, the speaker is omitted, native phonetic speech output as a model is not output, only virtual phonetic speech output as a model is output, and accent emphasis display and syllable emphasis are performed in synchronization with this virtual phonetic sound output. Display may be performed. In this case, the pronunciation sound data in the pronunciation sound related information can be omitted.

  The present invention is applicable to pronunciation learning devices for various types of foreign languages such as German, French, Italian, etc. in addition to English.

1, 1A English pronunciation learning device 2 Display unit 3 Speaker 4 Operation unit 5, 5A ROM
6 RAM
7 Image memory 8 Amplifier 9 CPU

Claims (9)

Display means for displaying a learning screen;
Sound output means for outputting sound of the pronunciation sound;
A single foreign language language word or a combination of words is used as one learning unit, and for each of the many learning units, syllables using normal spelling, spelling with syllable breaks, phonetic symbols, and learner's native language are used. Pronunciation including one or more types of main registration information, example pronunciation sound information, syllable range information about all or some types of main registration information, and syllable break timing information about pronunciation sound Pronunciation learning material information storage means for storing learning material information;
When pronunciation learning of one learning unit is completed, the next learning unit is determined automatically or according to the learner's selection operation, and one or more types of main registration information of the next learning unit are determined automatically or according to the learner's next operation. Updating means for making the state displayed on the learning screen as main display information,
Creates a pronunciation sound signal using the pronunciation information of the next learning unit determined by the update means, drives the sound output means to output the pronunciation sound, and outputs the pronunciation sound with a silent sound A voice generation output control means for performing control in combination with the learner pronunciation period control for performing either one of the above, or
Based on the syllable break timing information related to the pronunciation sound and the syllable range information attached to the main display information, while the pronunciation sound output or virtual pronunciation sound output is in a syllable, the main display information attached with the syllable range information Syllable highlighting control means for highlighting the part from the first syllable of the main display information to the current syllable, or the current syllable part of the main display information, for all or some types of
A foreign language pronunciation learning device characterized by comprising: Display means for displaying a learning screen;
Sound output means for outputting sound of the pronunciation sound;
A single foreign language language word or a combination of words is used as one learning unit, and for each of the many learning units, syllables using normal spelling, spelling with syllable breaks, phonetic symbols, and learner's native language are used. Pronunciation including one or more types of main registration information, example pronunciation sound information, syllable range information about all or some types of main registration information, and syllable break timing information about pronunciation sound Pronunciation learning material information storage means for storing learning material information;
When pronunciation learning of one learning unit is completed, the next learning unit is determined automatically or according to the learner's selection operation, and one or more types of main registration information of the next learning unit are determined automatically or according to the learner's next operation. Is displayed on the learning screen as main display information. At this time, all or a part of the main display information attached with the syllable range information is added with a syllable mark indicating the syllable range based on the syllable range information. Update means;
Creates a pronunciation sound signal using the pronunciation information of the next learning unit determined by the update means, drives the sound output means to output the pronunciation sound, and outputs the pronunciation sound with a silent sound A voice generation output control means for performing control in combination with the learner pronunciation period control for performing either one of the above, or
All of the main display information with syllable marks added while the pronunciation sound output or virtual pronunciation sound output is in a certain syllable based on the syllable break timing information related to the pronunciation sound and the syllable range information attached to the main display information Or, for some types, syllable highlighting control means for highlighting a part from the first syllable mark of the main display information to the syllable mark of the current syllable, or a part of the syllable mark of the current syllable of the main display information,
A foreign language pronunciation learning device characterized by comprising: Display means for displaying a learning screen;
Sound output means for outputting sound of the pronunciation sound;
A single foreign language language word or a combination of words is used as one learning unit, and for each of the many learning units, syllables using normal spelling, spelling with syllable breaks, phonetic symbols, and learner's native language are used. Pronunciation including one or more types of main registration information, example pronunciation sound information, syllable range information about all or some types of main registration information, and syllable break timing information about pronunciation sound Pronunciation learning material information storage means for storing learning material information;
When pronunciation learning of one learning unit is completed, the next learning unit is determined automatically or according to the learner's selection operation, and one or more types of main registration information of the next learning unit are determined automatically or according to the learner's next operation. Is displayed on the learning screen as main display information. At this time, all or a part of the main display information attached with the syllable range information is added with a syllable mark indicating the syllable range based on the syllable range information. Update means;
Creates a pronunciation sound signal using the pronunciation information of the next learning unit determined by the update means, drives the sound output means to output the pronunciation sound, and outputs the pronunciation sound with a silent sound A voice generation output control means for performing control in combination with the learner pronunciation period control for performing either one of the above, or
Based on the syllable break timing information related to the pronunciation sound and the syllable range information attached to the main display information, all of the main display information with the syllable mark added while the pronunciation sound output or the virtual pronunciation sound output is in a certain syllable Or for some types, the part from the beginning of the main display information to the current syllable and the part from the first syllable mark to the current syllable mark of the main display information, or the current syllable part and the current syllable of the main display information Syllable emphasis display control means for emphasizing the syllable mark part,
A foreign language pronunciation learning device characterized by comprising: The pronunciation learning material information storage means stores, for each learning unit, accent position information related to all or a part of the main registration information and accent timing information related to the pronunciation speech,
The updating means adds an accent mark based on the accent position information to all or a part of the main display information with the accent position information when the main display information of the next learning unit is displayed on the learning screen. To display,
Based on the accent timing information related to the pronunciation voice and the accent position information attached to the main display information, when the pronunciation voice output or the virtual pronunciation voice output comes at a certain accent timing, all of the main display information with the accent mark added Or, for some types, accent highlighting control means for highlighting accent marks for a short time,
The pronunciation learning device for a foreign language according to claim 1, further comprising: Display means for displaying a learning screen;
A single foreign language language word or a combination of words is used as one learning unit, and each of the many learning units is spelled using ordinary spelling, spelling with syllable breaks, phonetic symbols, and the learner's native language. For pronunciation learning, including one or more types of main registration information, syllable range information about all or some types of main registration information, and syllable break timing information about hypothetical pronunciation sounds Pronunciation learning material information storage means for storing learning material information;
When pronunciation learning of one learning unit is completed, the next learning unit is determined automatically or according to the learner's selection operation, and one or more types of main registration information of the next learning unit are determined automatically or according to the learner's next operation. Updating means for making the state displayed on the learning screen as main display information,
Virtual pronunciation voice output control means for outputting virtual pronunciation voice of the next learning unit determined by the update means;
Based on the syllable break timing information related to the virtual pronunciation sound and the syllable range information attached to the main display information, all of the main display information attached to the syllable range information while the virtual pronunciation sound output is included in a certain syllable Or, for some types, the syllable highlighting control means for highlighting the part from the first syllable of the main display information to the current syllable, or the current syllable part of the main display information,
A foreign language pronunciation learning device characterized by comprising: Display means for displaying a learning screen;
A single foreign language language word or a combination of words is used as one learning unit, and each of the many learning units is spelled using ordinary spelling, spelling with syllable breaks, phonetic symbols, and the learner's native language. For pronunciation learning, including one or more types of main registration information, syllable range information about all or some types of main registration information, and syllable break timing information about hypothetical pronunciation sounds Pronunciation learning material information storage means for storing learning material information;
When pronunciation learning of one learning unit is completed, the next learning unit is determined automatically or according to the learner's selection operation, and one or more types of main registration information of the next learning unit are determined automatically or according to the learner's next operation. Is displayed on the learning screen as main display information. At this time, all or a part of the main display information attached with the syllable range information is added with a syllable mark indicating the syllable range based on the syllable range information. Update means;
Virtual pronunciation voice output control means for outputting virtual pronunciation voice of the next learning unit determined by the update means;
Based on the syllable break timing information related to the virtual pronunciation sound and the syllable range information attached to the main display information, all or one of the main display information with the syllable mark added while the virtual pronunciation sound output is in a certain syllable. Syllable highlighting control means for highlighting a part from the first syllable mark of the main display information to the syllable mark of the current syllable, or a part of the syllable mark of the current syllable of the main display information, for the type of part;
A foreign language pronunciation learning device characterized by comprising: Display means for displaying a learning screen;
A single foreign language language word or a combination of words is used as one learning unit, and each of the many learning units is spelled using ordinary spelling, spelling with syllable breaks, phonetic symbols, and the learner's native language. For pronunciation learning, including one or more types of main registration information, syllable range information about all or some types of main registration information, and syllable break timing information about hypothetical pronunciation sounds Pronunciation learning material information storage means for storing learning material information;
When pronunciation learning of one learning unit is completed, the next learning unit is determined automatically or according to the learner's selection operation, and one or more types of main registration information of the next learning unit are determined automatically or according to the learner's next operation. Is displayed on the learning screen as main display information. At this time, all or a part of the main display information attached with the syllable range information is added with a syllable mark indicating the syllable range based on the syllable range information. Update means;
Virtual pronunciation voice output control means for outputting virtual pronunciation voice of the next learning unit determined by the update means;
Based on the syllable break timing information related to the virtual pronunciation sound and the syllable range information attached to the main display information, all or one of the main display information with the syllable mark added while the virtual pronunciation sound output is in a certain syllable. For the type of part, the part from the beginning of the main display information to the current syllable and the part from the first syllable mark to the current syllable mark of the main display information, or the current syllable part of the main display information and the syllable of the current syllable Syllable highlighting control means for highlighting the mark part,
A foreign language pronunciation learning device characterized by comprising: The pronunciation learning material information storage means stores, for each learning unit, accent position information related to all or part of the main registration information, and accent timing information related to a virtual pronunciation voice as a model,
The updating means adds an accent mark based on the accent position information to all or a part of the main display information with the accent position information when the main display information of the next learning unit is displayed on the learning screen. To display,
Based on the accent timing information related to the virtual pronunciation sound and the accent position information attached to the main display information, when the virtual sound output comes at a certain accent timing, all or one of the main display information with the accent mark added. Accent emphasis display control means for emphasizing accent marks for a short time about the type of part,
The foreign language pronunciation learning device according to any one of claims 5 to 7, further comprising: The phonetic character is either one or both of the first type phonetic character with the original language character that is the source of the consonant that is easily mistaken or the second type phonetic character without the source language character,
The foreign language pronunciation learning device according to any one of claims 1 to 8, wherein:

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