US20140147817A1

US20140147817A1 - System and method for conditioning a child to learn any language without an accent

Info

Publication number: US20140147817A1
Application number: US14/166,914
Authority: US
Inventors: Gadi BenMark Markovitch
Original assignee: Individual
Current assignee: Individual
Priority date: 2009-10-29
Filing date: 2014-01-29
Publication date: 2014-05-29
Also published as: CN102959601A; WO2011059800A1; US20110104647A1; US8672681B2

Abstract

A system for conditioning a child to learn any language without an accent, contains a memory and a processor configured by the memory to perform the steps of: separating from a full International Phonetic Alphabet (IPA) set, a native language IPA, resulting in a derivative set, wherein the native language is at least one native language of the child; sequencing the derivative set according to aspects of the derivative set, wherein aspects are selected from the group including consonants, vowels, and tones, resulting in a sequenced derivative set; selecting words in foreign languages that use at least one aspect of the sequenced derivative set each; embedding the selected words in an easy to follow format, in the native language of the child; and playing the easy to follow format with the embedded words according to the prior determined sequence of the sequenced derivative set.

Description

CROSS-REFERENCE TO RELATED APPLICATIONS

This application is a continuation of copending U.S. Non-Provisional application Ser. No. 12/915,504, filed Oct. 29, 2010 and entitled SYSTEM AND METHOD FOR CONDITIONING A CHILD TO LEARN ANY LANGUAGE WITHOUT AN ACCENT, which claims priority to U.S. Provisional Application entitled, “SYSTEM AND METHOD FOR CONDITIONING A CHILD TO LEARN ANY LANGUAGE WITHOUT AN ACCENT,” having Ser. No. 61/256,206, filed Oct. 29, 2009. Both applications are entirely incorporated herein by reference.

BACKGROUND OF THE INVENTION

Tremendous resources are spent every year by individuals and companies to learn new languages. While an individual may be successful in learning a new language, it is quite often the case that the individual will have a strong accent. Typically, the accent is shaped by the native language of the individual. Having such an accent can be detrimental. As an example, strong accents can make understanding the spoken new language difficult. In addition, it is well known that having a strong accent can be a liability in the business world, especially in customer relations.
The International Phonetic Alphabet (IPA) is a universal way to denote the sounds (utterances) of human languages. Each human language has its own IPA, which is a subset of the full IPA. As is illustrated by the diagram of FIG. 1, there is an area of overlap between languages (denoted as A), and then there are sounds that exist in a certain language or languages but not in other languages (denoted as B).
Human language sounds fall into one of four broad categories, namely, consonants, vowels, tones and stress, intonation and rhythm. When an adult who is a native speaker of language X, studies language Y, sounds of language Y that are not part of the IPA for language X are difficult for the adult to produce. This difficulty is often heard as the foreign accent to native speakers of language Y. In addition, in some cases such an adult would find it challenging to even recognize and distinguish some of the sounds in the language Y IPA that are not part of the language X IPA.
Thus, a heretofore unaddressed need exists in the industry to address the aforementioned deficiencies and inadequacies.

SUMMARY OF THE INVENTION

Embodiments of the present invention provide a system and method for conditioning a child to learn any language without an accent. The system for conditioning a child to learn any language without an accent, contains a memory and a processor configured by the memory to perform the steps of: separating from a full International Phonetic Alphabet (IPA) set, a native language IPA, resulting in a derivative set, wherein the native language is at least one native language of the child; sequencing the derivative set according to aspects of the derivative set, wherein aspects are selected from the group including consonants, vowels, and tones, resulting in a sequenced derivative set; selecting words in foreign languages that use at least one aspect of the sequenced derivative set each; embedding the selected words in an easy to follow format, in the native language of the child; and playing the easy to follow format with the embedded words according to the prior determined sequence of the sequenced derivative set.
The system may alternatively contain logic implemented via hardware logic circuitry configured to separate from a full International Phonetic Alphabet (IPA) set, a native language IPA, resulting in a derivative set, wherein the native language is at least one native language of the child; logic implemented via hardware logic circuitry configured to sequence the derivative set according to aspects of the derivative set, wherein aspects are selected from the group containing consonants, vowels, and tones, resulting in a sequenced derivative set; logic implemented via hardware logic circuitry configured to select words in foreign languages that use at least one aspect of the sequenced derivative set each; logic implemented via hardware logic circuitry configured to embed the selected words in an easy to follow format, in the native language of the child; and logic implemented via hardware logic circuitry configured to play the easy to follow format with the embedded words according to the prior determined sequence of the sequenced derivative set.
It should be noted that the system may be provided for a single user, such as via a single general computer, or may be provided within a server or other device that allows multiple users to interact with the system from remote locations. Other systems, methods, features, and advantages of the present invention will be or become apparent to one with skill in the art upon examination of the following drawings and detailed description. It is intended that all such additional systems, methods, features, and advantages be included within this description, be within the scope of the present invention, and be protected by the accompanying claims.

BRIEF DESCRIPTION OF THE DRAWINGS

Many aspects of the invention can be better understood with reference to the following drawings. The components in the drawings are not necessarily to scale, emphasis instead being placed upon clearly illustrating the principles of the present invention. Moreover, in the drawings, like reference numerals designate corresponding parts throughout the several views.

FIG. 1 is an International Phonetic Alphabet (IPA) diagram illustrating that there is an area of overlap between different languages and that there are sounds that exist in a certain language or languages but not in other languages.

FIG. 2 is a schematic diagram illustrating a general-purpose computer architecture that can implement the present system.

FIG. 3 is a flowchart illustrating a method of providing the abovementioned system in accordance with the first exemplary embodiment of the invention.

FIG. 4 is a diagram further illustrating removal of the IPA covered by a shaded English circle.

FIG. 5 is a schematic diagram illustrating use of the present system and method within a network, in accordance with the second exemplary embodiment of the invention.

DETAILED DESCRIPTION

The present system and method is provided to condition a child to learn any language without an accent. A child who is a native speaker of language X, and learns to produce the sounds that are part of language Y IPA, but are not part of language X IPA, can then produce these sounds as an adult. The child, if he/she decides to study language Y as an adult, can easily produce the sounds of language Y IPA that are not in language X IPA, hence not sound as having a heavy foreign accent to native speakers of language Y.
The present invention is provided to teach children who are native speakers of language X, the sounds of the full IPA, minus those sounds that are contained by language X IPA, which they can already recognize, distinguish, and produce. The result is that these children will be able to recognize, distinguish, and then produce the full range of sounds of the IPA. At any point later in life, the children can study any language of their choosing, and be in a much better position to distinguish, recognize, and produce its IPA sounds that are not shared with their native language IPA.
For exemplary purposes, the IPA for the English language is presented as a specific example in table one below. In addition, the full IPA is presented in table two below.
Functionality of the present system 10 and method can be implemented in software, firmware, hardware, or a combination thereof. In a first exemplary embodiment, a portion of the system 10 is implemented in software 100, as an executable program, and is executed by a special or general-purpose digital computer, such as a personal computer, a portable or mobile computer, workstation, minicomputer, or mainframe computer. The first exemplary embodiment of a general-purpose computer architecture that can implement the system 10 is shown in FIG. 2.
Generally, in terms of hardware architecture, as shown in FIG. 2, the computer 10 includes a processor 20, memory 30, storage device 40, and one or more input and/or output (I/O) devices 50 (or peripherals) that are communicatively coupled via a local interface 60. The local interface 60 can be, for example but not limited to, one or more buses or other wired or wireless connections, as is known in the art. The local interface 60 may have additional elements, which are omitted for simplicity, such as controllers, buffers (caches), drivers, repeaters, and receivers, to enable communications. Further, the local interface 60 may include address, control, and/or data connections to enable appropriate communications among the aforementioned components.
The processor 20 is a hardware device for executing software, particularly that stored in the memory 30. The processor 20 can be any custom made or commercially available processor, a central processing unit (CPU), an auxiliary processor among several processors associated with the computer 10, a semiconductor based microprocessor (in the form of a microchip or chip set), a macroprocessor, or generally any device for executing software instructions.
The memory 30 can include any one or combination of volatile memory elements (e.g., random access memory (RAM, such as DRAM, SRAM, SDRAM, etc.)) and nonvolatile memory elements (e.g., ROM, hard drive, tape, CDROM, etc.). Moreover, the memory 30 may incorporate electronic, magnetic, optical, and/or other types of storage media. Note that the memory 30 can have a distributed architecture, where various components are situated remote from one another, but can be accessed by the processor 20.
The software 100 in the memory 30 may include one or more separate programs, each of which contains an ordered listing of executable instructions for implementing logical functions of the present system 10, as described below. In the example of FIG. 2, the software 100 in the memory 30 defines the system 10 functionality in accordance with the present invention. In addition, the memory 30 may contain an operating system (O/S) 70. The operating system 70 essentially controls the execution of computer programs and provides scheduling, input-output control, file and data management, memory management, and communication control and related services.
The system 10 may be provided by a source program, executable program (object code), script, or any other entity containing a set of instructions to be performed. When the system is provided by a source program, then the program needs to be translated via a compiler, assembler, interpreter, or the like, which may or may not be included within the memory 30, so as to operate properly in connection with the O/S 70. Furthermore, the system 10 can be written as (a) an object oriented programming language, which has classes of data and methods, or (b) a procedure programming language, which has routines, subroutines, and/or functions. In addition, the system 10 may be provided within a network so that multiple users may utilize the functionality of the software 100. Such a network may be a private network, the Internet, or a different network.
The I/O devices 50 may include input devices, for example but not limited to, a keyboard, mouse, scanner, microphone, joystick, handheld game console interface, or other input device. Furthermore, the I/O devices 50 may also include output devices, for example but not limited to, a printer, a speaker, display, or other output device. Finally, the I/O devices 50 may further include devices that communicate via both inputs and outputs, for instance but not limited to, a modulator/demodulator (modem; for accessing another device, system, or network), a radio frequency (RF) or other transceiver, a telephonic interface, a bridge, a router, or other device. When the system 10 is in operation, the processor 20 is configured to execute the software 100 stored within the memory 30, to communicate data to and from the memory 30, and to generally control operations of the computer 10 pursuant to the software 100. The software 100 and the O/S 70, in whole or in part, but typically the latter, are read by the processor 20, perhaps buffered within the processor 20, and then executed.
When the system 10 is implemented in software, as is shown in FIG. 2, it should be noted that the system 10 can be stored on any computer readable medium for use by or in connection with any computer related system or method. In the context of this document, a computer readable medium is an electronic, magnetic, optical, or other physical device or means that can contain or store a computer program for use by or in connection with a computer related system or method. The system 10 can be embodied in any computer-readable medium for use by or in connection with an instruction execution system, apparatus, or device, such as a computer-based system, processor-containing system, or other system that can fetch the instructions from the instruction execution system, apparatus, or device and execute the instructions. In the context of this document, a “computer-readable medium” can be any means that can store, communicate, propagate, or transport the program for use by or in connection with the instruction execution system, apparatus, or device.
The computer readable medium can be, for example but not limited to, an electronic, magnetic, optical, electromagnetic, infrared, or semiconductor system, apparatus, device, or propagation medium. More specific examples (a nonexhaustive list) of the computer-readable medium would include the following: an electrical connection (electronic) having one or more wires, a portable computer diskette (magnetic), a random access memory (RAM) (electronic), a read-only memory (ROM) (electronic), an erasable programmable read-only memory (EPROM, EEPROM, or Flash memory) (electronic), an optical fiber (optical), and a portable compact disc read-only memory (CDROM) (optical). Note that the computer-readable medium could even be paper or another suitable medium upon which the program is printed, as the program can be electronically captured, via for instance optical scanning of the paper or other medium, then compiled, interpreted or otherwise processed in a suitable manner if necessary, and then stored in a computer memory.
In an alternative embodiment, where the system 10 is implemented in hardware, the system 10 can be implemented with any or a combination of the following technologies, which are each well known in the art: a discrete logic circuit(s) having logic gates for implementing logic functions upon data signals, an application specific integrated circuit (ASIC) having appropriate combinational logic gates, a programmable gate array(s) (PGA), a field programmable gate array (FPGA), etc.
FIG. 3 is a flowchart 200 illustrating a method of providing the abovementioned system 10 in accordance with the first exemplary embodiment of the invention. It should be noted that any process descriptions or blocks in flowcharts should be understood as representing modules, segments, portions of code, or steps that include one or more instructions for implementing specific logical functions in the process, and alternative implementations are included within the scope of the present invention in which functions may be executed out of order from that shown or discussed, including substantially concurrently or in reverse order, depending on the functionality involved, as would be understood by those reasonably skilled in the art of the present invention. It should be noted that each of the following functional blocks are described in further detail below.
As is shown by block 202, the IPA set is cut so as to remove the native language IPA of the child from the comprehensive IPA circle. At this stage the native language IPA of the child is removed from the full IPA set. The diagram of FIG. 4 provides a further illustration of the removal, where one removes the IPA covered by the shaded English circle. For the present example, the native language of the child is English. What is left in the comprehensive IPA circle after the native language IPA of the child is removed, are the IPA sounds to be contained in the set. This resulting set is referred to herein as the native modified set. It should be noted that the native modified set is also referred to herein as a derivative set.
Returning to FIG. 3, the native modified set is then sequenced according to rules as described in further detail below (block 204), resulting in a sequenced set. It should be noted that while the following uses a specific grouping of the native modified IPA set, one having ordinary skill in the art would appreciate that a different logical sequence may be used. It is noted, however, that it is typically easier for a child to learn in the order listed below.
At this stage the native modified IPA set can be grouped into a few distinct categories, such as, for example, consonants, vowels, and tones, thereby providing the sequenced set. For exemplary purposes, these distinct categories can be sequenced so at to build an easy instruction set for the child. One such sequence can start with consonants (since consonants are easiest to learn), then vowels, then tones, though other sequences can also be selected, as long as the native modified IPA set is grouped into distinct categories, each containing one aspect (consonants, vowels, or tones).
Words in foreign languages that use an increasing number of aspects of the sequenced set each, are then selected (block 206). As an example, words in foreign languages may be picked that use one aspect of the sequenced set each, then two aspects of the sequenced set each, then three aspects of the sequenced set, according to the below mentioned rules. It should be noted that consonants, vowels, and tones are each referred to herein as aspects.
Words that are picked are words that are easy to portray visually. The visual representation of the word should be distinct and memorable. An example of such a word may be, but is not limited to, a noun since nouns can easily be visualized. Words that are picked should be interesting to the child. As an example, for four year olds fascinated by animals, words should be animal names. Words are selected that each represent one aspect of the IPA sequenced set, namely, consonants, vowels, or tones. Although not required in accordance with the present invention, it is easiest to start with consonants (hereinafter referred to as “level 1 words”), then vowels (“level 2 words”), then tones (“level 3 words), as illustrated below, but such sequencing is not mandatory, as long as the full IPA set is covered with selected words that match the natural areas of interest of the child.
For example, dealing with consonants, for the IPA consonant [r], which does not exist in English, but exists in many other languages, pick the Spanish word “rata” which uses this sound, but other than that has no IPA that is not part of the English IPA (hence “rata” uses only one aspect of the sequenced set, the [r] aspect). As an example of dealing with vowels, for the IPS vowel [o ], which does not exist in English, pick the French word “oiseau”, which uses this sound, but has no other IPA that is not part of the English IPA (hence “oiseau” uses only one aspect of the sequenced set, the [o] aspect).
This exercise can be repeated for stress only if the native language of the child has an IPA that is unique in its use of stress. French, for example, is a language with no stressing at all, so it falls into this category, but English does not fall into this category because English uses multiple stress patterns, as evidenced by its IPA.
After having created groups of words where each group represents only one aspect of the sequenced set, words are selected that represent two aspects at a time, for example two consonants, or a consonant and a vowel, or a consonant and a tone that are not part of the English IPA. These words are labeled “level 4 words”. Similarly, words are then selected that represent three aspects of the sequenced set each. These are labeled “level 5 words”.
As shown by block 208, the selected words in the foreign languages are then embedded in an easy to follow format in the native speaking language, where the easy to follow format is memorable to the child. It should be noted that the format will depend on the age, experiences, and maturity of the child. As an example, the easy to follow format may be short stories, games, rhymes, quizzes, virtual adventures and experiences, or songs.
For each age group a selection of short stories, games, and songs in the native language of the child is used. These short stories, games, and songs are interesting to this age group, and are highly visual in nature. In “level 1 short stories” (or songs, or games, or rhymes, or virtual adventures and experiences, etc.) only “level 1 words” are embedded. In “level 2 short stories” (or songs, or games) only level 1 and level 2 words are embedded. In addition, in “level 3 short stories” (or songs, or games) only level 1, 2, and 3 words, and so on for levels 4 and 5 short stories.
The easy to follow format is then played with the embedded words (block 210), according to the sequence defined in block 204. For example, start with “level 1 short stories”, which are stories in English, using foreign words introducing non English IPA consonants, one consonant at the time.
The child may then be tested on their ability to first recognize and distinguish the new sound, and second on their ability to pronounce the new sound perfectly (block 212). Since the words are all visual objects, tests should be focused on the ability of the child to memorize and recognize the sounds of the IPA set, and not on reading comprehension.
For example, in a story that uses “rata”, assign “rata” to a very distinct kind of rat (“rata” is Spanish for rat, hence this is a “natural use”) using a visual that would be memorable to the child. In a multiple choice question ask the child what animal this is, and play choices that are very close to “rata”, yet are different than “rata” only in this new consonant aspect. When the child has memorized the new sound (in this case, the new consonant aspect), he/she will be able to pick the correct answer.
As shown by block 214, as the child masters the first part of the sequenced set, the present system 10 moves to the second part of the sequenced set and so on. At the end of the process, the child will have learned to recognize, distinguish, and produce the sounds of the IPA set that does not include their native language. These sounds could be associated with visuals in their minds, and will be at their disposal throughout life. When later in life this person decides to study Italian, as an example, when confronted with their first Italian word containing the vowel [o] (which is pretty much any Italian word that has the letter “o” in it), the person can be reminded of that exotic bird, the “oiseau”. Even though “oiseau” is a French word, it contains the [o] sound, which the person now has completely at their disposal to recognize, distinguish, and pronounce correctly with no English accent.
As previously mentioned, not only can the system 10 be used for training a child at a single location, as shown by the first exemplary embodiment of the invention, but, in accordance with a second exemplary embodiment of the invention, the system 10 may also be provided within a network so that multiple users may utilize the functionality of the software 100. In such an embodiment, an example of which is illustrated by FIG. 5, the present system and method could be provided on a server 300, where multiple children may interact with the system by communication with the server 300 via individual computers, such as a first computer 302 and second computer 304 illustrated by FIG. 5. Communication with the server 300 may be provided by one or more of many different communication methods, such as, but not limited to, via the Internet 306, via wireless communication, via a wired connect, or via a local area network. In accordance with the second exemplary embodiment of the invention, the software is stored on the server 300 instead of individually on each computer 302, 304.
It should be noted that the abovementioned creating of a subset of the IPA, which excludes the native language of the child and leaves a set of sounds to be taught, does not need to include all of the remaining sounds of all human languages. As an example, if a parent would like their native English speaking child to learn only the sounds of French, Mandarin, and Spanish, and not prevent the child from having an accent for all other languages that he/she may learn outside of these three, instead of beginning with a full IPA, we would begin with a modified IPA having the sounds of English, French, Mandarin, and Spanish. The other abovementioned steps would proceed as previously mentioned.

TABLE 1

The Phonetic Alphabet for English

Consonants

IPA	Examples

B	buy, cab
D	die, cad
	thy, breathe,
	father
	giant, badge
f	phi, caff
	guy, cag
h	high, ahead
j	yes, hallelujah
k	kye, sky, crack
l	lie, sly, gal
m	my, smile, cam
n	nigh, snide,
	ban
	gang, sink,
	ringer
	finger
θ	thigh, math
p	pie, spy, cap
r	rye, try, very
s	sigh, mass
	shy, cash,
	emotion
t	tie, sty, cat
t	China, catch
v	vie, have
w	wye, swine
hw	why
z	Zion, has
	pleasure,
	vision, beige

Vowels

IPA	Traditional monophthongs	R-colored vowels

æ	bat, bad, shall, ban	ær	barrow, marry
	balm, father, bra		bar, mar, party, starring,
			(/ r./)
	bot, pod, John, doll		moral, forage
	bawd, caught, dawn, ball,		born, for, aural (/ :r./)
	straw
o	code, boat, goal, bone, go		boar, four, more, oral
			(/o r./)
	good, foot, pull, Sunni		boor, moor, tourist
u:	food, lute, pool, soon, blue		(/u:r./)
	bud, but, dull, gun	r	hurry, Murray
			bird, myrrh, furry (also
			/ :/)
	bed, pet, bell, men		berry, merry
	fade, fate, fail, vein, pay		bear, mare, Mary (/e r./)
	bid, pit, bill, bin		mirror
i:	bead, peat, feel, mean, sea		beer, mere, serious
			(/i:r./)

Traditional diphthongs

ride, write, file, fine, pie		void, exploit, foil, coin,
		boy
out, loud, owl, down, how	ju:	cute, hue, pew, dew

Reduced vowels

	Rosa's, a mission	n	button
i	happy, serious	m	rhythm
	roses, emission		bottle
	beautiful, curriculum	r	perform, mercer (also
	([j ])		/ /)
	following, omission

Stress

Syllabification

IPA	Examples	IPA	Examples

′	Intonation	.	shellfish /′ /, selfish
	/, /,		/′ /
′	battleship		nitrate /′ /, night-rate
	/′bæt l p/		/′na t.re t/
			moai /′ /

TABLE 2

The full International Phonetic Alphabet (IPA)
Main symbols
The symbols are arranged by similarity to letters of the Latin alphabet. Symbols that do not
resemble any letter are placed at the end.

Symbol	Examples	Description

A

[a]	Spanish , French , German	For many English
		speakers, the first
		part of the ow sound
		in cow. Found in
		siome dialects of
		English in or
		.
[a_▴ ^▾]	German , French	Long [a].
	RP , German	(With English, [ ] is
		normally written
		“[ ]”.)
[α]	Finnish , Dutch
[α_▴ ^▾]	RP , French	Long [α].
[{tilde over (α)}]	French , ,	Nasalized [α].
[ ]	RP	Like [α], but with the
		lips slightly rounded.
[ ]		Like [ ], but without
		the lips being
		rounded. (When “[ ]”
		is used for English, it
		may really be [ ] or
		[ ].)
[ae]	RP

B

[b]	English
[ ]	Swahili	Like a [b] said with a
		gulp.
[B]		Like the brrr sound
		made when cold.
[β]	Spanish la	Like [b], but with the
		lips not quite
		touching.

C

[C]	Turkish “kebab”, Czech stin “shadow”	Between English
		(RP) and
		Sometimes used
		instead for [t∫] in
		languages like Hindi.
[ ]	German	More y-like than [x].
		Some English
		speakers have a
		similar sound in
		. To produce
		this sound, try
		whispering loudly the
		word “ye” as in “Hear
		“ye!”.
[ ]	Mandarin , Polish	More y-like than ;
		something like
		English .
[ ]	See under O

D

[d]	English
[ ]	Swahili	Like [d] said with a
		gulp.
[ ]	American English	Like [d] with the
		tongue curled or
		pulled back.
[ ]	English ,
[dz]	English , Italian
[d ]	English
[ ]	Polish “bear”	Like [d ], but with
		more of a y-sound.
	Polish “jam”	Like [d ] with the
		tongue curled or
		pulled back.

E

[e]	Spanish ; French
[e_▴ ^▾]	German	Long [e]. Similar to
		English , before
		the y sets in.
[ ]	English , Hindi [t^h g] (thug) “thief”	(Only occurs in
		English when not
		stressed.)
	American English
[ε]	English
[{tilde over (ε)}]	French , , ; Polish	Nasalized [ε].
[ ]	RP (long)
	American English

F

[f]	English
[ ]	see under J
[ ]	see under J

G

[g]	English	(Should look like
		No different from a
		Latin “g”)
[ ]	Swahili	Like [g] said with a
		gulp.
[G]		Like [g], but further
		back, in the throat.
		Foujnd in some
		Arabic dialects for
		/q/, as in Gaddafi.
[ ]	see under Z	English .

H

[h]	American English
[ ]	English , when said quickly.
[^h]		The extra puff of air
		in English top [t^h p]
		compared to stop
		[stop], or to French
		or Spanish [t].
[ ]	Arabic	Far down in the
		throat, like [h], but
		stronger.
[ ]	see under U
[ ]	see under L

I

[i]	French , Spanish
[i_▴ ^▾]	English	Long [i].
[I]	English
[ ]	Russian Tbl “you”	Often used for
		unstressed English
		.

J

[j]	English , German
[^j]	Russian eH H [I^je′n^jIn]	Indicates a sound is
		more y-like.
[ ]	Spanish (some dialects)	Like [j], but stronger.
[ ]	Turkish “see”, Czech “hole”	Between English
		(RP) and .
		Sometimes used
		instead for [d ] in
		languages like Hindi.
[ ]	Swahili	Like [ ] said with a
		gulp.

K

[k]

English

,

L

[l]	English
[ ]	English	“Dark” el.
	Russian Ma [′ma ] “small”
[ ]	Welsh [ Id] “grey”	Rather like [l] and
	Zulu [ l_▴ ^▾:la] “sit”	or [l] and [θ] said
		together. Found in
		Welsh names like
		and
		and Nelson
		Mandela's Xhosa
		name .
[ ]		Like [l] with the
		tongue curled or
		pulled back.
[ ]		A flapped [l], like [l]
		and [r] said together.
[ ]	Zulu “eat”	Rather like [l] and [ ],
		or [l] and [ ], said
		together.

M

[m]	English
[ ]	English	Like [m], but lips
		touch teeth as they
		do in .
[ ]	see under W
[ ]	see under W

N

[n]	Ensligh
[ ]	English
[ ]	Spanish , French	Rather like English
		.
[ ]	Hindi [ ru ] “Varuna”	Like [n] with the
		tongue curled or
		pulled back.
[N]	Castilian Spanish Juan [doN wan]	Like [ ], but further
		back, in the throat.

O

[O]	Spanish , French
[O_▴ ^▾]	German , French	Long [o]. Somewhat
		reminiscent of
		English .
[ ]	German , French
[ _▴ ^▾]	RP , French	Long [ ].
	French , , Polish	Nasalized [ ].
[]	French ,	Like [e], but with the
		lips rounded like [o].
[_▴ ^▾]	German , French ,	Long [].
[θ]	Swedish	Halfway between [o]
		and [φ]. Similar to [ ]
		but with the tongue
		slightly more down
		and front.
[ ]	French , , German	Like [ε], but with the
		lips rounded like [ ].
[ ]	French ,	Long [ ].
	French ,	Nasalized [ ].
[θ]	English ,
[φ]	Japanese [φ d i]	Like [p], but with the
		lips not quite
		touching

P

[p]

English

,

Q

[q]	Arabic	Like [k], but further
		back, in the throat.

R

[r]	Spanish , Scots	“Rolled R”.
		(General used for
		English [ ] when
		there's no need to be
		precise).
[ ]	Spanish , Tagalog , Malay , American English	“Flapped R”.

[R]		A trill in the back of
		the throat. Found for
		/r/ in some
		conservative
		registers of French.
[ ]	Hindi [sa_▴ ^▾ i_▴ ^▾] “sari”	Like flapped [r], but
		with the tongue
		curled back.
[ ]	RP
[ ]	American English	Like [ ], but with the
		tongue curled or
		pulled back, as
		pronounced by many
		English speakers.
[ ]	French , German	Said back in the
		throat, but not trilled.

S

[S]	English
[ ]	English
[ ]	Mandarin , Russian	Acoustically similar
		to [ ], but with the
		tongue curled or
		pulled back.

T

[t]	English ,
[t]	Hindi [t^h g] (thug) “thief”	Like [t], but with the
		tongue curled or
		pulled back.
[ts]	English , Russian uapb
	English
	Mandarin ⁽ⁱ⁾ , Polish “you”	Like , but with
		more of a y-sound.
	Mandarin , Polish	Like with the
		tongue curled or
		pulled back.

U

[u]	French “you”
[u_▴ ^▾]	French , German , close to RP	Long [u].

[ ]	English , German
[ ]	Australian English (long)	Like , but with the
		lips rounded as for
		[u].
[ ]	French	Like [j] and [w] said
		together.
[ ]	see under W

V

[v]	English
[ ]	Hindi [ ru ] “Varuna”	Between [v] and [w].
		Used by some
		Germans and
		Russians for v/w,
		and by some
		speakers of British
		English for r.
[ ]	Arabic/Swhaili “expensive”, Spanish	Sounds rather like
		French [ ] or
		between [g] and [h].
[ ]	Mandarin	Like [o] but without
		the lips rounded,
		something like a
		cross of [ ] and [ ].
[ ]	see under A

W

[W]	English
[^w]	English [ ^weIn]	Indicates a sound
		has lip rounding,
		.
[ ]	(some dialects)	like [h] and [w] said
		together
[ ]	Turkish “caïque”	Like [u], but with the
		lips flat; something
		like [ ].
[ ]	Spanish

X

[X]	Scottish English , German , Russian	between [k] and [h]
	[x ro j] “good”, Spanish
[ ]	northern Standard Dutch , Castilian Spanish	Like [x], but further
		back, in the throat.
	Don [doN wan]	Some German and
		Arabic speakers
		have [ ] for [x].

Y

[y]	French	Like [i], but with the
		lips sounded as for
		[u].
[ ]	German , French	Long [y].
[Y]	German	Like [I], but with the
		lips rounded as for
		[ ].
[ ]	Spanish (Castilian)	More y-like than [l].
		Rather like English
		.
[ ]	see under U
[ ]	see under V
[ ]	see under V

Z

[Z]	English
[ ]	English , French
[ ]	formal Russian ë b [ _▴ ^▾o ] “you burn”, Polish	More y-like than [ ],
		something like
		.
[ ]	Mandarin “Peoples Daily”, Russian	Like [ ] with the
	ypHa “journal”	tongue curled or
		pulled back.
[ ]	see under L

Other

[ ]	English uh-oh, Hawai'i, German die Angst	The ‘glottal stop’, a
		catch in the breath.
		For some people
		found in
		['b ], or between
		vowels across
		words: Deus ex
		machina
		[,deI s εks′ma_▴ ^▾k n ];
		in some nonstandard
		dialects, in a apple
		[ p,l].
[ ]	Arabic (^carabī) “Arabic”	A light sound deep in
		the throat.
[l]	English tsk-tsk! or tut-tut!, Zulu “earring”	(The English clock
		used for
		disapproval.) Several
		distincy sounds,
		written as diagraphs,
		including [kl, ][gl],
		[ l]. The
		Zimbabwean MP
		Ncube has this click
		in his name, as did
		Cetshwayo.
[ll]	English tchick! tchick!, Zulu “frog”	(The English click
		used to urge on a
		horse). Several
		distinct sounds,
		written as diagraphs,
		including [kll], [gll],
		[ ll]. Found in the
		name of the Xhosa.
[!]	Zulu “polecat”	A hollow popping
		sound, like a cork
		pulled from a bottle.
		Several distinct
		sounds, written as
		diagraphs, including
		[k!], [g!], [ !].

Diacritic Marks

All diacritics are here shown on a carrier letter such as the vowel a.


Symbol	Example	Description

[′a]	pronunciation	Main stress. The mark denotes the stress of the
	[ ]	following syllable.
[ ]		Weaker stress. The mark denotes the stress of the
		following syllable.
[ ]	English shh! [ ]	Long. Often used with English vowels or diphthongs:
		Mayo/′me:o:/ for [′me ], etc.
[ ]	RP caught [′k^h t]	Semi-long. (Although the vowel is different, this is also
		longer than cot[′k^h t].)
	English cow [k^ha ], koi	This vowel runs into the vowel next to it. (In English,
	[k^h ]	the diacritic is generally left off: [ka ].)
[ã]	French vin blanc [v{tilde over (ε)}blã]	A nasal vowel, as with a Texas twang.
	“white wine”
		Sounds like a loud whisper; [ ] is like a whispered breath
		through the nose. is found in Tibetan Lhasa.
	English button	A consonant without a vowel.
		(English [ ] is often transcribed / n/.)
	Spanish dos, French	The tongue touches the teeth more than it does
	deux	in English.
[k^h]	English come	Aspirated consonant, pronounced with a puff of air.
		Similarly [t^hp^hts^h ^h ^h].
[k’]	Zulu ukuza “come”	Like a popped [k], pushed from the throat.
		Similarly [t′ p′ q′ ts′ ].
[{acute over (a)}]	Mandarin	High tone. Careful!
	[mámā]	The Pinyin Romanization used for Mandarin
	“mother”	has these same diacritics, but with different
		values.
[ā]	Mandarin	Mid tone.
	[mámā]	However, Thai Romanization uses them the
	“mother”	way the IPA does.
[{acute over (a)}]	Mandarin	Low tone.
	[mád ]
	“horse's”
[â]	Mandarin	Falling tone.
	[mâ]
	“scold”
[{hacek over (a)}]	Mandarin	Rising tone.
	[m{hacek over (a)}]
	“hemp”
[.]	English courtship	Syllable break.
	[′k rt. Ip]	(this is often redundant and therefore left off)

It should be emphasized that the above-described embodiments of the present invention are merely possible examples of implementations, merely set forth for a clear understanding of the principles of the invention. Many variations and modifications may be made to the above-described embodiments of the invention without departing substantially from the spirit and principles of the invention. All such modifications and variations are intended to be included herein within the scope of this disclosure and the present invention and protected by the following claims.

Claims

We claim:

1. A system for conditioning a child to learn any language without an accent, comprising:

a memory; and

a processor configured by the memory to perform the steps of:

forming a derivative set of sounds from an International Phonetic Alphabet (IPA) set, by removing a native language IPA set from the IPA set, wherein the native language is at least one native language of the child;

forming a sequenced derivative set of sounds by sequencing the derivative set according to aspects of the derivative set, wherein aspects are selected from the group consisting of consonants, vowels, and tones;

selecting words in foreign languages that use at least one aspect of the sequenced derivative set each; and

embedding the selected words in an easy to follow format comprising a category according to one aspect, in the native language of the child.

2. The system of claim 1, wherein the step of sequencing the derivative set is further defined as grouping sounds into consonants from the derivative set, vowels from the derivative set, and tones from the derivative set.

3. The system of claim 1, wherein the step of selecting words in foreign languages is further defined as selecting words in foreign languages that use an increasing number of aspects of the sequenced derivative set each.

4. The system of claim 1, wherein the easy to follow format is selected from the group consisting of stories, games, and songs.

5. The system of claim 1, wherein the processor is further configured by the memory to perform the steps of:

testing the child on their ability to first recognize new sounds and second to pronounce perfectly; and

selecting words in the foreign languages that use an increasing number of aspects of the sequenced derivative set.

6. The system of claim 1, further comprising the step of visually representing a word of the selected words in foreign languages that use at least one aspect of the sequenced derivative set.

7. The system of claim 1, wherein the system is provided within a general computer.

8. The system of claim 1, wherein the system is provided within a server, thereby allowing more than one child to interact with the system.

9. A system for conditioning a child to learn any language without an accent, comprising:

logic implemented via hardware logic circuitry configured to form a derivative set of sounds from an International Phonetic Alphabet (IPA) set, by removing a native language IPA set from the IPA set, wherein the native language is at least one native language of the child;

logic implemented via hardware logic circuitry configured to form a sequenced derivative set of sounds by sequencing the derivative set according to aspects of the derivative set, wherein aspects are selected from the group consisting of consonants, vowels, and tones;

logic implemented via hardware logic circuitry configured to select words in foreign languages that use at least one aspect of the sequenced derivative set each; and

logic implemented via hardware logic circuitry configured to embed the selected words in an easy to follow format comprising a category according to one aspect, in the native language of the child.

10. The system of claim 9, wherein the step of sequencing the derivative set is further defined as selecting consonants from the derivative set, vowels from the derivative set, and tones from the derivative set.

11. The system of claim 9, wherein the step of selecting words in foreign languages is further defined as selecting words in foreign languages that use an increasing number of aspects of the sequenced derivative set each.

12. The system of claim 9, wherein the easy to follow format is selected from the group consisting of stories, games, and songs.

13. The system of claim 9, wherein the system further comprises:

logic implemented via hardware logic circuitry configured to test the child on their ability to first recognize new sounds and second to pronounce perfectly; and

logic implemented via hardware logic circuitry configured to sequentially move to increasing parts of sequences as the child masters each sequence.

14. The system of claim 9, wherein the selected words in foreign languages that use at least one aspect of the sequenced derivative set each are words that are easy to portray visually.

15. The system of claim 9, wherein the system is provided within a general computer.

16. The system of claim 9, wherein the system is provided within a server, thereby allowing more than one child to interact with the system.

17. A system for conditioning a child to learn any language without an accent, comprising:

a memory; and

a processor configured by the memory to perform the steps of:

forming a derivative set of sounds from a modified International Phonetic Alphabet (IPA) set, by removing a native language IPA set from the modified IPA set, wherein the native language is at least one native language of the child, and wherein the modified IPA contains sounds from languages that the child will learn in the future;

forming a sequenced derivative set of sounds by sequencing the derivative set according to the aspects of the derivative set, wherein aspects are selected from the group consisting of consonants, vowels, and tones;

embedding the selected words in an easy to follow format comprising a category according to an aspect, in the native language of the child.