JP2005172858A - Method for providing language learning material, and language learning material - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To learn hearing and pronunciation of various languages very easily and readily with high amusement through simple constitution and to contribute to long-period lasting of learning effects. <P>SOLUTION: In a language learning material, a specified musical piece and lyrics are selected so that accents of characters and/or words constituting the lyrics as a target character string to be learnt match a sound with high phonetic value among sounds constituting the musical piece. A learner is provided with a sequential musical sound consisting of the selected musical piece and lyrics as a language learning material consisting of auditory information. <P>COPYRIGHT: (C)2005,JPO&NCIPI

Description

  The present invention relates to a language learning material providing method for providing learners with language learning material for learning listening and utterance of various languages including non-native languages such as English, especially for Japanese, and the language learning material Concerning language learning materials consisting of

  Acquiring non-native languages such as English for Japanese people who regularly use Japanese as a result of rapid internationalization in recent years, including commercial transactions, is an essential condition for living in the international community. Screamed for a long time. However, the current situation is that Japanese conversation skills in non-native languages are significantly lower than those in other countries, which greatly hinders communication.

  As a method for learning such language listening and utterance, it is usual to repeatedly listen to the pronunciation of the language to be learned and to repeat the act of imitating it. Various techniques have been proposed for the purpose of supporting such language learning (see, for example, Patent Documents 1 to 5).

JP-A-5-217321 JP-A-10-1106020 JP 2001-42758 A JP 2001-337594 A Japanese Patent Laid-Open No. 2002-14607

  Specifically, in Patent Document 1, Japanese and foreign languages having the same meaning based on the same picture are recorded together with music, the sound level of either Japanese or foreign language is maximized, and the sound of music is recorded. There is disclosed a single record for learning a foreign language in which Japanese and foreign languages having different sound levels are recorded in such a manner that they can be simultaneously reproduced along with music of a minimum sound level on different reproduction channels. As a result, this foreign language learning record alone can easily improve the learning efficiency of infants with low learning consciousness and can potentially store foreign languages for a long time.

  Further, in Patent Document 2, for example, a sentence “Take one at a time.” “DA” is pronounced long and strongly at the first strength, such as “D> Ddd> DA #”. The first syllable symbol of “D”, the second syllable symbol of “D” that is pronounced weaker and shorter than the first strength by the second strength, and the “d” that is pronounced weaker and shorter than the second strength. Create a structure (speech composition structure) written in combination with the third syllable symbol, make all sentences aurally recognizable by the strength of the sound of “da”, and imitate the target language spoken sound by the professor A foreign language speech learning method is disclosed for learning a pronunciation of a foreign language. Also, in this Patent Document 2, the strength of a foreign language is read from a similar written sound of only “da” sound, and it is uttered repeatedly to recognize a foreign language sentence. A foreign language speech learning method for learning pronunciation of a foreign language by uttering a target language of a language material based on recognition is disclosed. In this foreign language speech learning method, the learner is connected with the right and left brain while maintaining the right brain advantage, which helps to accept foreign languages without resistance. And foreign language speech can be learned without impairing the learner's willingness to learn.

  Further, Patent Document 3 is a technique related to Patent Document 2, and in particular, presents the learner with a subconscious image that displays the exact target language content of the language material. A foreign language speech learning method is disclosed in which a foreign language language material is audibly trained while recognizing a subconscious image, or a language is spoken according to a target language utterance to learn a foreign language. As a result, in this foreign language speech learning method, while maintaining the right brain advantage, which is useful for accepting foreign languages without resistance, it is possible to learn foreign languages by subconsciously presenting images that express the contents of the target language. Because it gives subliminal effects and unconsciously grasps the contents of the target language in a short time, avoids left-brain dominant problems that tend to shift to recognition of grammar and meaning and accompanies recognition of grammar and meaning It is said that they can learn foreign language speech.

  Furthermore, Patent Document 4 discloses a method for allowing a learner to learn a language using a computer. In particular, this method outputs the word, the phrase, and the sound of the example sentence in the language in the order of the language word, the phrase using the word, and the example sentence using the phrase, and the sound of the example sentence is output. Immediately after the language is output in the language, the voice of the question sentence using the phrase is output in the language, and an answer to the question sentence is provided for the learner to speak in the language. It provides an opportunity for the learner to check whether the answer is correct. Thereby, in this method, it is possible to realize language acquisition with high proficiency in a short period of time for a learner who newly learns a language or a learner who has previously had difficulty in language acquisition. It is said.

  Further, Patent Document 5 discloses a foreign language language learning apparatus using a computer system that provides a user who wishes to learn a foreign language to information related to the learning of the foreign language. In particular, the foreign language language learning apparatus includes an input unit that inputs information necessary for learning a foreign language, a display unit that displays information necessary for learning a foreign language in characters and / or images, A sound reproduction unit that expresses information necessary for learning a foreign language by voice and / or music, and image information that is associated with a word or a sentence to be referred to when learning a foreign language and is learned as a vision, Language information recording unit containing at least each information of voice information for learning the pronunciation of words or sentences by auditory sense, text information representing words or sentences as text, and learning foreign languages by referring to this language information recording unit A program recording unit having one or more application programs for performing the learning, and using the application program of the program recording unit to execute a language learning for controlling an operation associated with learning a foreign language It is intended and a stage. As described above, in this foreign language learning device, when learning a foreign language, image information as vision, audio information as hearing, and text information as text are applied to all words or sentences to be learned. By doing so, learning efficiency and learning speed can be improved.

  By the way, in normal conversation, there are three processes: a) listening to a sentence, b) thinking about the response, and c) speaking the response. It is desirable to do this in the same process for non-native languages. However, the existing non-native language education in Japan is: a) listening to the non-native text, b) translating it into Japanese, c) thinking its meaning in Japanese, d) E) translate it into the non-native language, and f) utter the response in the non-native language. This kind of thought circuit is what you want for conversation. In other words, the existing forms of non-native language education in Japan not only cause a delay in the “response” to the question of the conversation partner, but also create incorrect pronunciations and sentences to consider responses based on Japanese. This is a big hindrance to learning.

  Another problem is that existing non-native language education in Japan is grammar-oriented. When learning a language, it is desirable to first learn the appropriate word / idiom / phrase pattern according to the situation, and then learn the grammar. However, at present, there are many grammar-oriented education forms that begin to learn from grammar, so the consciousness concentrates on grammar, which not only decreases learning efficiency related to listening / speaking ability that is most necessary for daily conversation. It is no exaggeration to say that even the learning effect is lost.

  Furthermore, the conventional language learning methods including the above-mentioned various techniques tend to use excessively visual and / or auditory symbols / information, preceded by complex theories. In other words, in the conventional language learning method, as visual information described in text or the like, in addition to phonetic symbols, rhythms and accents, word strength, syllable length, intonation, etc. It tends to be overused. In addition, in the conventional language learning method, information obtained by changing the above auxiliary symbols into a rhythm pattern by voice is used in addition to a native model utterance as auditory information recorded on a so-called CD (Compact Disc) or the like. There are many things. Such information is provided to allow learners to understand complex theories, but on the other hand, it gives the learners a difficult impression and forces them to learn complex and difficult, thus encouraging learners to learn. The current situation is hindering.

  Furthermore, as a conventional language learning method, there is a method of practicing pronunciation of individual consonants and vowels using, for example, a schematic illustration of the oral cavity, but this method concentrates on the pronunciation of single notes. Therefore, combined with the above-described translation-oriented learning and grammar-oriented education, it is a harmful effect for smooth communication in actual non-native languages.

  In addition, the existing non-native language education in Japan tends to adopt a learning form that uses letters suddenly from the beginning of learning, and has a tendency to emphasize reading and writing, since there are many learning using letters after that. However, there is a problem that the listening / speaking ability is weak. In view of this, it is desirable that the teaching material used for language learning is an auditory advance type, and there are many teaching materials that emphasize the improvement of listening / speaking ability. However, most of these teaching materials record conversations that are pronounced much slower than the speed of actual native pronunciation in everyday conversations. The ability to understand the meaning only if you speak slowly on site. This is due to the fact that the conventional teaching materials record slowly spoken conversations far from the speed of everyday conversations between natives, so the learner can understand only at this conversation speed. Yes, this leads to a situation where people cannot understand at the native conversation speed in the field and have no practical effect. In addition, such teaching materials can be acquired only by repeatedly listening to the same sentences, which is associated with patience and pain. In addition, repeating the same sentences over and over again causes the learner to become bored and maintain their desire to learn. There is a problem that can not be kept.

  As described above, none of the conventional language learning methods dispels the feeling that the learner is learning, and the expectation of the learner's efforts is great, and the learner's desire to learn is maintained. It was difficult to make it happen, and rather it kept the learner from learning.

  The present invention has been made in view of such circumstances, and eliminates conventional translation-oriented, grammatical-oriented, theoretically advanced, and read / write-oriented problems, and allows the learner to learn with a very simple configuration. Language learning material providing method that contributes to learning various languages listening and utterance easily and easily with a high level of entertainment without giving a feeling of being at all, and a language learning material comprising the language learning material The purpose is to provide.

  A language learning material providing method according to the present invention that achieves the above-described object is a language learning material providing method for providing learners with language learning material for learning listening and utterance of various languages. Selecting the music and the lyrics so that the accents of the letters and / or words constituting the lyrics as the target character string to be learned with respect to the high-sounding sounds among the sounds to be configured; and Providing the learner with a series of music composed of selected music and lyrics as the language learning material composed of auditory information.

  Such a method for providing a language learning material according to the present invention can provide a learner with an environment for learning using a single piece of music whose lyrics are a character string to be learned, and listen to and learn normal music. It contributes to learning various languages with the same fun feeling as.

  Here, it is desirable that the sound having a high sound value is a sound having a strong beat. Thereby, the learner can naturally acquire the relationship between an appropriate rhythm and accent corresponding to the language, and can perform a conversation while maintaining the appropriate rhythm of the language.

  Further, in the case of a language with a strong initial word, it is desirable that the music has the beat as a table beat. Further, as the music, it is desirable that the number of beats is 80 to 120 per minute which is the same as the tempo of daily conversation.

  Specifically, as the music, it is desirable to use rap that is a music form that utters words according to the rhythm. At this time, the music has a predetermined melody, and a rap having the melody or a music that has the melody of all music genres other than rap is remixed to the beat based on the rap. Can do.

  On the other hand, as the above-mentioned lyrics, those that are completed for each predetermined theme or situation can be used, so that they can be learned naturally only by listening to an appropriate word / phrase / phrase pattern according to the theme or situation. The music is configured such that a main target character string is repeated a plurality of times in one music. The main target character string is an important and standard phrase including characters, words, idioms, sentences, and the like. As a result, the learner can surely remember the target character string that the learner wants to remember according to the theme or situation.

  In addition to the part that utters the lyrics in time with the beat regardless of the melody, the music has a part that utters the lyrics in accordance with the melody of the music. Here, regardless of the melody, the part that utters lyrics in time with the beat includes those that include syncopation and those that do not include syncopation. A part that does not include syncopation produces a rhythm similar to what native speakers normally speak, and a part that includes syncopation produces a rhythm similar to that sung by a rap singer. In addition, since the above-mentioned important and standard phrase is a part that utters lyrics in accordance with the melody of the music, the learner always matches the target character string that should be remembered according to the theme or situation according to the melody. Thus, it is possible to memorize surely and easily without causing pain, and it is possible to obtain an effect that it is difficult to forget what is memorized. Furthermore, since the lyrics include a so-called reduced form, the learner can surely learn the reduced form that is difficult to learn.

  In addition, as the above-mentioned music, a song whose number of beats per minute changes in one song is also used. More specifically, the number of beats per minute is continuous or stepwise as the song progresses. It is desirable to use the one that increases. The language learning material may include not only the original number of beats per minute of the music but also less than the original. In this way, the learner can reduce the sense of resistance caused by listening to English pronunciation at a fast rhythm from the beginning by being provided with means for making the tempo variable for the language learning material. It can be easily performed.

  Further, the language learning material may include more detailed information for supporting learning. More detailed information for supporting the above learning includes pronunciation of individual characters and how they are uttered, utterances of each word constituting lyrics, reduced form utterances included in the lyrics, and / or Or the utterance sound for every sentence according to the rhythm of tempo slower than an original rhythm is mentioned. In addition, for more detailed information for supporting the learning, the accents of the characters and / or words may be matched with sounds having a high sound value among sounds constituting a predetermined music piece. . The learner can enhance the learning effect by using more detailed information for supporting such learning.

  In addition, the language learning material can be provided to the learner in a form that matches the form of music distribution, and as one form thereof, as a language learning material comprising at least a recording medium capable of recording voice information. Can be created.

  Furthermore, the language learning material may be configured to include a series of music as auditory information composed of the music and the lyrics, and at least an image as visual information of an actor who utters the lyrics. In this case, it can be created as a language learning material comprising a recording medium capable of recording video information in addition to audio information.

  Furthermore, the language learning material may be provided to the learner by broadcasting, a movie, content executable by various information processing devices, a music concert format, or a demonstration at a predetermined educational facility or event.

  Moreover, the language learning material according to the present invention that achieves the above-mentioned object is a language learning material comprising language learning materials for learning listening and utterance of various languages, and the language learning material contains predetermined music. Auditory composed of the music and the lyrics selected so that the accents of the letters and / or words constituting the lyrics as the target character string to be learned with respect to the sounds having a high sound value among the constituent sounds It is characterized by a series of music as information.

  Such a language learning material according to the present invention learns by using a single piece of music whose lyrics are the character string to be learned. Can learn.

  The present invention eliminates unnecessary information such as symbols and supplementary information found in existing language learning, and has an extremely simple configuration incorporating only the minimum elements necessary for language acquisition. Because it is structured so that the necessary lines can be smoothly displayed, it is possible to smoothly express natural rhythms and phrases of various languages in various situations, and to naturally express the rhythms and sounds of the languages concerned. And can be easily learned. In other words, the present invention eliminates the problems of the conventional translation-oriented type, grammatical-oriented type, theoretically advanced type, and reading / writing-oriented type, and has the same fun feeling as listening to and learning normal music, and is highly entertaining. It is possible to easily and easily learn a conversation in the language, dispel the feeling of learning from the learner, and maintain the learner's willingness to learn.

  Hereinafter, specific embodiments to which the present invention is applied will be described in detail with reference to the drawings.

  This embodiment proposes a completely new method for learning listening and speaking of various languages including non-native languages such as English, especially for Japanese. This learning method dispels the feeling of learning from the learner, and can naturally acquire the ability to hear and speak language with high entertainment.

  In the following, for convenience of explanation, English will be adopted as a non-native language, and explanation will be given with a focus on learning English listening and utterance.

  First, prior to specific description of the present invention, in order to clarify the significance of the present invention, an outline of a learning system uniquely found by the applicant of the present invention through repeated research will be briefly described.

  The biggest problem in learning English is that despite the fact that English has a very different pronunciation system from Japanese, learners tend to follow the Japanese pronunciation system. The reason why Japanese learners cannot speak English is because the pronunciation of Japanese is transferred to English as it is. Learners are often unaware that their pronunciation is not English. Therefore, the biggest cause of learning non-native languages such as English is not an exaggeration to say that they are in their native language, but also how to pronounce English depending on how they overcome the barriers to pronunciation of their native language Japanese. Change occurs.

  The way to break the Japanese pronunciation barrier is to learn the difference between Japanese and English pronunciation systems, and to understand the difference accurately, and then learn the law of conversion to sound.

  Here, the differences between Japanese and English pronunciation systems are summarized into 10 items shown in FIG.

  First, the first difference between Japanese and English pronunciation systems is “word ending”. While Japanese always has vowels at the end of every word, English has many words that end with consonants, such as "soap", "book", and "dog". Despite the unique features of English, it follows the Japanese pronunciation system and, like "soupu", "bukku", "dotgu", vowels at the end of words are also pronounced when English is pronounced. There are many learners with pronunciation, and this is the reason why the acquisition of English is significantly hindered.Therefore, even when uttering in accurate sentences, vowel sounds are added at the end. There is a phenomenon in which it is not possible to communicate with native speakers at all because it is attached and spoken.

  The second difference between Japanese and English pronunciation systems is “syllable”. Japanese has a unique rhythm that pronounces one syllable with equal length, but English has long and short syllables. A syllable is usually a unit of utterance that is greater than one note and less than one word. For example, the word “drive” consists of one syllable in accurate English pronunciation, but it is a Japanese learner of English. Many of them are uttered by dragging the Japanese character with vowels in their consonants, such as "do-ra-i-bu". Strong tendency to pronounce. In this way, learners cannot learn English-specific rhythms because they speak in Japanese-specific rhythms, and even if they speak correct English sentences, they cannot communicate natively. The current situation is preventing the improvement of English conversation skills.

  Furthermore, the third difference between Japanese and English pronunciation systems is “strongness (accent)”. In English, there are various combinations of places that require strong energy when speaking and weak places that do not require much energy. Speaking this strength clearly and distinctly creates a unique rhythm that does not exist in Japanese. For example, in a sentence composed of six words “There is an accident in Tokyo.” Shown in FIG. 2, “−” and “●” in the figure, which is the information most desired to be communicated to the conversation partner, are attached. The two words “accident” and “Tokyo” are accented, and these words are pronounced long, while the other words with “-”, “・” in the figure are short. Pronounced.

  This is because all words in English are roughly divided into content words and function words. Content words are generally words that refer to things, qualities, states, actions, etc., and are words that have meaning (lexical meaning) even when used alone, and are mainly nouns, verbs, and adjectives. Adverbs apply, but even one character may apply. On the other hand, a function word has almost no independent meaning and is a word indicating a grammatical meaning (grammatical meaning) in a sentence or between sentences, and mainly includes “and”, “to”, Applies to conjunctions such as "the", prepositions and articles. English is characterized by emphasizing characters and / or words expressing what one wants to convey to the conversation partner, while characters and / or words that are not so necessary for information transmission are pronounced short. In many cases, characters and / or words that express what you want to convey to the conversation partner are mainly content words. However, when you want to emphasize a function word as an exception, the function word may be accented. is there. Further, there is a rule that the same word that appears after the second time in a series of conversations is not emphasized even if it is a content word. In this way, accents have an important element in creating English-specific rhythms, while at the same time bringing great meaning to the transmission of English content. Despite this, many learners do not understand these facts, and when they speak English, they improve their English conversation skills because they speak in their own Japanese rhythm. The current situation is preventing it.

  Furthermore, as a fourth difference between Japanese and English pronunciation systems, there is “the presence or absence of a sound that exhales strongly”. English requires pronunciation that exhales strongly and does not exist in Japanese, such as popping sounds. Specifically, in English, for example, “b, d, g, f, h, j, k, p, t, v, z” frequently require sounds that need to be pronounced. Spoken. On the other hand, Japanese does not have the sound of exhaling strongly like English, but rather tends to be tempted to pronounce intentionally exhaling. This is not only a difference in pronunciation system, but also a Japanese culture whose virtues are “pulling” symbolized by so-called “moderate” and “push” symbolized by “expressing one's own opinion” It is thought that this is due to the difference in the characteristics of the culture itself, that is, Western culture with the virtues, and in Japanese culture, it is thought to be impolite to blow on the other side. For this reason, the present situation is that a learner cannot easily achieve a beautiful pronunciation like a native who regularly uses a learning language.

  The fifth difference between Japanese and English pronunciation systems is “intonation”. English is also called an intonation language, and has complex inflections that do not exist in Japanese. There are various ways to use intonation, and even the same sentence changes its meaning depending on how it is used. For example, the text “How are you?” Shown in FIG. 3A and the text “What's new?” Shown in FIG. 3B are pronounced with an intonation of 1 to 3 levels between words. Therefore, when learning English, it is important to accurately grasp such intonation.

  Furthermore, the sixth difference between Japanese and English pronunciation systems is “reduced form”. This reduced form is roughly classified into “connected”, “assimilated”, “shortened”, “dropped”, “disappearance of plosive”, and “slow / fast”.

  First, “concatenation” is a phenomenon in which words are smoothly connected, and particularly occurs when a consonant comes at the end of the previous word and the beginning of the next word starts with a vowel. For example, when two words “an egg” are pronounced, as shown in FIG. 4A, one word is used so that there is no break between “an” and “egg”. Smoothly connected like a word.

  “Assimilation” is a phenomenon in which the language sound changes and becomes close to another sound that follows or precedes. For example, when two words “Meet you.” Are pronounced, the sound changes as shown in FIG.

  The “abbreviated form” is represented by a case where “You had ~” and “You would ~” change to “You'd” as shown in FIG. In some cases, such as “is”, “has”, “will not”, etc., the pronunciation changes completely when shortened.

  “Omission” is a phenomenon in which pronunciation of vowels and consonants is omitted. Specifically, as shown in the figure (d), in “camera” which is pronounced “ka me la” in Japanese, the pronunciation of “e” as a vowel of “me” is omitted in English. It is represented by the example to be done. In addition, this “dropping” occurs particularly when the ending consonant and the beginning consonant overlap. Specifically, as shown in the figure (d), the pronunciation of “t” is omitted in English in “next week”, which is pronounced as “ne-ku-sto-wee-ku” in Japanese. It is represented by the example to be done.

  “Disappearance of a plosive” is a phenomenon in which a burst does not actually occur even if there is a plosive. Specifically, when the two words “kept quiet” are pronounced, the “pt”, which is a plosive sound, disappears without being pronounced, as shown in FIG.

  “Slow / rapid” is a phenomenon in which a speed change occurs in a group of utterances, and as the weakness between the stress (accent) and the stress increases, the portion is pronounced weaker and faster. That is, the isochronism of the stress is in a relationship of speed and change. For example, as shown in (f) of the figure, when “Tom looks as if he were tired.”, The part of “as if he were” marked with “•” is weak and fast. Pronounced.

  In any case, the reduced form is a phenomenon that is deformed and pronounced, that is, weakly pronounced, unless it is emphasized in native speech, and is frequently used in fluent daily conversation. This is an important phrase for understanding English conversation. This weak pronunciation should not be obscured on its own, but needs to know the exact pattern of the weak form. However, there are few learners who accurately grasp this phenomenon, and there are no teaching materials that can be worn naturally, accurately and happily even though there are teaching materials that explain them visually. The current situation is that they cannot produce beautiful pronunciation like native speakers.

  Furthermore, the seventh difference between Japanese and English pronunciation systems is “the existence of sounds that do not exist in Japanese”. In English, there are many sounds that do not exist in the 50 Japanese sounds, and from the Japanese sense, there are many sounds that are difficult to distinguish the pronunciation of vowels and consonants. For example, in English, as in “cl” in the word “clever”, only consonants may continue without vowels. In Japanese, “l” and “r” exist in English as consonants corresponding to the pronunciation of the “La” line, so it is difficult for learners to distinguish “fly” and “fry”. is there. In addition, there are more than 10 vowels in English compared to only 5 vowels in Japanese. For example, “heart” and “hurt”, “bees” and “beads” are words that are difficult for a learner to identify. There are teaching materials that use illustrations to explain the ability to identify sounds that do not exist in Japanese, but such teaching materials are extremely difficult for learners to understand. The current situation is that it requires a great deal of labor and patience.

  The eighth difference between the Japanese and English pronunciation systems is “response”. Japanese has a cultural characteristic of virtue of “silence” and “between” due to shame that Japanese people tend to be conscious of, but it is English to have such “silence” and “between” Conversely, it is a rude act in the zone. Westerners often consider that if a long “silence” or “interval” occurs during a conversation, the listener is not interested in the story, or that the speaker has some problem. They tend to dislike “silence” and “between”. With these cultural differences in mind, when talking to English-speaking people, it is necessary for students to speak immediately if they are asked any questions, but learners have many “between” spaces. In many cases, “silence” and “between” are too long in English-speaking countries, because conversations follow a slow Japanese-like utterance pattern. In other words, in Japan, there is currently no emphasis on learning related to “response” in which an immediate response is made to a question, and as a result, learners who have not mastered this “response”. In many cases, in order to create long “silences” and “intervals”, the situation of inviting patience to the conversation partner is actually invited.

  Furthermore, the ninth difference between Japanese and English pronunciation systems is “tempo”. This is due to differences in the tempo of life and culture in each region. Although there are individual differences, the English-speaking trend is statistically faster than in Japan. In addition, it is synonymous with “response” described above, but in English-speaking countries where “silence” and “between” are taboos, the conversation catch-ball tempo is higher than in Japan with “silence” and “between” virtues. Is also fast. Therefore, when learning English, it is necessary to keep in mind that it can handle such a fast tempo.

  Finally, the tenth difference between Japanese and English pronunciation systems is “gesture”. In English conversation, as mentioned above, it is important to speak with an accent that requires strong energy, a reduced form that utters long words quickly, and an appropriate rhythm. In order to make them easier to pronounce, natives are unconscious or conscious by taking various gestures such as shaking their necks and shoulders and shaking their hands when speaking. It is easy to speak with English original rhythm. This difference in gesture during conversation is thought to be due to the fact that Japan is a so-called “quiet” culture, while English-speaking is a so-called “motion” culture. In other words, Japanese people don't like to shake their hands and change their facial expressions from a cultural perspective, while English-speaking people actively adopt taboo gestures in Japan. Express yourself. Thus, despite the fact that English is a rhythmic language with gestures, there is currently no such education in Japan.

  When learning English, it is necessary to accurately grasp the differences between Japanese and English pronunciation systems, overcome cultural differences, wipe out Japanese pronunciations, and switch to English pronunciation systems. It is extremely difficult to grasp these differences. Despite the difference in pronunciation system, learners follow the Japanese pronunciation system and pronounce it, which greatly hinders their progress.

  From the viewpoint of these differences, the applicant of the present application has found the following six items as important items when learning English.

  First, get used to the normal conversation speed spoken by native speakers. Most of the existing learning materials were created by the native speaking slowly, but it is no exaggeration to say that if you are not used to the native speed, there is little meaning in learning English. . Therefore, the applicant of the present application paid attention to the fact that it is possible to get used to the normal speed spoken by native speakers as an important item in learning English.

  The second is to improve the conversation response. As mentioned above, Westerners tend to dislike “silence” and “between” in conversation, and in order to respond to this, it is necessary to speak immediately when asked. is there. Therefore, the applicant of the present application learns a lot of classic phrases to improve the response of conversation as an important item in learning English, and it is possible to unconsciously and smoothly output words according to the situation. Focused on doing.

  The third is to have a conversation with an appropriate English rhythm. The conversation that natives can understand without any sense of incongruity is in line with the proper English rhythm. In order to achieve this, it is necessary to speak with correct English pronunciation and accent of each phrase. Therefore, the applicant of the present application paid attention to the fact that it is possible to naturally acquire a conversation with an appropriate English rhythm as an important item in learning English.

  The fourth is to learn the reduced form described above. In fluent English conversation, as described above, the reduced form is frequently used, and it is impossible to understand native conversation without understanding this. Nonetheless, education to learn such reduced forms has not been emphasized. The applicant of the present application has paid attention to the fact that it is possible to appropriately acquire such a reduced form as an important item in learning English.

  Fifth, apply gestures when speaking. In English conversation, as described above, it is important to move a part of the body and take an appropriate rhythm in places where there is an accent to be emphasized. Therefore, the applicant of the present application has focused on encouraging the learner to create an appropriate rhythm by giving a gesture in a place with an accent or the like.

  Sixth, to increase the wording that includes important and classic vocabulary. In English conversation, there are standard phrases such as greetings and shopping for each specific situation or situation, and if you remember this, the response of the conversation will be good, so phrases that include the most necessary vocabulary for everyday conversation Increasing is important. Therefore, the applicant of the present application paid attention to the fact that it is possible to increase the wording including important and standard vocabulary as an important item in learning English.

  When the applicant of this application is searching for a method to achieve all of these items, the music that will memorize the melody and lyrics immediately after listening to it and the music that matches his taste are easy to remember and forget. Focused on the tendency to be difficult to do. In other words, the applicant of the present application has constructed a completely new learning system that combines English learning with the extremely fast language absorption ability, extremely high memory retention effect, and extremely high retention rate of music, and English based on this learning system. We have devised a method for learning listening and utterance. Hereinafter, such a learning method will be described.

  As shown in FIG. 5, this learning method provides a learner with a series of music composed of predetermined music and lyrics as a target character string to be learned as language learning material made of auditory information. Listening and speaking in English by memorizing and imitating music composed of lyrics and role play that divides and plays the role of conversation based on this, and arranges learners arbitrarily. And the ability to think and speak for themselves. Note that the music does not necessarily have to be accompanied by a predetermined melody, and is a concept that includes only a beat described later.

  Here, techniques for outputting words and music at the same time have been known, but the learning method proposed here is different from the conventional method, and the strings that compose the words and the music that is combined with these strings. The selection is characterized.

  That is, the language learning material used in this learning method is at least the character and / or word constituting the lyrics as the target character string to be learned with respect to the sound having a high sound value among the sounds constituting the predetermined music. The basic principle is to match the accents, and the music and the lyrics are selected based on this principle.

  Here, in order to clarify the explanation, musical terms used in the present invention will be explained.

  First of all, the high-sounding sound means a sound with a strong beat, a long sound compared to the surrounding sound, a relatively high sound compared to the surrounding sound, the beginning / stopping sound of the phrase, A sound that is left alone without being covered by sound.

  Also, according to "Masao Ishidari, Shozo Maruta, Takeo Kimiko, Yasuo Sueyoshi, Takashi Iida, Nobuyoshi Iinuma," Rakuten Theory and Practice ", Ongaku Notomo Co., Ltd., certain sounds sound seamlessly. If it continues, the sound does not make the listener feel the time ticks, but a) if a certain sound is heard in multiple times, b) the sound that is heard is slow and continuous In the case where there is a change such as a difference in length, high / low, strength, difference in sound quality, etc. c) When a time when the sound cannot be heard is inserted, the “step” of the passage of time is felt. Musical rhythm means such a step.

  Furthermore, according to the book, various rhythms are used for music, but they are not used without any order. In other words, the rhythm is always created in units of “beats” that are engraved at regular intervals. Music mainly uses sounds that are multiples of such beats, or sounds that are a fraction of a beat, and sounds that are further divided or connected as needed. Assembled. In music, the length of one beat is usually fast and slow from 0.2 seconds to 1.5 seconds.

  Furthermore, according to the book, in music, the minimum order of rhythm is born by being beaten, but it is time that plays a role in organizing them together. The time signature is an organization that periodically sets psychological strong points every few beats, organizes and integrates the progression of beats, and is realized by repeating at some point every few beats. A beat corresponding to this strong point is called a strong beat, and other beats are called weak beats. In general, music tends to accentuate long notes because it tends to listen consciously to a relatively long sound that comes after a short (subdivided) sound, or a sound that has a relatively long time before the next sound. From these, it can be said that the time signature is a regular alternation between a strong beat and a weak beat.

  The language learning material used in this learning method is, as described above, from the viewpoint of naturally acquiring the relationship between English-specific rhythms and accents. It is desirable to select the song and the lyrics so that the accent of the characters and / or words constituting the lyrics as the target character string to be learned matches the sound in the beat.

  This is based on the following viewpoints. In other words, as described above, the English rhythm appears in various combinations of places that require strong energy during speech and weak places that do not require much energy. It is a group that attracts weak spots that do not require much energy. Such a group of phenomena occurs in the same manner regardless of the number of weak spots. For example, as shown in FIG. 6, a large wave appears with a small wave, and the weak spot becomes a strong spot. It becomes a shape that adheres. In this way, the strong part following the weak part appears to rise, and tends to appear at relatively equal intervals on the time axis. Such a phenomenon is very similar to the time signature in music. Therefore, as a language learning material, letters and / or word accents that constitute lyrics as a target character string to be learned with respect to sounds having a high beat value that constitute a musical piece among high-value sounds. It can be said that it is desirable to select the music and the lyrics so that the two match.

  Here, there are usually so-called table beats and back beats in music, but since English has a strong beginning, it is desirable for English learning to employ music with strong table beats. In other words, it is desirable for English learning to employ music whose music beats are the beats.

  Language learning materials based on these basic principles are suitable for learning English for the following reasons.

  First, consider the pronunciation of the sentence "Oops! We wiped out! We're everywhere! Ignore the stares!" In this case, the general pronunciation by a Japanese English learner follows, as described above, a Japanese-specific rhythm in which one syllable is pronounced with an equal length. For example, FIG. As shown in the following, “Up, We, We, P, A, U, We, E, B, We, We, I, G, A, If it is expressed as a rhythm score, it takes 27 beats of quarter notes. That is, a typical pronunciation by a Japanese English learner is one syllable per beat as shown in FIG.

  Similarly, the general pronunciation of an existing English learning material is "oops, we, wiped, out, we're, every, where, ignore, the, stars" as shown in Fig. 7 (b), for example. When this is expressed in rhythm, it takes 10 beats of quarter notes. In addition, when the pronunciation by the existing English learning material was statistically examined, as shown in FIG. 8, this pronunciation was pronounced with an average of 1.25 syllables per beat.

  On the other hand, when the accents of characters and / or words constituting the target character string desired to be learned with respect to a sound having a high note value are matched based on the basic principle described above, the following is obtained.

  That is, the accents of the words that make up the sentence "Oops! We wiped out! We're everywhere! Ignore the stares!" Are "Oops", "out", "every", "where", "Ignore", " As shown in FIG. 7 (c), each word is pronounced briefly using the reduced form described above, and "oopswe / wipedoutwe '" re · every · where · ignorethe · stares ". That is, according to this pronunciation, when pronounced with the same time signature as in FIG. 5B, it is pronounced so that the accent of characters and / or words matches the strong beat indicated by “<”. Therefore, it is represented by a rhythm notation using short notes such as eighth notes and sixteenth notes as well as quarter notes, and a time of six beats is sufficient in terms of quarter notes. In other words, in this pronunciation, if the number of beats is the same, more words can be uttered than pronunciation by the existing English learning material.

  The applicant of the present application has found that such pronunciations appear prominently in rap, which is a musical element in so-called hip-hop culture. Moreover, such pronunciation is the same as a native pronunciation form that makes heavy use of reduced forms. Because rap is a musical form that utters words according to the rhythm, it helps to recognize the existence of accents and rhythm necessary to pronounce English well, and it is an exhilarating rhythmic music. Singing is not a pain, you can easily acquire accents and rhythms, and the retention rate is high. In addition, because rap needs to speak quickly according to the rhythm, material that supports the use of the above-mentioned reduced form to listen to English spoken at high speed and to pronounce with precise accents. As such, it is extremely optimal.

  In the following, a rhythm using a beat based on such a lap (hereinafter referred to as a lap beat) will be referred to as a “simple lap” rhythm for convenience.

  Furthermore, the following findings were obtained by analyzing such rap beats from a musical point of view.

  Many raps spoken by ordinary rap singers cause so-called syncopation. This syncopation is a state in which the normal progression of time and rhythm due to strong and weak beats has been deliberately changed by some means according to the above-mentioned “Music theory and practice”. To occur.

  First, when a sound that starts with a weak beat continues uninterruptedly until the next strong beat, the position of the strong beat changes, that is, moves and becomes conscious. This is the first case where syncopation occurs. Also, when the sound that started with a weak beat lasts for a beat similar to a strong beat, such as the third beat in a 4-beat, the same syncopation as in the first case occurs. This is the second case where syncopation occurs. Furthermore, when two or more weak beats are connected and become longer than a strong beat, it may be recognized as a strong beat. This is the third case where syncopation occurs. Furthermore, when the strong beat is silent due to a rest, the next sound is recognized as a strong beat even if it is a weak beat. This is the fourth case in which syncopation occurs. Moreover, even if it consists of an ordinary rhythm, syncopation occurs depending on how the intensity is changed. This is the fifth case in which syncopation occurs. Furthermore, syncopation also occurs when a performance technique that makes another beat feel. This is the sixth case in which syncopation occurs.

  The rap singer speaks rap with a rhythm that intentionally causes such syncopation. The applicant of the present application pays attention to the phenomenon in which the position of the strong beat changes when the syncopation occurs in the first case, that is, when the sound that started with a weak beat continues uninterruptedly until the next strong beat. did. In other words, if there is a slur that is an arc line connecting notes of different scales on the musical score, syncopation occurs at that part, but in this syncopation, the original strong beat position located at the end of the arc line is at the beginning of the arc line. It moves forward in time to the note of the weak beat that is located.

  Applying such a phenomenon to pronunciation based on the basic principle described above means that if the strong beat position that matches the accents of characters and / or words does not move forward in time, That is, the number of words that can be included in one measure can be increased. Therefore, it is necessary to use more reduced forms for the pronunciation that matches the rhythm with syncopation, and it can be said that it is optimal for faster native daily conversation speed and wording practice.

  Specifically, the pronunciation of the sentence "Oops! We wiped out! We're everywhere! Ignore the stares!" Mentioned above is shown in the same figure (c) when each word is tuned to a rhythm with syncopation. It is moved forward in time by using a reduced form and using a reduced form more than the case shown, and is represented by a rhythm score as shown in FIG. In other words, in this pronunciation, if the number of beats is the same, more words can be uttered than the simple lap rhythm shown in FIG.

  In the following description, a rhythm using a lap beat accompanied by such syncopation is referred to as a “complex lap” rhythm for convenience. That is, a simple lap means a lap that does not include syncopation, and a complex lap means a lap that includes a syncopation to create a complex rhythm.

  The pronunciation based on the above-mentioned basic principle, that is, the rhythm of simple rap and / or complex rap, as shown in FIG. 8, is pronounced with an average of 2.85 syllables per beat, The result was the same as the number of syllables in pronunciation of everyday conversation.

  In addition, the applicant of the present application measured the native normal conversation speed using a metronome, and found that the beat per minute (BPM) was statistically 80 to 120. Based on this, music using simple raps and / or complex raps was actually created, and the results shown in FIG. 9 were obtained. The created music is composed of 4/4 time signatures. Therefore, the number of measures per minute is represented by (BPM) / 4, the number of words in one measure is represented by (total number of words) / (total number of measures), and the number of words per minute is ( The number of measures per minute) × (the number of words in one measure), and the number of words per beat is represented by (number of words in one measure) / 4. Furthermore, when the relationship between the number of beats per minute (BPM) and the number of words per beat is obtained from this result, the number of words per beat decreases monotonously with the increase in the number of beats per minute. I found out that

  That is, as the language learning material, the music is realized so as to realize the rhythm of simple rap and / or complicated rap having the relationship between the number of beats per minute, the number of words, and the number of syllables shown in FIGS. And you can select lyrics.

  In addition, as a time signature of a music, 2 time, 3 time, 4 time, 6 time, 9 time, 12 time, and mixed time are desirable. More specifically, 2/2 time, 2/4 time, 2/8 time can be used as 2 time, and 3/2 time, 3/4 time, 3/8 time can be used as 3 time. 4/4 time, 4/8 time can be used, 6/4 time can be used, 6/4 time, 6/8 time can be used, and 9 time 9/8, 9/16, 12/12 can be used, 12/8, 12/16 can be used, and 8/8 can be used as mixed time. . Of these, 3/4, 4/4, and 6/8 are particularly suitable for laps.

  In music that uses such rap as music, if you try to speak English lyrics with a Japanese rhythm, at least the “syllabic” shown as the second difference and the “strength ( Accent) ”,“ response ”shown as the eighth difference, and“ tempo ”shown as the ninth difference, it is impossible to sing along with the music. In other words, the learner can learn the English pronunciation system for at least the second, third, eighth, and ninth differences described above by singing with a rhythm that matches the music based on rap. it can. At this time, as the lyrics constituting one piece of music, for example, a predetermined theme such as greetings or shopping, a completed phrase for each situation, or a phrase most necessary for daily conversation are selected, and the lyrics are the main in one piece of music. By repeating a target character string a plurality of times, it becomes easy to memorize a number of important and standard phrases that the user wants to learn reliably. Therefore, in the newly proposed language learning material, the length of the character string is also determined according to the length of one piece of music, and conversely, the length of one piece of music is determined according to the length of the character string. The length is determined appropriately.

  Also, in this language learning material, the “word ending” shown as the first difference, “sigh” shown as the fourth difference, “reduce form” shown as the sixth difference, and As for the “sound that does not exist in Japanese” shown as the difference of 7, the pronunciation system can be learned by using it frequently in the lyrics to be adopted.

  Furthermore, the rap to be used is composed of parts that utter lyrics according to the beat regardless of the melody, but in the language learning material, by providing such a part, it is shown as the fifth difference described above. It is also possible to learn about “intonation”. In addition, this language learning material is composed of two types, and in addition to a lap part that utters lyrics in accordance with the beat regardless of the melody, a chorus part that utters lyrics in accordance with the melody of the music is provided. . And in this language learning material, the important and standard phrases that are repeated multiple times in the above-mentioned music are surely enjoyable as a song along the melody by singing along with the melody as a chorus part. And it can be easily memorized.

  Furthermore, since rap is extremely rhythmic music, a learner who is a performer can obtain a relaxation effect by singing and move the body naturally. Thereby, the learner can relatively naturally perform the “gesture” shown as the tenth difference.

  In this way, language learning material consisting of music with rap as a music is characterized by the fact that it cannot sing enough unless it dispels the Japanese pronunciation system and switches to the English pronunciation system. is there. And this language learning material can learn English conversation with the same fun sensation as listening to and remembering normal music by learning using one piece of music with the text you want to learn as lyrics. It can be done.

  Since this language learning material is used to learn English conversation through music, it is desirable that the music be memorized immediately after listening. In other words, this language learning material is very different from the teaching materials that use music as the background music, and by selecting a song that can be remembered as soon as you listen to it, you can easily learn the lyrics accordingly. Can be remembered for a long time.

  Moreover, although music has a preference by an individual, this language learning material can also cope with such a difference in preference. That is, in this language learning material, the reason why the rap is adopted as the music is because, as described above, attention is paid to the beat that the rap has. In other words, the language learning material only needs to use rap beats as music. Therefore, in this language learning material, for example, so-called jazz, bossa nova, reggae, rock, house, techno, trance, pop, country, latin, samba, rumba, tango, mambo, waltz, classical music, and even koto and shamisen All music genres such as Japanese music using Japanese musical instruments such as Japanese music may be remixed to match the rap beat, and if there is a beat, it is limited to the instrument used Nor. In this way, this language learning material can use favorite music as long as it adheres to the basic principles of the present invention described above, so depending on the gender, age group, and culture of the learner. It is possible to respond to a wide variety of preferences, and it is accepted by a wide range of people, and it is difficult to get bored and learning can be continued for a long time.

  As described above, this language learning material is composed of one piece of music having a character string to be learned as lyrics. For example, as a language learning material for learning a wording about a predetermined theme, those expressed by musical scores shown in FIGS. 10 to 12 are provided.

  FIG. 10 shows an example in which music using simple wrap is applied to language learning material, and FIG. 11 shows an example in which music using complex wrap is applied to language learning material.

  In other words, this language learning material is the theme of teenage native daily conversation, "Down the road steaming, I've had a bad day. (The) cars nearly hit me swerving. (I was) bit by (the) dogs wanting to play.I leave them all behind along with my frown. (I) get on the grass and just lie down. This is provided as a part that utters lyrics along with the beat regardless of the melody described above. From these figures, it can be seen that, even in the case of simple raps and complex raps, the accents of all the words that make up the lyrics match the strong beats with high note values. In particular, in the case of the complicated lap shown in FIG. 11, the strong beat moves forward in time due to syncopation, so that it can be seen that the accent of the word also moves forward in time. .

  FIG. 12 shows an example of language learning material that utters lyrics in accordance with the melody of the music described above.

  The language learning material is "I don't wanna (want to) be alone tonight.But I've found a way to make it right.So I'll take myself along to the stars I belong.Oh, you've The text “never seen a gem so bright.” was set up as a part that utters the lyrics along with the melody of the music. As described above, in the language learning material, by providing a part that utters lyrics in accordance with the melody of the music, it is possible to increase the willingness to learn without getting tired of the learner with the sharpness of learning.

  As a language learning material, one piece of music composed of a composition that utters lyrics in accordance with the melody of the music as shown in FIG. 12, and utterance of lyrics in time with the beat regardless of the melody as shown in FIG. A single piece of music composed of simple raps, a single piece of music composed of complex raps that utter lyrics along with the beat regardless of the melody as shown in FIG. 11, and lyrics without music By providing what is configured to speak only as one package, it is possible to select according to the learner's acquisition level, preference, target to be learned, and the like.

  In other words, accent music and reduced form can be learned with a single piece of music that consists of a composition that utters lyrics according to the melody of the music, but in order to match the melody, it learns accurate intonation. It can be difficult. On the other hand, in addition to accents and reduced forms, learn about intonation in one piece of music composed of simple raps or complex raps that utter lyrics in time with the beat regardless of the melody. Is possible. In particular, a single piece of music composed of complex raps can introduce a wide variety of rhythms unique to English, so that the importance of accents and reduced forms can be recognized with high entertainment. Can be planned. At this time, the simple lap and the complex wrap may be properly used according to the preference of the learner.

  In addition, as a language learning material, it can also be provided as a piece of music having both a part that utters lyrics in accordance with the beat regardless of the melody and a part that utters lyrics in accordance with the melody of the music. As this type of language learning material, for example, the one shown in FIG. 13 is provided.

  In other words, this language learning material is provided for learning conversations about the most basic expressions of greetings that are exchanged in the morning, noon, and night, and is roughly divided into seven parts. Configured. In the first part shown in the first and second lines in the figure, the basic sentences used for greetings such as "Nice to see you." And "How are you doing?" It is done. Also, in the second part shown in the third to eighth lines in the same figure, a conversational sentence such as “Good morning!” That is regularly used in the morning time zone is provided. Furthermore, the same sentence as the first part is provided again in the third part shown in the ninth to tenth lines in FIG. Furthermore, in the fourth part shown in the 11th to 17th lines in the same figure, a conversational sentence such as “Good afternoon!” That is regularly used in the daytime period is provided. In the fifth part shown in the 18th to 19th lines in the same figure, the same sentence as the first part is provided again. Further, in the sixth part shown in the 20th to 26th lines in the same figure, a conversational sentence such as “Good evening!” That is commonly used in the night time zone is provided. In the seventh part shown in the 27th to 28th lines in the figure, the same sentence as the first part is provided again. At this time, each sentence constituting the lyrics is not particularly shown, but the accents of the characters and / or words are matched with the sound of the strong beats of the music.

  Of these, the first, third, fifth, and seventh parts are provided for the purpose of learning important and standard phrases, and are used to utter lyrics in accordance with the melody of music. Thus, the second, fourth, and sixth parts are parts that utter lyrics in accordance with the beat regardless of the melody. That is, the first, third, fifth, and seventh parts can be provided as so-called rust portions in one piece of music. By providing such a part in music, the language learning material can make it easy to memorize a number of important and standard phrases that the user wants to learn reliably according to the theme or situation.

  In addition, in the language learning material, in order to increase the vocabulary or learn more complicated phrases, the lyrics shown in FIG. 13 can be changed to other lyrics while using the same music as shown in FIG. 14, for example. Can be easily arranged.

  For example, the first part shown in the first to second lines in the figure, the third part shown in the eighth to ninth lines in the figure, and the fifth part shown in the sixteenth to seventeenth lines in the figure. Part 7 and the lyrics of the seventh part shown in the 22nd to 23rd lines in the figure are the first part shown in FIG. 13 such as “How's everything going?” And “How are you getting along?” It is also possible to change to a sentence with a more complicated wording than the third, fifth, and seventh parts. Further, the second part shown in the third to seventh lines in FIG. 14, the fourth part shown in the tenth to fifteenth lines, and the sixth part shown in the eighteenth to twenty-first lines in the same figure. The lyrics of the parts can also be changed from the lyrics of the second, fourth, and sixth parts shown in FIG.

  In this way, language learning materials can be easily arranged into other lyrics while using the same music, which is effective for increasing vocabulary and learning more complex phrases. Yes, by changing the lyrics according to the level of acquisition, it is possible to efficiently deal with beginners to advanced players with the same music.

  The present invention appropriately selects such music and lyrics, and provides a learner with a series of music composed of these music and lyrics as language learning material. Such a language learning material can be applied in any distribution form as long as it matches the distribution form of music.

  For example, the language learning material is created and provided as a language learning material consisting of a recording medium capable of recording at least audio information such as a cassette tape, CD (Compact Disc), MD (Mini Disc), etc. Is preferred. Thereby, the learner can learn economically. At this time, it is expected that a higher learning effect can be obtained by providing texts describing the contents of the lyrics, their grammatical meanings, and other explanations of gestures as language learning materials attached to the recording medium. In this case, the learner does not browse the text from the beginning, but listens to the music that is the language learning material and then browses the text when the motivation to voluntarily browse the text increases. desirable. In other words, since this language learning material is based on music, it is possible to learn by hearing alone, and at the stage where listening / speaking ability has increased to some extent, learning by visual information such as letters and grammar is possible. Emphasis can be placed on auditory-priority learning, which is most important for language acquisition.

  The language learning material can also be provided as a language learning material comprising a thin plate-like nonvolatile memory that is a recording medium capable of recording at least audio information. By providing language learning materials as such a recording medium, a learner can use a personal computer or the like that can be attached and detached with a non-volatile memory without using a dedicated player capable of reproducing the recording medium such as the CD described above. If you have portable devices such as mobile phones and personal digital assistants (PDAs) that can attach and remove nonvolatile memory, you can use these devices to learn. You can also create an environment where you can easily learn without being particular about time and place.

  Furthermore, this language learning material can also be distributed as a learning course program or the like via broadcasts such as radio, and various information such as personal computers, mobile phones, PDAs such as so-called e-learning. It can also be provided as content when teaching using a processing device. This language learning material can also be provided to learners who are audiences in the form of music concerts, and also provided by teachers etc. at a predetermined educational facility or event such as an English conversation class or school. be able to. If language learning materials are provided in a form other than teaching materials consisting of such recording media, radio broadcast personalities, concerts and performances are performed along with music with rap beats without lyrics. It can also be provided by singing lyrics by teachers and teachers.

  In other words, if this language learning material is a conventional teaching material, an environment for learning was necessary, but it can be learned as long as there is an environment where music can be heard. This makes it possible for the learner to learn very easily even if he / she does not choose a place, time, and situation, and performs other work.

  It is possible for a learner to learn only by singing and singing the language learning material as music, but as the language learning material, only one or several completed music is provided. Rather, it can also provide more detailed information to support learning. Here, more detailed information for supporting learning includes, for example, the pronunciation of individual characters necessary for beautiful pronunciation in English, how to pronounce them, and the utterance sound of each word constituting the lyrics , The sound of the reduced form included in the lyrics, the sound of each sentence in accordance with the rhythm of the tempo slower than the original rhythm of the music, and the explanation to pronounce these neatly. As the language learning material, the more detailed information for supporting these learnings, the accents of the letters and / or words are matched with the high-sounding sounds among the sounds constituting the predetermined music. By providing things, the learning effect can be further enhanced.

  And a learner can also perform more effective learning by passing through a series of processes as shown in Drawing 15 and Drawing 16 or Drawing 15 and Drawing 17, for example. Here, for convenience of explanation, it is assumed that the language learning material is provided to the learner in the form of a language learning material recorded on a predetermined recording medium.

  First, the recording medium as a language learning material here includes, in addition to music composed of music and lyrics, as language learning material, as a more detailed information for supporting learning, the generation of each word constituting the lyrics. It is assumed that voiced sounds, reduced form utterances included in the lyrics, and utterances for each sentence in accordance with a tempo slower than the original rhythm of the music are recorded.

  As shown in FIG. 15, a learner who possesses such language learning materials listens to music provided as a language learning material in step S1, and then in step S2, outputs accurate utterances of individual words. While listening, in step S3, the uttered sound is imitated.

  Subsequently, in step S4, the learner listens to the uttered sound so as to acquire the reduced form, and in step S5, the learner utters the uttered sound. The reduced form is the most important item for the applicant because it is difficult for the learner to overcome, so as a language learning material, information to support the acquisition of the reduced form is provided. It is desirable to provide it. For example, "I'm going to → I'm gonna", "I've got to → I've gotta", "I have to → I hafta" It is desirable to explain the reduced form pattern and how to pronounce it. Although these are not appropriate as written words, they are frequently used in conversations and are important phrases in understanding English conversation, so it is extremely effective to provide such information.

  Then, in step S6, the learner listens to the utterance for each sentence in accordance with a rhythm with a tempo slower than the normal conversation speed spoken by the native, and in step S7 utters the utterance.

  Further, when the learner has become accustomed to the slow-tempo utterance, in step S8, the learner gradually increases the tempo and finally hears the utterance in accordance with the normal conversation speed spoken by the native, and in step S9, Imitate the utterance sound. The tempo may be changed by using a speed variable function provided in a recording medium playback device. However, the number of beats per minute that is less than the original number as a language learning material in advance may be used. You can respond by creating it.

  In step S10, the learner again listens to the music provided as the language learning material, and in step S11, the learner actually sings along with the music.

  The learner can perform role play by repeating such a series of steps and then performing a series of steps as shown in FIG. 16 or FIG. 17 as necessary.

  When the learner adopts the first role play method, as shown in FIG. 16, in step S21, the learner imitates and speaks one arbitrarily selected role in accordance with the music, In step S22, the other roles are also uttered by imitation according to the music, and this is repeated.

  Then, the learner performs the operations of step S21 and step S22 for all the combinations, and then imitates all the combinations according to the music alone in step S23. Imitate conversation.

  On the other hand, when the learner adopts the second role play method, as shown in FIG. 17, in step S31, the learner speaks with the partner in a conversation style in accordance with the music, and after repeating this, step S32 In step S33, the conversation is imitated with the same rhythm as the partner without music, and further, in step S33, sentences are arranged in a self-style and the conversation with the partner is performed without music.

  In step S34, the learner changes the combination to be uttered, and performs steps S31 to S33.

  Thus, this language learning material not only provides only one or several completed music as a language learning material, but also provides more detailed information to support learning and learning. The person can perform more effective learning by repeating such a series of steps.

  Of course, the learner does not necessarily have to go through this process. For example, the learner may listen only to the voices and songs that are adapted to the normal conversation speed spoken by the native from the beginning. A free form can be selected and learned according to the preference or the like.

  As explained above, this language learning material is based on the strict analysis of the relationship between language and music. On the other hand, it is configured using the music and the lyrics selected so that the accents of the characters and / or words constituting the lyrics as the target character string to be learned match. As a result, this language learning material eliminates unnecessary information such as textual symbols and auxiliary information found in existing language learning, and incorporates only the minimum elements necessary for language acquisition. With a simple structure, it is possible to smoothly express the natural rhythms and phrases of spoken English in various situations, and not only to learn English rhythms and sounds naturally and easily, but also high memory retention and retention. The rate can be demonstrated.

  In other words, this language learning material is an epoch-making thing that you can easily and easily learn English conversation with high entertainment, with the same fun sensation as listening to normal music. This eliminates the conventional problem of translation-oriented, grammatical-oriented, theoretically advanced, and literacy-oriented problems, and eliminates the feeling of learning from the learner, thereby sustaining the learner's willingness to learn.

  Also, the pronunciation muscles used in Japanese utterances and the pronunciation muscles used in English utterances are different, but this language learning material can be used for singing music, for example, tongue, lips, nose, chin, The pronunciation muscles necessary for accurate English pronunciation such as the neck and cheeks can be naturally strengthened. Therefore, the learner can easily utter the reduced form and the like by singing using the language learning material.

  The present invention is not limited to the embodiment described above. For example, in the above-described embodiment, among the sounds with high sound values, the characters and / or words constituting the lyrics as the target character string to be learned with respect to the sounds in the beat of the beat constituting the music Although it has been described that the music and the lyrics are selected so that the accents match, the present invention may be a sound other than a strong beat as long as the sound has a high sound value.

  Further, in the above-described embodiment, the description has been made assuming that a lap beat is used as the music, but the present invention can also use a known existing music material such as classical music as the music. FIG. 18 shows an example of language learning material using classical music as music.

  In other words, this language learning material is for learning the phrase of shopping situations, "I'm looking for a hat to go with this shirt. Do you have this in any other colors? I'm looking for The text “A gift for my boy friend. Do you have this in any smaller sizes?” is used as a chorus part that utters the lyrics in accordance with the melody of a predetermined classical music. is there. The figure shows an example in which the accents of the characters and / or words constituting the lyrics do not match the sound of the strong beat of the music. In other words, FIG. 2 shows an example in which not only strong beats but also sounds that are relatively higher than surrounding sounds, for example, are applied as high-sounding sounds. For example, if there is a sound that is relatively high compared to the surrounding sound, such as the part surrounded by “□” in the figure, it is strongly musically conscious even if the sound is a weak beat. Therefore, the accents of characters and / or words constituting the lyrics are matched at this position. In any case, in the same figure, the accents of all the characters and / or words constituting the lyrics remain the same for the high-sounding sound.

  Thus, this invention can use a well-known existing music material as a music. As a result, since the learner is a well-known song that has already been stored, the learner does not need to learn the newly provided song, can concentrate only on learning the lyrics, and is also difficult to forget. You can enjoy it.

  Furthermore, the present invention can also create a language learning material using music in which the number of beats per minute changes in one music. At this time, it is desirable that the number of beats per minute increases continuously or stepwise as the music progresses. Thereby, the learner can reduce the resistance caused by listening to English pronunciation at a fast rhythm from the beginning.

  Furthermore, in the above-described embodiment, it has been described that it is preferable that the language learning material is created and provided as a language learning material including at least a recording medium capable of recording voice information. The invention can also be applied to a language learning material comprising a recording medium that records not only such auditory information but also video information as visual information.

  Specifically, as such language teaching materials, for example, a video tape, a DVD (Digital Versatile Disc), a thin plate-like non-volatile memory, a recording capable of recording video information in addition to audio information. It can be provided as a medium.

  As shown in FIG. 19, a learning method using such a language learning teaching material uses a series of music composed of predetermined music and lyrics as a target character string to be learned as language learning material composed of auditory information. Providing learners with language learning material consisting of auditory information and visual information, including at least videos of actors who utter lyrics, and providing them with learner and auditory learning and visual It is compatible with visual learning using visual information. And this learning method memorizes the music through imitation of the music composed of the music and lyrics and imitation of the actor's movement, and further, based on this, role play and any arrangement of the learner are intended. As a result, students learn English listening and speaking, and develop the ability to think and speak for themselves.

  By using a language learning material to which such visual information is given, the learner can imitate gestures in conversation that incorporates accents and rhythms unique to English from the actor's actions. In addition, by recording and providing various information described in the above-described text on the recording medium, the learner can learn the various information from video information instead of text, and extremely high learning An effect can be obtained.

  Further, the learner can perform more effective learning by going through the series of steps shown in FIG. 20 after going through the series of steps shown in FIG.

  That is, as shown in the figure, the learner views a video showing the same conversational situation as the music in step S41, and then imitates the arbitrarily selected role in accordance with the video in step S42. After this is repeated, in step S43, other roles are also imitated in accordance with the video, and this is repeated. In step S42 and step S43, a pattern for outputting music in accordance with the video and a pattern for not outputting music are performed.

  Then, when the learner performs the operations of step S42 and step S43 for all the parts, in step S44, the learner utters all the roles by himself according to the music and the video, and repeats this.

  The learner can perform effective learning that is more realistic by performing role play using the language learning material to which such visual information is given. In addition, if possible, it is effective for the learner to find a partner and have a conversation or arrangement that is actually learned and practice while maintaining the learned rhythm.

  The language learning material provided with such visual information can be distributed not only as a recording medium but also as a learning course program through a broadcast such as a television or a movie. It can also be provided as content executable by the processing device. In addition, as described above, this language learning material can be provided by a music concert format, a special event, or a demonstration by a teacher.

  In the above-described embodiment, the explanation has been made mainly on the use of English as a non-native language, focusing on learning English listening and speaking. However, the present invention is applicable to any language other than English. Of course you can.

  Thus, it goes without saying that the present invention can be modified as appropriate without departing from the spirit of the present invention.

  Finally, practical examples and results obtained for a plurality of subjects using the language learning material according to the present invention will be described.

  First, as a first practical example, a) junior high school first to third year students, b) high school first to third year students, c) university first and second year students, d) university third and fourth year students, e) adults in their 20s, f) 30 groups of adults, g) 40-group members, h) 50-group members, 25 males and 25 females were selected at random, and 60-minute classroom training was conducted using these as subjects. went.

  First, as a language learning material, I listened to a song with lyrics accompanied by a song three times. As a result, when the song was played for the third time, about 40% of the subjects belonging to the groups a) to f) started to utter lyrics with a low voice. Then, after explaining the reduced form, accent, and rhythm, we taught the tips to sing along with the rhythm, and conducted utterance training according to the rhythm according to the steps shown in Figs. . As a result, although there were individual differences and age differences in acquisition time, all of them were able to acquire rhythms and pronunciations that were fairly native in 60 minutes. However, the younger the age group, the shorter the acquisition time, and there was a tendency for the acquisition time to become slower as it gets older. In addition, people who were proficient in music tended to acquire less time, and those who were not good at music tended to acquire longer. All subjects will be delighted to be able to perform the same pronunciation and rhythm as native speakers in a relatively short time, so that they can practice and sing smoothly many times independently. I started memorizing and talking with my friends using the lyrics. Even after the training was over, she was eager enough to leave the room while singing. As a result, in auditory learning ability, although there are individual differences and age differences in acquisition time, if you teach the tips to speak beautiful pronunciation and rhythm carefully over time, everyone will pronounce pronunciation close to native I learned that I can learn. For learners who take time to learn, encourage them to study at their own pace after explaining that fact, and confirm that it is necessary to provide careful instruction that suits the learner's ability. I was able to.

  Next, as a second practice example, five groups were created with 40 first-year to fourth-year students (20 men and 20 women) different from the first practice example as one group. Training for 2 hours once a week according to the process shown in FIG. 15 to FIG. 17 was performed for 2 months, and a questionnaire survey of the results was performed.

  As a result, the most common answers in the questionnaire of 200 people were "I was able to touch real English for the first time after I was born", "I knew why foreigners could not understand English well," `` I can understand English well '', `` I can speak English well '', `` I moved well and I was praised by other English teachers '', `` I want to continue more '', `` I like English ”,“ I felt confident ”,“ I was able to practice a lot at home ”, and“ I enjoyed it ”, and 99.5% of the subjects answered very positively. Only one out of 200 responded, “Because it is an introverted personality, it was difficult to talk to other people.” Therefore, when I instructed subjects with an introverted personality to listen to and practice cassette tapes and CDs at their favorite places, they started to show positiveness from the 6th week. The conversation became possible and the brightness was seen. Eventually, all the 200 people answered that “Learning English is fun and I want to continue learning”.

  Next, as a third practice example, ask the subjects who participated in the second practice example to listen to native English conversation and English news at the same level before and after training, and compare their understanding did.

  As a result, English sentences that could not be understood by listening before the training could be understood only by listening once or twice after the training, and the sentence was read by himself immediately after listening. It had the ability to write even in writing. Although there were some spelling mistakes in writing, it was confirmed that everyone understood the reduced form and understood its meaning.

  Next, as a fourth practical example, a long sentence using many reduced forms of the same level was trained for 20 first-year college students who have never studied the reduced form. Each was later uttered and recorded on a videotape for comparative study.

  As a result, before the training, the Japanese rhythm included many syllables, but after the training, everyone learned the reduced form and spoke in the English rhythm. However, there was a tendency to get caught in long sentences and long words. For this reason, we used gestures to demonstrate how to take English-specific rhythms. Surprisingly, by imitating gestures, we were able to improve the point where everyone was stuck, and quickly succeeded in speaking with beautiful pronunciation and rhythm. The subject was also amazed at the results, and began to incorporate gestures while actively speaking.

  Next, as a fifth practice example, the subject who participated in the fourth practice example was trained according to the steps shown in FIGS.・ In order to confirm how well learning effects such as form, speed, response, and gesture were established, utterances immediately after training and one week later were recorded on videotapes and a comparative study was conducted.

  As a result, even if it becomes possible to speak smoothly immediately after training, after one week, subjects who have forgotten about 40% content to subjects who have learned 100% content are recognized. There was a big difference in the fixing rate. As a result of the questionnaire survey, it was confirmed that this was proportional to how much self-learning was performed, and it was recognized that repeated practice was necessary for the establishment of the language learning effect.

It is the figure which summarized the difference of the pronunciation system of Japanese and English. It is a figure for demonstrating "strongness (accent)" which is one of the differences of the pronunciation system of Japanese and English. It is a figure for demonstrating "intonation" which is one of the difference of the pronunciation system of Japanese and English, (a) shows about the 1st example and (b) shows about the 2nd example FIG. It is a figure for demonstrating "reduce form" which is one of the differences of the pronunciation system of Japanese and English, (a) shows an example of connection, (b) shows an example of assimilation (C) shows an example of a shortened form, (d) shows an example of dropout, (e) shows an example of disappearance of a plosive, and (f) shows a case of an example of steepness. It is. It is a figure for demonstrating the outline of the learning method using the language learning material shown as embodiment of this invention. It is a wave form chart for explaining an English rhythm. It is a figure for demonstrating the reason for which the language learning material based on the basic principle proposed by this invention is suitable for English learning, Comprising: (a) shows the general pronunciation example by a Japanese English learner. , (B) shows a typical pronunciation example based on an existing English learning material, (c) shows a pronunciation example based on a simple lap rhythm and a typical pronunciation example of conversation between native speakers, (d) These are figures shown about the example of pronunciation based on the rhythm of a complicated lap. It is a figure explaining the number of syllables in pronunciation by a Japanese English learner, pronunciation by an existing English learning material, pronunciation based on a rhythm of simple rap and / or complex lap, and pronunciation of everyday conversation between natives. It is a figure which shows the result of having calculated | required the number of words per minute, the number of words of 1 measure, and the number of words per beat about the music actually produced using the simple lap and / or the complicated lap. It is a figure showing the example of the language learning material for learning the phrase about a predetermined theme, Comprising: It is a figure shown about the example which applied the music using a simple lap to the language learning material. It is a figure showing the example of the language learning material for learning the phrase about a predetermined theme, Comprising: It is a figure shown about the example which applied the music using a complicated lap to the language learning material. It is a figure showing the example of the language learning material for learning the phrase about a predetermined theme, Comprising: It is a figure shown about the example of the language learning material which utters lyrics according to the melody of a music. It is a figure which shows about the example of the language learning material provided as one music which has the part which utters lyrics according to a beat regardless of a melody, and the part which utters lyrics according to the melody of a music. It is a diagram showing an example of language learning material provided as a piece of music that has both a part that utters lyrics according to the beat regardless of the melody and a part that utters lyrics according to the melody of the music, It is a figure which shows about the example of the language learning material which arranged the lyrics shown in FIG. 13 to other lyrics, using the same music. It is a flowchart explaining a series of processes which a learner performs using the language learning material shown as embodiment of this invention. It is a flowchart explaining a series of process which a learner performs using the language learning material shown as embodiment of this invention, Comprising: It is a flowchart explaining a series of process at the time of employ | adopting a 1st role play method. It is a flowchart explaining a series of process which a learner performs using the language learning material shown as embodiment of this invention, Comprising: It is a flowchart explaining a series of process at the time of employ | adopting a 2nd role play method. It is the figure represented with the score about the example of the language learning material which used the classical music as a music. It is a figure for demonstrating the outline of the learning method using the language learning material shown as embodiment of this invention, Comprising: The outline of the learning method using the language learning material which provided visual information in addition to auditory information It is a figure for demonstrating. FIG. 20 is a flowchart illustrating a series of steps performed by a learner using the language learning material shown as an embodiment of the present invention, and illustrates a series of steps when performing role play as part of the learning method shown in FIG. 19. It is a flowchart.

Claims (28)

A language learning material providing method for providing learners with language learning material for learning listening and speaking in various languages,
Select the song and the lyrics so that the accents of the letters and / or words that make up the lyrics as the target character string to be learned match the high-valued sounds of the sounds that make up the given song And the process of
Providing the learner with a series of music composed of selected music and lyrics as the language learning material composed of auditory information. The language learning material providing method according to claim 1, wherein the sound having a high sound value is a sound having a strong beat. The method of providing a language learning material according to claim 2, wherein the music has a beat of a table beat. 4. The language learning material providing method according to claim 3, wherein the music has a beat number of 80 to 120 per minute. The language learning material providing method according to claim 4, wherein the music is a rap that is a music form that utters words according to a rhythm. The language learning material providing method according to any one of claims 1 to 5, wherein the music has a predetermined melody. The language learning material according to claim 6, wherein the music is a rap having the melody or a music having the melody of any music genre other than the rap, which is remixed in accordance with a beat based on the rap. How to provide. The language learning material providing method according to any one of claims 1 to 7, wherein the lyrics are completed for each predetermined theme or situation. 9. The method of providing language learning material according to claim 8, wherein the lyrics include a main target character string repeated a plurality of times in one piece of music. The language learning material providing method according to claim 9, wherein the main target character string is an important and standard wording. 11. The language learning material according to claim 10, wherein the music is provided with a part that utters lyrics according to the melody in addition to a part that utters lyrics according to the beat regardless of the melody. Method. The method for providing language learning material according to claim 11, wherein the part that utters lyrics in accordance with the beat regardless of the melody includes one that includes syncopation and one that does not include syncopation. The language learning material providing method according to claim 11, wherein the important and standard phrase is a part that utters lyrics in accordance with the melody of the music. The language learning material providing method according to any one of claims 1 to 13, wherein the lyrics include a reduced form. The method of providing a language learning material according to any one of claims 1 to 14, wherein the number of beats per minute of the music changes within one music. 16. The method for providing language learning material according to claim 15, wherein the music has a number of beats per minute that increases continuously or stepwise as the music progresses. 15. The language learning material according to claim 1, wherein the number of beats per minute of the music includes not only the original but also less than the original. 15. Language learning material provision method. The language learning material described above provides detailed information to support learning, including the pronunciation of individual characters and how they are uttered, the utterances of the words that make up the lyrics, and the utterances of the reduced form contained in the lyrics. 15. The language learning material providing method according to any one of claims 1 to 14, further comprising: utterance sounds for each sentence in accordance with a rhythm with a tempo slower than the original rhythm. More detailed information for supporting the learning is characterized in that the accents of the characters and / or words are matched with sounds having a high sound value among sounds constituting a predetermined musical composition. The method for providing language learning material according to claim 18. The language learning material providing method according to claim 1, wherein the language learning material is provided to the learner in a form that matches a distribution form of music. 21. The language learning material providing method according to claim 20, wherein the language learning material is created as a language learning material comprising a recording medium capable of recording at least audio information. The language learning material includes at least an image as visual information of an actor who utters the lyrics in addition to a series of music as auditory information composed of the music and the lyrics. The language learning material providing method according to claim 20. The language learning material providing method according to claim 22, wherein the language learning material is created as a language learning material comprising a recording medium capable of recording video information in addition to audio information. 21. The language learning material is provided to the learner by broadcasting, a movie, contents executable by various information processing devices, a music concert format, or a demonstration at a predetermined educational facility or event. Language learning material provision method. Language learning materials consisting of language learning materials for learning listening and speaking in various languages,
The language learning material is selected so that the accents of the characters and / or words constituting the lyrics as the target character string to be learned match the sounds having a high note value among the sounds constituting the predetermined musical composition. A language learning material characterized by being a series of music as auditory information composed of the music and the lyrics. The language learning material according to claim 25, wherein the language learning material is a recording medium capable of recording at least audio information. 26. The language learning material includes at least an image as visual information of an actor who utters the lyrics in addition to a series of music as auditory information including the music and the lyrics. Language learning materials. The language learning material according to claim 27, wherein the language learning material is a recording medium capable of recording video information in addition to audio information.