JP2010531475A - Foreign language study books and playback equipment using them - Google Patents

Abstract

Disclose foreign language study books and playback equipment using them. The foreign language vocabulary to be studied is divided into separate vocabularies based on concepts rather than word forms and pronunciation units, and each vocabulary with a different concept is distributed over the entire recording area of the study book. Vocabulary word form, pronunciation, and concept, as well as vocabulary information inherent in the vocabulary, word order information, and grammatical information such as functional word information can be memorized in an integrated manner. In a short time, migrants can have the effect of developing foreign vocabulary and writing skills like their native language.
[Selection] Figure 1A

Description

  The present invention relates to a foreign language study book and a playback device using the same, and more particularly, to enrich the vocabulary and sentence skills required to cultivate effective foreign language skills. The present invention relates to a foreign language learning book that is designed in accordance with the characteristics and can bring the effectiveness to the foreign language utilization ability, and a playback device using the same.

  In general, vocabulary is not just about vocabulary spelling (ie word form), pronunciation, and concept, but with them, when the vocabulary is put into a sentence, The vocabulary is such as what specific words usually accompanied, what word order relationship with the corresponding vocabulary, and how it is helped by function words such as prepositions. This is the ability that you will have when you learn various grammatical information in an integrated manner. In other words, it can be seen that the writing ability does not exist completely separately, but the vocabulary ability is the substance of writing ability.

  However, the conventional learning materials and methods use a foreign dictionary that enumerates a number of concepts for vocabulary word forms, or use a vocabulary book, a malformed method called association method. (For example, dolmen → dol ("Stone" in Korean) + men (human) = Coin dollar (Korean "dolmen")) or a malformed method called replacement (for example, "I agree" with your opinion) There were various attempts such as “agree”), forcibly memorizing the whole sentence, and listening to several English tapes over and over again. The method could not be a great help in cultivating the necessary vocabulary and writing skills in order to demonstrate effective foreign language skills.

  The mistakes made by conventional educational theories and the misunderstandings and stereotypes of vocabulary and sentence learning that learners have are as follows.

  First, a vocabulary can never have multiple meanings.

  In other words, foreign language vocabulary is not memorized as a single unit of “word form and pronunciation”, but even if the vocabulary is the same vocabulary, it is used in different concepts when actually used. Must be treated as a vocabulary.

  By the way, in the past, because of the fact that the word form and pronunciation are the same despite the fact that they are different vocabulary from each other, the error is treated as one and the same vocabulary. vocabulary with the same word form, not only the real “vocabulary ability” including the matching word) information and other grammatical information inherent in the vocabulary, but also the concept of one of its components Unnecessary conceptual interference is induced and encounters difficulties.

  Traditionally, the method of recording other foreign language dictionaries, including English-Korean dictionaries, is naturally accepted as a normal vocabulary category, and it is based on word forms without using concepts as units. When the vocabulary is divided into two, a phenomenon that makes it difficult to learn the concept of vocabulary occurs, which is a great obstacle to vocabulary learning.

  In this way, even though the concept of vocabulary is different, both word forms and pronunciation are the same, and both are treated as the same vocabulary, so in increasing foreign language vocabulary including English, Acts as a great obstacle.

  The reason why the foreign language vocabulary is misunderstood is that the learner has a different concept for the native language, each of which is well separated and remembered as each vocabulary It is not because there are some linguistic advantages to memorize, but simply with the traditional foreign language dictionary recording method, vocabulary collection based on this, and foreign language study books such as reading comprehension books, It is only a sequelae of trying to learn vocabulary. In the conventional foreign language dictionaries, the vocabulary is divided based on the word form only based on the ease of search, and is not designed to be beneficial to foreign language vocabulary learning.

  Another reason for the confusion is the idea of dividing the vocabulary and grammar dichotomically. Until now, foreign language learners have considered vocabulary and grammar separately, and learned vocabulary using a method of substituting vocabulary into grammatical theory formulas. The idea of separating vocabulary and grammar was exactly the wrong idea that there were many concepts in one vocabulary. For example, when reading, if you can see a vocabulary of a specific word form, after finding all the concepts recorded in the English-Korean dictionary, select one of them and assign it. For every vocabulary, one sentence can be read and understood. However, every vocabulary in the world that includes foreign language vocabulary actually does not contain one concept, but one concept uses many vocabularies.

  As described above, one of the reasons why the vocabulary ability for foreign languages is not well formed is that the conventional learning theory and learning materials, and the learning method are as follows. This is because there is no understanding of the basic nature of the vocabulary word “having”, and on the contrary, teaching materials are created, educated and learned.

  Secondly, vocabulary cannot be used for vocabulary and writing skills only by memorizing only concepts.

  Having the ability to make full use of foreign languages, such as foreign language reading comprehension, listening, speaking, and writing, is in contrast to grammatical theories that are traditional so-called cryptanalysis or official substitution methods. It is a state in which the brain has the ability to understand and express the native language as it is, rather than incorporating words that are merely memorized in the concept, and understanding and expressing it externally. In addition, indispensable elements for providing such abilities, that is, the key to correctly demonstrate foreign language skills are “vocabulary skills” and “sentence skills (writing skills, grammar skills). ) ”.

  However, memorizing only the concept of foreign vocabulary as in the past is not “vocabulary ability”. This is because if you only remember the concept, you will not have the ability to use a foreign language like your native language.

  The fact that humans can fully learn vocabulary and make good use (ie, recognition and expression) is a vocabulary that is companion to each other in a sentence in a general linguistic environment rather than because they have fully learned the concept of vocabulary. It can be seen that this is because what (the vocabulary that is exposed with it) is, and the word order information between the corresponding vocabularies and other grammatical information that assists this.

  Thirdly, the remaining grammatical information other than the corresponding vocabulary such as the word order relation and the function word relation is completed through a continuous experience, and therefore learning by an appropriate critical amount is always necessary.

  Vocabulary is not just learning the concept of vocabulary, but learning a foreign language vocabulary to be studied, its corresponding vocabulary, word order information between supported vocabularies, and functional word information as a package. That means. And, in this way, word order information and functional words that are the remaining grammatical information other than what the vocabulary concept is and what the corresponding vocabulary is (in the case of English, preposition, article, etc .; Japanese, Korean In the case of words, information such as particles must be gradually and naturally acquired through a continuous language experience in the process of learning many content words (concept words) and their corresponding vocabulary.

  By the way, in the past, such word order information was used as grammatical theory to learn in a short period of time, and in the case of function words that are grammatical vocabulary, it was handled at the same level as other content words and tried to memorize memorably. Therefore, before the improvement of vocabulary and writing skills is brought about, the brain is stressed and causes abandonment.

  Fourth, it is essential to learn vocabulary in the concept → foreign language system (ie, the Korean-English system) and language training in the expression language system.

  The process in which a human learns vocabulary is the native language vocabulary → foreign language vocabulary (concept → foreign language vocabulary, that is, the Korean-English system), and the principle that expresses literacy is also expressed language (speaking and composition) ) Method is more important. We had to try to strengthen vocabulary and writing skills in such a way as much as possible, but in contrast to traditional foreign language learning, foreign language vocabulary → native language vocabulary (foreign language vocabulary → The development of foreign language abilities has to be slow because it was biased only to the concept, that is, the English-Korean system, and the comprehension language (reading and listening) system.

  Despite learning more from the principle of “native language vocabulary → foreign language vocabulary (concept → foreign language, ie, Han-English)”, the “foreign language vocabulary → mother language vocabulary (foreign language vocabulary → When we learned vocabulary only by “concept, that is, English-Korean” method, we have the idea that “there are many concepts in one vocabulary”, which is the biggest illusion.

  "Foreign language vocabulary-> native language vocabulary (foreign language vocabulary-> concept, that is, English-Korean)" method is concerned with what concept the exposed vocabulary has in an understanding language (reading and listening) environment However, in the environment of expression language (speaking and writing), it has no utility or is weak. However, in the case of “Native language vocabulary → Foreign language vocabulary (concept → Foreign language, that is, Korean-English) system”, the vocabulary to be uttered or written concentrates on not being distorted and transmitted to the other party. Therefore, since a higher level of vocabulary is required, there is no problem to use it in an understanding language environment.

  As described above, some important points were illustrated for the immaturity of conventional foreign language teaching theory, the absence of solid foreign language learning materials, and the learner's false stereotypes.

  Next, it is as follows if it is specified in the conventional foreign language learning materials, foreign language dictionaries, and vocabularies, and the problems are described.

  First, the following shows the problems with conventional foreign language learning materials.

  Descriptions related to foreign language learning materials can be roughly divided into descriptions related to vocabulary and sentence learning, and descriptions related to reading comprehension, listening, speaking, and composition. Of these, the conventional vocabulary learning materials make the mistakes described in the above-mentioned four types of items and have little practical benefit in improving vocabulary. In addition, in sentence learning, a declarative method and teaching materials that can memorize thick grammar books literally or memorize hundreds of sentences in order to learn foreign language order theoretically well. However, it is an amateur improvised method without research on the scientific principles that generate human literacy, and it was produced without understanding the brain characteristics. Only the abandoned people who have abandoned the foreign language as a whole are in succession, and there is almost no profit.

  Furthermore, in conventional reading and listening, speaking, and writing teaching materials and learning methods, malformed methods such as cryptanalysis or official substitution are adhered to, not normal methods that make full use of the native language. , Which diverges or conflicts with the principle that human language skills are demonstrated, and in particular, the biggest barrier to exerting foreign language skills is truly the same as explained in the second item above. Vocabulary and writing skills are indispensable, but they are trying unnecessarily without showing the expansion direction related to this, and the effectiveness of foreign language ability has not occurred. In other words, to memorize the grammar rules in the theory, and how to assign a vocabulary that was just memorize only concept, tape only endlessly also like listen to without learning, already it is quite out of the system from the essence, in a well-known fact is there.

  Secondly, the following shows the problems related to the conventional foreign language dictionaries and vocabularies.

  In the case of a conventional vocabulary collection, it was created by borrowing the form of a foreign language dictionary, so it is the same that it hardly contributes to the expansion of learners' vocabulary. However, in the case of such a word book or vocabulary, it can be fully understood in the explanation related to the foreign language dictionary. Instead.

  In the case of a foreign language explanation dictionary for foreign languages (ie English-English dictionaries), no matter how good the concept explanation is, it may be understood differently for each user as long as they are not native speakers. It is difficult to categorize whether it is a vocabulary. Therefore, learning English vocabulary through English-English dictionaries is a very dangerous idea for beginners of English. In other words, even if you want to know the exact concept that distinguishes even subtle differences, or if you want to learn English vocabulary, such a “foreign language dictionary for foreign languages (ie English-English dictionary)” method is From the standpoint of foreigners who are not native speakers of the language, in principle, foreign language concept confirmation and foreign language vocabulary learning are not only profitable but also quite dangerous. If this type of dictionary can be used, it will be possible only when the language ability of at least a 7-year-old child in the United States, in other words, understanding and expressing a foreign language like a native language becomes possible. Because.

  In the case of the traditional “picture dictionary for foreign languages (ie, pictorial dictionary),” for children and children, the “picture dictionary for foreign languages (ie, English picture dictionary)” is intended for early childhood education. Vocabulary learning may be performed through this method, but it is possible for children who do not know the sentence to learn the concept of foreign language vocabulary, but the real vocabulary necessary for foreign language utilization ability Power cannot be formed.

  The reason is just to learn the concept of vocabulary, but when the vocabulary is put in a sentence, what kind of vocabulary is the corresponding vocabulary, what word order relationship is formed, how to help with functional words etc. You have to remember the grammatical information about what you receive, but you can't do that.

  In addition, in the case of infants, the conceptualization related to things is immature and the native language is not well-known, so the “native language synonym dictionary for foreign languages (ie English-Korean dictionary)” or “foreign language for native languages” The system of thesaurus (ie Korean-English dictionary) cannot be used in principle. Therefore, it is desirable for infants to make efforts to learn their native language vocabulary well and to conduct full-fledged foreign language learning after 7 years of age as a linguistic adult.

  In the case of a traditional language synonym dictionary for foreign languages (ie, English-Korean dictionary) or a foreign language synonym dictionary (ie, Korean-English dictionary) for a native language, human vocabulary has arisen because of vocabulary. It is not completed only by knowing the concepts that are present, but what is the vocabulary that is generally associated with the target vocabulary in the sentence, and how is the word order relationship between the corresponding vocabularies? However, it is necessary to learn from the brain comprehensively about other grammatical information such as how to receive function words such as prepositions and articles. The foreign language synonym dictionary is not designed or recorded so that such an effect appears, and thus has no practical benefit in improving vocabulary.

  In spite of the above considerations, the vocabulary is different and completely different from each other because of the same word form and pronunciation, or the same etymology, for the sake of search efficiency only. First, the misalignment method was chosen so as to misunderstand that the same vocabulary has a lot of concepts, so it caused only confusion in vocabulary learning.

  In other words, after psychological research precedes the human brain characteristics, a dictionary must be created to benefit foreign language vocabulary learning, but used by the original language people without such research. The dictionary is simply copied and organized as Korean synonyms, so it has no effect. In other words, the conventional foreign language dictionary is simply created to facilitate vocabulary search, and is not a dictionary made to expand foreign language vocabulary and writing skills. Without an understanding of this, educational authorities and learners only use it habitually.

  The present invention is for solving the above-described problems, and provides a process for mastering the word form and pronunciation of the vocabulary before full-scale learning. Next, the word form and pronunciation are the same vocabulary. If the concepts are different, they are classified as separate vocabulary, distributed and recorded throughout the study books, recorded so that the vocabulary is located in the sentence, and usually exposed with the foreign vocabulary of the learning target. A foreign language that includes at least one vocabulary, but displays various highlights on the target foreign language vocabulary, displays differently on the corresponding vocabulary, and records example sentences used as various parts of speech. The main task is to provide a study book and a playback device using the study book.

  Another object of the present invention is to record foreign language synonyms for a plurality of native language vocabularies corresponding to the native language vocabulary, and to record foreign language composition sentences corresponding to the native language sentences. A foreign language study book that is displayed in a format that highlights and displays the corresponding vocabulary differently, and collects and records the vocabulary indicating the conversion of a part of speech. Is to provide equipment.

  The subject of the present invention is also that when recording headwords, even if the vocabulary has the same word form and pronunciation, if the concept is different, each is classified as a separate vocabulary and recorded as each headword. Locate the heading vocabulary in the example sentence and include one or more of the corresponding vocabulary that is usually exposed with such vocabulary, but various highlights are displayed on the search target heading vocabulary and the corresponding vocabulary is also different The object is to provide a foreign language study book that is displayed in a format that records example sentences that are used as various parts of speech, and a playback device that uses this.

  In order to achieve the above-mentioned problems, the foreign language learning book according to one aspect of the present invention classifies the foreign language vocabulary as a learning target as a separate vocabulary based on concepts that are not word forms or pronunciation units, Including vocabulary having different concepts from each other in a distributed manner over the entire recording area of the study book.

  Further, the learning target foreign language vocabulary recorded in the example sentence using the learning target foreign language vocabulary, the concept explanation vocabulary explaining the concept related to the foreign language vocabulary of the learning goal, the foreign language vocabulary of the learning goal And at least one of the corresponding vocabulary associated with the concept explanation vocabulary and the associate concept vocabulary associated with the concept explanation vocabulary is recorded in a highlighted manner.

  Furthermore, among the foreign language vocabulary of the learning target recorded in the example sentences using the foreign language vocabulary of the learning target, the vocabulary corresponding to the part-of-speech conversion is in the position where each vocabulary is enumerated, and the various vocabulary conversion Includes collecting and recording examples.

  A foreign language study book according to another aspect of the present invention includes a headline vocabulary to be searched, which is classified and recorded as a separate headword vocabulary based on a concept that is not a unit of word form or pronunciation.

  Further, it is accompanied by a search target vocabulary recorded in an example sentence using the search target heading vocabulary, a concept explanation vocabulary explaining a concept related to the search target heading vocabulary, and a headword vocabulary of the search target. It includes that at least one of the corresponding vocabulary and the companion vocabulary accompanying the concept explanation vocabulary is highlighted and recorded.

  Furthermore, among the search target heading vocabulary recorded in the example sentences using the search target heading vocabulary, the vocabulary corresponding to the part of speech conversion is a variety of part of speech conversion examples of the vocabulary at the position where each vocabulary is listed. Including collecting and recording.

  A foreign language learning book according to still another aspect of the present invention includes a learning target foreign language vocabulary recorded in an example sentence using a foreign language vocabulary and a concept explanation vocabulary for explaining a concept related to the learning target foreign language vocabulary. At least one of them is highlighted and displayed, and at least one of the corresponding vocabulary associated with the learning target foreign language vocabulary and the companion vocabulary associated with the concept explanation vocabulary Includes recording with one highlighted.

  The foreign language learning book according to still another aspect of the present invention is the entire foreign language vocabulary recorded in the foreign language learning book, or the foreign language vocabulary of the learning target, the heading vocabulary of the search target, the foreign language vocabulary, Various word form changes for the foreign vocabulary of the learning target are recorded.

  A playback device according to another aspect of the present invention includes recording at least once by a method of recording a foreign language vocabulary and a foreign language sentence or an entire recorded content of the foreign language study book.

  The playback device according to one aspect of the present invention is the entire foreign language vocabulary recorded in the foreign language learning book, or the foreign language vocabulary of the learning target, the heading vocabulary of the search target, the foreign language vocabulary, and the learning target It is characterized by recording various inflections on foreign language vocabulary at least once.

  A playback device according to an aspect of the present invention is configured and manufactured to be played back on a digital recording device, an on-line device, a magnetic recording device, or the like based on the recorded contents and methods of the various foreign language learning books. It is characterized by that.

  The foreign language learning book of the present invention and the playback device using the same can obtain the following effects.

  First, not only the word form and pronunciation of vocabulary, but also the concept, information on the corresponding vocabulary inherent in the vocabulary, word order information, and grammatical information such as function word information can be memorized in an integrated manner. Over time, it is possible to show the effect that foreign language vocabulary and writing skills are expressed as in the native language.

  Secondly, it is easy and fun to expand foreign language vocabulary and writing skills without the confusion phenomenon in learning the vocabulary concept. In the end, such learning results can greatly improve the foreign language reading comprehension and listening, speaking, and writing skills.

  Thirdly, in the case of foreign language dictionaries and vocabulary collections, it is not inferior to other foreign language study books of the present invention, and it contributes to the expansion of effective vocabulary and writing skills as well as search. Can be fulfilled.

FIG. 3 is a configuration diagram illustrating a learning book configured in a native language system for a foreign language according to an embodiment of the present invention. FIG. 3 is a configuration diagram illustrating a learning book configured in a native language system for a foreign language according to an embodiment of the present invention. FIG. 3 is a configuration diagram illustrating a learning book configured in a native language system for a foreign language according to an embodiment of the present invention. FIG. 3 is a configuration diagram illustrating a learning book configured in a native language system for a foreign language according to an embodiment of the present invention. FIG. 3 is a configuration diagram illustrating a learning book configured in a native language system for a foreign language according to an embodiment of the present invention. FIG. 3 is a configuration diagram illustrating a learning book configured in a native language system for a foreign language according to an embodiment of the present invention. FIG. 3 is a configuration diagram illustrating a learning book configured in a native language system for a foreign language according to an embodiment of the present invention. FIG. 3 is a configuration diagram illustrating a learning book configured in a native language system for a foreign language according to an embodiment of the present invention. FIG. 4 is a block diagram illustrating highlighting of a target foreign language vocabulary and a corresponding vocabulary of the vocabulary according to an embodiment of the present invention. FIG. 4 is a block diagram illustrating highlighting of a target foreign language vocabulary and a corresponding vocabulary of the vocabulary according to an embodiment of the present invention. FIG. 4 is a block diagram illustrating highlighting of a target foreign language vocabulary and a corresponding vocabulary of the vocabulary according to an embodiment of the present invention. FIG. 4 is a block diagram illustrating highlighting of a target foreign language vocabulary and a corresponding vocabulary of the vocabulary according to an embodiment of the present invention. FIG. 3 is a block diagram illustrating a study book composed of a foreign language vocabulary and sentence system for a concept according to an embodiment of the present invention. FIG. 3 is a block diagram illustrating a foreign language dictionary and vocabulary according to an embodiment of the present invention. FIG. 3 is a block diagram illustrating a vocabulary part-of-speech conversion phenomenon according to an exemplary embodiment of the present invention. FIG. 3 is a block diagram illustrating a vocabulary part-of-speech conversion phenomenon according to an exemplary embodiment of the present invention. FIG. 3 is a block diagram illustrating a vocabulary part-of-speech conversion phenomenon according to an exemplary embodiment of the present invention. FIG. 3 is a configuration diagram illustrating a word form of a vocabulary including various word form changes of a foreign language vocabulary and a part of a pronunciation learning book according to an embodiment of the present invention. FIG. 3 is a configuration diagram illustrating a dictionary, a word book, and a vocabulary alignment method according to an exemplary embodiment of the present invention. FIG. 3 is a configuration diagram illustrating a dictionary, a word book, and a vocabulary alignment method according to an exemplary embodiment of the present invention. FIG. 3 is a configuration diagram illustrating a screen example of a playback device according to an embodiment of the present invention.

  First, before describing specific embodiments of the present invention, general features of the technical idea of the present invention will be described to facilitate understanding.

  First, in the “foreign language study book” of the present invention, if the concept (hereinafter also used as meaning) is different, all are treated as separate vocabulary and arranged in a distributed manner. It is.

  The vocabulary classification is not a unit of word form or pronunciation, but if the concept is different, each is a separate vocabulary, so it must be divided into conceptual units and always be distributed irregularly and remembered. First of all, because they are distinct vocabularies, there is no reason to collect them together and remember that they are the same as everyday language environments and have the same word form and pronunciation. As a matter of fact, in order to quickly abandon the erroneous fixed idea that several concepts can come in one vocabulary and to remember the vocabulary, it is possible to prevent unnecessary inter-vocabulary concept interference and This is to greatly reduce the stress on the brain that comes from and increase learning efficiency.

  Grammar information used in sentences is also important for reading and listening to foreign languages with instantaneous power, and for instant listening and listening, but first, the concept that the exposed vocabulary is not accurate The ability to know if it is a vocabulary you have is essential. No matter how well you know grammatical theory, if the content vocabulary that conveys the concept is not a vocabulary that contains any concepts, you can instantly generate and disappear. In addition to the listening environment, it cannot be correctly adapted even in a reading environment.

  Therefore, in the recording of vocabulary, the present invention does not depend on the same word form and pronunciation or word source, and if the concept is different, each is treated as each vocabulary, and is randomly distributed over the entire area of the study book. Deploy.

  In other words, when learning vocabulary, even if they are derived from the same etymology, the word form and pronunciation are not the same, and even if the word form is the same, the concept is different. It is easy to learn the concepts of each vocabulary without losing your brain, because it is handled as a different vocabulary and distributed and arranged in such an order.

  The same applies to a foreign language dictionary or vocabulary collection of the foreign language study books of the present invention. In other words, even if the word form and pronunciation are the same, if the concepts are different, they are treated as separate vocabularies, treated as one vocabulary for each concept, and each word form is assigned to each concept, that is, each entry word. As recorded.

  However, in the case of a “foreign language dictionary”, the ease of search is essential, so the vocabulary categories are classified according to concept, but are not distributed.

  Of course, since it is a foreign language dictionary, it goes without saying that various additional items recorded in the existing dictionary are also recorded in the actual recording form. However, unlike other dictionaries, the method of handling them as separate vocabulary according to the matching word display and conversion of a part of speech phenomenon described later, and the concept dealt with here. It is a big feature to choose.

  Such a recording method is not only used for vocabulary search, but also prevents confusing phenomena of vocabulary that comes from the same word form and the same pronunciation in the search process, and is quite efficient and enables easy vocabulary learning. To contribute.

  Secondly, in the present invention, that is, in the “foreign language study book”, the foreign language vocabulary for various learning targets (in the case of dictionaries, “search target headline vocabulary”), the situation where the vocabulary is always placed, that is, the sentence In the display of this sentence, not only the concept of such vocabulary is displayed, but the foreign language vocabulary of such learning target is replaced with other vocabulary in the sentence. Compared with other vocabularies, the highlighted vocabulary is highlighted more prominently, and the vocabulary corresponding to such vocabularies is displayed differently, so that the grammatical relationship between them is well displayed. .

  That is, the vocabulary cannot exist independently apart from the sentence (situation). Therefore, learning the concept of vocabulary as a single vocabulary rather than a form in a sentence, vocabulary that demonstrates effective foreign language skills is not formed in the brain. And if a person knows the concept of vocabulary in full detail, it is not possible to use the vocabulary. Rather, what is the vocabulary that generally forms a mate, what is the corresponding vocabulary and what A system is adopted in which word order relations are formed and other grammatical information such as how the function words such as prepositions and articles are received are grasped together, and the concept of the vocabulary is grasped instantaneously.

  Therefore, even when learning vocabulary, it is necessary to learn in accordance with such human vocabulary acquisition principles. That is, when you learn vocabulary, you should not memorize only the concepts that the vocabulary has. What is the vocabulary that each vocabulary makes up for in writing, what sort of word order it is, and how it is helped by function words such as prepositions All grammatical information must be learned in an integrated manner.

  In addition to this, you can see at a glance what the corresponding vocabulary of the foreign language vocabulary you want to learn, how other grammatical information such as word order information and function word information appears, and here To enable intensive training, the foreign language vocabulary that is the target of learning and the vocabulary that forms a companion to it are configured with discrimination from other vocabularies.

  In other words, humans first learn what the corresponding vocabulary is, and the remaining grammatical information such as word order information and function word information such as prepositions can be understood gradually while touching many sentences. Instead of choosing an unscientific method that ignores the whole sentence and letting memorize a whole sentence unconditionally, learning is guided by optimally matching the human vocabulary acquisition principle.

  In this way, if the vocabulary is structured so that it can memorize the corresponding vocabulary and other grammatical information in each situation, it can understand the vocabulary concept when reading, listening, speaking and writing, or It is easy to select the optimal vocabulary.

  That is, the reason why human beings can easily determine, understand and express the underlying concept instantly, without being confused even if vocabularies with the same word form and pronunciation look like each other, is the same for word form and pronunciation. This is because each vocabulary is learned in different situations (other corresponding vocabulary and other grammatical information).

  For this reason, in the present invention, what the corresponding vocabulary is, what is the word order relationship between the corresponding vocabularies, and how is the help of a function word such as a preposition received? It is structured systematically so that training to observe other grammatical information can be performed continuously. If training is performed repeatedly and continuously through a foreign language study book that seems to have been designed to match human brain characteristics, vocabulary and writing skills will be effective in an actual language environment. It will settle in the brain.

  When foreign language learning is performed according to the present invention, a foundation for foreign language vocabulary (sentence) is formed, and thus it has a considerably large effect on further learning many foreign language synonyms. More specifically, if a person has enough vocabulary (sentence) appropriate for a native language or a foreign language, he / she will always have a vocabulary for the first time. Will disappear in the world.

  Because when reading, even if you come across a vocabulary that you meet for the first time, you can immediately know what the concept is located in the position where the vocabulary is located through the corresponding vocabulary associated with the surroundings. Therefore, even if it is seen for the first time, it does not accept that it is a vocabulary that it does not know, but it accepts it if it is a vocabulary that it knows with an instantaneous power. Then, the vocabulary that has been seen for the first time through the reading is memorized in the brain as a vocabulary to be newly learned, so that a new vocabulary can be easily learned.

  In this way, if basic vocabulary is accumulated in a normal way according to the present invention, many additional vocabularies, or more precisely, synonym vocabularies for already learned vocabularies, will not require much effort. The reason is that the “synonym characteristic effect”, which is an important property of the vocabulary, acts. Synonym vocabularies are not the same as each other in terms of concepts, but have the very important property that vocabularies (concepts) that are companions in sentences are also the same.

  In the present invention, this is referred to as “synonymous characteristics”. For this reason, even if it is an unfamiliar vocabulary for the first time, the position where the vocabulary is placed, that is, the corresponding vocabulary and grammatical information accompanying the surroundings is not used. It is possible to easily know whether the vocabulary has a certain concept or not, but in the present invention, such an effect is defined as a “synonym characteristic effect”.

  Third, in the present invention, in the “foreign language study book”, “foreign language vocabulary method for native language vocabulary (ie, Han-English method)” or “foreign language sentence composition method (expression language method) for native language sentence” The learning area of “is also configured with the same specific gravity.

  The process by which humans learn vocabulary is the native language vocabulary → foreign language vocabulary (concept → foreign language vocabulary, that is, the Han-English method), and the principle or expression language (speaking and composition) method that makes full use of sentences. Is even more important. In other words, in order to complete vocabulary learning and writing ability, “foreign language vocabulary method for native language vocabulary (concept → foreign language vocabulary, ie, Han-English method)” and foreign language composition part will be supplemented with separate teaching materials. .

  In addition, when speaking or composing, a person does not immediately come up with the vocabulary he / she wants to communicate, or encounters difficulties in selecting the optimal foreign language vocabulary. The reason is that many synonym vocabularies with the same concept must be stored in the brain and organized systematically, but not so.

  The best way to develop a smooth vocabulary selection ability is to learn along with the corresponding vocabulary usually accompanied by sentences. And along with such learning, combining the efforts to use the vocabulary with the same concept in various ways has a good effect on developing the expression language ability. Therefore, it is desirable to collect and remember synonyms so that the brain can experience the use of various synonyms and be organized systematically so as not to bias. However, vocabulary is remembered on the premise that it is used, and it must be learned in sentences because it has subtle differences depending on the corresponding vocabulary.

  In this way, if the learning areas of “foreign language vocabulary method for native language vocabulary (for example, Korean-English method)” and “foreign language sentence composition method for native language sentence (expression language method)” are configured together, When learning a foreign language in a domestic environment that is not local, you can easily overcome the problem of “non-conforming vocabulary (ie, broken English) selection” that often appears and develop the ability to overcome subtle differences between vocabularies. Of course, it goes without saying that foreign language grammar skills, that is, writing and speaking skills are improved.

  Fourthly, in the present invention, in the “foreign language study book”, an example sentence is configured so that the part-of-speech conversion phenomenon of each foreign language vocabulary appears well, thereby further enhancing the expansion efficiency of vocabulary and writing skills.

  Part-of-speech conversion means that any part-of-speech changes to another part-of-speech. For example, the Korean verb “kada (going)” changes to the noun “kam (going)” through a change in the ending. The part-of-speech conversion phenomenon is slightly different depending on the language in the system, but when there is a slogan (particle central word) grammar like Korean, the part-of-speech conversion is performed by changing the “end of word” as described above. The

  And in the case of English, because the part of speech is determined by the position where the vocabulary is placed (position-centered word), the part-of-speech conversion phenomenon is also in some special cases (usually Latin, Greek, Except for vocabulary), the part of speech changes depending on the position in the sentence without changing the word form.

  Such vocabulary and sentence training by the part-of-speech conversion phenomenon has considerable advantages. For example, because Korean part-of-speech conversion occurs due to a vocabulary ending change, vocabulary and writing skills increase when the training is performed to change the concept to be transmitted by changing the ending. Similarly, in the case of foreign language vocabulary, using the part-of-speech conversion phenomenon of foreign language vocabulary, for example, in English, the part of speech changes depending on the position in the sentence without changing the word form. If training is performed using the part-of-speech conversion phenomenon while varying the position of various vocabularies, it will be possible to easily and surely understand not only the vocabulary concept but also the grammatical information held by the vocabulary. Yes. As a matter of course, vocabulary and writing skills are improved.

  Therefore, according to the present invention, in the method of recording a “foreign language study book”, the “foreign target vocabulary” or the “target target vocabulary” is used as a verb and also as a noun without changing the word form. If the vocabulary shows a so-called “part-of-speech conversion phenomenon” such as an adverb or verb that is used as an adjective or an adjective, it collects example sentences that cause various parts of speech conversion in one place and records them And further improve the efficiency of writing and writing.

  Fifth, according to the present invention, in the “foreign language learning book”, a reproduction device such as a separate learning book and a voice recording medium is provided so that the word form and pronunciation can be first learned prior to full-scale vocabulary learning. Configure.

  Whether it is a synonym of the native language or a foreign language vocabulary, it is still a synonym for the native language vocabulary. Nevertheless, the word form and pronunciation of the native language synonym vocabulary are easily remembered, but the word form and pronunciation of the foreign language vocabulary are not well remembered. Therefore, before learning about what the concept of foreign language vocabulary has in earnest and what kind of grammatical information is inherent, it will be burdened first by the word form of the foreign language vocabulary and pronunciation itself. This leads to considerable stress and hindrance in vocabulary learning. Therefore, according to the present invention, the word form and pronunciation of a foreign language vocabulary can be easily and effectively combined with the concept.

  In addition, the human brain becomes tired unknowingly when trying to learn unfamiliar foreign language vocabulary, solving difficult mathematical problems, or understanding illogical propositions. If you don't have it, you'll get into a mess and lose your willingness to learn. On the other hand, there are times when the human brain is very active, but when you solve a mathematical problem that you already know, try again, or have fun playing internet games, And when the goals of what you are doing are clear and the results are visible, your brain changes quite actively. As a matter of course, since there is little stress, even if staying up all night, the concentration is not reduced, and a sufficient learning effect is obtained.

  Therefore, as a matter of course, in order to easily and effectively learn the spelling (ie, word form) and pronunciation of a foreign language, a learning method that matches the characteristics of the brain must be determined. For example, the traditional forms of foreign vocabulary that must be learned before learning full-fledged vocabulary and sentences should not be used as a concept, as in the past In addition, it gives a process of proactively accustoming pronunciation.

  In other words, if this method is made more efficient and systematized, the spelling and pronunciation familiar through TV will become fatigued as if they learned easily if they tried to unite with the concept. Without it, it can be an efficient learning. Infants also remember the pronunciation directly with the concept of things, but a significant number of vocabularies first listen to pronunciations heard from the surroundings, such as parents' conversations and broadcasts, We will combine it with the concept later.

  In this way, vocabulary learning that is much less burdensome than if it is not done is made if the concept and coalescing are tried after prior learning of word form and pronunciation. Vocabulary learning is easy and great results can be achieved if the brain is easy and fun.

  First, the features of the technical idea of the five types of the present invention described above will be described with reference to the drawings.

  The features of the first technical idea described above will be described with reference to the drawings. FIGS. 1A to 1H illustrate the structure of a learning book configured in a native language system for a foreign language according to an embodiment of the present invention. FIG.

  Referring to FIG. 1A to FIG. 1H, the foreign language study book of the present invention can be treated as each vocabulary if the word form, pronunciation or word source is the same, but the concept is different, and it is irregular throughout the entire learning material area. Distributed.

  That is, “give” (G1) with the concept of “pointing”, “give” (G2) with the concept of “passing”, “give” (G3) with the concept of “hosting”, and the concept of “injecting” “Give” (G4) and “Give” (G5) of the concept of “break” are 43 pages (FIG. 1A), 71 pages (FIG. 1B), 210 pages (FIG. 1D), 354 pages (FIG. 1F), respectively. ) Over 513 pages (Fig. 1H), the word form and pronunciation are not limited to the same thing, and are sufficiently irregularly distributed so that the grounds where concept interference occurs between these vocabularies can be completely eliminated. Arranged.

  Moreover, the vocabulary “bill” (B1) having the concept of “bill”, the “bill” (B2) of the concept of “invoice”, the “bill” (B3) of the concept of “banknote”, and the concept of “bill paper” “Bill” (B4) is also distributed in a sufficiently random manner over 43 pages (FIG. 1A), 210 pages (FIG. 1D), 290 pages (FIG. 1E), and 420 pages (FIG. 1G), respectively. .

  Also, in the case of “make up” which is a verb verb (ie, phrasal verb, idiom, idiom, etc .; hereinafter referred to as a vocabulary), “make up” (M1) of the concept of “make up” ), “Make up” (M2) with the concept of “make up”, “make up” (M3) with the concept of “configure”, and “make up” (M4) with the concept of “reconcile”, respectively, on page 71 (FIG. 1B), 103 pages (FIG. 1C), 354 pages (FIG. 1F), and 513 pages (FIG. 1H) are randomly distributed.

  Similarly, the words “fine” (F1 to F3), “some” (S1 to S5), and “on” (O1 to O3) having the remaining word forms and pronunciations recorded in the examples of FIGS. 1A to 1H are naturally used. As in the case of the above vocabulary, the learning material is irregularly distributed over the entire area of the learning material regardless of the word form and pronunciation or similarity of the word source.

  In this way, for every foreign language vocabulary 101 recorded, even if the word form and pronunciation are the same, if the concept is different, each is treated as a separate vocabulary, and the vocabulary that comes from the same word form and pronunciation at the time of learning In order to prevent the concept interference phenomenon of the vocabulary, each vocabulary must be arranged in an order that is randomly distributed over the entire recording area of the study book, and the vocabulary must be learned in such an order. You can easily remember the concept of

  Further, in the case of the “foreign language dictionary” in the foreign language study book, it is configured as in the embodiment of FIG. For example, the headline vocabulary “fine” (400) of the search target is different in concept even if the word form and pronunciation are the same, so that “fine” of the concept “fine” and “fine” of the concept “fine” respectively. It is divided into “fine” with the concept of “Urara” and “fine” with the concept of “fine”.

  However, in the case of a “foreign language dictionary”, the ease of search is essential, so the vocabulary categories are classified according to concepts, but the foreign language as in the embodiment of FIGS. 1A to 1H. Unlike the learning books that are configured in the native language system, the headword vocabulary of the search target is classified based on the concept, but there is a difference that it is not distributed.

  In this way, even if the word form and pronunciation of the recorded search target heading vocabulary are the same, if the concepts are different, both are handled as separate vocabulary, so it is not necessary to simply search for the vocabulary. In the process of searching, vocabulary confusion between the same word form and the same pronunciation can be prevented, and the learning effect can be easily doubled. Become.

  The features of the second technical idea described above will be described with reference to the drawings. In one embodiment of the learning book configured in the native language system for the foreign language shown in FIGS. The word vocabulary 103 is recorded in an exposed form in the sentence, and not only the concept of the vocabulary is displayed, but the foreign language vocabulary 103 of the learning target is highlighted and the matching vocabulary of the vocabulary (matching word) 105 is also displayed differently from the foreign language vocabulary of the learning target, and is shown to have a grammatical relationship with each other.

  For example, you can see at a glance what the corresponding vocabulary 105 of the target foreign language vocabulary 103 is, and how other grammatical information such as word order information and function word information is shown, and concentrate on training here. In each of the sentences, the foreign language vocabulary 103 to be learned and the corresponding vocabulary 105 to be companion with each other are configured with discrimination from other vocabularies.

  Similarly, one embodiment of “Recording method of foreign language novel” in FIG. 2C, one embodiment of “Learning book composed of foreign vocabulary and sentence system for concept” in FIG. 3, “Foreign language dictionary” in FIG. Also in the embodiment of “and vocabulary”, the learning or search target foreign language vocabulary and the corresponding vocabulary are displayed in the above-described manner, and it is easily confirmed and understood that they are grammatically related to each other. It is configured to be able to.

  Specifically, as in the examples of FIGS. 1A to 1H, FIGS. 2A to 2C, FIGS. 3 and 4, the foreign language vocabulary 103 of the learning target is set for the “foreign language example sentence” and the “native language interpretation sentence”. , 330 or the search target heading vocabulary 430 and the concept explanation vocabulary 104, 340, 440 for explaining the related concepts, various emphasis display (that is, hue assignment, underline, bold, italic, related lines, etc.) Or the parallel vocabulary 105, 350, 450, and the corresponding concept vocabulary 106, 360, which normally appear as a mate in the vocabulary and the sentence, 460 is also given a different display (hue, underline, italic, related line, etc.) or other words in the text. To differentiate and to record with.

  Of course, in performing the highlighting, the display is selectively performed within the range allowed by the technical idea among “foreign language example sentence” alone, “mother language interpretation sentence” alone, or “both sentences”. Learning target foreign language vocabulary 103, 330, search target heading vocabulary 430, their concept explanation vocabulary 104, 340, 440, their corresponding vocabulary 105, 350, 450, and their companion vocabulary 106, 360. , 460 can be recorded as a whole or selectively within the range allowed by the technical idea.

  The characteristics of the third technical idea described above will be described with reference to the drawings. FIG. 3 is a configuration diagram of a learning book composed of a foreign vocabulary and sentence system for a concept according to an embodiment of the present invention. Is illustrated.

  In other words, the process in which humans learn vocabulary is the native language vocabulary → foreign language vocabulary (concept → foreign language vocabulary, that is, the Han-English method). The composition method is even more important. Therefore, in order to complete the vocabulary learning and writing ability, the foreign language vocabulary method (concept → foreign language vocabulary, that is, the Han-English method) for the native language vocabulary and the foreign language composition part are reinforced with separate teaching materials.

  For this purpose, as shown in FIG. 3, a plurality of “foreign language vocabularies (foreign language synonyms for native language) ([C])” corresponding to “representative concept vocabulary ([A])” are collectively displayed. Can experience various foreign language synonyms for concepts that are collected, recorded and communicated, and can best explain the concept of "foreign language vocabulary (foreign language synonyms for native language) ([C])" The vocabulary is selected from the native language vocabulary and described as “representative concept vocabulary ([A])”, followed by “synonyms of native language ([B])” for this “representative concept vocabulary ([A])”. Through the common concept characteristics of synonyms of various native languages, the foreign language vocabulary (foreign language for the native language) A synonym) ([C]) "has a specific concept The next “foreign language vocabulary (foreign language synonym for the native language) ([C])” is then arranged and recorded, and the “representative concept vocabulary ([A])” is recorded. ”Or“ Conceptual sentence (Native language sentence) ([D], [F], [H]) ”containing“ synonyms of native language ([B]) ”and corresponding to it In addition, “foreign language vocabulary (foreign language synonyms for native language) ([C])” including “foreign language composition sentences ([E], [G], [I]”) is recorded, and foreign language composition ability is improved. Configure to nourish.

  The characteristics of the fourth technical idea will be described with reference to the drawings. As shown in FIGS. 5A and 5B, the part-of-speech conversion phenomenon of each foreign language vocabulary is good in the foreign language learning book. An example sentence is formed as shown in FIG. 5 and is configured to increase the expansion efficiency of vocabulary and sentence skills.

  That is, using the part-of-speech conversion phenomenon of a foreign language vocabulary, for example, in the case of English, the part-of-speech changes depending on the position in the sentence without any change in word form, so as shown in FIGS. 5A and 5B If training is performed using the part-of-speech conversion phenomenon with different vocabulary positions, not only the vocabulary concept but also the grammar information held by the vocabulary can be easily and clearly understood. As a matter of course, vocabulary and writing skills are improved.

  As described above, the “targeted foreign language vocabulary 103” illustrated in FIGS. 1A to 1H is used as a verb without changing the word form, as a noun, or as an adjective, In the case of a vocabulary indicating a so-called “part-of-speech conversion phenomenon” such as used as a verb, the line where the vocabulary “fine (F1)” in FIG. 1A is located, and the line where the vocabulary “some (S1)” is located in FIG. 1B 1C, the line where the vocabulary “fine (F2)” is located, the lines where the vocabulary “bill (B2)” and “some (S2)” are located in FIG. 1D, and the vocabulary “some (S4)” in FIG. As in the example of each line where the vocabulary “fine (F3)” and “bill (B4)” in FIG. 1G are located, and [H], [I], [J], [K in FIG. ], And as shown in the foreign language dictionary and vocabulary examples in FIG. That examples recorded together collect, without paradigm change, depending on the position it is placed in a sentence, or part of speech changes in any way, its features are From at a glance.

  As an alternative, if you have an agglutinative grammar like Korean, how is the part of speech through a variety of “ending” changes to a fixed “stem” as in the example of FIG. 5C? In other languages, the same method is used to reflect the current part-of-speech conversion characteristics for each language.

  If the features of the fifth technical idea described above are described with reference to the drawings, as shown in FIG. 6, first, prior to full-fledged vocabulary learning, it is possible to first learn word forms and pronunciations. Separately, a learning book and an audio recording medium playback device are configured.

  That is, the foreign language learning book according to the present invention is configured so that the word form and pronunciation of the foreign language vocabulary can be easily and effectively combined with the concept. As shown in FIG. 6, various inflections (noun: singular-plural, adjective [adverb]: original-comparative-superlative) for foreign language vocabulary (including verb phrases and idioms) as a learning target , Verb: original form-third-person singular type-current participle type [verb noun, progressive form-past type-past participle type, etc.) 102.

  Hereinafter, an embodiment will be comprehensively described with reference to the drawings while referring to the features of the technical idea described above.

  The configuration of the present invention can be achieved through the following “foreign language learning material including A and B” in order to directly enhance foreign language vocabulary and foreign language writing skills.

A. Study books (paper or digital documents, online documents) structured as follows:
The learning book is as follows.

  (A) Of the following “(B), (C)” study books, it is configured as a combined book with any one, a combined form with the whole, or a separate book, but the following “(B), (C ) "All foreign language vocabulary (including verb phrases and idioms / hereinafter referred to as" foreign language vocabulary ") recorded in foreign language sentences (example sentences) in the study book (recommended) or the following" (B) "learning The foreign language vocabulary 101 recorded in FIG. 1A to FIG. 1H, which is an example of a book, or the foreign language vocabulary recorded in FIG. 3 which is an example of the following “(C)” study book (a foreign language synonym for the native language) ([C])) as a whole is configured with any or major word form changes 102 as in the example of FIG.

  (B) Among the learning books “(A)” and “(C)” below, the book may be combined with any one of them, or combined with the whole or as a separate copy. As in the example, the foreign language vocabulary 101 which is the basic form of the foreign language vocabulary 103 to be learned is configured by applying the following items [a] to [c] together with actual usage example sentences.

  [A] As in the example of FIGS. 1A to 1H, “Foreign language vocabulary 101”, which is the basic form of the foreign language vocabulary 103 of the learning target, together with actual example sentences, is explained corresponding to FIGS. 1A to 1H described above. As described above, even if the word forms and pronunciations are the same for all recorded foreign language vocabulary 101, if the concepts are different, they are randomly distributed over the entire recording area of the learning book without any order.

  [B] “Learning target foreign language vocabulary 103” and “conceptual explanation vocabulary 104” in FIGS. 1A to 1H are displayed in various emphasis displays (hue assignment) as in the various example sentences in FIGS. 1A to 1H and 2A. , Underline, bold, italic, relational line, etc., or “corresponding vocabulary 105” and “companion concept vocabulary 106”, which are different from the above (coloration, underline, Italic, related lines, etc.), and differentiated from other vocabulary in the sentence.

  [C] If the “targeted foreign language vocabulary 103” is a vocabulary indicating a part-of-speech conversion phenomenon, as shown in FIG. 1A to FIG. If it has such a sticky word grammar, it is configured as in the example of FIG. 5C, and in the case of other languages other than that, it reflects the current part-of-speech conversion characteristics for each language and is configured in the same manner.

  (C) Among the learning books of “(A), (B)”, it is configured as a combined book with any one, a combined form with the whole or a separate book, but a conceptual vocabulary (the native language vocabulary and the native language) Training to change foreign language vocabulary (foreign language synonyms for native language) (ie, Korean-to-English vocabulary conversion training), training to change conceptual text (native language text) to foreign language composition (ie English training) As shown in the example of FIG. 3, the following items [a] to [e] are applied.

  [A] As shown in the example of FIG. 3, a plurality of “foreign language vocabulary ([C])” corresponding to “representative concept vocabulary ([A])” are collected and recorded.

  [B] As shown in FIG. 3, the vocabulary that best explains the concept of “foreign language vocabulary (foreign language synonym for native language) ([C])” is designated as “representative concept vocabulary ([A])”. Followed by “synonyms of native language ([B])” for this “representative concept vocabulary ([A])”, followed by “foreign language vocabulary (foreign language synonyms for native language) ([C ]) ”Followed by recording.

  [C] As shown in FIG. 3, “concept sentences (native language sentences) ([D]”) each including the “representative concept vocabulary ([A])” or “synonyms of native language ([B])”. , [F], [H]) ”on one side, and corresponding to this, the“ foreign language composition sentence ([E] including the “foreign language vocabulary (foreign language synonym for native language) ([C])” ”. ], [G], and [I] are recorded (the sentence data to be recorded as much as possible is recommended to be recorded with the same example sentence as the example sentence recorded in the study book of (B)).

  [D] As in the example of FIG. 3, “concept sentences (native language sentences ([D], [F], [H]))” and “foreign language composition sentences ([E], [G], [I] ) ”Or“ both sentences ”, one of the“ foreign language vocabulary (foreign language synonyms for native language) ([C]) ”that is the center of foreign language composition learning. 330 and one of the corresponding “representative concept vocabulary ([A])” or “synonyms of the native language ([B])” 340, various emphasis indications (coloration, underline, bold) , Italics, related lines, etc., or a combination of these, and the most prominently displayed in the sentence, and this vocabulary and the “foreign language vocabulary (350)” that is usually accompanied in the sentence, The concept vocabulary (360) "is displayed differently (hue assignment, underline, Tarik body, and related lines, or concurrently thereof) to.

  [E] In the case of a vocabulary indicating “part of speech conversion phenomenon”, as shown in the example of the [H] line, the [I] line, the [J] line, and the [K] line in FIG. It is recorded so that the features of the part of speech change depending on the position within it, and the characteristics of the part of speech change can be seen at a glance.

B. Playback equipment configured as follows (digital recording device, magnetic recording device, etc.)
The playback equipment is as follows.

  (A) Corresponding to the learning book “(A)”, “word form change 102” part is recorded once or a plurality of times for each foreign language vocabulary of FIG.

  (B) Corresponding to the learning book “(B)”, all “foreign language vocabulary 101” and all “foreign language examples for learning vocabulary and sentences” shown in FIGS. 1A to 1H are recorded once or repeatedly. Of course, the "concept" part or the "native language concept sentence" part can also be recorded.

  (C) “[A] → [B] → [C] → [D] → [E] → [F] → [G] corresponding to the learning book“ (C) ”as shown in the example of FIG. → [H] → [I] ”, and each“ representative concept vocabulary ”is one cycle, and is recorded once or repeatedly for each cycle.

  (D) However, since the recording medium of this B section is a digital document among the learning books of the above “A” section, the recording can be performed inside the learning book. Do.

  The “foreign language study book” configured as described above is very effective in expanding the vocabulary and writing skills that are most necessary to develop effective foreign language skills. Next, an application example of the “foreign language study book” will be described.

  The study book is a temporary name “foreign language → concept” composed of the tentative name “word form and pronunciation of vocabulary and pronunciation” composed of “A (A) term” and “A (B) term”. (Ie, English / Korean / Understanding) method study book ”, and the provisional name“ concept → foreign language (ie, Han / English / expression) method study book ”structured as“ (C) of A ” . Of course, even in the case of a playback device such as a CD, the “A (A) term” study book, the “A (B) term” study book, and the “A (C) term study book” are used. Corresponding and divided respectively.

  In addition, if divided into main teaching materials and auxiliary teaching materials, each learning book plays a role of programming to lead the learning process, and each playback device plays a role of assisting learning corresponding to this programming process. Do. Of course, depending on the progress of learning, the learning book and the playback device may be used alone, or the playback device may be used as a main teaching material. Therefore, it is needless to say that this utilization example is not absolute and can be appropriately adjusted for each learner according to the learning stage (learning level, learning level, learning amount) and the like.

  First, the use of the teaching material configured as “A (A) (including playback equipment)” is based on the above “A (B) (including playback equipment)” and “A (C) (playback). Included devices) ”before learning through the teaching materials, and by playing the“ playback device ”to listen to various inflections of various foreign language vocabularies, Learn pronunciation, learn word forms while writing along the spell with your finger while watching such a “learning book”.

  However, when you learn the word form and pronunciation, you don't have to think about the concept. In any case, the term “vocabulary” is because a specific concept cannot be possessed unless it is located in a sentence. Also, when learning the word form and pronunciation, the entire contents recorded in the “learning book” and “playing device” as much as possible are repeated for one cycle without trying to learn each vocabulary at once. After taking enough time and mastering it completely within a few weeks as much as possible, if you are proficient in vocabulary word form and pronunciation, learning structured as "(B) (including playback equipment)" Move to teaching materials. Of course, you can start with the learning material configured as "C (C) (including playback equipment)", but after doing the former as much as possible, you should be accustomed to the latter and accompany the latter. desirable.

  Next, “A (B) item” provisional name “foreign language → concept (ie, English / Korean / Understanding) method learning book” and “reproducing device corresponding to this” are referred to as “A (A) After completing the learning through the learning book configured as “term (including playback equipment)”, the learning book configured as “(C) item (including playback equipment)” If you get used to a certain degree, you will go along.

  As shown in the example of FIG. 1A, if learning is performed through such a learning book, not only the concepts of “foreign language vocabulary 101” and “foreign language vocabulary 103 of learning target” can be remembered, but the corresponding vocabulary that forms a friend with it. 105 and other vocabularies similar to the corresponding vocabulary 105 on the concept classification are also recorded, and when reading or listening in the future, the learning target foreign language 105 is used for the reading and listening. The vocabulary 103 is a specific vocabulary having a concept and can be understood with an instant power. When the corresponding vocabulary 105 is selected and speaking or composition is attempted, the foreign language vocabulary 103 that is naturally a learning target. Will have the ability to be selected as a package with instantaneous power.

  Of course, the foreign language vocabulary 101 and the target foreign language vocabulary 103 and their corresponding vocabulary 105 are of course the relationship of the corresponding vocabulary between them, and vice versa. To do. In addition, since grammatical information such as word order relations and function word information can be remembered together, the vocabulary skills learned in this way are just like the ability of writing, and the full power of the whole sentence is formed and formed. The learning process is also done in stages, so the learning process is not stressful and easy, as compared to trying to memorize the text in a messy way.

  Therefore, the utilization of this teaching material knows what the concept of “foreign language vocabulary 103 of learning target” is through the “concept” part and the “native language concept sentence” part in the example of FIG. In addition, understand what concept “corresponding vocabulary 105” is usually accompanied by. In addition, what kind of word order relation between “foreign language vocabulary 103 for learning” and “corresponding vocabulary 105” form, and whether these function words are related to the use of function words such as prepositions and articles If so, understand all other grammatical information, such as what function words are being assisted.

  Each process in which each “Language target foreign language vocabulary 103” is exposed takes about 10 seconds in the beginning, and if you repeat the number of times, it will decrease to about 1-2 seconds and read. It can be finished instantly. However, when you learn, you don't have to be long and involved, like learning a sentence at once or making a rule, with the desire to understand correctly. This is because it is much more beneficial for the establishment of the grammar system and the memory activity to finish the whole and repeat it again.

  In addition, the playback device is used to expand and develop the spoken language (listening and speaking) ability. However, it is desirable to do this after getting used to some extent through the study books. At this time, it is done while considering what vocabularies are companions to each other and the remaining grammatical information.

  Pronunciation of individual vocabulary learned with the teaching material configured as "A (A) (including playback equipment)", and pronunciation of vocabulary in a sentence as in such playback equipment Try to understand how they differ. It is also desirable to try to pronounce it. At first, you will hear it as if the sentence is fast, but if you get used to it, you will hear all of the playback equipment and the entire study book structured as in section (B) above. Is repeated and learning efficiency is improved. For reference, if learning to some extent through this learning book is accustomed to some extent, then the learning is carried out concurrently with learning through the learning book configured as in the above-mentioned item “A (C) (including playback equipment)”. Of course, in the case of a vocabulary to which parts of speech are converted, the part of speech that changes to each vocabulary position is confirmed with interest and learned in the same manner as described above.

  Finally, the “A (C) item” tentative name “concept → foreign language (for example, Korean-English / expression) method learning book” and “reproducing device corresponding to this” are referred to as “A (A)” as much as possible. "Learning the learning book configured as" (B) item (including playback equipment) "after learning through the learning book configured as" Term (including playback equipment) " If you get used to a certain amount of time, go along.

  As shown in the example of FIG. 3, foreign language writing ability is greatly cultivated by learning through such a study book. And in the process of writing a foreign language, instead of writing a sentence to learn and vomit at once, even if function words such as prepositions and articles are wrong, the corresponding vocabulary is a content word. This is not a stress to the brain, but because it is the same principle that humans learn words, it is sustainable. Repeated learning will nurture a considerable level of speaking and writing skills.

  Therefore, this teaching material is used in the example of FIG. 3 in the “foreign language vocabulary (foreign language synonym for native language) and foreign language composition” part ([C], [E], [G], [I]). For each “representative concept vocabulary ([A])”, foreign language vocabulary selection and foreign language composition are tried sequentially in the following order. This is summarized in Table 1.

  Another structure of the foreign language learning book according to the present invention relates to the structure of a foreign language dictionary (a synonym dictionary of a native language for a foreign language) and a vocabulary collection. The following description will be made with reference to FIGS. 4, 5A and 5B, and FIGS. 7A and 7B.

  Referring to the drawings, the “foreign language dictionary (synonym dictionary of native language for foreign language)” and “vocabulary collection” have the same word form and pronunciation of the search target heading vocabulary in the vocabulary recording method. Even if it is derived from one word source, if it is used in an actual language environment with a different concept, the word form and pronunciation as shown in the example of “Search target headline vocabulary 400” in FIG. Are classified as different vocabulary and recorded separately.

  Further, in recording the foreign language example sentence and the native language interpretation sentence, as shown in FIG. 4, one or both of “search target headline vocabulary 430” and “native language concept vocabulary 440” to explain this is included. Are also highlighted (colored, underlined, bolded, italicized, related lines, etc., or a combination of them) and displayed in the sentence so that it is most prominently visible, and their vocabulary 430, 440, sentence The “foreign language corresponding vocabulary 450” and the “native language companion vocabulary 460” that are usually accompanied by the vocabulary are displayed (colored) in one or both of them in a manner different from the above. (Addition, underline, italic, related line, etc., or a combination of them), and record it in a different way from other foreign language vocabulary and native language concept vocabulary.

  In addition, the search target heading vocabulary 400 is used as a verb, as a noun, or as an adjective, as an adverb or as a verb, without changing the word form. ”,“ 510 ”in FIG. 5A,“ 520 ”in FIG. 5B, and“ 400 ”in FIG. 4, the vocabulary is recorded in terms of concepts instead of word form standards. In addition, for this “target headline vocabulary 400”, examples of various parts of speech are collected and recorded, and how the part of speech changes depending on the position in the sentence without changing the word form. Record so that the features can be seen at a glance.

  Of course, this is an example of English as a foreign language, and if you have a grammatical grammar like Korean, you can change various endings against a fixed stem. It is configured so that the features of the part of speech can be understood at a glance, and in other languages, it is configured in the same way, reflecting the current part-of-speech conversion characteristics for each language. . In addition, it goes without saying that the foreign language dictionary and vocabulary can be configured not only in paper documents but also in the form of digital documents and online documents.

  The “foreign language dictionaries (synonyms of the native language for foreign languages)” and “vocabulary collections” constructed as described above are not only used to search for vocabulary concepts but also to develop effective foreign language abilities. It has the effect of expanding necessary vocabulary and writing skills.

  Next, examples of utilization of the above-mentioned “foreign language dictionary (synonym dictionary of native language for foreign language)” and “vocabulary collection” will be described. However, it goes without saying that this utilization example can also be appropriately adjusted for each learner (learning level, learning level, learning amount) for each learner.

  The “foreign language dictionary (synonym dictionary of native language for foreign language)” and “vocabulary collection” of the present invention have the same word form in which the “foreign language study book including A and B” is the same as the examples of FIGS. 1A to 1H. In the case of pronunciation vocabulary, unlike the case where the vocabulary is randomly distributed in the entire recording area, the vocabulary is the same until the vocabulary is divided into concepts as shown in FIG. In order to agree well with the principle that human vocabulary is generated rather than the conventional method of recording foreign language dictionaries and vocabulary collections, there is a difference in collecting and arranging by word form without performing distributed arrangement. It is not inferior to the above “foreign language learning book including A and B”, and it is quite effective not only for simple search and reference but also for effective vocabulary learning.

  Therefore, when there is a vocabulary that you do not know, it is not simply referred to for the purpose of grasping the concept as in the past, but in the “foreign language study book containing A, B” ”Is similar to the method of utilizing the teaching material configured as“ What is the foreign language vocabulary 450 ”associated with“ search target headline vocabulary 430 ”? Other grammatical information such as word order information and function word information, or how the part of speech changes depending on the position in the sentence when the part of speech is part of a vocabulary. If you use it with interest, the effects of vocabulary and sentence learning will be doubled.

  Still another structure of the foreign language learning book according to the present invention relates to the structure of a foreign language original book (such as a novel) for foreign language learning.

  It will be described as follows with reference to FIG. 2C.

  Referring to the English-Korean bilingual novel as shown in FIG. 2C, various emphasis is put on the “foreign language vocabulary 103 for learning target” and “concept vocabulary 104” for the recorded foreign language text and native language interpretation text. Display is performed, and “corresponding vocabulary 105” and “companion concept vocabulary 106” are also given different displays, and are recorded and differentiated from other vocabularies in the sentence.

  In the case of the “foreign language original”, a method similar to the method of using the teaching material structured as “A (B)” in the “foreign language study book including A and B” is used. Yes, what kind of “foreign language vocabulary 105” is accompanied with each other in the sentence with respect to “foreign target vocabulary 103”, and other grammatical information such as word order information and functional word information related thereto Vocabulary and writing skills will be doubled if they are used with interest in such matters.

  Still another configuration of the present invention is that in the configuration of the various learning books, the learning target foreign language vocabulary 103, 330, the search target heading vocabulary 430, and the concept explanation vocabulary 104, 340, 440 for explaining the related concepts, When there are two or more foreign language vocabulary words 105, 350, 450 and native language friend concept vocabulary words 106, 360, 460, which are companions, respectively, as shown in the example of FIG. The level display is performed in various formats according to the above. The utilization method is similar to the above example, but has an advantage of considering the priority in the corresponding vocabulary learning.

  Finally, the “foreign language study book” according to the present invention includes study books (paper documents, digital documents, online documents), foreign language dictionaries, and vocabularies configured in various ways as described above. .

  In addition, a playback device using a foreign language learning book is a digital recording device (computer, software, PDA, moving picture player, electronic notebook, CD, DVD, MP3) that is constructed and manufactured based on the foreign language learning book. , PMP, etc.) and devices (Internet, PDA, DMB, mobile phone, etc.) and magnetic recording devices (video tape, audio tape, etc.) via online (wired / wireless).

  Therefore, the foreign language study books according to the various inventions are stored not only on paper documents but also on the digital recording device, on-line (wired / wireless) devices, and reproducing devices such as magnetic recording devices. There is nothing to be able to see or hear through.

  Further, as shown in FIG. 8, in the case of a digital recording device or an online device (tool), for example, a mouse or a touch pen is used as a foreign language vocabulary 103, a concept explanation vocabulary 104, a corresponding vocabulary 105 or a fellow concept vocabulary. 106, or automatically so that it is understood that it is a vocabulary that corresponds to each other, it can be expressed by dividing it by a method such as a related line or color change, underline, bold, italic, etc. You can also hide the display so that it is not visible.

  Although the present invention has been described with reference to one embodiment shown in the drawings, they are merely illustrative, and various modifications and equivalent other embodiments will occur to those skilled in the art. You will understand that is possible. Therefore, the true technical protection scope of the present invention is determined by the technical idea of the claims.

Claims (16)

  The foreign language vocabulary to be studied is divided into separate vocabularies based on concepts rather than word forms and pronunciation units, and each vocabulary with a different concept is distributed over the entire recording area of the study book. A foreign language study book characterized by including what was recorded as   The learning target foreign language vocabulary recorded in the example sentence using the learning target foreign language vocabulary, the concept explanation vocabulary explaining the concept related to the foreign language vocabulary of the learning target, or the foreign language vocabulary of the learning target 2. The method of claim 1, further comprising: highlighting and recording at least one of a companion vocabulary accompanied and a companion vocabulary associated with the concept explanation vocabulary. Foreign language study book.   Among the learning target foreign language vocabulary recorded in the example sentences using the learning target foreign language vocabulary, the vocabulary corresponding to the part of speech conversion is a variety of part of speech conversion examples of the vocabulary at the position where each vocabulary is listed. The foreign language study book according to claim 2, comprising collecting and recording.   Among the learning target foreign language vocabulary recorded in the example sentences using the learning target foreign language vocabulary, the vocabulary corresponding to the part of speech conversion is a variety of part of speech conversion examples of the vocabulary at the position where each vocabulary is listed. The foreign language study book according to claim 1, comprising collecting and recording.   A foreign language study book characterized by including the headline vocabulary of the search target as a separate headword vocabulary divided into concepts, not words or pronunciation units.   Accompanying the search target heading vocabulary recorded in the example sentence using the search target heading vocabulary, the concept explanation vocabulary explaining the concept related to the search target heading vocabulary, and the search target heading vocabulary The foreign language learning according to claim 5, further comprising: highlighting and recording at least one of a corresponding vocabulary and a companion vocabulary associated with the concept explanation vocabulary. book.   Among the search target heading vocabulary recorded in the example sentences using the search target heading vocabulary, the vocabulary corresponding to the part-of-speech conversion is gathered at the position where each vocabulary is enumerated, and various part-of-speech conversion examples of the vocabulary are collected. The foreign language study book according to claim 6, including that recorded.   Among the search target heading vocabulary recorded in the example sentences using the search target heading vocabulary, the vocabulary corresponding to the part-of-speech conversion is gathered at the position where each vocabulary is enumerated, and various part-of-speech conversion examples of the vocabulary are collected. The foreign language study book according to claim 5, including that recorded.   Highlight and display at least one of the learning target foreign language vocabulary recorded in the example sentences using the foreign language vocabulary and the concept explanation vocabulary explaining the concept related to the learning target foreign language vocabulary And displaying at least one of the corresponding vocabulary associated with the foreign language vocabulary of the learning target and the companion vocabulary associated with the concept explanation vocabulary in a highlighted manner. Foreign language study book.   4. The corresponding vocabulary and fellow concept vocabulary are displayed with various levels given according to exposure frequency and importance, and are included in claim 2, claim 3, claim 6, claim 7, and claim 7. The foreign language study book according to any one of items 9 to 9.   The entire foreign language vocabulary recorded in the foreign language learning book, or the foreign language vocabulary of the learning target, the heading vocabulary of the search target, the foreign language vocabulary, and various morphological changes to the foreign language vocabulary of the learning target are recorded. 10. The foreign language learning book according to claim 1, wherein the foreign language learning book is any one of claims 1 to 9.   10. The entire foreign language vocabulary recorded in the foreign language learning book according to any one of claims 1 to 9, or the foreign language vocabulary of the learning target, the heading vocabulary of the search target, the foreign language A reproduction device characterized in that various morphological changes to the vocabulary and the foreign language vocabulary to be studied are recorded at least once.   Recorded at least once by the method of recording the foreign language vocabulary and foreign language text or the entire content of the foreign language study book according to any one of claims 1 to 9. Including playback equipment.   A playback device configured on the basis of the method for recording a foreign language learning book according to any one of claims 1 to 9. In a playback device configured based on the foreign language learning book recording method according to any one of claims 2, 3, 6, 7 and 9,
A playback device including a corresponding vocabulary and a companion vocabulary that are related to each other, and displaying that there is a mutual relationship when a mouse or a touch pen is brought into contact.   Claim 2, Claim 3, Claim 6, Claim 7 and Claim 9 of the corresponding vocabulary and fellow concept vocabulary of the foreign language study book according to the exposure frequency and importance A playback device based on recording and recording with various levels.

Images