JP2017105010A - Note for learning sentence structure - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide a note for learning a sentence structure which enables easy understanding of a sentence structure.SOLUTION: Dependencies between clauses are classified according to structures thereof, semantic structures between clauses, which have no direct dependencies, are extracted, and these structures are visually represented thereby assisting understanding of structures, and eventually, assisting understanding of meaning of sentences. In order to visually grasp structures, a note 1 for learning a sentence structure, which has representation of a problem sentence and a connector 4 which connects an expression entry frame 3 in which a clause in the problem sentence is entered and an expression entry frame concerning two clauses to each other, is provided. In the note, each clause is entered in the expression entry frame 3 corresponding to the structure. The note 1 for learning a sentence structure, in which all or a part of clauses are entered, serves as a teaching material for learning a sentence structure.SELECTED DRAWING: Figure 5

Description

  The present invention relates to a sentence structure learning notebook for learning a sentence structure.

  In learning a language, to understand the semantic structure of a sentence, for example, a subject (hereinafter a part of a sentence (phrase) including the subject is referred to as a “main part”), an object (hereinafter, an object) Read a sentence that contains a part (phrase) of a sentence that includes a word and a predicate (hereinafter, a part of the sentence (phrase) that includes the predicate is called a "predicate"). Specifically, it is not always easy to grasp which words are the main part, the customer part, and the predicate. In addition to the main part, customer part, and predicate, the sentence often includes words that modify them, and the order of these words differs depending on the language, This is because the nature is different. For beginners of a language (hereinafter referred to as “students”), it may be difficult to correctly extract words representing the main part, the customer part, and the predicate.

  An overview of the prior art by limiting the language to Japanese. In order to develop the ability to understand the meaning of Japanese sentences, for example, the teaching materials disclosed in Patent Document 1 allow you to write a summary of the sentences, write the contents indicated by the directives, write the main points of each paragraph, etc. Questions are set up. However, it is premised on reading the meaning of a single sentence correctly, and the level is too high for students. In order to accurately grasp the meaning of a sentence, it is important to divide the sentence into words and to understand the sentence structure including the dependency between words, but a learning note to make it easier to understand the sentence structure And the teaching materials were not known.

Japanese Patent Laid-Open No. 08-106246

  An object of the present invention is to provide a sentence structure learning notebook that facilitates understanding of a sentence structure.

  The concept of main part, customer part, and predicate is about the object to be expressed in language, and it exists regardless of language. In one sentence, a phrase representing a main part, that is, a subject, and a predicate, that is, an action, a state, an existence, or a phrase that represents a part corresponding to “what” of “what (main part) what (predicate)”, Are included unless the main part is omitted. In addition, the word which represents a customer part, ie, an object may not be included. If the predicate is a verb, an object exists if the verb is a transitive verb, but if the verb is an intransitive verb, it can operate without an object. Further, there is no object even when the predicate is an adjective or when it represents a part corresponding to “what”.

  Some statements have multiple combinations of subject and predicate. For example, in the case where two actions are expressed by stopping the continuous use in Japanese, the case where one subject and action modifies other words by a relative pronoun in English is exemplified.

  By visually indicating one or more “parts of the main part, predicate, and customer part (if any)” included in the sentence, the “parts” can be easily understood, Helps understand the structure of the sentence, and in turn helps understand the meaning of the sentence.

  At the same time, it is possible to more easily understand the structure of the sentence by visually showing the relationship between the word other than the main part, the predicate, and the customer part with other words in the sentence.

  What is expressed as “part” in the above description will be described in detail. In the sentence, for example, how to express the subject by a combination of parts of speech, strictly depends on the language. For example, in English, it is represented as a noun that is the subject. On the other hand, in Japanese, for example, it can be understood that a noun as a subject represents a subject, or that a phrase with a case particle indicating that it is a subject represents the subject. The difference in the grasping method can be selected according to the educational policy and the weaknesses of the students. Therefore, in this specification, a part of a sentence grasped as a subject, an action, an object, and the like is referred to as a main part, a predicate part, and a customer part, respectively. Also, a part of the sentence that modifies the main part is called a continuous modification part, and a part of the sentence that modifies the predicate is called a continuous modification part. Regardless of the part of speech classification according to the conventional grammar, the concept of the combination modification part and the continuous modification part is adjusted according to the educational purpose, depending on the classification as a function.

The relative relationship between the two parts is classified as follows.
(1) The relationship between the main part and the predicate. (Subject and predicate in Japanese)
(2) Relationship between customer department and predicate. (In Japanese, verbs that are objects and predicates)
(3) Relationship between the main part and the customer part via the predicate.
(4) The relationship between the combination modification part and the main part that is the modified word. (In Japanese, mainly adjectives and nouns)
(5) The relationship between the continuous modifier and the predicate that is the modified word. (Mainly Japanese modifiers and idioms in Japanese)
(6) The relationship between two or more predicates that are paralleled in equality. (In Japanese, two or more predicates in a so-called heavy sentence).
(7) A relationship between a predicate that is a modifier and a main part or a customer part that is a modifier. (In Japanese, the predicate of the subordinate subordinate clause and the main or customer part of the main clause).

  Here, note (3). Considering the so-called “dependency” relationship found in many languages, others are in a dependency relationship, but (3) is not in a dependency relationship. Nevertheless, the visual indication of the relationship (3) is an important feature of the present invention. For example, the present invention is distinguished from many conventional techniques for displaying the results of morphological analysis in Japanese.

The above (5) is subdivided into the following depending on the meaning of the word that becomes the modifier.
(5A) Representing a destination location (5B) Representing a non-moving location (5C) Representing time (5D) Representing means (5E) Others

Regarding (6) above, the first sentence is the first sentence and the second sentence is the second sentence in the whole sentence, and is subdivided as follows according to the relationship between the first sentence and the second sentence. The The same applies when there is a third sentence and thereafter.
(6A) Simple parallel (6B) Forward tangent (6C) Time lapse (6D) Reverse tangent (6E) Reason why the second sentence is the first sentence (6F) Others The total of the first sentence and the second sentence is 1 In other words, the “first sentence” and the “second sentence” are not strictly expressed as “sentences”. However, it has the same meaning as a “sentence” received by a phrase representing a predicate, and is therefore called a “first sentence” and a “second sentence”.

  By visually showing the structure, students who learn many sentences can grasp the structure based on visual information. This is because the same structure is shown with the same visual effect. By showing the structure of the sentence visually instead of logically and symbolically, it is possible to learn with less burden on the brain.

  As learning progresses, the structure of a sentence learned for the first time can be inferred based on the meaning of each word.

  The long-term effects of the above learning are not limited to reading a sentence, but can also be used to create a correct and easy-to-read sentence because the structure of the sentence can be logically assembled when writing. Can be mentioned.

  According to the above characteristics, it is possible to improve the learning of a sentence structure that is difficult to understand a sentence structure, for example, Japanese, without word segmentation.

  In order to realize the above learning effect, the sentence structure learning notebook of the present invention has the following features.

The note for learning sentence structure of the present invention is:
Display assignment text,
A word box for entering a word or phrase in the task sentence;
A sentence structure learning notebook having a connector that connects two word entry frames,
On the surface of the sentence structure learning notebook, when the traveling direction is a direction from top to bottom, a direction from left to right, or a direction from right to left, the phrase entry box is based on the relationship between two phrases. Arranged according to the following rules:
(1) A word entry frame for the main part for filling in the main part and a word box for the predicate for filling in the predicate word for the main part are arranged in this order in this order (2) Predescription part And the customer part phrase entry frame in which the customer part phrase of the predicate is entered are displaced in the direction opposite to the traveling direction with respect to the phrase entry frame of the customer part. (3) One part of the phrase entry box for entering the phrase of the combination modification part or the combination modification part and the phrase to be modified The other part of the phrase entry frame that fills in the words, and those that do not fall under either of the above (1) and (2), the other part of the phrase entry frame proceeds with respect to the one part phrase entry frame Displace in the direction and displace in the other direction opposite to the one direction out of the directions intersecting the traveling direction. And butterflies.

According to this feature, the main part and the predicate are arranged in the advancing method, and the parts that modify these parts are arranged laterally. The flow of the main part and predicate, which is the main flow of meaning in the sentence, is visually clarified, and the situation where modifications are made toward the main flow flows from the side, making it easy to understand visually and intuitively It becomes.
Here, the “traveling direction” may be any direction from top to bottom, from left to right, or from right to left, but from the beginning to the end of the sentence when writing the language of the task sentence. The direction is preferred. When writing vertically in Japanese, Chinese, etc., the direction is from top to bottom. For many languages such as European languages, the direction is from left to right. For some languages, such as Arabic, right to left The direction to head.
In addition, the customer part understands that the customer part understands that the other modification part is arranged in one of the directions in which the customer part intersects the traveling direction (for example, left when the traveling direction is from top to bottom). Cheap. Note that “any one” is determined in advance. It is not determined appropriately for each part.

The note for learning sentence structure of the present invention is:
Of the word entry frame of the main part and the word entry frame of the preceding description part, the word entry frame of the main part of the whole sentence and the predicate of the main part has a frame line different from the word entry frame of the other parts. It is characterized by.

  According to this feature, the main part and the predicate of the whole sentence are distinguished, and the flow of meaning in the sentence can be understood more easily.

The note for learning sentence structure of the present invention is:
The frame line different from the other word / phrase entry frame is wider than the frame line of the other part / phrase entry frame.

  According to this feature, the main part and the predicate are emphasized, and the understanding is further facilitated.

The note for learning sentence structure of the present invention is:
The connector is represented as a solid line, a broken line, or an arrow.

  According to this feature, the meaning in the sentence of each part can be visually shown by using different connectors.

The note for learning sentence structure of the present invention is:
The main part word entry frame and the customer part word entry frame are connected by the connector represented as a solid arrow from the main part word entry frame to the customer part word entry frame,
The customer part word entry frame and the previous description part word entry frame are connected by the connector represented as a solid line arrow from the customer part word entry frame to the previous description part word entry frame. Features.

  According to this feature, the flow of main part → customer part → predicate is visualized. Although the main part and the customer part are not in a dependency relationship, the flow of the main part → the customer part → the predicate is clearly shown by connecting the same with the same connector between the customer part and the main part.

The note for learning sentence structure of the present invention is:
The word entry frame of the main part and the word entry frame of the previous description part are connected by the connector represented as a dotted line segment.

  According to this feature (the dotted line has a small visual impact), the student's attention is drawn to the modified relationship other than the main part → predicate flow, and learning becomes easy. Since the main part → customer part → predicate flow is connected by a solid line connector, the student can learn without any problem without emphasizing the main part → predicate flow.

The note for learning sentence structure of the present invention is:
In a compound sentence having two or more pairs of the main part and the preceding description part,
The phrase entry frame (subsequent main part entry frame) of the main sentence of the sentence after the second sentence has the arrow shape from the word entry frame of the preceding description part of the sentence before the sentence to the subsequent main part entry frame. Connected with connectors (causal arrows)
The causal relation arrow has a shape determined based on a causal relation between the sentence before the sentence and the sentence.

  According to this feature, the causal relationship between the preceding sentence and the succeeding sentence in the heavy sentence can be visually represented.

The note for learning sentence structure of the present invention is:
In a compound sentence in which there are two or more words representing a predicate corresponding to one main part, a word entry box for the main part is provided in each of the first sentence and the second and subsequent sentences,
A word box for the main part and a word box for the previous description part of each of two or more sentences are arranged side by side in the direction of travel;
It has the description which shows repetition in the phrase entry frame of the said main part of the sentence after the 2nd sentence.

  According to this feature, the main predicate relationship can be visually represented for subsequent sentences in which the main part is omitted.

The note for learning sentence structure of the present invention is:
In a sentence in which there are two or more predicates corresponding to one main part, the phrase entry frame of the preceding description part representing the two or more predicates is displaced in the advancing direction of the word entry frame of the main part It arrange | positions adjacent to, It is characterized by the above-mentioned.

  According to this feature, even when there are two or more predicates for one subject, the main part and the predicates are arranged approximately horizontally or vertically. Visual understanding of main predicate relationships is facilitated.

The note for learning sentence structure of the present invention is:
Having a continuous part display part for displaying one or more continuous parts,
The continuous part display part is characterized in that the one or two or more continuous parts are displayed and surrounded by a frame line having a shape different from the phrase entry frame.

  According to this feature, it is possible to provide a frame of a portion that is displayed in advance and that does not allow the student to fill in. The difficulty level can be adjusted in accordance with the progress of the student's learning.

The note for learning sentence structure of the present invention is:
The task sentence is a Japanese sentence.

  According to this feature, it is possible to improve the learning of the sentence structure even in Japanese, where there is no word segmentation and it is difficult to understand the sentence structure. The present invention can be applied to all languages, but is effective in Japanese.

The note for learning sentence structure of the present invention is:
The task sentence includes sentences of two languages having the same meaning;
The phrase entry frame and the connector are arranged in one pattern for one of the two languages,
In the other one of the two languages, the phrase entry frame and the connector are arranged in the same pattern as the one pattern.

  According to this feature, it can be understood from the phrase entry frame and the connector arrangement pattern that the same structure is provided regardless of the language. Learning that is conscious of a semantic structure independent of language becomes easy.

The note for learning sentence structure of the present invention is:
One of the two languages is Japanese.

  According to this feature, a sentence structure learning notebook suitable for foreigners who learn Japanese and Japanese who learn foreign languages is provided.

The note for learning sentence structure of the present invention is:
The above-mentioned sentence structure learning notebook is preliminarily filled with all or part of the words to be written in the word box.

  According to this feature, a sentence structure learning notebook having a phrase entry frame and a connector display is provided as a sentence structure learning material.

  According to the present invention, there is provided a sentence structure learning notebook that facilitates understanding of a sentence structure.

FIG. 1 is a diagram illustrating a sentence structure learning notebook. FIG. 2 is a diagram illustrating a sentence structure learning note after entry. FIG. 3 is a diagram illustrating a sentence structure learning notebook. FIG. 4 is a diagram showing a sentence structure learning note after entry. FIG. 5 is a diagram illustrating a sentence structure learning note including sentences in two languages. FIG. 6 shows a sentence structure learning notebook. FIG. 7 is a diagram showing a sentence structure learning note after entry. FIG. 8 is a diagram illustrating a sentence structure learning notebook with a problem. FIG. 9 is a diagram showing the proper use of connectors depending on how the continuous modification unit works. FIG. 10 is a diagram showing the proper use of connectors in heavy text. FIG. 11 is a diagram showing a phrase entry frame and a connector in a compound sentence. FIG. 12 is a diagram illustrating examples of heavy sentences and compound sentences. FIG. 13 is a diagram illustrating a sentence structure learning note having a phrase display unit. FIG. 14 is a diagram illustrating a sentence structure learning note having a phrase display section. FIG. 15 is a diagram illustrating a sentence structure learning notebook.

  Examples of the present invention will be described. Example 1 shows a basic structure. The second embodiment will be described in detail by taking vertical writing Japanese as an example.

  The present embodiment shows the basic structure of a sentence structure learning notebook.

  FIG. 1 is a diagram illustrating a sentence structure learning notebook. The sentence structure learning notebook can be composed of two or more pages, but the figure shows only one page. The sentence structure learning note 1 displays a task sentence 2, and a phrase entry frame 3 (3A, 3C, 3O, 3S, and 3V: “3” for entering one phrase in the task sentence in one frame. The reference numerals with letters indicate the phrase entry box 3. The same applies hereinafter) and the connector 4 (4A, 4C, 4O, 4S and 4SO: The reference numerals with letters after “4” indicate the connector 4. The same applies hereinafter. .)have.

  In this embodiment, since the assignment sentence is a Japanese sentence, the student breaks down the assignment sentence 2 into phrases (for example, “She's a little dog, a dog, a forefoot, a hole, a dig”). There is a known method of inserting "Ne" into a sentence and breaking it into phrases). Considering the meaning of each phrase, enter one phrase in the phrase entry box 3 so as to correctly indicate the relationship between the phrases.

  The word entry frames 3S and 3V are thick rectangles, and the other word entry frames are thin line rectangles. Thereby, the subject and predicate of the whole sentence are visually grasped (by a thick line).

  The connector 4 is a solid line arrow and a broken line in the figure. The shape of the connector 4 also helps visual grasp. There are shapes other than solid arrows or broken lines, and details will be described later.

  FIG. 2 is a diagram illustrating a sentence structure learning note after entry. Hereinafter, the meaning of the arrangement of the phrase entry frames will be described with reference to FIG.

  1 and 2 are horizontally written Japanese. The direction from left to right is the direction of travel. The traveling direction is preferably a direction from the head of the sentence toward the end of the sentence when the language of the task sentence is described. When writing vertically in Japanese, Chinese, etc., the direction is from top to bottom. For many languages such as European languages, the direction is from left to right. For some languages, such as Arabic, right to left It becomes the direction to go to.

  FIG. 2 is a diagram illustrating a sentence structure learning note after entry. Hereinafter, the meaning of the arrangement of the phrase entry frame will be described with reference to FIG.

  The phrase entry frame 3S is a phrase entry frame for the main part in which a word representing the main part is entered, and the phrase entry frame 3V is a phrase entry box for a predicate in which a phrase representing the predicate is entered. The phrase entry frames 3S and 3V are arranged in this order in the traveling direction. For this reason, the connector 4S that connects the phrase entry frames 3S and 3V that are in the predicate relationship is a line that faces the traveling direction. The phrase entry frames 3S and 3V are distinguished from other phrase entry frames by a thick line because they are the main part and the predicate of the whole sentence.

  The phrase entry frame 3O is a phrase entry frame for the customer part in which a word representing the customer part is entered. The word entry frame 3O is arranged between the word entry frames 3S and 3V in the advancing direction and below the figure with respect to the word entry frames 3S and 3V in the direction crossing the advancing direction.

  In FIG. 2A, a phrase is entered in the phrase entry frame, but as shown in FIG. 2B, a part of the case particle may be entered along with the connector. A case particle makes it easy to understand the subject and the object.

  Whether or not to add a case particle to the connector can be selected by the educator depending on the student's learning level, learning purpose, and the like. In many languages other than Japanese, there is no case particle, so what should be attached to the connector can be selected for educational purposes.

  FIG. 3 is a diagram illustrating a sentence structure learning notebook. The task sentence is an English sentence having the same meaning as the Japanese sentence in FIG. The phrase entry frame 3 and the connector 4 are arranged in the same manner as in FIG. This is because the semantic structure of the sentence is the same regardless of the language (based on word order, part of speech). The same applies to languages other than English.

  FIG. 4 is a diagram showing a sentence structure learning note after entry. Both (A) and (B) are the same as in FIG. In (B), what word is attached to the connector is matched with English, and a preposition is attached to the connector.

  FIG. 5 is a diagram illustrating a sentence structure learning note including sentences in two languages. The figure is after entry. As described with reference to FIGS. 1 to 4, the sentence structure is the same regardless of language. In this case, if two language sentences are written together as shown in FIG. 5, it can be easily understood through vision that the sentence structures are the same.

  For Japanese students studying English and for foreign students studying Japanese, understanding of foreign languages based on an understanding of sentence structure is promoted.

  The present embodiment shows details of a sentence structure learning notebook using vertical writing Japanese as an example. In the present embodiment, the “subject” is used in order to indicate the meaning of a general Japanese grammar understanding in English grammar as “a word representing the main part”, “a phrase representing the predicate”, and “a phrase representing the customer part”. Also called “predicate” or “object”. Further, according to the concept shown in the first embodiment, a sentence structure learning note similar to that of the present embodiment can be configured for languages other than Japanese.

  In the following description, it is assumed that a phrase is entered in the word entry box as shown in FIG. However, a case particle can be attached to the connector as shown in FIG. Also, in this embodiment, the direction from top to bottom is the direction of travel, and the customer part phrase entry frame is to the left with respect to the main part phrase entry frame and predicate word entry box. .

  FIG. 6 shows a sentence structure learning notebook. The sentence structure learning note 1 displays a task sentence 2, and a phrase entry frame 3 (3A, 3C, 3O, 3S, and 3V: “3” for entering one phrase in the task sentence in one frame. The reference numerals with letters indicate the phrase entry box 3. The same applies hereinafter) and the connector 4 (4A, 4C, 4O, 4S and 4SO: The reference numerals with letters after “4” indicate the connector 4. The same applies hereinafter. .)have.

  FIG. 7 is a diagram showing a sentence structure learning note after entry. Hereinafter, the meaning of the arrangement of the phrase entry frames will be described with reference to FIG.

  The phrase entry box 3S of the main part in which the clause including the subject is entered is arranged directly above the phrase entry box 3V of the predicate in which the clause including the predicate is entered. For this reason, the connector 4S connecting the phrase entry frames 3S and 3V having the main description relationship is a vertical line. Moreover, since the phrase entry frames 3S and 3V are the main part and the predicate of the whole sentence, they are emphasized more than the other phrase entry boxes by the bold lines.

  The other phrase entry frames are arranged so that the phrase entry frame 3O of the customer part is shifted to the left and the other phrase entry frames are shifted to the right with respect to the phrase entry frames 3S and 3V. For this reason, all connectors other than the connector 4S connecting the word entry frames 3S and 3V having the main description relationship are shaded.

  As described above, the word entry boxes of the main part and predicate of the whole sentence are emphasized, the main predicate relation is represented by a vertical line, and the other dependency relations are represented by diagonal lines, so that the sentence structure can be visualized. Is grasped.

  Note that the connector 4SO indicates a relationship between the subject and the object because the subject represented by the subject works on the object represented by the object, and has a clause not directly related to the dependency relationship. .

  In the embodiment shown in FIG. 6 and FIG. 7, the phrase entry frame relating to the phrase including the object is on the left side with respect to the phrase entry frames 3S and 3V, and the other phrase entry frame 3 having the dependency relationship is placed on the phrase entry frame 3S. And 3V to the right. In this way, it is determined in advance whether the phrase entry frame 3 is arranged on the left or right based on the meaning of the phrase with respect to other phrases, and in particular, the target word can be distinguished from other words. It is preferable to arrange the phrase entry frame 3 at a position opposite to the word.

  6 and 7 are compared with FIGS. 1 and 2, the phrase box 3 and the connector 4 shown in FIGS. 6 and 7 are rotated 90 degrees clockwise from those shown in FIGS. It has become. Since the traveling direction is different by 90 degrees, it is rotated by 90 degrees, but the relative positions of the word box 3 and the connector 4 are the same. This is because the sentence structure is the same.

  FIG. 8 is a diagram illustrating a sentence structure learning notebook with a question sentence. Compared with FIG. 6, numbers 1 and 2 are written in circled numbers in the phrase entry frame 3, and it is suggested as a question sentence 5 which phrase should be entered in which phrase entry frame 3. In accordance with the progress of learning by the student, it is possible to guide the learning in this way.

  Hereinafter, the shape of the connector will be described.

  Connectors 4SO and 4O are solid line arrows, and the other connectors are broken line segments or broken line arrows. Connectors 4SO and 4O are emphasized over other connectors. Thereby, the flow of the sentence of the subject → object → predicate can be easily grasped visually.

  Explaining the connectors other than the clause containing the object, the meaning of the consecutive modifier is visually determined by using different connectors that connect the phrase entry frame 3O related to the consecutive modification part that modifies the predicate and the phrase entry frame 3V related to the predicate. This is one of the features of the present invention.

  FIG. 9 is a diagram showing the proper use of connectors according to the meaning of the continuous modification unit. FIG. 9A shows the destination location where the continuous modification unit moves. In this case, since the subject represented by the subject acts on the object represented by the independent word of the continuous modification unit, the connector 4C1 with a solid line arrow is used as in the case of the object, and the clause that is not directly related is determined. The connector 4SC1 to be connected is shown.

  FIG. 9B shows a place where the continuous modification portion does not move. In this case, the continuous modification unit indicates a place where the action / action represented by the whole sentence is performed rather than modifying the predicate. Therefore, the connector 4 is not shown. However, since the clause of the continuous modifier is directly related to the predicate, the phrase entry frame 3C2 is arranged at the upper right of the phrase entry frame 3V (and the lower right of the phrase entry frame 3S).

  FIG. 9C shows the continuous modification portion representing time. In this case, it can be interpreted that the continuous modification part defines the entire sentence. Therefore, the phrase entry frame 3C3 is not shown in the connector 4, but is placed on the upper right side (in the phrase entry frame 3S. This is the subject sentence “The dog barks in the evening.” “The dog barks in the evening.” 9C is also preferable in the case of the task sentence, but it may be as shown in FIG. 9B.

  As shown in FIG. 7, the phrase modifier 3C relating to the clause of the consecutive modifier and the phrase entry frame 3V relating to the clause of the predicate are connected by a broken line and arrow connector 4C as shown in FIG. tie.

  In addition to the above, there are cases where the predicate is purely modified, such as the phrase “slowly” in the task sentence “dog walks slowly”, and there are other cases. The phrase entry box for the phrase and the phrase entry box for the predicate clause are connected by a dashed connector.

  As described above, the semantic relationship (sentence structure) between clauses is visually grasped by the presence and the shape of the connector.

  Next, the connector in the case of heavy text will be described.

  FIG. 10 is a diagram showing the proper use of connectors in heavy text. In FIG. 10A, two sentences are simple parallel. In this case, the connector 4 is not represented because there is no special relationship between the two sentences.

  In FIG. 10B, the first sentence is in tandem with the second sentence. In this case, for simple connection, the phrase entry box 3V1 related to the phrase including the predicate of the first sentence and the phrase entry 4S2 related to the phrase including the subject of the second sentence are formed in a solid arrow shape (simply at the end of the line segment). The connector 4A is connected with an arrow having an area instead of an arrow. In the dependency relationship, the phrase entry frame 3V1 and the phrase entry frame 3V2 are connected. However, since the relationship is between the entire first sentence and the entire second sentence, the phrase entry frame 3V1 and the phrase entry frame 3S2 are connected. Show them as if they are tied together.

  FIG. 10C shows the passage of time from the first sentence to the second sentence. In this case as well, the connection is simple, but the semantic connection between the first sentence and the second sentence is weaker than in the case of the forward connection, so the connection is made with a dashed-line connector 4T.

  In FIG. 10D, the first sentence is reversely connected to the second sentence. In this case, it is connected by a connector 4P having a V-shaped arrow shape (preferably colored as shown in the figure).

  In FIG. 10E, the second sentence is the reason for the first sentence. In this case, since the relationship between the first sentence and the second sentence is reversed from that in the case of FIG. 10B showing the forward contact, the U-turn arrow-shaped connector 4R is used.

  In addition to the above, a figure with an appropriate shape can be used in accordance with the meaning of the relationship between the first sentence and the second sentence.

  In the case of a compound sentence, unlike the heavy sentence, the predicate of the first sentence has a clear dependency with one of the phrases included in the first sentence or the second sentence. The compound sentence is assumed to be the general visual expression shown in FIG.

  FIG. 11 is a diagram showing a phrase entry frame and a connector in a compound sentence. FIG. 11 (A) is about the subject sentence “The dog I keep is white”. The predicate “Kame” in the first sentence modifies the subject “Dog” in the second sentence in a continuous form. The phrase entry frame 3V1 related to the phrase including the predicate of the first sentence and the phrase entry 4S2 related to the phrase including the subject of the second sentence are connected by a normal dashed connector 4A.

  FIG. 11 (B) is about the subject sentence “The dog noticed that I came home”. The predicate “Returned” in the first sentence modifies the noun “Koto”. Therefore, a connector 4A similar to a normal sentence but not a heavy sentence is shown.

  Here, the phrase entry boxes of “I am” and “I have” in FIG. 11A and the phrase entry boxes of “I am” and “returned” in FIG. Is not a thick line.

  FIG. 12 is a diagram illustrating examples of heavy sentences and compound sentences. The subject of the first sentence and the second sentence is the same. FIG. 12A relates to the task sentence “The dog barked while running”. Since “running” and “barking” are simultaneous movements, it gives a feeling as if it were one sentence. Therefore, as shown in the figure, the phrase entry frame 3V1 related to “running” and the phrase entry frame 3V2 related to “bare” are arranged adjacent to each other.

  FIG. 12B is for the task sentence “The dog stopped and barked”. The operation of “stop” and the operation of “barking” have elapsed time, which is the same as FIG. 10C. However, since there is no subject “Dog is” in the second sentence (it is omitted), the phrase entry box 3Sx is provided, and “(Dog is)” is indicated in parentheses, and the main statement relationship of the second sentence is clearly indicated. To do. This relieves students of the difficulty of understanding the main predicaments unique to Japanese.

  In addition, although the heavy sentence and the compound sentence were demonstrated by the example of two sentences, also when there exist three or more sentences, the whole can be comprised by comprising similarly to said description about two sentences which have a relationship.

  The phrase display unit will be described below. FIG. 13 is a diagram illustrating a sentence structure learning note having a phrase display unit. FIG. 13 is a table in which two clauses “in front foot” and “dig” in FIG. 8 are entered in advance. In order to make it easy to understand that the pre-filled phrase is not filled in, it is shown by the phrase display section 6 (6C and 6V) having a shape different from the phrase display frame 3 (here, an ellipse). However, the connector 4 is the same when it is filled in beforehand and when it is not filled in. This makes it easier for students to understand the sentence structure.

  The continuous phrase display unit 6 may have the same shape as the phrase display frame 3. In this case, the sentence structure learning material is a sentence structure learning notebook 1 in which a part (or all) of clauses are entered.

  FIG. 14 is a diagram illustrating a sentence structure learning note having a continuous phrase display unit. 14A when created in the same manner as FIG. 13, a plurality of words (in the mouth of a large fish) may be displayed on one continuous word display portion 6C as shown in FIG. 14B. Thus, by displaying a plurality of phrases on one continuous phrase display unit, it is possible to learn in a format in which a complicated sentence structure is omitted (excluded from learning).

  FIG. 15 is a diagram illustrating a sentence structure learning notebook. It shows a sentence with a more complicated structure, including what has been described above. As described above, even a sentence having a complicated structure can be shown visually and easily.

  As described above in detail, according to the sentence structure learning notebook 1 of the present invention, the sentence structure is efficiently understood by the student considering the semantic relationship between the phrases. In addition, what has been completed in whole or in part can be used as a text structure learning material. Then, the sentence structure is visually grasped, and particularly a large number of sentences are learned by the sentence structure learning notebook 1 of the present invention, so that a reliable understanding can be obtained. As a result, an accurate sentence can be created even when writing by himself.

  A sentence structure learning notebook and a sentence structure learning material that facilitate the understanding of the sentence structure. It can be used by many educational institutions.

1 Sentence structure learning notebook 2 Task sentence 3 Phrase box 4 Connector 5 Question sentence 6 Continuous phrase display section

Claims (14)

Display assignment text,
A word box for entering a word or phrase in the task sentence;
A sentence structure learning notebook having a connector that connects two word entry frames,
On the surface of the sentence structure learning notebook, when the traveling direction is a direction from top to bottom, a direction from left to right, or a direction from right to left, the phrase entry box is based on the relationship between two phrases. Arranged according to the following rules:
(1) A word entry frame for a main part for entering a word representing the main part and a word entry box for a predicate for filling a word representing the predicate of the main part are arranged in this order in this order ( 2) The phrase entry frame of the pre-description part and the phrase entry frame of the customer part for filling in the phrase representing the customer part of the predicate are the phrase entry frame of the customer part with respect to the phrase entry frame of the previous description part. Displaced in the direction opposite to the direction of travel and placed in one of the directions intersecting with the direction of travel (3) Enter the phrase for one part to fill in the words for the combination modification part or the combination modification part Frame and other part of the phrase entry frame for entering the word to be modified, and those that do not fall under any of the above (1) and (2), It is displaced in the direction of travel with respect to the word box and changed to the other direction opposite to the one of the directions intersecting the direction of travel. It is not characterized by arranging, sentence structure learning notes.   Of the word entry frame of the main part and the word entry frame of the previous description part, the word entry frame representing the main part of the whole sentence and the predicate of the main part has a frame line different from other word entry frames. The sentence structure learning notebook according to claim 1, characterized in that it is a feature.   3. The sentence structure learning notebook according to claim 2, wherein a frame line different from the other word entry frame is wider than a frame line of the other word entry frame.   The said connector is represented as a continuous line, a broken line, or an arrow, The sentence structure learning notebook of any one of Claims 1-3 characterized by the above-mentioned. The main part word entry frame and the customer part word entry frame are connected by the connector represented as a solid arrow from the main part word entry frame to the customer part word entry frame,
The customer part word entry frame and the previous description part word entry frame are connected by the connector represented as a solid line arrow from the customer part word entry frame to the previous description part word entry frame. The sentence structure learning notebook according to claim 4, wherein the sentence structure learning notebook is characterized.   The sentence structure learning notebook according to claim 4 or 5, wherein the phrase entry frame of the main part and the phrase entry frame of the previous description part are connected by the connector represented as a dotted line segment. . In a compound sentence having two or more pairs of the main part and the preceding description part,
The phrase entry frame (subsequent main part entry frame) of the main sentence of the sentence after the second sentence has the arrow shape from the word entry frame of the preceding description part of the sentence before the sentence to the subsequent main part entry frame. Connected with connectors (causal arrows)
The sentence structure according to claim 4, wherein the causal relation arrow has a shape determined based on a causal relation between the sentence before the sentence and the sentence. Notebook for learning. In a compound sentence in which there are two or more words representing a predicate corresponding to one main part, a word entry box for the main part is provided in each of the first sentence and the second and subsequent sentences,
A word box for the main part and a word box for the previous description part of each of two or more sentences are arranged side by side in the direction of travel;
8. The sentence structure learning note according to claim 7, wherein a notation indicating repetition is provided in a word entry box of the main part of a sentence after the second sentence.   In a sentence in which there are two or more predicates corresponding to one main part, the phrase entry frame of the previous description part representing the two or more predicates is adjacent to the left and right of the word entry frame of the main part displaced in the advancing direction. The sentence structure learning notebook according to claim 1, wherein the sentence structure learning notebook is arranged as follows. Having a continuous part display part for displaying one or two or more consecutive words;
The said continuous part display part displays the said 1 or 2 or more continuous words, and is enclosed by the frame line of a shape different from the said word entry frame, The any one of Claims 1-9 characterized by the above-mentioned. Notes for learning sentence structure.   The sentence structure learning notebook according to claim 1, wherein the task sentence is a Japanese sentence. The task sentence includes sentences of two languages having the same meaning;
The phrase entry frame and the connector are arranged in one pattern for one of the two languages,
The sentence structure learning according to claim 1, wherein the phrase entry frame and the connector are arranged in the same pattern as the one pattern for the other one of the two languages. For notebook.   The sentence structure learning notebook according to claim 12, wherein one of the two languages is Japanese.   14. The sentence structure learning notebook according to claim 1, wherein all or a part of the clauses to be entered in the phrase entry box is entered in advance in the sentence structure learning notebook according to any one of claims 1 to 13.