JP7312418B1 - English grammar learning support system - Google Patents

Abstract

An object of the present invention is to provide an English grammar learning support system that facilitates the acquisition of English grammar. Kind Code: A1 An English grammar learning support system 1 includes a word database 121 storing English words and word groups having common properties among English words in association with connected figures having different shapes, and Japanese-to-English translation problems. a question database 122 that stores order numbers indicating the word order of the English words in the answers and word IDs that are identifiers uniquely assigned to the English words in accordance with the word order; A guide frame GF having colors, patterns and "shadows" that can be distinguished from the word cards and the background and that forms the shape of the combined figure when the word cards that display the English words in the combined figure are connected in accordance with the word order, and a control unit that causes the user terminal 3 to display the word card as a background at a timing according to the user's answer status. [Selection drawing] Fig. 14

Description

The present invention relates to an English grammar learning support system.

With the availability of communication networks such as the Internet, globalization is accelerating. Based on this perception, the need to acquire English has never been more important. In addition to learning English as a subject from elementary school, more and more parents are sending their children to cram schools to study English in addition to school classes from the lower grades of elementary school.

By the way, the purpose of learning English is to acquire the ability to convey one's intentions to others and to understand the intentions of others using English. Therefore, memorizing many English words or memorizing conversational patterns such as simple greetings cannot achieve this goal. In order to convey one's intentions, one cannot avoid learning English grammar.

However, it is not easy for children in the lower grades of elementary school or pre-school to master the English grammar necessary to communicate in English. In particular, many of the current teachers started learning English in junior high school, and there are many cases where they are confused about how to teach.

Against this background, teaching materials aimed at learning English grammar in a game-like manner have been considered (for example, Patent Document 1).

However, this technique assumes some knowledge of English grammar, and is too difficult for preschoolers who do not have knowledge of English.

Japanese Unexamined Patent Application Publication No. 2011-034032

The problem to be solved by the present invention is to provide an English grammar learning support system that facilitates the acquisition of English grammar.

The present invention includes a word database that stores English words and connecting figures having different shapes for each group of words having a common property among the English words in association with each other; a problem database that stores Japanese-to-English translation problems in accordance with the word order, in which order numbers indicating the word order of the English words in the correct English answers and word IDs that are identifiers uniquely assigned to the English words are stored in accordance with the word order; To provide an English grammar learning support system comprising: a control part for displaying a guide frame having a shape of a combined figure and having colors/patterns and "shadows" distinguishable from the word card and the background so as to be the background of the word card on a user terminal at a timing according to a user's answer situation.

ADVANTAGE OF THE INVENTION According to this invention, the English grammar study support system which can learn English grammar easily can be provided.

1 is a block diagram of an English grammar learning support system; FIG. It is a figure which shows the data structure of a word database. FIG. 4 is a diagram showing an example of stored data stored in a figure master of a word database; It is a figure which shows the data structure of a question database, and the example of storage data. It is a figure which shows operation|movement of a control part. It is a figure which shows the example of the combination figure for every personal pronoun. FIG. 3 is a diagram showing examples of common noun singular (regular declension), common noun singular endings (regular declension), and connecting figures of proper nouns. FIG. 3 is a diagram showing examples of common verbs (regular declension), endings of general verbs (regular declension), articles, and conjugative figures of auxiliary verbs; It is a figure which shows the example of the combination figure of a symbol. It is a figure which shows the example of the combination figure of be verb. It is a figure which shows the example of the screen for learning displayed on a user terminal. It is a figure which shows the example when a user gives an incorrect answer. FIG. 10 is a diagram showing an example of a learning screen for prompting the next answer; FIG. 10 is a diagram showing an example of an answer when a user forgets an article; FIG. 10 is a diagram showing an example of an answer when the user places word cards with appropriate articles in the correct positions; FIG. 10 is a diagram showing an example of an answer when the user has completed creating a correct answer; It is a figure which shows the combination figure of be verb, and the example of a guide frame.

Hereinafter, an English grammar learning support system 1 according to an embodiment of the present invention will be described in detail with reference to the drawings.

FIG. 1 is a block diagram of an English grammar learning support system (hereinafter referred to as support system 1) according to this embodiment.

As shown in FIG. 1 , the support system 1 includes a main server 10 , and the main server 10 includes a control section 11 , a storage section 12 , an input/output section 13 and a communication section 14 . The main server 10 can be configured using a so-called computer or server computer.

The control unit 11 includes an arithmetic device such as a CPU (Central processing unit).

The storage unit 12 includes storage devices such as memories, hard disk drives, and SSDs (Solid State Drives).

The storage unit 12 stores a word DB 121 (hereinafter the database will be referred to as DB) and a question DB 122 .

The input/output unit 13 includes an input/output device such as a keyboard, mouse, display, or touch panel display.

The communication unit 14 includes a communication device that communicates via a public communication network such as the Internet or a short-range communication network such as a wireless LAN (local area network).

A communication unit 14 communicates with the user terminal 3 via the Internet 2 . The user terminal 3 can be a so-called personal computer, a tablet terminal, a smart phone, a television device equipped with an operation system capable of executing an application, or a home-use game machine capable of communicating via the Internet 2.

FIG. 2 is a diagram showing the data structure of the word DB 121. As shown in FIG. Word DB 121 can be realized by a relational database. As shown in FIG. 2, the word DB 121 stores word masters, part-of-speech masters, and figure masters.

The word master stores an English word, the meaning of the Japanese sentence for each English word, and the part-of-speech ID of the part-of-speech to which this English word corresponds among the part-of-speech IDs that are identifiers uniquely assigned to each part-of-speech.

The part-of-speech master stores a part-of-speech ID, a part-of-speech, and a part-of-speech classification ID that is an identifier uniquely assigned to each part-of-speech classification that is a classification that subdivides the part of speech.

The part-of-speech ID of the word master and the part-of-speech ID of the part-of-speech master are related (associated by a pointer).

The figure master stores, for each part-of-speech classification ID, a part-of-speech classification and a combined figure, which is a figure set corresponding to this part-of-speech classification. The combined figure has a different shape for each word group having a common property among English words.

For example, in the case of personal pronouns, "I", "You", "We", "They", "He", "She", and "It" are groups of words that have common properties in terms of the conjugation of the following verb to be and whether or not it is necessary to add "s" or "es" to the end of a general verb.

The part-of-speech classification ID of the part-of-speech master has a relationship with the part-of-speech classification ID of the graphic master.

FIG. 3 is a diagram showing an example of data stored in the figure master of the word DB 121. As shown in FIG. As shown in FIG. 3, the figure master stores, for example, "V1" in the part-of-speech classification ID, "general verb rule change" in the part-of-speech classification, and L-shaped trionomi (a general term for a figure formed by three squares) in the combination figure.

FIG. 4 is a diagram showing an example of the data configuration and stored data of the problem DB 122. As shown in FIG. As shown in FIG. 4, the question master stores a question ID that is an identifier uniquely assigned to each question, a Japanese sentence that is a Japanese-to-English translation of the question, an English answer that is an answer to the question, and an answer help that is help regarding the answer.

In the English answer, an order number obtained by word order from the beginning of the sentence for each word of the answer and the word ID of the word arranged in this order number are stored.

Examples of data to be stored are: question ID "JE0101001", Japanese sentence "I will eat an apple", English answer, order number "01", word ID "N1001", order number "02", word ID "V1001", order number "03", word ID "A002", order number "04", word ID "N2001", order number "0" in order from the beginning of the sentence. 5", the word ID "S001", and the answer help is "apple uses an because the first sound of the word is a vowel".

FIG. 5 is a diagram showing the operation of the control unit 11 included in the main server 10 of the support system 1. As shown in FIG. As shown in FIG. 5, when the control unit 11 of the support system 1 receives a login request from the user terminal 3, after performing authentication using a known technique, in step 501, a problem list is sent to the user terminal 3 and displayed.

In step 502, the user terminal 3 sends a problem request, which is a signal requesting a problem specified by the user, to the main server.

At step 503 , the control unit 11 transmits the requested question to the user terminal 3 .

In step 504, the user terminal 3 displays the received questions on the display, and arranges the word cards selected by the user from the card case CC at the designated positions in the answer area AA displayed on the display, thereby arranging the words.

At step 505, the control unit 11 determines whether the positions of the arranged words are correct. If the control unit 11 determines that the position of the arranged word is not correct (N in step 505), it proceeds to step 506, and if it determines that the position of the arranged word is correct (Y in step 505), it proceeds to step 508.

In step 506, the control unit 11 transmits a signal indicating that the answer is incorrect to the user terminal 3 to display that the answer is incorrect, and causes the word card of the word arranged by the user to be returned to the card case CC.

At step 507 , the user terminal 3 refreshes the screen of the display and returns to step 504 .

At step 508, the control unit 11 transmits a signal indicating the correct answer to the user terminal 3 to display the correct answer.

At step 509, the control unit 11 determines whether the English sentence for the answer to the question has been completed. If the controller 11 determines that the English answer to the question is not complete (N in step 509), it proceeds to step 510, and if it determines that the English answer to the question is complete (Y in step 509), it proceeds to step 512.

At step 510 , the control unit 11 transmits a continuation request, which is a signal prompting continuation of answering, to the user terminal 3 .

In step 511 , the user terminal 3 causes the display to prompt the continuation indicated by the received continuation request, and returns to step 504 .

At step 512, the control unit 11 transmits to the user terminal 3 a sentence completion signal indicating that the English sentence of the answer has been completed.

At step 513, the user terminal 3 causes the display to indicate that the English answer has been completed based on the received sentence completion, and ends the processing for the first question.

FIG. 6 is a diagram showing an example of a connecting figure for each personal pronoun. As shown in FIG. 6, among the personal pronouns, the combined figure of the nominative word that can be the subject forms a figure that lacks the upper part of the right end.

And the words in the third person singular are also shorter in length in the horizontal direction toward FIG. 6 than in the first, second, and third person plural.

FIG. 7 is a diagram showing examples of common noun singular forms (regular declension), common noun singular endings (regular declension), and connecting figures of proper nouns.

As shown in FIG. 7, the singular common noun (regular declension) combination figure has a shape with a small square added below the right end of the square, the common noun singular (regular declension) ending combination figure forms a stepped kuotonomi (a general term for figures formed by combining four squares), and the combination figure of a proper noun has a shape with a small square added below the right end of the square.

FIG. 8 is a diagram showing an example of a general verb (regular declension), an ending of a general verb (regular declension), an article, and a combination figure of an auxiliary verb. As shown in FIG. 8, the compound figure of general verbs (regular declension) is an inverted L-shaped trionomi, the compound figure of Do among the endings, articles, and auxiliary verbs of general verbs (regular declension) is a vertically long rectangle, and the compound figure of auxiliary verb Does is a square.

The reason why each connecting figure has such a shape is that when the connecting figure of a general verb (regular change) is placed behind the word card of a noun that can be a subject or a combination of word cards, it becomes an exact rectangle, so that the later-described guide frame GF has a shape that is easy to see.

In addition, when a word card of a general verb (regular change) is connected to a word card of a personal pronoun of the third person singular, the word card of the general verb (regular change) is shortened compared to a word card of a general verb (regular change) connected to a word card of the first person, second person, and third person plural.

Therefore, when the user connects a word card for a general verb (regular change) to a word card for a personal pronoun in the third person singular, the word card for the end of the general verb (regular change), that is, s or es It can be learned that it is necessary to attach.

Similarly, when making interrogative sentences, if the subjects are first-person, second-person, and third-person plural word cards, the rectangular Do word card is selected, and if the third-person singular word card is the subject, the square Does word card is selected, resulting in a rectangle of exactly the same size.

Therefore, the user can learn how to properly use Do and Does as described above. Also, the size of the rectangle to be created can be indicated to the user by displaying a guide frame GF (in this embodiment, the first guide frame GF1 to the third guide frame GF3 are used as examples), which will be described later, in the answer area AA. The control unit 11 displays the guide frame GF in the answer area AA at a timing according to the user's answer situation.

FIG. 9 is a diagram showing an example of a combination graphic of symbols. As shown in FIG. 9, a vertically long rectangle can be adopted for the combination graphic of "." (period) and "?".

FIG. 10 is a diagram showing an example of a conjugative figure of the verb to be. As shown in FIG. 10, the conjunctive figure of the verb "be" forms a shape obtained by lengthening or shortening the horizontal length of an inverted L-shaped trionomi.

For questions that use the verb to be, change the guide frame GF to match the subject and the verb to be used. Details will be described later.

FIG. 11 is a diagram showing an example of the learning screen SC displayed on the user terminal 3. As shown in FIG. As shown in FIG. 11, the learning screen SC includes a question display area QS in which questions are displayed, an answer area AA in which the user creates an answer, a message area MS in which tutorials and help messages are displayed to the user (in FIG. 11, a first message area MS1 in which a first message is displayed is shown), an opening degree frame switch GFS for designating whether or not to display a guide frame GF, a card case CC in which word cards are grouped by type of part of speech and displayed, and word cards are displayed. It includes a confirmation button CB to be pressed when a change is made, and a status character PG (a first status character PG1 is illustrated in FIG. 11) that changes according to the status of the answer.

The control unit 11 first causes the user terminal 3 to display the question selected by the user in the question display area QS.

Next, the control section 11 displays the first guide frame GF1 in the answer area AA.

The user selects the first word card WD1 showing "I" from the card case CC and drags and drops it onto the guide frame GF of the answer area AA.

Here, the guide frame GF is displayed as the background of the word cards in the answer area AA. Further, the guide frame GF has a color/pattern different from the color/pattern of the answer area AA, has the same shape as the guide frame GF but has a different color/pattern, and has a "shadow" which is a figure displayed by shifting from the guide frame GF.

Next, the control unit 11 displays the first message area MS1, which is a hint for answer, in the answer area AA.

FIG. 12 is a diagram showing an example when the user gives an incorrect answer. As shown in FIG. 12, when the noun "apple" is placed at the position where the verb word card should be inserted, part of the first guide frame GF1 is visible, and the "shadow" of the first guide frame GF1 is different from the outline of the selected and combined combined figure.

Therefore, the user can notice that this answer is wrong. Then, the control unit 11 displays the second message area MS2, which is a hint for answer, in the answer area AA.

Here, the control unit 11 determines whether or not the user's answer is correct by referring to the order numbers and word IDs of the English answers stored in the question master of the question DB 122 .

When the user arranges the second word card WD2 displaying "eat" corresponding to "eat" from the card case CC next to the first word card, the control part 11 displays the correct answer and the third message area MS3 indicating the next hint in the answer area AA.

FIG. 13 is a diagram showing an example of the learning screen SC when prompting the next answer. As shown in FIG. 13, the control unit 11 displays a second guide frame GF2 having the same shape as the shape indicated by the combined graphic connected when the next answer is correct in the answer area AA so as to serve as the background of the word card.

At this time, the control unit 11 changes the first status character PG1 to the second status character PG2 to prompt the user to answer.

FIG. 14 is a diagram showing an example of an answer when the user forgets the article. As shown in FIG. 14, when the fourth word card WD4 displaying the noun "apple" is placed in the position where the third word card WD3 of the article "an" should be inserted, part of the second guide frame GF2 is visible, and the "shadow" of the second guide frame GF2 is different from the outline of the combined figure selected and combined.

Therefore, the user can notice that this answer is wrong. Then, the control unit 11 displays the fourth message area MS4, which is a hint for answer, in the answer area AA.

At this time, the control unit 11 changes the second status character PG2 to a third status character PG3 to prompt the user to answer.

FIG. 15 is a diagram showing an example of an answer when the user places word cards with appropriate articles in the correct positions. As shown in FIG. 15, when the user places the third word card WD3 displaying the appropriate article "an" in the card case CC in front of the fourth word card WD4, the control unit 11 displays the correct answer and the fifth message area MS5 indicating the next hint in the answer area AA.

Then, the control unit 11 displays a third guide frame GF3 having the same shape as the shape indicated by the combined graphic connected when the next answer is correct in the answer area AA so as to serve as the background of the word card.

At this time, the control unit 11 changes the third status character PG3 to the fourth status character PG4 to prompt the user to answer.

FIG. 16 is a diagram showing an example of an answer when the user has completed creating a correct answer. As shown in FIG. 16, when the user places the fifth word card WD5 on which a "."

Then, the control unit 11 displays a fifth message area MS5 indicating that the answer is correct in the answer area AA.

At this time, the control unit 11 changes the fourth status character PG4 to the fifth status character PG5, notifies the user that the answer is correct, and notifies the user of the current accumulated points, etc., and encourages further learning.

FIG. 17 is a diagram showing an example of a combination figure of the verb to be and a guide frame. As shown in FIG. 17, the conjunctive figure of the verb to be has a shape in which the horizontal length of the conjugative figure of the general verb is changed so that the lengths of "am", "are", and "is" are different from each other.

Here, as shown in FIG. 6, "I", "You", "We", "They", and third person singular "He", "She", and "It" have different shapes of combinatorial figures.

Accordingly, when the nominative case of personal pronouns and the verb be are correctly combined, the connecting figures have different shapes, so the shapes of the respective guide frames GF in this case also differ from each other.

If the user erroneously connects the word cards, as shown in FIG. 17, "Incorrect connection", the shape of the connected figure and the shape of the guide frame GF are different, so the user can recognize that the combination is wrong.

The order in which the questions are displayed on the user terminal 3 can be arranged randomly regardless of the type of verb, and the order can be changed as appropriate according to the type of verb and the type of subject according to the convenience of the teacher.

Further, in the above-described embodiment, an example is shown in which the main server 10 and the user terminal 3 communicate with each other via the Internet 2 to proceed with learning. However, it is also possible to combine the applications into a single application that does not require communication, install it in a stand-alone personal computer or a game machine that is the user terminal 3, and execute it.

Furthermore, it is also possible to print the word cards and the guide frames GF on a medium such as paper in a cut-out format and distribute them together with the problem collection printed on the paper medium. In this case, if this support system 1 is used together, the learning effect is further enhanced.

As described above, the support system 1 of the present embodiment has a word DB 121 that stores English words and connected figures having different shapes for each word group having a common property among the English words in association with each other; a problem DB 122 that stores Japanese-to-English translation questions in accordance with the order numbers indicating the word order of the English words in the correct English answers and word IDs that are identifiers uniquely assigned to the English words according to the word order; a guide frame GF having the shape of the combined figure when the word cards are connected to the combined figure, and having colors/patterns and "shadow" distinguishable from the word card and the background, is displayed on the user terminal so as to become the background of the word card at a timing according to the user's answer situation.

Therefore, according to the present invention, there is an effect that it is possible to provide an English grammar learning support system that facilitates the acquisition of English grammar.

In particular, when teaching English in a class, the degree of comprehension varies greatly for each student, but by using the support system 1 of the embodiment according to the present invention, it is possible to provide detailed guidance according to the degree of understanding of the student.

The content described in this patent application is copyrighted by the inventor who is the applicant. Therefore, if an unauthorized third party prints the above-mentioned word cards and guide frames GF on a medium such as paper in a format that allows them to be cut out, or distributes them together with the problem collection printed on the paper medium, it may infringe the copyright of the inventor who is the applicant, regardless of whether there is a patent infringement.

1 English grammar learning support system 2 Internet 3 User terminal 10 Main server 11 Control unit 12 Storage unit 13 Input/output unit 14 Communication unit 121 Vocabulary database 122 Question database 121 Vocabulary database 122 Question database AA Answer area CB Confirmation button CC Card case GF Guide frame GF1 First guide frame GF2 Second guide frame GF3 Third guide frame GFS Opening frame switch MS Message area MS1 First message area MS2 Second message area MS 3 Third message area MS4 Fourth message area MS5 Fifth message area PG Status character PG1 First status character PG2 Second status character PG3 Third status character PG4 Fourth status character PG5 Fifth status character QS Problem display area SC Learning screen WD1 First word card WD2 Second word card WD3 Third word card WD4 Fourth word card WD5 Fifth word card

Claims (1)

a word database that associates and stores English words and combined figures having different shapes for each word group having a common property among the English words;
a problem database for storing Japanese-to-English translation problems in accordance with the word order, and a sequence number indicating the word order of the English words in the correct English answer and a word ID that is an identifier uniquely assigned to the English word;
a control unit for displaying, on a user terminal, a guide frame having a shape of the combined figure when the word cards that display the English words in the combined figure are connected in accordance with the word order of the words included in the correct English answer to the Japanese-to-English translation problem, and having a color, pattern, and "shadow" that can be distinguished from the word card and the background so as to be the background of the word card at a timing according to the user's response status;
English grammar learning support system.

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