KR101116894B1 - The Way to Study English by Matching between a Player and Another with English Puzzles Combined Various Colors and Diagrams on the Base of Cognitive Linguistics - Google Patents

Abstract

The present invention transforms the attention of numerous children and adolescents into harmful and entertaining PC (computer) games due to the development of modern scientific civilization into a sound game-type learning program that can simultaneously satisfy their benefits and entertainment. It is not about repetitive learning or hard and boring learning method, but it is about cognitive linguistic learning method and device that can be learned easily and fun while playing the game by selecting the level that is suitable for their level. will be. In other words, by using various colors and shapes, firstly, the components of English sentence components, grammar concepts and terms, sentence structure, etc. necessary to use various forms of English sentences freely, and secondly, they compare common language and English word order. Differences in diagrams to learn word order. Third, a step-by-step learning process based on the level of the learner to transfer the Korean language to English. The diagram consisting of a step-by-step learning process according to the level of the learner, the fifth step of speaking English, and the sixth step of the step-by-step learning process according to the level of the learner to read English sentences in the form of a puzzle. (Nintendo, electronic company , Relates to learning through a foreign language learner, PMP, between players charged (對戰) game using the mobile phone). In addition, by maximizing the visualization and empathy effect, we develop the intelligence of the player and make the speaking, listening, writing and reading skills easier and more fun through the live English examples related to the puzzles learned. Cognitive language through English learning puzzle game that combines various colors and diagrams so that even beginners of English can participate in the game through PC game, so that anyone can easily and easily learn difficult English while having fun. It is about a method of learning English.

Game, puzzle, computer, cognitive linguistic learning, color, diagram, sentence structure, sentence component, sentence component, step by step

Description

The Way to Study English by Matching between a Player and Another with English Puzzles Combined Various Colors and Diagrams on the Base of Cognitive Linguistics}

The present invention is a difficult and hard learning method through a book in the form of a conventional letter, or the existing teaching aids such as cassette tape, CD, video, MP3, etc. are all teaching aids using audio or video media such as words, idioms, English sentences, etc. It is a memorized type of education that presents examples and repeatedly listens or injects only the contents of the examples, so the memory is low and the learners are passive. However, the English learning through puzzle games made using various shapes and pictures visualized and imaged is naturally interesting and interesting to the players as they progress based on their imagination, reasoning, and logic. New concepts about English sentence structure, English composition and translation, and English speaking and reading learning methods that provide easy, easy learning while enjoying difficult English by providing creativity, profitability, participation, concentration and observation. It relates to cognitive linguistic learning methods.

The rapid development of modern scientific civilization has led to the rapid development of the internationalization era, which has promoted the exchange of human and physical resources in each country, and in line with this trend, the need for English education, which serves as a global language, has been emphasized more than ever. In line with this trend, the necessity of English education is emphasized in Korea, and it is believed that communication is possible only by immersion education from elementary school to high school, and public opinion is increasing. It's a trend.

In addition, most youths prefer video rather than text, are familiar with machines such as computers and electronic dictionaries, tend to think of learning and play with the same concepts, and tend to mistake the ideal world for the real world, I like to spend my free time using tools and machines, and I'm also seeing an increasing number of hours using machines.

In addition to these aspects, as the need for English education is emphasized more than ever in Korean society, the production of various educational English textbooks and tools for learning English is urgently required. On the other hand, while many students go to English and take language training or early English education, there are many trainees who lose interest in English study and eventually become frustrated as they face many difficulties in studying English.

Therefore, according to their needs and eye level, the reality is that there is an urgent need for a new method of learning English that anyone can learn and write English sentences easily and funly.

Conventional English learning method is excluded from the concept of "entertainment" from the beginning, only based on the injection-type learning method to make a lot of learners feel difficulty and boredom, offline or online only to play the puzzle game for entertainment or intelligence development Doing. As puzzle games are focused on excessive entertainment, there are more factors that stimulate playfulness, violence, and sensibility than intelligence development, which is originally intended. In addition, even though there are existing learning puzzles, children under the age of 10 are simple learning words or shape-matching puzzles, which are not really helpful for learning English.

Considering this situation, there is an absolute lack of an easy and fun English language learning program that can achieve great results naturally by passing the learning level according to the difficulty level. . In addition, the existing computer learning method is complicated and only passively repeats the learning according to the instructions of the computer program, which causes the player to feel strongly that the feeling of studying decreases interest and interest, thereby degrading learning efficiency. .

The present invention has been devised to solve the above problems, it is easy for learners who are not familiar with English stiff and difficult English grammar or sentence structure, English writing and translation, speaking in English, easy to read English sentences 10 kinds of effects (Creativity, Logic, Entertainment, Ease, Concentration, Observation, Reasoning, Intelligence through Intelligence) It is aimed at gaining affinity and improving affinity through learning. In other words, the general form in which the learner accepts the learning information is stored and remembered as a picture-shaped image in our brain, and it is not forgotten for a long time if we remember what is visualized with the eyes rather than just listening to the ears and acquiring them with letters. . In consideration of this aspect, the present invention utilizes the psychological association, reasoning, and imagination to fully express the English contents related to English learning as diagrams using various colors and shapes rather than letters. By forming a sentence structure by splitting the sentence structure step by step to learn with the meaning lump image, and also competing with others through the game form that induced competition, which is human instinct emotion, maximize the learning effect in a short time through the immersive spirit In addition, the study aims to provide a cognitive linguistic learning method through the English learning puzzle game in which various colors and diagrams can be remembered for a long time.

To explain the above in more detail, these days, modern people play leisure games using tools such as computers, mobile phones, PMP phones, Nintendo, and electronic dictionaries, and the paradigm dimension of the purpose In the case of modern people, the game is based only on the entertainment that seeks self-satisfying play in reality escape by simply challenging → failing → trial and error → purpose (success). In order to solve this problem, the present invention corrects the shortcomings of excessive entertainment and makes use of modern people's preferences for the machine, thereby realizing their intelligent, emotional, psychological and learning needs through a puzzle game made of materials with high learning effects. The organic combination of fun and learning that can be more stimulated and filled is the best way to maximize the effect of learning English.

The present invention supplements these various shortcomings and enhances the entertainment so that all players can actively participate in the game. It is the best method in the course of studying various learning methods while teaching students for 15 years. Based on convincing cognitive linguistic learning methods, practical English teaching materials that can be very helpful in learning the principles of English sentences, such as sentence structure, writing and translation, Cognition developed to create and use a lot of sentences naturally through the process of matching the diagram-type puzzles that are made step by step according to the level of the learner using various shapes and colors for the contents related to listening, speaking, and reading. It is a linguistic learning method. This learning method can satisfy both entertainment and profit at the same time, and it is also designed to improve the imagination, creativity, thinking and logic of the puzzle game player. In other words, it is not simply to memorize blindly, but to be creative in the process of thinking a lot based on the English knowledge that you have because you have to match yourself with various types of puzzles related to English based on your knowledge of English. You can learn English naturally while enjoying the game by learning the concepts, terms, words, sentence structure, writing and translation, and speaking in English that are essential to actively using English sentences.

In this process, the players saw the step-by-step learning diagram puzzles of various shapes and colors, so that they could learn naturally without boredom because they actively participated in the game or play rather than "study" with their own thinking and judgment. . In addition, it is possible to play alone using a computer, or to easily learn difficult English while playing a diagram puzzle in any place without limiting the number of people or space with many other players in the play room.

Still other objects and advantages of the present invention will be described below and will be appreciated by the embodiments of the present invention. In addition, the objects and advantages of the present invention can be realized by means and combinations indicated in the claims.

According to an aspect of the present invention, there is provided a means for solving the above problems, the method comprising the steps of: a player logging in after joining online through a computer; Providing cyber money to the player; Selecting, by the player, a level suitable for his or her English proficiency; The player selecting and joining one of a plurality of play rooms; Selecting, by a line, a plurality of game puzzles among a plurality of players participating in a single playroom; A plurality of players matching a given puzzle in a predetermined time; Allowing the player to see the hints during the game; Declaring a victory upon completion of the puzzle; Checking whether or not the answer is correct; Adding or subtracting cyber money and scores to the winners and losers; The player checking his ranking; Selecting whether to continue the game; Characterized in that comprises a.

As described above, the present invention is based on a variety of colors and shapes according to the level of the learner through the step-by-step diagram puzzle competition (정확한) to accurately understand the elements and components of the sentence, English sentence structure and English writing and translation, English In addition to reading comprehension, students will naturally improve their listening, writing and speaking skills. The effect of the specific invention is as follows.

First, the present invention is not a conventional passive method of memorizing and repeating English as a whole through a pattern or sentence, but based on cognitive linguistic learning, major elements and species, grammar concepts, parts of speech, English and Comparison of Korean word order and Listening, Speaking, Reading, and Writing, which are the four major areas of English based on various colors and shapes, are presented in a step-by-step diagram according to the level of the learner. The game is done. In this method, learners are actively engaged in learning with the idea that they are entertaining, not fun, and learn, so they learn to learn English grammar or sentences rather than memorizing. The ability to extend it naturally improves.

Second, using a PC, players and computer programs, players and players learn the creativity, logic, concentration, observation, memory, and difficult to learn English in an easy and fun way through a puzzle-type matchmaking game. It is possible.

Third, learner's Korean thoughts are translated into English-style thinking because they learn to compare and analyze the commonalities and differences between English and Korean language order in various colors and diagrams based on cognitive linguistic methods. Natural transitions can significantly improve learners' ability to speak English. In other words, learning is done through a step-by-step diagram puzzle that allows you to easily learn common points and differences at a glance by contrasting Korean and English language order. Study the sentence structure in the process of making correct sentences, and improve the vocabulary naturally by contacting various words, and at the same time understand the words and parts of speech, not only reading comprehension, but also long-term memory of the sentence. This is naturally improved.

Fourth, English sentence structure is more visual than traditional learning methods because it consists of various colors and diagrams for the elements and concepts of sentences that constitute English sentences, sentence structure, writing, and translation. Can be clearly identified and organized into their own.

Fifth, before learning a whole diagram of the components, components, and English sentence structure that make up the English sentence, practice training to gradually expand the English sentence structure through partially subdivided diagrams, and actually practice English examples and problems. By testing what you understand, you can achieve the maximum learning effect through natural repetitive learning.

Sixth, in the case of transferring Korean to English, instead of converting to English immediately, the process of writing according to the English level of the learner is divided into stages according to the components of the sentence to learn writing and speaking from the English order from voice order. This is a self-directed English learning method where beginners can easily learn step by step without burdening or rejecting English. Also, since the contents of the study are visualized by Korean and English components, students learn the commonalities and differences between English and Korean language at a glance. Improve your overall skills.

Seventh, when translating English into Korean, instead of converting to Korean immediately, the process of translating according to the English level of the learner is organized in various colors and diagrams according to the components of the sentence. Not only can you see the differences at a glance, but you can easily understand what each word means in Korean or English in a sentence, and naturally improve your writing and translation skills.

Eighth, in the process of learning to speak English, instead of answering English questions directly in English, the contents to be learned according to the English level of the learner were divided into several stages and methods according to the level of the learner. We classify all our everyday conversations by situation, classify the situation by topic, practice again the frequently used expressions in the topic step by step, and then expand from easy to difficult sentences.

Ninth, in the step of learning English sentences by cutting off the English sentences, instead of listening to and following the entire English sentence, the students learn to break and read the contents to be studied based on the level of the learners, and then to break them again on the basis of semantic units. Beginners are also encouraged to learn English by splitting the process of listening to the entire English sentence step by step, as well as training the player to repeatedly listen to desired parts according to their English level and to pronounce pronunciation very similar to the native speaker's voice. It is a step that improves the ability to read directly from short sentences to long sentences without burden or rejection.

Tenth, because the game method is very simple and uses existing PCs commonly used in homes, schools, and schools, as well as machines such as electronic dictionaries, PMPs, and mobile phones, it can be used anytime, anywhere, anytime, anywhere. In terms of price, the value of use is high.

The eleventh, rather than just studying through texts, it is possible to meet the entertainment and benefits of learning English easily and funly while playing games with friends.

Before describing the various embodiments of the present invention in detail, it will be appreciated that the application is not limited to the details of construction and arrangement of components described in the following detailed description or illustrated in the drawings. The invention can be implemented and carried out in other embodiments and can be carried out in various ways. In addition, device or element orientation (e.g., "front", "back", "up", "down", "top", "bottom" Expressions and terms used herein with respect to terms such as "," left "," right "," lateral ", etc., are used only to simplify the description of the present invention and related apparatus Or it will be appreciated that the element does not simply indicate or mean that it should have a particular direction.

The present invention has the following features to achieve the above object.

According to an embodiment of the present invention, a step in which a player logs in after joining online through a computer (S100); Providing cyber money to the player (S110); Selecting, by the player, a level suitable for his English ability (S120); Selecting and joining one of the plurality of play rooms (80) by the player (S130); Selecting one of a plurality of puzzle games by a line among a plurality of players participating in a single play room 80 (S140); Step S150, in which a plurality of players match a given puzzle within a predetermined time; Step S160 in which the player can see the hints during the game; Declaring a victory when the puzzle is completed (S170); Checking whether or not the answer is correct and sounding an effect sound (S180); Adding or subtracting cyber money and scores to the winners and losers (S190); The player checking his ranking (S200); Selecting whether to continue the game (S210); Characterized in that comprises a.

In addition, the puzzle game is a constituent puzzle of the sentence 10, the sentence structure learning puzzle 30 as a component of the sentence, the English composition puzzle (40), the puzzle for learning English in Korean (50), learning to speak English puzzle (60), characterized in that consisting of the English sentence breaking puzzle.

In addition, in the step (S110) in which the cyber money is provided to the player, when the first game is started, the player who completes the given puzzle as soon as possible within a predetermined time after providing a predetermined base score or cyber money to each participant It is characterized by adding a certain level of score or cyber money to the player, reducing the score or cyber money to players who have not completed it, and adjusting the level grades of the participants from time to time according to the final score or the amount of cyber money.

In addition, the component puzzle 10 of the sentence and the problem display unit 11, the problem is presented; Sentence structure consisting of a central word display unit 12 for indicating a subject, predicate, object, and bore necessary for conveying meaning in English sentences, and a modifier display unit 13 for displaying the remaining components displayed on the central word display unit 12 in an English sentence. A component display section 14; An input unit 15 represented by a blank space in the central word display unit 12 or the modifier display unit 13; A view display section 16, in which a plurality of components are listed and optionally filled in the input section 15; Characterized in that consists of.

In addition, the component puzzle 10 of the sentence and the problem display unit 11, the problem is presented; A sentence component display portion 14 'formed of a table forming a plurality of cells, wherein the sentence components display portion 14' is displayed; An eight part-of-speech or an eight part-of-speech display unit 19 in which an eight part-of-speech and a modified form of the eight part-parts are displayed; A component relationship display unit 20 for displaying 'O' or 'X' whether or not each of the eight parts or the modified forms of the eight parts can be used for any of a plurality of components; It is characterized in that consisting of; view display unit 16 'is given a view of' O 'or' X '.

In addition, the sentence component display unit 14 displays a plurality of sentence components which can be used in a sentence, a descriptive word, a target word, and a bore in an English sentence, and each sentence component of the subject, predicate, object, and bore. They are arranged in different colors and figures, referring to the shape of the figure of the input unit 15 and the same longitudinal color as the input unit 15, and to view the sentence components having the same figure and color. Selected from the fill in the input unit 15, characterized in that for solving the puzzle.

In addition, the sentence component display unit 14 displays a plurality of sentence components which can be used in a sentence, a descriptive word, a target word, and a bore in an English sentence, and each sentence component of the subject, predicate, object, and bore. The components having the same inner (A) or border (B) color with reference to the inner (A) or border (B) color of the box, so as to be arranged in a box form, The puzzle is filled in the input unit 15 to solve the puzzle.

In addition, the sentence component is an extension for displaying all of the plurality of components in the same figure and color as the same components of the central term display unit 12 or the modifier display unit 13 when one component is used as a plurality of components. When the display unit 17 and other components are required, or when a role or function is displayed, the reference display unit 18, nouns, pronouns, (to) indefinite verbs, and the same nouns are given in common. It is characterized in that the division display unit 19 'indicating that it can be used is connected to each other.

In addition, the sentence structure learning puzzle (30) as a component of the sentence and the problem display unit 31 is presented a problem; A sentence component display unit 32 in which the structure of the sentence is displayed in one, two, three, four, or five component names or English sentences; An input unit 34 represented by a blank of the sentence component display unit; A plurality of constituents or English words are listed and the display unit 33 is optionally filled in the input unit 34; The sentence component display unit 32 is pentagonal, rectangular, circular, triangular, hexagonal, octagonal In accordance with any one figure form, according to the components of the sentence learned in the constituent puzzle 10 of the sentence, according to the components of the input unit 34, an English word or an English phrase (句) to view the display unit 33 The puzzle is solved by filling in the input unit 34 in the form of.

In addition, the English writing puzzle 40 is a problem display unit 41, the problem is presented; An example sentence display section 42 in which an example sentence in Korean is presented; An order order display unit 43 for dividing the example sentences according to the constituents of the sentences and displaying the ordered sentences according to the order of words; An input unit 45 represented by a space on the word order display unit 43; A view display unit 44 in which the same Korean or English words as the example sentences are listed and optionally filled in the input unit 45; In order to complete the word order display unit 43, the English or Korean word matching the example sentence is found in the display unit 44, and is characterized in solving the puzzle by filling in the input unit 45.

The word order display section 43 further includes a Korean word order display section 46 for dividing the example sentence into Korean word order; An English word order display unit 47 for dividing the example sentence into English word order; A Korean-English mixing display unit 48 for writing the example sentences in English and Korean, and dividing and displaying them in English word order; It is characterized by consisting of; English display unit 49 for displaying the example sentence in English.

In addition, the word order display section 43, after only the Korean word order display section 46 and the English word order display section 47 are presented at the beginning of the puzzle, whenever the player's level or the level of the puzzle is raised, the Korean word mixing display section 48 is provided. After the English display units 49 are sequentially added one by one, the Korean word order display unit 46, the English word order display unit 47, and the Korean-English mixed display unit 48 are sequentially deleted one by one.

In addition, the puzzle 50 for learning English as a Korean language may include a problem display unit 51 in which a problem is presented; An example sentence display unit 52 in which an example sentence in English is presented; An order order display unit 53 for dividing the example sentences according to the constituents of the sentences and displaying them according to the order of words; An input unit 55 indicated by a blank on the word order display unit 53; A view display unit 54 in which the same Korean or English words as the example sentences are listed and optionally filled in the input unit 55; The word order display unit 53 is made of a word or English matching the example sentence to the display unit 54, characterized in that the puzzle is solved by filling in the input unit 55.

In addition, the word order display unit 53 includes: a primary word order display unit 56 for dividing the example sentence into English word orders; A second word order display unit 57 for arranging the example sentences in English order by mixing Korean and English; A tertiary word order display section 58 for dividing the example sentences into word order of Korean language; A fourth order display unit (59) for dividing and arranging the example sentences in Korean language order; A fifth order display unit 59 'for translating the example sentences into Korean language order; Characterized in that consists of.

In addition, the word order display unit 53 includes only a primary word order display unit 56 for dividing and listing the English word order, and a second word order display unit 57 for listing the example sentences in English order. After being presented in, each time the level of the player or the level of the puzzle is raised, a tertiary word order display section 58 for arranging and dividing the example sentence into English word order, and a fourth order word display section for arranging the example sentences in the Korean word order. (59) The fifth word order display unit 59 'for translating the example sentences into Korean language order is added one by one or sequentially deleted one by one.

In addition, the English-speaking learning puzzle 60 is a problem display unit 61 is presented a problem; An example sentence display unit 62 in which an example sentence in Korean or English is presented; A response display unit 63 for answering the example sentence; An input unit 65 indicated by a blank in the response display unit 63; A view display unit 64 in which English words are listed as an answer to the example sentence, and optionally filled in the input unit 65; It is characterized in that to solve the puzzle by filling in the input unit 65 to find the word in English to match the answer of the example sentence so that the response display unit 63 is completed.

In addition, the English learning mastery puzzle 60 is an answer learning display unit 66 for answering the English question presented in the example sentence display unit 62, and to answer the English question in English The expression learning display unit 67, the application of the expression learning display unit 66 and the expression learning display unit 67 is characterized in that it further includes an application expression learning display unit 68 to answer a given problem.

In addition, the problem display unit 71 is presented a problem reading the English sentence reading puzzle 70; An example sentence display unit 76 for presenting an example sentence in English; An element center 73 for reading the example sentence by breaking the element center of the English sentence; A semantic unit center 74 for reading the example sentence by centering on the semantic elements of the English sentence; Characterized in that consisting of; a communication center (75) to read the example sentence to the center of communication of the English sentence.

In addition, the English sentence-breaking puzzle 70 is performed to sequentially implement the component center 73, the semantic unit center 74, the communication center (75) to achieve three steps, the component center 73 ), The example unit presented in the semantic unit center 74 and the communication center 75 is characterized in that the example sentence length of the example sentence display unit 76 increases as the level of the English sentence cut off puzzle 70 increases.

In addition, the cognitive linguistic learning method through the English learning puzzle game in which various colors and diagrams are combined, the level of the puzzle is determined by partitioning the number of the input units 15, 34, 45, 55, 65 or the execution mode step by step. Characterized in that it is adjusted.

The method of claim 10 or 13, wherein the cognitive linguistic learning method through the English learning puzzle game in which the various colors and diagrams are combined is based on a question content of the problem display units 41 and 51 where a problem is presented. How to see and answer questions, how to hear and answer questions by voice, how to select answers to questions on the view indicators 44 and 54, and how to answer the questions directly without the view indicators 44 and 54. It is characterized by.

In addition, the puzzle game is a step-by-step execution mode in the form of gradually increasing the step in the first step, the sentence length of the example sentence is expanded each time the step is increased, or the number of partitions of the response display unit increases or decreases in color and figure shape It is characterized in that one of the ways of this change is implemented.

In addition, the cognitive linguistic learning method through the English learning puzzle game in which the various colors and diagrams are combined, the puzzle game is made online in addition to the online (On-Line) and made into a physical puzzle that can be touched by hand. It is possible to play a puzzle game by yourself or two or more people even in an offline (Off-Line) phase.

In addition, the cognitive linguistic learning method through the English learning puzzle game in which the various colors and diagrams are combined, the content of the puzzle game is made into a chip and applied to one of electronic dictionary, Nintendo, mobile phone, and PMP as a learning tool. It can be characterized by.

In addition, the cognitive linguistic learning method through the English learning puzzle game that combines the various colors and diagrams is characterized in that the language can be easily acquired by applying to one of English, Japanese, Chinese, French, German, Spanish. .

The present invention relates to a method of learning English sentence structure, English writing and translation, speaking in English and reading English through a step-by-step English learning puzzle game incorporating various colors and diagrams. First, the components of the sentence related to the English sentence structure are divided into major elements and species. That is, the details related to it are learned in the form of puzzles by level through colors and diagrams. The main element in the sentence (the element that plays the role of one of the main words, the predicate, the object, and the bore) is the main element, and the other elements (independent, modifiers, linking words) that are not used as the main element in the sentence Divided into. In simple terms, if you divide the main elements into major words as the main elements and divide all the sentences into two, you can quickly understand the sentence structure and transfer the Korean language to English easily.

Second, there is a limit to learners writing sentences freely in the way of learning existing English sentences in five-form structure centered on verbs according to sentence components. Thus, the present invention is a quasi-verb that transforms eight parts (verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions, interjections) and eight parts of speech that are classified into five-form structures centered on sentences. By adding the linking words, we combine the different colors and diagrams of what these things are doing in the sentence to create a single diagram puzzle that allows us to learn English sentence structure and function at the same time.

In spite of the various kinds of books and many English teachers who are trying hard with their know-how in schools and institutes, the reason why learners feel that English is complicated and difficult is not to learn English in one big frame It is because of the neglect of teaching the components and sentence components separately and comparing and analyzing the commonalities and differences in the structure of Korean and English.

In consideration of all these points, the present invention first learns a diagram that can view the entire English sentence structure step by step according to the level of the learner, and combines various colors and diagrams based on the result of comparing and analyzing the Korean language and English structure. Writing instruction in 10 stages (Korean sentence → splitting into Korean ingredients → splitting English word order → mix Korean and English in English language order (using both Korean and English) → provide English words (phrases) → provide English sentences → English words (old phrases) ) Or delete sentences → compose the English writing stages cross each other → listen to the voice of Korean, English writing → listen to the voice of the Korean language, and speak and learn translations by 10 steps (English sentence → split into English components → English order split → English language order) Mix English and English → Provide Korean words (phrases) → Intersect Korean language levels → Organize and listen to English with native speakers → English Listening and speaking the native language with native speakers, as well as speaking and reading in English, you can easily and naturally learn in various stages and ways, so that you can directly read English sentences and have the general ability to listen and speak English freely. It is designed to be.

The word order is not very important in Korean because it shows the sentence component with the survey, but in English it is very important to learn the correct word order because the sentence component is determined by where the word is located in the sentence. In contrast to Korean, which uses research to focus on meanings, English, which uses word order to express meanings, is an expression of people, events, and things, starting with the subject who is the subject of the story. Is a language that extends by providing additional information in order from the nearest to the farthest.

With the example "Tom is playing bowling." I'll try to clarify the difference between Korean and English.

1. Changing the order of Korean language

 end. Tom is bowling. (The most common expression)

 I. Tom is bowling. (Expression that emphasizes object)

 All. I'm bowling, Tom. (Emphasis on the main text)-This expression is rather awkward, but there is no big problem for the listener to grasp the meaning.

2. If you change the order of English

 end. Tom is playing bowling. (Correct expression)

 I. Bowling Tom is playing. (Unavailable expression)

 All. Is playing bowling Tom. (Unavailable expression: The logic is not correct because there are no subjects and the object of play is two.)

As can be seen from the above, in the case of English, unlike the Korean language, the object of the verb is placed behind the verb. Even if the word order is changed in Korean, there is no big difference in the meaning conveyance because there is an investigation attached to the subject or object. However, it can be seen that in the case of English, the meaning is not transmitted at all when the word order is changed. In the case of Korean, the object of verb action is placed before the verb.

Korean language has no big problem in conveying meaning even if word order is changed a little, but there is a relationship of word order that should be strictly observed in English. In Korean and English, subjects, whether English or Korean, are generally located at the beginning of a sentence, but there are some distinct differences:

1) In Korean, the verb and object are placed before the verb, but in English, the verb or object is located after the verb.

2) In the case of Korean, the modifier is always placed before the formula [word], but in English, the modifier can be placed before and after or before and after the formula. Korean has a lot of adjectives. For example, in English, many adjectives such as "blue, blue, bluish, blue" have been developed in Korean. In English, however, nouns are so developed that they like to talk about nouns, so if the adjective is long, it's a rule to put them back.

3) In the case of Korean, an adverb can be used as an adverb after a noun. In English, a preposition can be used as an adverb in front of a noun. It seems that there is a big difference between Korean and English in the way that nouns are used as different parts of speech, but knowing the basic principles can be easily used for writing.

For example,

Korean: I met my girlfriend in Seoul.

English: I met my girl friend in Seoul.

As you can see from the example above, Korean (in Seoul) uses a noun as a part of a noun function by attaching a noun after a noun.In English, a noun function is transformed into an adverb (adjective) by adding a preposition before a noun (in Seoul). Knowing this structure makes it easier to translate Korean into English.

4) In the case of Korean, the ending of the verb can be modified to be used as a different part of speech. However, in the case of English, the part of verbs (to + V: to infinitive) and the verbs after (V + ing / ed: same name / current participle, past participle) can be used as other parts of speech. In Korean, it is possible to convert verbs to other parts of speech by `` verb + malleable endings '', that is, by cutting off the tail of a verb and attaching it to the verb. For example, the verb "reserved" can be given a different ending to serve as a different part of speech. That is, noun role? "Booking", adjective role? "Reserved, reserved", adverb role? "To reserve, to reserve" Similarly, in English, another element is attached to a verb (V), that is, a to before a verb, an adjective, an adverb (to adjective), and an ing after a verb, an adjective, an adverb (current participle), a noun (a noun) ), Followed by a ed verb to form an adjective or adverb (past participle). Like this, when something is attached to a verb and used as another part of speech, it is called a quasi-verb. After comparing Korean and English, the following diagram shows the quasi-verb.

[Diagram 1]

5) In Korean, there are no words or pearls, but in English, if the subject is long, the word "it" may be used to balance the housewife and the predicate of sentences and to convey it easily. It is located at the place of the subject form and does not have any meaning. Therefore, when translating to indefinite verbs, same-name verbs, clauses, etc., written in naver, it is used instead of it. .

Example 1

It is impossible to conquer tennis in a month or two.

It is impossible to master tennis in a month or two . {Pearls (to-negative)} <--- [negative-phrase]

Example 2

It's no use crying over spilled milk. (Can't put spilled milk back)

It is no use crying over spilt milk . (Pearl) <--- [Dongmyeongsagu]

Example 3

It is true that he is honest and diligent.

It is true that he is honest and diligent . {Pearl (below that clause is pearl)} <--- [noun clause]

6) In Korean, there is no false or genuine word, but in the case of English, if the target word is long, the word "it" may be used to convey the contents easily. The pseudonym "it" is only located in place of the object, and it has no meaning, so you can translate it with an indefinite sentence or a clause instead of it.

Example 1

I make it a rule to get up early every morning.

I make it (gamok down) a rule to get up early every morning . {True word (to sub-infinitive)} <--- [to infinitive phrase]

Example 2

He makes it clear that he doesn't want to talk to me.

He makes it clear that he doesn't want to speak to me. {Nominal clause} <--- [noun clause]

7) In Korean, the connecting ending is attached to the stem and the next word is used. However, in English, it has a separate connecting language (subjective, conjunction, preposition), and its function and usage are different.

end. For Korean

I. In English

8) In Korean, there are some negatives such as "no, no", but most of them have a negative expression. In English, however, there are separate negatives, which are expressed differently depending on the type of verb (general verb, be verb, modal verb) or tense, and the negative may be placed in the subject. The negative terms are no, not, none, nothing, nor, neither, without, scarcely, hardly, and so on.

 As above, there is a distinct difference between Korean and English, so it is not easy for beginners of English to see Korean and immediately move to English. Unlike in Korean, in English, word order is determined according to the order in which actions or actions are performed. Therefore, it is important to learn the word order that is developed as if drawing the image as a lump image in the head. Unlike vocabulary and conversational learning, English grammar is logical and systematic, so it is very important for learners to understand the basic concepts that make up the English sentence structure.

Therefore, the present invention is to learn in the form of a game using a step-by-step English learning puzzle game by combining various colors and diagrams based on the cognitive linguistic learning method as a learning method to solve these difficulties. In order to understand English sentence structure as a diagram, it is necessary to approach difficulty level by level according to a sequential schedule and increase the difficulty sequentially. Therefore, it is possible to learn English sentences naturally without any objection to English by carrying out in multiple stages according to the level of the learner, without moving the Korean language to English or English to Korean, or speaking English or reading English at once. It was made. First, the level of learning English composition is the most elementary level at the level of 10 levels. Therefore, by dividing the Korean sentence into the elements of the Korean language and dividing the Korean language into English order, the words are not memorized one by one, but by learning the meaning into chunks, it is easy to actually use English. This is the step to do it correctly. In Level 2, before adding to English, Level 1 adds a mix of Korean and English (in both Korean and English). In Level 3, the mix of both Korean and English is transferred to Level 2 in English. In Level 4, except for the practice of splitting the Korean language as the ingredients in Levels 1 and 2, the Korean language order → splitting into English language order → mixing Korean and English writing → English writing. In Level 5, Korean language is trained in Korean language → English mixing → English composition except the step of translating Korean language into English language order. In Level 6, the Korean sentence is divided into components, and the word is given in English words (phrases), taking the given words (phrases) and making sentences in English order. In Level 7, the sentence is gradually expanded by attaching qualifiers with Korean sentences. In Level 8, you can listen to Korean sentences and arrange the English words given in word order to see them. Level 9 is the stage of writing an English sentence without the English words (phrases) given by listening and viewing the Korean sentence. Level 10 is the stage of speaking English sentences directly without the English words (phrases) given by listening to and viewing Korean sentences.

 Step 10 to learn English writing to translate Korean to English and step 10 to learn English as Korean in order to improve your English translation and listening skills that you can directly see and read. First of all, Level 1 is the most elementary stage, so it is possible to split the English sentence into English components and then mix Korean and English according to the order of English to reduce the feelings of rejection or burden on English. It's not just memorizing one by one, it's a step that makes it easier and more accurate to actually use English by learning the meaning. In Level 2, the Level 1 process is an appended step to arrange in Korean. This process improves the student's ability to grasp the structure of the English language by clearly identifying to the player what commonalities and differences exist between the Korean and English word sequences. In Level 3, instead of mixing between Korean and English, Level 3 translates into English language order, which requires the player to have more knowledge of words (phrases) and translates each English word (phrase) into Korean. It is a step of recognizing the commonalities and differences in the order of English and Korean at a glance through various colors and diagrams. In Level 4, the process of transferring English to Korean is to remove the color in a rectangular box, and in four steps, namely, splitting the ingredients into English with English sentences → mix Korean and English in English language order → split in Korean language order → Korean language order It is a step to train the practice of naturally translating into Korean through the process of arranging. In Level 5, training is performed by mixing Korean and English in English language order → splitting in Korean language order, and then splitting them in Korean language order. In Level 6, training is performed by translating from English to Korean. After looking at the English sentence by translating it into ingredients in Korean, it is a step to make sentences according to Korean language order. Level 7 is the stage of translating an English sentence that gradually expands a sentence by attaching a modifier. Level 8 is the stage of listening to English sentences with native speakers and arranging the given Korean words according to their order. In Level 9, you can write Korean sentences without listening to Korean words. Level 10 is the stage of speaking Korean sentences without the Korean words given by the native speaker listening and viewing them.

Following the writing and translation steps, we will look at speaking in English and reading in English. The first 10 steps of speaking in English categorizes all our everyday conversations by situation, categorizes the situation by topic, and then practices the expressions that are often used in the topic step by step. It's a way of expanding into sentences. In Level 1, students learn to answer questions in English, learn expressions, and learn expressions. They give hints and select appropriate answers by using the same color for the sentence components in the blank component and the display. It's a step. In Level 2, students learn the same three steps as in Level 1. The Level 1 view indicator removes the color hints for sentence components and relies on the player's English knowledge to choose the appropriate answer. In Level 3, students learn in the same three steps as Level 1-2, where they listen to a question by voice rather than on the screen, and select the appropriate answer. In Level 4, unlike Level 1-3, there are two courses except learning the answer, learning expression → learning applied expression, listening to the question in English rather than the Korean language, and answering the appropriate question instead of the word. This step selects a sentence from the view. In Level 5, students learn to follow the same process as Level 4, listening to questions and writing their own answers without seeing the appropriate answers. Level 6 is the same process as Level 5 where you learn, listen to questions, and tell the answers yourself without seeing the appropriate answers. In Level 7, you learn in two courses, but unlike Levels 1–6, you do not listen to a question and choose the appropriate answer to that question, but rather to find the appropriate question in a given view. In Level 8, which can be viewed as an advanced level, there is only one application-learning-learning course without acquiring the answer-to-expression learning process, listening to a variety of questions related to a given situation (e.g. school), It is characterized by selecting a sentence. In Level 9, as in Level 8, you only need to learn the application expression, listen to various questions related to the situation (eg school), and write the appropriate answers to the questions without the display. At this stage, overall English proficiency, especially listening and vocabulary, are required. In Level 10, you listen to a number of questions about a situation (for example, a school) that you have set up in the same process as Level 9, and speak the appropriate answers to those questions without a display. This is a step that can greatly improve your listening and speaking skills.

Finally, we will take a step-by-step process of reading English sentences. In the process of reading the English sentence cut off according to the present invention, instead of listening to and following the entire English sentence, according to the learner's level to learn to split and listen to three levels to follow. In other words, no matter how long and complex the English sentence is, it is a process of reading a sentence by cutting it centered on English components, then breaking it again by means of semantic units, and then splitting and learning the whole sentence after listening. Hangul reading is not clearly defined or defined in the dictionary, such as pronunciation and intonation, but it is generally applied to English sentences by dividing it into three steps by summarizing 12 rules that native speakers frequently read.

 In Level 1, if you have a clause or phrase before a verb, first, read how to read it by step 1 (breaking by component) → Step 2 (break by meaning) → Step 3 (break by reading) It is the process of splitting and practicing reading. In Level 2, apply what you learned in Level 1 to a single paragraph. You can see that the short and long sentences are the same for applying reading. Level 3 is a step-by-step analysis of how there is a difference in the process of understanding English as a Korean language when reading 1 step by applying 1 item of Level 1 in a paragraph. I will explain in detail how there is a difference in the degree of understanding of the sentence when reading in Step 1 and Step 2. In Step 1 of Level 3, the word center is added to Level l-2, showing how the meaning is conveyed when you attempt to read a 17-word sentence with only one word center. However, in Step 2, the 17 sentences centered on the same sentence were broken down and translated into 8 components of the sentence or component center through the component center. In Step 3, if you group 8 sentences through the center of semantic units and group them into 4 centers of semantic units, you can grasp the meaning much more than Step 1 or Step 2. In the final step 4, to solve this problem, through the center of communication, in step 3, the group of 4 is grouped into 1 centered on the communication of the writer. You can do it. The present invention has the following features to achieve the above object.

Hereinafter, exemplary embodiments of the present invention will be described in detail with reference to the accompanying drawings. Prior to this, terms or words used in the present specification and claims should not be construed as being limited to a common or dictionary meaning. The inventor should be interpreted as meanings and concepts corresponding to the technical idea of the present invention based on the principle that the concept of terms can be properly defined in order to explain his invention in the best way.

Therefore, the embodiments described in the specification and the drawings shown in the drawings are only one of the most preferred embodiments of the present invention and do not represent all of the technical idea of the present invention, various modifications that can be replaced at the time of the present application It should be understood that there may be equivalents and variations.

Hereinafter, a cognitive linguistic learning method through English learning puzzle game in which various colors and diagrams are combined according to a preferred embodiment of the present invention will be described in detail with reference to FIGS. 1 to 48.

As shown, the cognitive linguistic learning method through the English learning puzzle game, which combines various colors and diagrams, provides the concepts, terminology, grammar, sentence structure, writing and translation, English speaking, Sentences Break through the puzzle game that visualizes and charts the shapes and shapes that we often encounter, in whole or in part, as a pastime, while closely connecting our common sense with our English abilities. Because it is a learning method to make and memorize, a significant learning effect can be obtained. An embodiment for realizing this will be described below.

First, explain how to learn the components of a sentence.

1 to 10 illustrate "Level 1" to "Level 10" of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention. First, the constituent (central + formula) puzzle 10 of the sentence of FIG. 1A used in the English learning method according to a preferred embodiment of the present invention will be described. The constituent puzzle 10 of the sentence is a puzzle showing a diagram of the types of central words and modifiers summarizing the constituent elements of the English sentence by combining various colors and shapes. A central word (a measure) is a "subject, verb, object, or constituent written in Bohr" that is necessary to convey the full meaning in a sentence. Modifiers refer to "constituents that are omitted in a sentence and do not affect the formation of a complete sentence, ie, components given in a sentence, except predicates, objects, and bores."

When the configuration is described in more detail, the problem display unit 11 in which a problem is displayed, and the central word display unit in which a plurality of sentence components each of the central word (main, predicate (verb), object, and bore) can be used are listed and displayed ( 12), a modifier display unit 13 in which a plurality of sentence components that can be used in the modifier are listed and displayed (in the present invention, the central word display unit 12 and the modifier display unit 13 are referred to as sentence component display units 14). The input unit 15 and the sentence constituent display 14 of the sentence component display unit 14 which are displayed by processing the questions of the English grammar knowledge as blanks among the multiple sentence components of the sentence component display unit 14 are displayed. A plurality of components are listed and includes a view display section 16 listing examples that may be selectively filled in the input section 15 in accordance with the problem of the problem display section 11.

In addition, as shown in FIG. 1A, in the case of a fully automatic verb among the types of verbs shown in the central word display unit 12, it is impossible to use it with other sentence components, and it can be used only with those having a modifier function. In order to show the extension display 17 is further added to be connected.

1A shows "Level 1" of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention.

Referring to the central word display unit 12 in FIG. 1A, components that can be used as subjects (square shapes) are represented by nouns, pronouns, (to) indefinite nouns, and nouns with different colors in a square shape; Components that can be used as bore (trapezoid) are shown with nouns, pronouns, (to) indefinite nouns, adjectives, adjectives, participles with different colors in trapezoidal shapes; Components that can be used as objects (square box shapes) are represented by nouns, pronouns, (to) nouns, and nouns with different colors in the shape of square boxes; The verb (parallel quadrilateral shape), which is a descriptive word, is classified into a fully automatic verb, an incomplete verb, an intransitive verb, an incomplete verb, an incomplete verb, according to the combination of the object and the bore. . On the other hand, looking at the modifier display unit 13, a component that can be used as a modifier (elliptical shape) is represented as a definite, adjective, adverb, prepositional phrase, injection, and infinitive by putting a different color in an oval shape.

For example, in FIG. 1A, if a puzzle is selected from the display unit 16 (nouns, adjectives, prepositional phrases, conferred verbs) that can be used as subjects in sentences, the nouns may not be given in English. Even novice players can see that the noun is the answer, even if they know that the color of the noun (green) and the subject's components all have a square shape, so that only the color and shape match. It's easy to choose. (In other words, the player can select a noun from the view display unit 16 with a mouse and fill it in the input unit 15 given as a blank of the central word display unit 12.)

FIG. 1B illustrates another "Level 1" example of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention.

Similarly to the problem of FIG. 1A, when a puzzle is filled in the input unit 15 given in the blank in the sentence component display unit 14 by selecting from the example that the central word in the sentence cannot be used only as a modifier in the sentence. , Even for English beginner players who have no idea that adverbs are used only as modifiers, only the fact that the adverb's color (pink) and the constituents of the modifier display unit 13 are oval-shaped so that the color and shape match only. Even if it is, the display unit 16 can easily select that the adverb is the answer.

2 shows an example of "Level 2" of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention. Let's look at two, four, and five questions.

Problem 2. To see a verb that must have a bore within a sentence to be a complete sentence structure "(judgment + verb + bore + formula)" (16) (complete intransitive verb, incomplete intransitive verb, complete verb, conferred verb, incomplete) Given a puzzle selected from a transitive verb, even if the player is not familiar with incomplete intransitive verbs and sees a figure with no name under this verb, "bore and trapezoids" Since it is connected by a link, the player can directly select an incomplete automatic verb as an answer to the input unit 15 which is processed as a blank even with a figure model alone. For reference, modifiers are not essential components for verbs that determine the structure of a sentence.

Problem 4. A verb that can be a complete sentence structure (main + verb + indirect object + direct object + formula) must be equipped with two objects in the sentence: indirect object (person) and direct object (stuff). Given the puzzle selected in the view display section 16, even if the player is not familiar with the bestowal verb, if he sees a shape that does not have a name written under this verb, the two "objects (square box) shapes" are bestowal verbs. Since the player is connected with the link, the player can directly select the bestowal verb as an answer to the input unit 15, which is processed as a blank, by using only a figure model.

Problem 5. When a puzzle is given to select a verb in the view display section 16, which must have the object and the target bore in the sentence to be a complete sentence structure (Journal + Verb + Objective + Objective Vocab + Formula). , Even if you are not familiar with imperfect verbs, as in Problem 1, if you see a shape that does not have a name written under this verb, the "object shape (square box), the target borer shape (trapezoid), and the modifier shape (elliptical)" are incomplete. Since it is connected with the transitive verb, the player can directly select an incomplete transitive verb as an answer to the input unit 15 which is processed as a blank even with a figure model alone.

3 shows an example of "Level 3" of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention.

First, the component (central + formula) puzzle 10 of the sentence of FIG. 3 used in the English learning method according to a preferred embodiment of the present invention will be described. The constituent puzzle 10 of the sentence is a puzzle showing a diagram of the types of central words and modifiers summarizing the constituent elements of the English sentence by combining various colors and shapes. Let's look at three of the questions.

Problem 3. In FIG. 3, a puzzle for selecting between 8 parts of speech and 8 parts of speech that can be used as a core word and a modifier of a sentence is presented. This problem is a blank problem "3" is represented by a rectangle filled with yellow and red with a border filled with light green, and the problem "3" is commonly used in the bore and modifier blanks. You can choose something that can be used as both a bore and a modifier. Here you have to choose participles, not adjectives, because you have to choose what is to be used as a bore, with active and passive meanings, and with modifiers, because adjectives do not have active and passive meanings.

Referring to FIG. 3, the configuration is the same as that of FIG. 1A, but in FIG. 3, it can be used as a central word that is a constituent of a sentence. Square-shaped borders (B) each with a different color to represent nouns, pronouns, (to) nouns, and nouns; As a component that can be used as an object (blue without a line), a rectangular border (B) is put in different colors and represented as a noun, a pronoun, a (to) indefinite and a noun; It is a component that can be used as a bore (yellow without a line), and a square border (B) is put in different colors to represent nouns, pronouns, (to) indefinite verbs, nouns, adjectives, and participles. The jetting is that, unlike the others, the rectangular border (B) is marked in yellow and filled with a different color inside the rectangular shape (A). These are adjectives filled with pink and participles filled with gray, and are expressed differently because they can be used only as modifiers, not as subjects and objects in a sentence. In addition, the square red separator 19 'in the central word indicates that the noun, pronoun, (to) indefinite, and the same noun can be used as the main word function, the object, the bore component, and the bottom tip display part of FIG. 20 ') provides players with a basic understanding of terms and concepts used in English grammar.

It can be used as a modifier that is a constituent of a sentence in a yellow line inside a square shape (B) with a quantifier, adjective, adverb, prepositional phrase, participle, and (to) adjective (adjective usage, adverb usage) with a square red border (B). The and, and inside the rectangle (A) are filled with different colors because of their different functions. The peculiar thing here is that the (to) indefinite is not only a modifier but also a subject, object, and bore, so the border (B) is marked in a different color. In addition, about the component which may confuse a function with another component among sentence components, the reference display part 18 was made to express clearly the function which it has.

4A shows an example of "Level 4" of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention. Let's look at 1, 2, and 3 of the questions.

Problem 1. In FIG. 4A, when a puzzle is selected from among 8 parts and 8 parts of a variant that can be used as an object and a bore used as a central word of a sentence, a noun function is filled with a color inside the rectangle (A). The border (B) is displayed in red, and the problem "1" is commonly written in the object and the bore, so you can select the part of speech that can be used both as the object and the bore. . Here, even English novice players who have no idea that nouns are used only in the central language, the input part 15, which is blanked in the object and the bore, matches the border red color and shape of the noun in the subject place of the central display part 12. Even if you just grasp the fact that you are doing it, you can easily choose on the display 16 that the noun is the answer.

Problem 2. In FIG. 4A, if a puzzle is selected that can be used as a subject and object used as a central word of a sentence from 8 parts and a modified form of 8 parts, the pronoun function is not filled in the color inside the rectangle (A). Since the border B is displayed in a light green color, and the problem "2" is given in common, and is written in the blank of the object, the part of speech which can be used for both the subject and the object can be selected. Even an English novice player who has no idea that pronouns are used only as a central word here, even if the input unit 15, which is blanked in the subject and object, only knows that the pronouns in the bore match the color and shape. It is easy to select on the display 16 that the pronoun is the answer.

Problem 3. In FIG. 4A, when a puzzle is selected from among 8 parts and 8 parts of a variant that can be used as a bore and a modifier used as a central word of a sentence, a problem “3” of a blank is located inside a rectangle (A). Since the color is filled with pink and the border (B) is shown in yellow, and the problem "3" is written in the blanks of the bore and the modifier, you can select the one that can be used as both the bore and the modifier. . In this case, when the empty space can be used as a bore and used as a modifier (adjective, participle), there is a clue of the reference display unit 18 that modifies a noun, so an adjective rather than participle must be selected. This is because injection has an adverb function in addition to the adjective function.

4B illustrates another "Level 4" example of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention. Let's look at two and three questions.

One is different from Level 4, which is presented as a hint in the view display unit 16 and refers to FIG. 4A which selects to enter the two input units 15. In Level 4 of FIG. This is a case where a puzzle is selected to select one of eight parts and a modified form of eight parts. This is represented by a figure in which the border (B) is shown in red without the color filled inside the rectangle (A), and the problem "1" is given in common, which is written in the blanks of the object, bore and modifiers. Just select the infinitive. For reference, the same noun can be used in a sentence, both object and bore, but not as a modifier.

Problem 2. In FIG. 4B, since "2" is displayed in both the subject, the object, and the bore space used as the central word of the sentence, a puzzle is selected from among the 8 parts and the 8 parts of the variant to be used as the object and the bore. This is a problem presented. Problem 2 is the same as the name B because the border (B) is displayed as a pink figure without the color filled inside the rectangle (A), and it is given in common. You choose.

Problem 3. In FIG. 4B, a puzzle for selecting between 8 parts of speech and 8 parts of speech that can be used as a core word and a modifier of a sentence is presented. The problem is that the problem "3" of the blank is shown as a figure with the color pink filled inside the rectangle (A) and the border (B) colored yellow, and the problem "3" is the blank of the bore and modifier in common. Since it is written in, you can choose something that can be used as both a bore and a modifier. Here, the empty space means a sentence component (adjective, participle) that can be used as a boer and modifier, and under the problem "3" is a clue to modify the noun, so you should choose an adjective rather than participle. This is because injection has an adverb function in addition to the adjective function.

5 shows an example of "Level 5" of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention. Among the problems, I will explain questions 5, 6, and 7 as an example.

In contrast to the components of the sentences in FIG. 4A and FIG. 4B divided into the central words and the modifiers, in FIG. 5, the components constituting the sentences focus on the elements, and the main elements {the central word display unit 12} and the vertical elements {formula function, 5 is a more difficult puzzle problem than FIGs. 4A and 4B because the sub-element {formula display unit 13} is further divided into independent words, modifiers, and link words. For example, in the case of problem 5, the bore portion of the main element {center display unit 12} is filled with a light purple inside the rectangular shape A, and the edge B is displayed in orange, and the vertical element {formula display unit 13). } Inside the modifier rectangle (A) is not filled with color, the border (B) has a problem "5" is displayed on the two green-green figures, which is the main element of the sentence {central display unit (12)} It is a problem of selecting one that can be used as an invoor and can be used as a qualifier that is a final element (formula display unit 13). The correct answer to this can be adjectives and participles, which are already adjectives in the central word display part 12, and there is a clue of the reference display part 18 that the nouns must be modified under the blank "7". Participating is not the answer.

In the case of problem 6, problem "6" is displayed on the figure where the border (B) is displayed in red without the color filled inside the rectangle (A). 13)} is a question of what is used in the independent language. Since the qualifier, the insertion word, and the equivalent word are presented in the modifier display unit 13, the exclamation point is the answer in the view display unit 16. That is, it is a question of whether it is known whether interjective words, optimistic words, interpolated words, equivalent words, etc. are used for "independent language" which is a kind of longitudinal element (formula display unit 13).

 Problem 7. The problem "7" is displayed on the figure where the border (B) is light green without the color filled inside the rectangle (A). This problem is caused by the sentence element (formula display unit 13). The question of what is used is the modifier. Nouns can be modified with adjectives and participles. Problem 5 is participles, so it is possible to use nouns in sentences and adjectives with nouns.

6 shows an example of the "Level 6" of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention. Among the problems, I will explain the problem 5, 6, 7, 8 as an example.

 FIG. 6 includes the same contents as in FIG. 5, but asks whether the user knows the details of the elements forming a sentence slightly more than FIG. 5. For example, in the case of problem 5, problem "5" is displayed on the figure in which the qualifier display unit 13 is filled with color in a rectangular shape without a border, and this problem is the end element of the sentence {formula function, modifier display unit 13}}. The question of which category contains the interjection, the lexical word, the interpolation word, and the equivalent word is used. That is, it is a question of whether it is known whether interjective words, optimistic words, interpolated words, equivalent words, etc. are used for "independent language" which is a kind of longitudinal element (formula display unit 13).

 Problem 6. On the modifier display unit 13, the problem "6" is displayed on the figure filled with the color inside the borderless rectangle. This problem is used as a sentence element (formula function, modifier display unit 13). It is a question of which categories are included in the definite adjectives, adjectives (3), adverbs, participles, and infinitives (1). That is, it is a question of whether it is known that "definite words, adjectives, adverbs, injections, infinitives, etc. are used for" formula ", which is a kind of vertical element (formula display unit 13).

Problem 7. In the form where the color is filled inside the rectangular shape without the border on the modifier display unit 13, problem "7" is displayed. This problem is used as the sentence element (formula function, modifier display unit 13). It's a question of what categories of conjunctions, prepositions, and affiliates are included. In other words, it is a question of whether a connection word, a preposition, or a related company is used for the "connection word" which is a kind of the vertical element (formula display unit 13).

Problem 8. The problem "8" is displayed in the square figure under the conjunction of the modifier display unit 13, which is a question which asks which one of a connection word is used to connect in a sentence. The conjunction has the ability to connect all words, phrases, and phrases, so the answer is "J".

7 shows an example of the "Level 7" of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention. We will use examples 4 and 6 as examples.

It is a problem of asking questions that are not asked in Level 6 with the same chart as Level 6 described above. For example, in problem 4, the problem "4" is displayed on all three shapes that have a border (B) in red, with no color inside the rectangle (A). The answer is "E" because it is a matter of selecting on the display unit 16 what kind of "independent language" is used as the {formula function, qualifier display unit 13}. That is, the level 6 (FIG. 6) suggests the type of independent language and finds the independent language. The level 7 (FIG. 7) presents the independent language, and finds what kinds of the independent words are.

Problem 6. The problem "6" is displayed on all three shapes with the border (B) colored brown without the color filled inside the rectangle (A). , The answer is "I" because it is a matter of selecting from the view display unit 16 what kind of "link word" is used as the modifier display unit 13}. In other words, Level 6 (FIG. 6) suggests the types of linking words and finds what each linking word connects to within the sentence. Level 7 (FIG. 7) suggests linking words and finds out what kinds of linking words there are. It is a problem.

8 shows an example of the "Level 8" of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention.

In the case of the component puzzle 10 of the sentence applied to the level 8, the sentence component display unit 14 is formed of a problem display unit 11, which presents a problem, and a table forming a plurality of cells, and the components of the sentence are displayed. '), The eight parts or the eight parts display section 19 in which the eight parts and the modified form of the eight parts are displayed, and each component can be used as' O' and 'X' in the sentence. The component relationship display unit 20 to be displayed, and 'O' (indication that it can be used as a sentence component) and 'X' (indication that it cannot be used as a sentence component) are filled to fill the component relationship display unit 20. A given view display section 16 'is provided.

That is, a puzzle that fills the component relationship display unit 20, which is composed of a plurality of input units, by photographing one of "○" and "X" given to the view display unit 16 'with which the eight parts of speech can be used as a component of a sentence. It is a game.

For example, verbs are used only as descriptors-> (○), so they can't be used in other sentences, so you can use ---> (×) elsewhere.

In learning English, it is more important not only to know how the structure of a sentence is organized, but also to know what components each of the eight parts can be used in. For example, verbs are used as predicate components that are essential to all sentences, but cannot be used as other components, such as subjects, objects, or bores. Therefore, as in the component relationship display unit 20, all of the verbs are marked with "x" except for the predicate.

Problem 1. In Figure 8, select the component of the sentence that can be used as an adverb by using the mouse on the display 16 '. -> Adverbs are not used as central words in sentences, but only as modifiers, so mark 22 with "○" and all other numbers (18, 19, 20, 21, 23). do.

9 shows an example of the "Level 9" of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention.

8 The modified form (parts of verbs and affiliates) of the part of the sentence can be used as a component of a sentence, the "○" (if it can be used as a sentence component) and "×" (as a sentence component) given in the example display part 16 '. If you can not) is a puzzle game to fill in the blanks by pressing one of the mouse.

FIG. 9 is a puzzle question that asks which components of the eight parts of the form (the quasi-verb and the related company) can be used as sentences. It is slightly more difficult than Level 8 of FIG. 8 with reference to FIG. 4A. Learners who are a little basic in English know some of the functions of 8 parts of speech. Like 8 parts of speech, it is important to know the function of the 8 parts of speech that can be used as sentence components. Do. For example, a relational adjective is not a necessary component in every sentence, and since the clause led by the affiliate has a one-two function that modifies the nouns at the same time, the qualifier and the connection word are not shown as in the example display part 16 'above. "" And all other than that are shown by "x" display.

Problem 1. In Figure 9, select with the mouse the view indicator 16 'which part of the sentence can be used as a sentence. -> Injection can be used as a bore or modifier in a sentence, so that the bore (# 15) and the modifier (# 17) have the symbol "○", and the other numbers (13, 14, 16, 18) have a "x" Should be marked.

10 shows an example of the "Level 10" of the component puzzle 10 of the sentence for learning the components of the sentence according to the present invention.

Fig. 10 (Level 10) is a combination of Fig. 8 (Level 8) and Fig. 9 (Level 9), and it is a puzzle that asks what components of the sentence can be used as a modified form of the 8 parts and 8 parts. The problem is a bit harder than Levels 8 and 9. Since 8 parts of speech and 8 parts of speech are often used at the same time in a sentence, it is important to know which sentence elements can be used.

Second, explain how to learn the proper sentence composition for sentence structure.

11A to 15B illustrate "Level 1" to "Level 5" of the component puzzle 30 of the sentence for learning the components of the sentence according to the present invention.

As shown in the figure, the sentence component puzzle 30 is a sentence component that lists the English sentence structure constituting the sentence from the problem display unit 31 to display the problem, and sentences in English form 1 to 5 The input unit 34 which displays the questions of the sentence component having a five-format sentence structure on the display unit 32, the sentence component display unit 32 in a blank form, and the components of the component display unit 32 are shown. Optionally, the reference display section 38, which provides a hint, is optionally appropriately filled so that the sentence display unit 33 lists a plurality of sentence components (elements) so that the sentence component display unit 32 forms a complete one-to-five sentence. )

In addition, it is only necessary to proceed in the same manner as the component puzzle 10 of the sentence, with reference to the components of the English sentence learned through the component puzzle 10 of the sentence, sentence component display unit 32 The sentence component suitable for the input unit 34 of the selected display unit 33 is a game to fill. (Of course, as shown in Level 5 of FIG. 15, the sentence component display unit 32 may be given, and may be configured by using the English sentence itself rather than a sentence component such as a verb.)

FIG. 11A shows each verb so that a complete sentence may be selected by selecting an appropriate component from the view display unit 33 in which a plurality of sentence components are listed, as components of one sentence to five sentences of the sentence according to the present invention. An example of "Level 1" of the puzzle 30 asking the purpose is shown.

The sentence component puzzle 30 of FIG. 11A includes a problem display unit 31 in which a problem is displayed, and a sentence component display unit 32 in which each sentence structure of English forms a sentence from 1 to 5 forms of English. ), And the sentence component display unit 32 is selectively filled in with an input unit 34 in which the sentence components that form a five-format sentence structure are asked to the player in a blank form. It consists of a view display section 33 in which a plurality of sentence components or components are arranged so that sentences of one to five formats are constructed. Among the problems, I will explain problems 1, 2, and 5 as an example.

Problem 1. In Fig. 11A, Incomplete sentence structure in the form of + (formula) " is a display unit 33 (complete) in which a large number of sentence components (elements) are given when problem 1 is given to select an appropriate verb for a blank sentence. Fully automatic verbs can be selected and filled in with the mouse in automatic verbs, incomplete intransitive verbs, incomplete intransitive verbs, and incomplete intransitive verbs.

Issue 2. "Give + Incomplete sentence structure in the form of + bore + (formula) "is a case where the correct verb is selected from the view, which is given in the blank. Put it in.

Problem 5. Given a puzzle that selects a verb in the view display section 34 that must have an object and a target bore in a sentence to form a complete sentence structure. Like in question 1 or 2, an incomplete verb is selected by using a mouse. Fill it in.

Unlike in the case of FIG. 11A, FIG. 11B is not a puzzle asking for the component predicates (verbs) that form a sentence, but rather a puzzle 30 "Level" that asks which sentence component each predicate should be used to form a complete sentence. 2 "is shown. We will use examples 1 and 3 as examples.

The problem 1 of FIG. 11B is a puzzle asking which sentence components should be used in order to be used in the complete meaning in a sentence. Therefore, a modifier may be selected and filled with a mouse. That is, "giving + fully automatic + "It is a problem to find the sentence component to fill in the blank in the form. Fully automatic is a verb that has a complete sentence structure in the form of" subject + verb "or" subject + verb + formula ". Sentence components that can be used with predicates.

Problem 3. A perfect verb is a puzzle that asks which sentence component must be used in order to be used fully in a sentence, so the object is selected and filled in with the mouse. "Give + Exact Verb + "It is a problem to find the sentence component to be filled in the blank form. The perfect transitive verb is a verb that can be used with the object rather than the bore to convey the full meaning.

11C illustrates an incomplete sentence structure in which sentence components constituting 1-5 forms of sentences are missing by incorporating various colors and pentagonal figures, so that a proper sentence structure can be obtained by selecting an appropriate one from the view display unit 33. An "Level 3" example of a puzzle 30 asking each sentence component is shown.

In FIG. 11C, the constituent puzzle 30 of the sentence is a combination of a hexagonal figure and a color of a problem display unit 31 in which a problem is displayed, and an English sentence form constituting sentences from 1 to 5 forms of English. And a sentence format display section (optional), which is optionally filled with a five-format sentence structure display section 32 that lists the English sentence structure, and an input unit 34 that blanks items that ask the player for sentence components forming the five-state sentence structure. It consists of an example display section 33 in which a plurality of sentence components are arranged so that 32 may form a complete English sentence. We will use examples 3 and 5 as examples.

In FIG. 11C, problem 3 is "I (injective) + incomplete intransitive verb (predicate) + An incomplete sentence structure in the form of + (formula). This incomplete sentence structure requires a constituent bore of the sentence in order to be a complete sentence structure. In the display unit 33, the answer of the blank 3 of the input unit 34 is C.

Issue 5. "I (given) + bestowal verb (predicate) + direct object + An incomplete sentence structure in the form of + (formula) "requires an indirect object to be a complete sentence structure. The bestowal verb is a" object "because it means" to give a person to. " Since two direct objects are presented, the answer is F because the place of blank 5 in the input section 34 is an indirect object, so the indirect object (person) usually comes first after the bestowal verb, and then the direct object (item). ), Because if a direct object comes first, you must write a preposition before the indirect object.

FIG. 11D illustrates an incomplete sentence structure in which sentence components and components (representing types of verbs), which form 1-5 of sentences, by combining various colors and a pentagonal figure, are omitted as in FIG. 11C. 33 shows a "Level 4" example of the puzzle 30 which asks for each sentence component and the type of the verb to select the appropriate one to form a complete sentence structure.

In FIG. 11D, the sentence component puzzle 30 shows components that form a sentence in the same figure as in FIG. 11, wherein the sentence components matching each predicate (verb) in the sentence are set as one set. It's a bit more difficult to tie up. We will use examples 2 and 5 as examples.

In FIG. 11D, problem 2 is an incomplete sentence structure in the form of "subject + 2 + 2 + (formula)". This incomplete sentence structure requires a verb to become a complete sentence structure, and even beginner players who are not good at English can assume that the color of the blank 2 is the boreau, if they know that the color of the blank 2 is the same color as the target verb. Therefore, the answer of the blank 2 of the sentence display unit 34 in the example display unit 33 which is listed as a plurality of sentence components is C.

Problem 5. It is an incomplete sentence structure in the form of "subject + 5 + 5 + gramophone + (formula)". This incomplete sentence structure requires a verb to be a complete sentence structure, and even beginner players who are not good at English can assume that the color of the blank 5 is the object placeholder if the blue color of the blank 5 and the indirect object are the same color. Therefore, the entry into the blank 5 of the display unit 34 in the view display unit 33 is an incomplete verb that requires an object word and a target vortex.

FIG. 11E is an incomplete sentence structure in which sentence constituents and types of verbs, which form a form 1-5 of sentences, are omitted by incorporating various colors and pentagon shapes as in FIGS. 11C and 11D. An example of the "Level 5" of the puzzle 30 which asks each sentence component and the kind of the verb is shown so that it may be selected to have a complete sentence structure.

The puzzle 30 constituting the components of the sentence in FIG. 11e shows the components constituting the sentence with the same figure as in FIGS. 11c and 11d, and only the subjects, which are essential components of all sentences, are presented and It is a form of blanking that makes the problem more difficult. We will use examples 4 and 8 as examples.

In FIG. 11E, Problems 4 and 8 are incomplete sentence structures formed in the form of “giving + 4 + 8 + (formula)”. This incomplete sentence structure requires a verb to become a complete sentence structure, and even beginner players who do not know English well know that the color of the blank 8 is the object placeholder when the blue color of the blank 8 and the colors of 9, 10, and 12 are the same. You can do it. Therefore, since the verb which must be combined with the object in the view display unit 33 is a perfect transitive verb, 4 of the blanks is B and 8 is F.

11F is an incomplete sentence structure in which sentence components and forms of verbs, which form 1-5 of sentences, are omitted by incorporating various colors and pentagon shapes as in FIGS. 11C through 11E. An example of the "Level 6" of the puzzle 30 which asks each sentence component and the kind of the verb is shown so that it may be selected to have a complete sentence structure.

The puzzle 30 constituting the constituent elements of the sentence in FIG. 11F represents the constituent elements constituting the sentence with the same figure as in FIGS. 11C to 11E, and the constituent elements and components of the sentence forming five sentences of the sentence. This is a step of learning the five-type structure by deleting all the names of the names and aligning them with the mouse one by one in the view display unit 33, which is only listed in color, for the components and components. Among the problems, I will explain problems 1, 5, and 9 as an example.

In FIG. 11F, problems 1, 5, and 9 are incomplete sentence structures formed in the form of " 1 + 5 + 9 + 9 + 7 (formula)". This incomplete sentence structure requires a subject and a verb to be a complete sentence structure, and it can be inferred that the space 9 has four places in the space, so it is an object place (blue color). In the English word order, the first one is the subject and the next five is the verb place. Since the verb having two object words is a bestowal verb, 1 in the blank in the display unit 33 is E, 5 is D, and 9 is You can select F.

FIG. 11G is an incomplete sentence structure in which sentence components and forms of verbs, which form 1-5 of sentences, are omitted by incorporating various colors and pentagon shapes as in FIGS. 11C to 11F. An example of the "Level 7" of the puzzle 30 which asks for each sentence component and the kind of the verb is shown to select the one and form a complete sentence structure.

The puzzle 30 constituting the components of the sentence in Fig. 11g shows the components constituting the sentence with the same figure as in Figs. 11C to 11F, and the components and components of the sentence forming five sentences of the sentence. All of the names are deleted, and the difficulty level is the highest as a learning step in which the five-type structure is learned while adjusting only the colors corresponding to each number using only the colors provided by the view display unit 33. Among the problems, I will explain questions 1, 4, and 9 as an example.

In Fig. 11G, problems 1, 4, and 9 are incomplete sentence structures in the form of 1 + 4 + 9 + 7 (formula). In order for this incomplete sentence structure to be a complete sentence structure, first, a subject and a verb are needed. Since there are four spaces in the blank, we can assume that it is the object term (blue color): in English word order, the first one is the subject place and the next four is the verb place, and the verb with the object is a perfect transitive verb. In the display unit 33, 1 in the blank is E, 4 is C, and 9 is G.

   Unlike FIGS. 11C to 11F, the components and elements of all sentences forming the five forms of sentences are divided and displayed in figures and colors. In FIG. It is a game to measure the grasp of the five-type structure only by looking at the shape of the figure. The player grasps the matter related to the five-form structure of the sentence only by the figure shape, understands the corresponding contents for each number, and places one of the view colors with the mouse and puts it on the number. At this stage, care should be taken to mark the same sentence constituents: the bore is the object and the object is the same color as the direct and indirect objects.

11C to 11G, the constituent elements and the contents of the sentences forming the five forms of sentences were learned through pentagon shapes and colors. In FIG. 11H, the sentences were learned in 11c-11g. The example puzzle 30, which applies to the example sentences how the five-type structure can be applied, shows another "Level 8" example. Presenting an incomplete sentence in a blank, and selecting the words (phrases) to be shown in the display unit 33, which word (phrase) should be entered in the input unit 34 marked with a blank in order to become a complete English sentence. Among the problems, I will explain problems 1, 3, and 4 as an example.

Problem 1 is " + incomplete sentences with missing subjects in the form of "sings + very + formula". To be a complete sentence, a blank must be a subject. All sentences need a subject and the verb "sings" The answer is A, because "can be used when the subject is a third person singular.

Question 3 is "They + enjoy + verb + + on weekends (formula) form, because enjoy is a perfect transitive verb and requires an object, and also the answer is F, because it must take the same name as the tono.

Question 4 is "I (given) + gave (verb) + + the book (direct object) + at the church (formula) form, which gave two "objects" because gave is a bestowal of "to give to," and "the book" Since the blank of the input unit 34 has to be an indirect object place since it is presented, the answer is the target G (her).

As shown in FIG. 11H, the puzzle 30 of FIG. 11I illustrates another “Level 9” example in which the verbs are learned in 11c-11g and how each verb is actually used in an English sentence. Presenting an incomplete sentence in a blank, this step is to select one of those presented in the display unit 33 to see which verb should be entered in the input section 34 marked blank to become a complete English sentence. Among the problems, I will explain questions 2, 3, and 5 as an example.

Question 2 is "She + + happy (bore) + last night (formula) form, in order for this incomplete sentence to be a complete sentence, the space must be a verb. The answer is D, not C, because every sentence requires a verb, and the modifier "last night" must be used with the verb's past tense.

Problem 3 is an incomplete sentence in the form "They + 3 playing tennis + (object) + on weekends". In order for this incomplete sentence to be a complete sentence, the space must be a verb. Every sentence requires a verb, which is a perfect transitive verb because it has an object. A perfect transitive verb with the same name as an object is "enjoy". For reference, "want" is a verb that has the object of to indefinite.

Question 5 consists of "We (+) + 5 + her (object) + enter the building (this word) + this morning (formula), in order for this incomplete sentence to be a complete sentence. The place must be a verb place, since all sentences need a verb, and the verb is missing and the object and the target bore must be a verb that can be used together, the incomplete verb J is the answer.The persuaded and expected object bores are the "to + verb form" You cannot answer this question because you need to use forms.

Unlike the case of FIG. 11A or FIG. 11B, in FIG. 12, the puzzle 30 that asks not only the component predicates (verbs) that form the sentence but also the parts of the sentence that constitute the sentence is higher than "Level 1, 2". An example of "Level 3" is shown which requires a level. We will use examples 4 and 6 as examples.

Problem 4 is to choose verbs that can be complete sentences only if they have indirect and direct objects in the sentence. That is, "+ + Indirect object + direct object + (formula) "incomplete sentence structure. If this incomplete sentence structure is to be a complete sentence structure, the blank space is a verb place, and there are two object words. The question is a verb that can be used to mean two objects: "to give something (direct object) to something (direct object)".

Problem 6 is a problem of selecting a component of a sentence that can be used as a subject of a sentence from the eight parts of speech presented in the view display unit 33, by selecting a pronoun with a mouse and filling it in the blank. This question asks which of the sentence components (8 parts of speech) that can be used as subjects can be used. Since there is a clue that nouns can be used in the reference display section 38, pronouns other than nouns To be blank. Note that the adjective contains no adjective because the adjective cannot be used as a subject or object.

In FIG. 13, it can be used as a component of each sentence component, which is a sentence, an object, a bore, or a target verb, which can be used as a constituent, an object, a bore, and a target verbal. Asked puzzle 30 in FIG. 13 shows an example of "Level 4" which requires a level higher than "Level 3". We will use examples 1 and 2 as examples.

Problem 1 is a problem of selecting a component of a sentence that can be used as a subject of a sentence from the eight parts and quasi-verbs presented in the view display unit 33. A (pronoun, same name, infinitive) can be selected by using a mouse and filled in the blank. . Note that adjectives, participles, and adverbs cannot be used as subjects or objects, so the examples that contain them cannot be answered.

Problem 2 is a problem of selecting a component of a sentence that can be used as a bore of a sentence from the eight parts and quasi-verbs presented in the display display part 34. As the adjective or the participle can be a bore, it is not F or H but B (noun, The same name, adjective, injection) can be selected with the mouse and filled in the blanks. Note that because adverbs cannot be used as a bore, the example with adverbs cannot be the answer.

14A is a diagram summarizing grammatical matters related to verbs by integrating various colors and shapes. Each component and components necessary to form a sentence structure are formed in an incomplete English sentence structure using spaces. Another " Level 1 " example of puzzle 30 is shown which selects the appropriate one from view display 33 and selects each sentence component and component so that it can be a complete English sentence structure.

The component and component puzzle 30 related to the verb in FIG. 14A includes an English sentence structure in which a problem display unit 31 in which a problem is displayed and various grammar matters related to the verb are combined with various colors and shapes. The structure display unit 32 and the input unit 34 which blanks the sentence components and components related to the verbs to the player are selectively filled in, so that the English structure display unit 32 forms a complete English structure diagram. It consists of a view display unit 33 is a plurality of sentence components and components are listed so that. Among the problems, I will explain questions 2, 3, 10, and 12 as an example.

In FIG. 14A, problem 2 is that the English structure display unit 32 associated with the verb has four items blank, which is a problem of identifying that it can be used in common. In other words, the component (part of speech) and quasi-verb that can be used as the subject (2), the object (2), and the target verb (2) of the sentence, and the "to + V (verbular form) form (2) It is a problem of selecting one from the display unit 33. This problem seems to be difficult, but if it is known that "to + V (verbular circular) form is" (to) indefinite ", You can easily choose that the answer is "C".

Problem 3 is that the three items in the English structure display unit 32 associated with the verb is blank, it is a problem that can be used in common. That is, one of the components (parts of speech) that can be used as object components (3) of the sentence (3) and the quasi-verb is taken from the view display section (33). That's a problem. The answer to the space 3 of the input unit 34 is "D" if it is known that the "V ~ ing" form (the noun, the present participle) can be used as the subject and object in the sentence. You can easily choose one.

Problem 10 is that one item is blank in the English structure display unit 32 related to the verb. In the English-language display part 32, the transitive verb is divided into two verbs according to the presence or absence of the target verbal verb. There is an incomplete verb that can only act as a complete verb. Since the blank 10 of the input unit 34 is in the form of "subject + 10 + object + target boredom", the answer of the blank 10 of the input unit 34 is J.

Problem 12 is that two items are blank in the English structure display unit 32 related to the verb, which is a problem of identifying that they can be used in common. That is, the display unit 33 selects one that includes two components (parts of speech) which can be used as the target constituents of sentences (12). As nouns (phrases) and (to) adjectives (2) are presented as elements of sentences that can be used as target strides, the remaining two are adjectives and participles, so the answer of blank 12 of the input unit 34 is O.

FIG. 14B is a diagram summarizing grammar matters related to verbs by integrating various colors and shapes. Each component and elements necessary to form a sentence structure are formed in an incomplete English sentence structure using spaces. Another " Level 2 " example of puzzle 30 is shown that selects the appropriate one from view display 33 and selects each sentence component and component so that it becomes a complete English sentence structure.

As in FIG. 14A, the components and component puzzles 30 related to the verb of FIG. 14B may be combined with various colors and shapes by using a problem display unit 31 displaying a problem and various grammatical items related to the verb. The English structure display unit 32 which lists the English sentence structure and the input unit 34 which blanks the sentence components and components related to the verb to the player are selectively filled appropriately, so that the English structure display unit 32 is completed. In order to form an English structure diagram, a plurality of sentence components and components are listed. 14b has a higher difficulty level because there are more spaces in the English structure display unit 32 than 14a and asks for grammar details. Among the problems, I will explain questions 2, 5, and 10 as an example.

In FIG. 14B, the problem 2 is a blank entry in the English structure display unit 32 related to the verb, which is derived from the original verb, and is added in the sentence by adding some form (to, ing, ed) to the verb circle (V). It is a problem that the display unit 33 finds something that is used as a part-of-speech function other than the verb function. It is divided into three types according to function and form, and all three things in common have the property of verb. Since it is used as another part of speech in a sentence while maintaining the property of a verb, this is called a "quasi verb", and the answer of the blank 2 of the input unit 34 is C.

In FIG. 14B, problem 5 is one item in the English structure display unit 32 related to the verb, which is a question of whether the quasi-verb is used in the form of "V ~ ing and V ~ ed". The injection is classified into two types, namely, the present injection is used to express the active meaning and the progress of operation in the form of "V ~ ing", and the past injection is used to express the passive meaning in the form of "V ~ ed". Blank 5 in 34) is G.

Question 10 is whether two items are blank in the English structure display unit 32 related to the verb. The question is whether the voice is divided into two types according to the difference in the viewpoint of the action in the sentence. That is, the form representing the change in the transitive verb representing the relationship between the subject and the object is divided into an active state focusing on the operation side and a passive state focusing on the receiving side, so the answer of the blank 10 of the input unit 34 is P.

FIG. 14C is a diagram summarizing the general matters related to the English sentence structure by combining various colors and shapes. Each component and elements necessary to form the sentence structure are incomplete in English sentence structure using a space. made. Another " Level 3 " example of puzzle 30 is shown that selects the appropriate one from view display 33 and selects each sentence component and component so that it can be a complete English sentence structure.

In FIGS. 14A and 14B, components and components related to verbs are mainly dealt with, but in FIG. 14C, not only contents related to verbs, but also modifiers (definite words, adjectives, participles, adverbs), words, phrases, and adjective clauses, Adverb clauses), and the general content of the English sentence structure related to conjunctions (adjuncts, affiliates, prepositions). FIG. 14C illustrates a problem display unit 31 displaying a problem, an English structure display unit 32 listing English sentence structures by combining various grammar matters related to the English sentence structure with various colors and shapes, and an entire English sentence structure to the player. Optionally filled in the input section 34 with the blanks of the sentence components and components related to the sentence, so that the English structure display unit 32 to form a complete English structure diagram, multiple sentence components and components It consists of the view display unit 33 is listed. 14c has a higher difficulty level because there are more blanks in the English structure display unit 32 than in 14a and 14b, and the overall grammar matters for the sentence structure are asked. Among the problems, I will explain questions 2, 5, 16, 20, and 21 as an example.

In FIG. 14C, the problem 2 is a problem in which two items are blank in the English structure display unit 32, which can be commonly used. In other words, the sentence component (part of speech) and quasi-verb {(to) indefinite, same-name, and participle} that can be used as the subject of a sentence (2) are used in the form of "V ~ ing" (2). At 33 it is a matter of choosing one. First, among the quasi-verbs, the components of the sentence that can be used as the subjects of sentences (2) are the same name and the (to) indefinite. The answer is D, not C.

Problem 5 is that one item is blank in the English structure display unit 32, and it is a question of whether the function of the same name company used in the form of "V ~ ing" among quasi-verbs is known. The same name is originally used as a noun in the sentence by attaching "ing" to the verb circle (V), so it is named "dong noun". In other words, because the same name is used as a noun in the sentence while maintaining the nature of the verb, the answer to the blank 5 of the input unit 34 is A.

 Problem 16 is a question in the English structure display section 32, which is a blank, which is a question of whether the preposition knows which sentence component of the link word (which has a link function within a sentence). Since prepositions are combined with nouns (pronouns), pronouns, and nouns, clauses do not connect, but words or phrases are connected, so the answer to blank 16 of the input unit 34 is W.

Problem 20 is a question in which the English structure display section 32 has one item blank, and it is located anywhere in the sentence and asks if it knows that it has only a mathematical function, not a central word (main, predicate, object, bore) function. In other words, since the common qualities entrusted to the sentence, the adjective 18, the injection part 11, the adverb 19, and the like are functions to modify other central words, the answer of the blank 20 of the input unit 34 is P.

Problem 21 is that the English structure display section 32 has one item blank, but the concatenation function within a sentence includes a conjunction (a word, a phrase, a clause), a preposition (a word, a phrase), an affiliate ( There are three kinds). The common property these are doing in sentences has the function of connecting words, phrases, and clauses, so the answer of the blank 21 of the input unit 34 is Q.

In FIG. 15A, the puzzle 30 that considers how to apply to the English problem with the contents learned from FIGS. 1 to 14 shows another "Level 4" example. It is a problem of presenting an incomplete sentence with a blank and selecting from the ones shown on the view display section 33 what should be entered into the input section 34 blanked out to become a complete English sentence. Let me explain with an example.

Problem 1 is "Jack + + Incomplete sentences in the form of "loudly", which must be fully autonomous in the blanks to be a complete sentence. Every sentence requires a subject and a verb, and this sentence uses the "loudly" modifier. Since the verbs in the blank must be fully intransitive (laugh verbs only) and the subject is a third person singular, the answer is B, not A.

Question 3 is "Jack + + An incomplete sentence in the form of "English + at the high school", in order for it to be a complete sentence, you must have a full verb in the blank. Every sentence requires a subject and a verb, English and at the high school "are used, so the spaces must contain verbs, ie, verbs and encourage verbs, where" encourage "does not make sense in context and the subject is third person. Since it is singular, the answer is F, not E.

Problem 4 is "Jack + + An indirect sentence (me) + a useful book + modifier (yesterday) ", which is an incomplete sentence. To be a complete sentence, a conferred verb must be entered in the blank. Every sentence requires a subject and a verb. In this sentence, two objects are used to mean "to give something (direct) to something" (direct), so the answer is the bestowal verb J, not H or I. Because the modifier "yesterday" was used, the point in time when the action occurred was in the past.

Like FIG. 15A, FIG. 15B shows another "Level 5" example with the contents learned from FIGS. 1-14 and realizing how it can be actually applied to English problems. Incomplete sentences are presented, and it is a matter of selecting from the ones shown in the display unit 33 which should be entered in the input unit 34 marked as blank in order to become a full English sentence. Let's explain 6 as an example.

Problem 1 is "My mother + verb (is) + modifier (a) + "This is an incomplete sentence in the form of a complete noun. A noun must be entered in the blank. A verb is required because the verb" is "is an incomplete autonomy. Also, the modifier (a) must be used with nouns. Is A.

Question 3 is "My mother + verb (dressed) + Form, which is a fully automatic verb and has a subject, so it can be a complete sentence without a space, so a blank must contain a modifier rather than a central word. D is the answer.

Problem 5 is a sentence consisting of subordinate clauses + main clauses, where the subordinate clause is "If + An incomplete subclause in the form of a "something", in which a verb must be entered in the blank to form a complete clause. The clause must come in because there is a conjunction "If" that leads to a subclause (an adverb) representing a condition. You + The answer is C because a blank (complete verb) must be included in the blank because it is in the form of "something".

Problem 6 is a sentence consisting of subordinate clauses + main clauses, where the subordinate clauses are in the form of "If" + you + beautify + something, and the main clause is "you + verb (can) ) + Verb + make + object + it + modifier + "Because it is a form, a blank requires an object verb that can modify an it, so the answer is B (adjective), because" more "must be used with an adjective or adverb, where a blank is an object punctuation. So adjectives should enter.

Third, explain how to learn English writing step by step.

As a native Korean speaker, communicating in English is not easy. You can learn English naturally by frequently interacting with people who speak English, focusing on aspects of utterances that speak practical English for basic communication. However, most Koreans are not exposed to such an environment. In addition, most learners who want to learn English want to be able to read and understand textual language as well as the level of being able to simply speak and listen. When you want to convey something to a foreigner, you must have the right sentences so that a series of speech statements can be appropriately expressed in order to satisfactorily convey your intentions. In order to have a proper discourse with foreigners, it is not necessary to simply list essential languages, but it is necessary to have a well-organized system in which words are arranged in the order of English. For example, I tried to say "I'm going to Seoul tomorrow" in Korean, but if I misuse the word "I'm going to Seoul tomorrow" or "I went to Seoul tomorrow", the listener is quite confused. something to do. Likewise, if you say "I tomorrow went Seoul to" or "I went to Seoul tomorrow" instead of "I will go to Seoul tomorrow" in English, the foreigner you hear will be embarrassed. Therefore, in order to communicate properly, it is most important to communicate in a unified texture of semantic and semantic units that effectively convey one's ideas.

In addition, learners who have a normal course of English education, regardless of their English proficiency, should be able to make English sentences as long as they know the words. Most learners think that writing is difficult. It is regarded as not having a habit of breaking a sentence into chunks of meaning and reading, lack of understanding of central and modifiers, lack of clear recognition of commonalities and differences in the order of Korean and English. In consideration of this point, even in learning English writing according to the present invention, even the long and complicated Korean sentence may be divided step by step according to the English level of the player, and the sentence is first divided into Korean language sequences, arranged in the English order, and then again in English It is designed to make learning as a process of transfer. In other words, the process of writing English is divided into 10 levels so that even beginners can learn English word order easily without burden or rejection of English, and visualize the contents to learn through various colors and shapes. As a result, students will learn the commonalities and differences between English and Korean in order to become able to expand sentences.

16A illustrates an example of "Level 1" of the English writing puzzle 40 for learning English writing according to the present invention. The English writing puzzle 40 is a problem display unit 41, a problem is presented, an example sentence display unit 42 is presented in the Korean sentence, the word order display section 43, and the word order display section 43 after splitting the example sentences according to the word order, the word order display unit 43 In order to correctly complete the word order display unit 43 by inputting the input unit 45 and the input unit 45, which are given blank spaces for the player to answer the questions, a plurality of Korean or English words are listed. The given view display section 44 is provided.

In addition, the word order display unit 43 of the English composition puzzle for learning English composition, the Korean language order display unit 46 for dividing the example sentence by element in order of the Korean language, and the English word order display unit 47 for dividing the example sentences of the Korean in English order In order to be composed of a word order display unit 48 and the English display unit 49 for mixing Korean and English in the English language order, each use is different each time the level is increased, which will be described in detail below.

First, at level 1 of the English writing mastery puzzle 40, English beginners will have a lot of pressure to transfer Korean sentences directly to English. In order to solve this problem, the characteristic of this process is to train the step of first splitting the Korean sentence by component and then converting it into the English language order before moving the Korean sentence into the English sentence. , When the English language display unit 47 is used sequentially.)

The second is training to gradually expand sentences through modifiers.

Step 1: "Journal + verb + object" → Step 2: "Journal + verb + object + formula (on weekends)" form → Step 3: "Journal + verb + object + formula (on weekends) + formula (at church) Practice expanding into the "" form.

Thirdly, English composition learning is naturally accomplished by the English beginners who do not know the order of Korean language and English easily through the process of changing the color of the square shape that shows the sentence composition.

16B illustrates another "Level 1" example of the English writing puzzle 40 for learning English writing according to the present invention.

In the same manner as the problem of FIG. 16A, the English writing puzzle 40 also includes a problem display unit 41 in which a problem is presented, an example sentence display unit 42 in which a Korean example sentence is presented, and a word order display unit in which the example sentences are divided according to word order. 43, an input unit 45 which is provided with a blank for the player requesting an answer in the word order display unit 43 and the input unit 45 selectively, so as to correctly complete the word order display unit 43; It consists of a view display section 44 in which Korean or English words are listed and given as views.

In addition, the word order display unit 43 of the English composition puzzle for learning English composition, the Korean language order display unit 46 for dividing the example sentence by element in order of the Korean language, and the English word order display unit 47 for dividing the example sentences of the Korean in English order In addition, it is composed of a word order display unit 48 and an English composition display unit 49, which indicate the mixing of Korean and English in English language order, each use is different each time the level is increased, which will be described in detail below. .

First, at level 1 of the English writing mastery puzzle 40, English beginners will have a lot of pressure to transfer Korean sentences directly to English. In order to solve this problem, the characteristic of this process is to train the step of first splitting the Korean sentence by component and then converting it into the English language order before moving the Korean sentence into the English sentence. , When the English language display unit 47 is used sequentially.)

Learning English Composition In level 1 of FIG. 16B, a method of splitting a Korean sentence by component is trained in the same manner as in FIG. 16A, and then changed to an English language order. When splitting a Korean language into a sentence, it is important to note that when a Korean sentence is translated into English, it is important to break it into chunks rather than words. In other words, you should get in the habit of thinking in the form of "I know / she" but not "I know / she". In addition, "expert" is like a word, but it's the fact that it's broken into two sentence elements. In other words, "expert" is a state in which a bore (expert) component and a predicate (ida) component are combined.

The second is training to gradually expand sentences through modifiers. You will practice expanding the sentence with the sentence, "She is an expert." The structure of this sentence is in the form of "zure (she is) + verb (is) + bore (expert)".

In the first step, the housewife is added to the noun phrase by adding a modifier (I know) that the housewife is a noun phrase.

In the second stage, the sentence is expanded by attaching the qualifier "verb + verb + bore", followed by the expert "to music."

Thirdly, even English beginners who are not familiar with the order of Korean and English can learn English composition naturally through the change of the order of Korean and English only by the color of square shapes.

17A illustrates an example of "Level 2" of the English writing puzzle 40 for learning English writing according to the present invention. (When the Korean language order display section 46, the English language order display section 47, and the word order display section 48 that mixes Korean and English in English language order are used sequentially.)

In order to improve English proficiency, it is impossible to use a lot of sentences freely through paraphrase practice using everyday expressions or basic sentence patterns. Therefore, it is absolutely necessary to develop self-directed learning ability that can speak sentences freely by knowing the words based on accurate understanding of the sentence components forming the English sentence structure. However, even though most English learners have been studying English for a long time, they have lost interest in English because they do not understand the structure of English sentences, and eventually give up learning English.

In consideration of this situation, it is important to try to express all possible situations in English based on the English word order in English writing mastery level 2 of the present invention. However, this process was taken into consideration because there are too many learners who are frustrated with this attempt due to lack of English vocabulary. At level 2, learning English composition is a good practice for learners who have a lot of pressure to translate Korean sentences directly into English.

17B illustrates another "Level 2" example of the English writing puzzle 40 for learning English writing according to the present invention. (When the order order display unit 46 which shows a component split in a language, the English order display part 47 arrange | positioned (splitting) in English language order, and the word order display part 48 which mixes Korean and English in English language order are used sequentially.)

It is of utmost importance to try to express every situation in English as much as possible based on the English language order. However, considering that there are too many learners who are frustrated by this lack of English vocabulary, in Level 2, unlike Level 1, there are many learners who have a lot of pressure to move Korean sentences directly to English. It is a step to train students to acquire English word order naturally by mixing English. Of particular importance at this level is that in Korean, the modifier is always placed before the number, but in English it can be placed before, after, before and after. That is, in Korean, "formula (I know)" is located in front of the formula (which she knows), but in English, if the modifier is in the form of a clause, the formula is modified after the formula. After understanding this, the subject "whom" of the relative pronoun who is used by the relative pronoun who is used because it is a person and an object because it should replace the noun "old woman" and act as an object of "know". It is important to fully understand that it is. This step focused on improving the ability to distinguish between subjects and verbs by removing color for the subject components.

18A illustrates an example of "Level 3" of the English writing puzzle 40 for learning English writing according to the present invention. (A native language order display section 46, an English language order display section 47, an English word order display section 48 that mixes Korean and English in English language order, and an English writing display section 49 are used in each case.)

In Level 3, a step was added to actually transfer a language that was not found in Levels 1 and 2 to English. You can learn the exact order of Korean and English in the process of changing Korean sentences → splitting ingredients into Korean → English word order → mixing Korean and English in English language order → English writing step, and the words (phrases) You can learn exactly how to use and what it means. In Level 3, unlike Levels 1 and 2, the color of the squares corresponding to the subject part and the modifier (weekend) part, which was given as a hint, was removed, requiring the player to increase his level of learning puzzles.

18B illustrates another "Level 3" example of the English writing puzzle 40 for learning English writing according to the present invention. (A native language order display section 46, an English language order display section 47, an English word order display section 48 that mixes Korean and English in English language order, and an English writing display section 49 are used in each case.)

In the same manner as in FIG. 18A, a step of actually transferring a language that is not present in Levels 1 and 2 to English is added. You can learn the exact order of Korean and English in the process of changing Korean sentences → splitting ingredients into Korean → English language order → mixing Korean and English in English language order → English language level. You can learn exactly how it is used and what it means. A word of caution at this stage is to pay attention to the word order when moving a long Korean sentence into English. As explained in Level 2, it is important to understand the process of changing from "The woman whom I know" to "The woman whom I know." In Level 3, unlike Level 1 and 2, the level of the learning puzzle is increased by removing the color in the square shape corresponding to the subject part and the modifier (music) part that was given as a hint.

19A illustrates an example of "Level 4" of the English writing puzzle 40 for learning English writing according to the present invention. (The English order display unit 47, the English order display unit 48 for mixing Korean and English in the English language order is used when the English display unit 49 is used sequentially, and used in the first step in "Level 4" of FIG. When the Korean language order display section 46 is deleted.)

Level 4 eliminates the step of splitting Korean sentences from Levels 1 to 3 into Korean components. In other words, Korean sentences → English language order → Korean language and English mixing stage → English composition stage. At this stage, it should be noted that in Korean, a noun can be used as an adverb after a noun. In English, a preposition can be used as an adverb in front of a noun. Although there seems to be a big difference between Korean and English in the way that nouns are used as other parts of speech, it is easy and critical to use them well in writing. In the example above, the noun "weekend" is used as an adverb for "weekend" followed by the search "on", and in English the adverb "on weekends" is prefixed with the preposition "on" for noun weekends. ). Similarly, the noun "church" followed by "in" is used as an adverb (old) in "church" and in English the noun "chu" in front of the noun "at the church" is used as an adverb (old). Moved.

 In Level 3, the color of the part corresponding to the subject and modifier part was deleted. In Level 4, the level of the learning puzzle was further increased by removing the color of all parts except the color of the verb part.

19B illustrates another "Level 4" example of the English writing puzzle 40 for learning English writing according to the present invention. (The English order display unit 47, the English order display unit 48 for mixing Korean and English in the English language order is used when the English display unit 49 is used sequentially, and used in the first step in "Level 4" of FIG. When the Korean language order display section 46 is deleted.)

In Level 4, the step of splitting Korean sentences from Levels 1 to 3 into Korean components was removed. In other words, Korean sentences were changed from English language order to English language order. In this step, if the Bohr "expert" is moved to English, it should be moved to "an expert" rather than "expert". Unlike Korean, English has a lot of nouns, and nouns that can count nouns or countable nouns must be used with the appropriate nouns. The definite article is also divided into two types: the definite article and the indefinite article, and again, the indefinite article must be prefixed with "a" before a word pronounced as a consonant and "an" before a word beginning with a vowel. "expert" is "an expert" because it is pronounced as a vowel. "

In level 3, the color of the part corresponding to the subject and modifier part was deleted. In level 4, the level of the learning puzzle was further increased by removing the color of all parts except the color of the bore part.

20A illustrates an example of "Level 5" of the English writing puzzle 40 for learning English writing according to the present invention. (The word order display unit 48 and the English display unit 49 for mixing Korean and English in English order are used sequentially, and the Korean language order display unit 46 used in the first step in "Level 4" of FIG. 18 is used. If the English order display portion 47 is deleted.)

Level 5 eliminated the step of dividing Korean sentences into Level 1-4 and arranging them in English language order. In other words, Korean sentences were changed from English to English, followed by Korean and English. In Level 5, the learning phase was configured to remove the color of the part corresponding to all components, including the view display unit 44, so that the player could not get a hint through the color and match the puzzle with his or her English ability.

20B illustrates another "Level 5" example of the English writing puzzle 40 for learning English writing according to the present invention. (In case of using the English order display unit 48 and the English display unit 49 mixing English and English sequentially.)

Level 5 eliminates the step of splitting Korean sentences from Levels 1 to 4 into Korean components and the English word order. In other words, Korean sentences were changed from English to Korean, and then to English and Korean. At this stage, the precautions in Korean can be used as an adverb after the noun. In the case of English, the preposition can be used as an adverb. It seems that there is a big difference between Korean and English in the way that nouns are used as different parts of speech, but knowing the basic principles can be easily used for writing. In the example above, the noun "music" is used as an adverb (old) with the search "e" followed by the "no" in English. Moved to. In level 5, the color of all parts, including the view, was deleted, so that the learner could not find a hint through the colors and match the puzzle with his or her English knowledge.

21A shows an example of "Level 6" of the English writing puzzle 40 for learning English writing according to the present invention. (The word order display section 46 and the English writing display section 49, which are used to sequentially break up a component in Korean, are used in sequence. In this case, the English word order display unit 47 of FIG. 18 and the word order display unit 48 that mixes Korean and English in English language order are deleted.

In Level 6, the step of splitting Korean sentences into English language order and the step of mixing Korean and English in English language order were deleted, that is, splitting the ingredients into Korean language with Korean sentences and writing them according to English order. The stage has changed. In Level 6, instead of mixing Korean and English, students divide the ingredients into Korean language order, and then provide English words (phrases) to the display unit 44 for each Korean ingredient. The learning phase is designed to practice correct English sentences.

21B illustrates another example of the "Level 6" of the English writing puzzle 40 for learning English writing according to the present invention. (Like the FIG. 21, the word order display unit 46 and the English writing display. (49) is used sequentially.)

In Level 6, the English word order display section 47, which was level 1 to 5, and the word order display section 48 that mixes Korean and English in English language order are deleted, the component is divided into Korean language with a Korean sentence, and then the view display section 44 ) Consists of a two-stage writing method of selecting English words (phrases) that match them.

22A shows an example of "Level 7" of the English writing puzzle 40 for learning English writing according to the present invention. (When only the English writing unit 49 is used.)

In level 7, the input unit of the word order display unit 43, which divides the step of splitting the Korean language into English, the English word order, and the step of mixing Korean and English in the English language order, and splits the example sentences according to the word order. In (45), the part about Korean is omitted, and it consists of a one-step writing learning method that requires only English. This step allows the display unit 44 to immediately select an English word (phrase) suitable for the Korean sentence so that the correct word order of English can be easily and quickly learned.

22B illustrates another "Level 7" example of the English writing puzzle 40 for learning English writing according to the present invention. (When only the operation display unit 49 is used.)

In FIG. 22B, the step of splitting the Korean language component into the Korean language component, the English language sequence, and the step of mixing the Korean language and the English language in the order of the English language is omitted, and the portion of the Korean language component is input at the input unit 45 of the word order display unit 43. It consists of a one-step writing method that requires only English components. In this step, it is easy to correct the important fact that the correct word order of English, especially nouns (adjectives), is modified before nouns (phrases) in Korean, but English is used after nouns (phrases) using relative pronouns. Let them learn quickly

23A shows an example of "Level 8" of the English writing puzzle 40 for learning English writing according to the present invention. (When only the English display unit is used, but the example sentence display unit 42 is replaced by a voice.)

Unlike Level 7, Level 8 does not report Korean sentences directly, but listens to Korean sentences by voice, and selects a word (phrase) that matches the sentence from the view display section 44 to create an English sentence. to be. This step requires faster speed than Level 7, so you can improve your listening and speaking skills by learning the correct word order.

23B illustrates another "Level 8" example of the English writing puzzle 40 for learning English writing according to the present invention. (When only the English display unit is used, but the example sentence display unit 42 is replaced with a voice. )

In FIG. 23B, as in FIG. 23A, a Korean sentence is not directly reported as a character, but a Korean sentence is listened to by voice, and a word (phrase) corresponding to the sentence is selected in the example to create an English sentence. This step is a learning process designed to allow the player to improve his or her practical ability for listening and speaking by applying the method used in FIG. 23A to another example sentence.

24A shows an example of the "Level 9" of the English-language puzzle 40 for learning English-language texts according to the present invention.

Unlike Levels 1-8, Level 9 is a high level of English because you listen to Korean sentences by voice and write the contents you have heard in English without providing English words (phrases) as the view display section 44. Skill level is required. This step is designed to improve your overall English skills such as reading, listening, speaking, and writing.

24B shows another "Level 9" example of the English writing puzzle 40 for learning English writing according to the present invention. (When the example sentence display 42 given in voice is written immediately in English.)

 Unlike Levels 1 to 8, in FIG. 24B Level 9, other Korean example sentences are spoken in the same manner as in FIG. 24A, and English words (phrases) are not provided for viewing. Try it out. This step requires the general level of English and improves the four major areas of English (Reading, Listening, Speaking, and Writing).

25A shows an example of "Level 10" of the English-language puzzle 40 for learning English-language texts according to the present invention. (When the example sentence display portion 42 given in speech is spoken immediately in English.)

Unlike Level 1 ~ 9, Level 10 is the stage where you hear Korean sentences by voice and speak the contents you heard in English within 5 seconds without being provided with English words (phrases) as the view display section 44. The highest level of English is required. This is a training course to improve writing, speaking and listening, vocabulary and grammar.

25B illustrates another "Level 10" example of the English writing puzzle 40 for learning English writing according to the present invention. (When the example sentence display 42 given in voice is spoken immediately in English.)

Level 10, the last step of learning English writing, is to listen to other Korean sentences in the same manner as in FIG. 25A, and to speak the contents of the text that is heard in English within 5 seconds without the view display unit 44 provided as a hint. Therefore, the highest level of English is required. This step is intended to improve your overall English speaking skills, especially speaking skills, with which you can naturally talk with foreigners.

16 to 25 have been taught step by step the English writing process to look at the Korean sentence in English, Figure 26 to 35 is a process of learning the step of moving the English sentence to the Korean language according to the learning level of the player step by step. This course is a puzzle lesson for players who have received a normal course of English education and know English words (phrases), but who have difficulty in translating English sentences into the correct language. Most players find it very difficult to see, hear, or speak for themselves. The present inventors believe that the reason is not a habit of breaking a sentence into meaning blocks, but a lack of understanding of the central and modifiers, and a lack of clear recognition of commonalities and differences in the order of Korean and English. In consideration of these points, in the process of learning the English language of the present invention, it is designed to learn by dividing the contents to be studied according to the level of the learner from low level to high level without moving the English sentence directly into the Korean language. . That is, no matter how long and complex the English sentence is, the sentence is split into English elements, followed by the practice of mixing Korean and English in English order, then arranging it in Korean language order, and then moving it to the Korean language perfectly. Since the course is divided into 10 levels, the beginners can learn English according to the order of Korean language without the burden or rejection of English. The program is a step-by-step program for translating different colors and shapes to learners' levels, so that the differences in Korean and English order in translation and the exact meaning of each word in a sentence are explained. During the course, you will learn naturally and have the ability to translate from short to long sentences perfectly.

FIG. 26 shows an example of "Level 1" of the puzzle 50 for learning English as a Korean language according to the present invention. The English learning Korean language puzzle 50 is a problem display unit 51 is presented a problem, an example sentence display unit 52 is presented an example sentence in English, the word order display unit 53 for each of the components listed after splitting the example sentences in accordance with the word order, In the word order display unit 53, a plurality of languages or words are selectively inputted to the input unit 55 and the input unit 55, which are provided with blanks for the player to answer the questions, to correctly complete the word order display unit 53. It consists of a view display section 54 in which words in English are listed and given as views.

In addition, learning the English as a Korean learning puzzle The word order display unit 53 is a primary word order display unit 56 to divide the English sentences by the English alphabet by component, 2 to list the English sentences in English language Korean and English. A secondary word order display section 57, a tertiary word order display section 58 for translating each component in English language order, a fourth word order display section 59 for arranging in Korean language order, and a fifth order display part for translating in Korean language order (59 '), each use is different each time the level is raised, which will be described in detail below.

 First, in order to solve the difficulties of the beginner English players who have a lot of pressure to move the English sentence directly to the Korean language at level 1 of the English language learning puzzle (50), first, before moving the English sentence to the Korean sentence, Practice splitting English sentences by component. No matter how long and complex the English sentence is, it is divided into the components that make up the sentence, and it is translated into Korean meaning through the training process. The purpose of this study is to recognize the importance of habit and a clear understanding of the concepts of core and modifiers. When splitting English into sentence components, be careful not to break into words, but into chunks of meaning. That is, the habit of thinking in a group of meanings like "like / playing the piano" rather than "like playing / the piano" is more important than anything.

    Second, the second order display section (57), which divides the English sentence by component and mixes Korean and English in English order, knows the grammar but does not understand the word because it does not understand the word or phrase, or learns English due to lack of English vocabulary. This is to relieve the burden of transferring the English sentence directly into the Korean language for players who are frustrated with attempting to use it. Most texts often paraphrase the same expression with different words, so you can underline words you don't know and continue reading to derive the meaning of those words with your own reasoning and knowledge. . Therefore, at Level 1, this course is a training course to develop reading comprehension skills as well as the ability to grasp the exact meaning and use of words (phrases) by component by comparing English and Korean. When the primary word order display unit 56 which separates the stars and the secondary word order display unit 57 which mixes Korean and English in English language order are used sequentially.)

27 shows an example of the "Level 2" of the puzzle 50 for learning English as a Korean language according to the present invention. (The primary word order display unit 56, which is split into components in English language order, and Korean and English in English language order. When the secondary word order display unit 57 for mixing and listing the words, and the fourth word order display unit 59 for arranging in Korean language order are used sequentially.)

Unlike Level 1, Level 2 moves the English sentence directly to Korean language to solve the difficulties of beginners who have a lot of pressure, and then divides the ingredients into English and mixes Korean and English in English language order. The fourth word order display unit 59 is shown. Through the process of arranging the ingredients divided into English in Korean language and English, and then arranging them in Korean language order, the player learns the English language order naturally without any objection and improves speaking ability. The aim is to improve the actual English ability by clearly understanding the commonalities and differences in Korean language order. In other words, even English beginners who are not familiar with the order of Korean language and English can easily grasp what commonalities and differences are in English and Korean language order by observing shapes that change color according to English and Korean language order. First, the common point is that the subject, whether English or Korean, is placed before the predicate (verb) and the object. The difference is that the object is located after the verb in English, and the object is placed before the verb in Korean. English is a language that emphasizes position, so even if the same word (phrase) is placed in which position (position before verb, after verb), it is determined whether it is a subject or an object. The Korean language, however, indicates whether it is a subject or an object by attaching a toshi (search) regardless of where the word (phrase) is placed in the sentence. For example, in the diagram above, the subject component of the Korean language marked in red should be appended with a search (~ ///) and translated into a function. It is designed to allow players to learn naturally that they must be translated into verb functions by adding (~ da) to the object functions marked with green, and by translating them into object functions (~).

   Level 2 also trains students to gradually expand sentences through modifiers. You can expand the sentence by adding a modifier to the sentence "I like playing the piano." The structure of this sentence is in the form of "I + like" + playing the piano. In the first stage, "on weekends", which is the modifier component of the sentence, was added, and in the second stage, the "at the church", which was the modifier component of the sentence, was expanded. By attaching various modifiers like this, you can expand the sentence as much as you want.

FIG. 28 shows an example of "Level 3" of the puzzle 50 for learning English as a Korean language according to the present invention. (The primary word order display unit 56, which is split by component in English language order, translated by component in English language order. When the third word order display section 58 showing the following and the fourth word order display section 59 showing the arrangement in the Korean language order are used, respectively.)

In Level 2, the process of splitting components by English into English language and mixing Korean and Korean language → Arrange them in Korean language order.In Level 3, the process of splitting components into English → Translating English language → Arrange by Korean language Changed. Through the process of translating each component's split into English into semantic units, it means what each word (phrase) is used in context and what meaning each English word (phrase) translates into Korean language. It's a learning process that lets players understand it in chunks. The process of translating an element-specific fraction into English and then arranging it back to Korean is to improve the actual English proficiency by clearly understanding the commonalities and differences between English and Korean. In other words, even English novice players who do not know English well through various colors and diagrams are more clearly trained to understand not only differences between verbs and objects but also modifiers in the order of English and English. In English, the modifier is placed after the central word (main, predicate, object), followed by the place adverb (in church) in pink, followed by the time adverb (in weekend) in pink, even in the adverb order. It is important to know the difference that time adverbs are next to place adverbs.

  In Level 3, unlike Level 1 and 2, the color of the squares corresponding to the predicate (verb) part and the object part is removed, and the player is asked to learn more about Korean word order to raise the level of the learning puzzle.

29 shows an example of "Level 4" of a puzzle 50 for learning English as a Korean language according to the present invention. A secondary word order display unit 57 for mixing English, a third word order display unit 58 for translating by component into English language order, and a fourth word order display unit 59 for arranging in Korean language order are used sequentially. Occation.)

Level 4 features a four-step process. First, it adds a process of translating a mixture of Korean and English into English language order, which is not available in Level 3, so that learners who are burdened with English words (phrases) naturally. It is a step to clarify to the players the commonalities and differences in English and Korean word order by exposing the English words (phrases) once more and arranging the sentence elements according to the Korean word order.

Second, there are some things to note when moving an English adverb (old) to Korean. In other words, there is a big difference between Korean and English in the way that nouns are used as other parts of speech. If you change the nouns and know the basic principles used as adverbs, you can easily translate them into English. In the case of English, a preposition can be used as an adverb (old) in front of a noun. In the case of Korean, it can be used as an adverb (old) after a noun. In the example above, in English, the preposition "on" is added to the noun weekends ("on weekends") and the adverb (formerly) is used in Korean, with the term "weekend" followed by "no" and "on weekend" adverb ( Transferred to the sphere. Similarly, in English, the preposition "at" is used as an adverb (old) in front of the noun the church ("at the church"). Moved to.

Third, unlike Level 1 to Level 3, Level 4 eliminates the hint by removing the color in the square shape corresponding to all the components that make up a sentence, and requires the player to learn more about Korean word order. Raised the puzzle level further.

30 shows an example of "Level 5" of the puzzle 50 for learning English as a Korean language according to the present invention. (Primary word order display unit 56, which indicates that each component is divided into English language order, arranged in Korean language order. The fourth word order display unit 59 is used to sequentially display the second word order display unit 57, which is a mixture of Korean and English in English language order in "Level 4" of FIG. 29, and translation by component in English language order. When the tertiary word order display unit 58 indicating the following is deleted.)

In Level 5, unlike Levels 1 to 4, the English sentence is split into English components, and the color is removed from the square box to provide a hint, and the language is not translated into the Korean language for each word (phrase). The process of arranging by word order allows the play to improve the ability to read directly, and to improve the writing and conversation skills at the same time through the training to see English and translate it according to the Korean language order.

31 shows an example of "Level 6" of the puzzle 50 for learning English as a Korean language according to the present invention. (A primary word order display unit 56 showing an English example at Level 5 and splitting the components by English language order. If the third word order display unit 58 for translating into English language order is used instead of the process, and the fourth word order display unit 59 for arranging in Korean language order in the next step.)

In Level 6, the first word order display section 56 indicating the splitting of the components in English language order and the second word order display section 57 listing the Korean and English in English language order are deleted, and 3 for translation by component in English word order is deleted. The order order display section 58 and the fourth order order display section 59 for arranging the components in order of Korean language are sequentially used. At this stage, you have the ability to look at a given English sentence, figure out what sentence component it is made up, translate it into English language for the component, and then arrange it back to Korean language, as well as the exact meaning of the word in the sentence. It's a quick and easy way to learn how to be direct.

32 shows an example of "Level 7" of the puzzle 50 for learning English as a Korean language according to the present invention. Using only the fifth word order display unit 59 ′ indicating translation in the Korean language order, the user may view an example sentence in English and select the image in the quick view display unit 54.

In level 7, the primary word order display section 56 which shows the splitting of the components by the English language order, which were Levels 1 to 6, the secondary word order display section 57 which lists the Korean and English in English language order, and the splitting of the components by the Korean language order The third word order display unit 58 deletes all the steps that provide the fourth order display unit 59, which indicates the arrangement of the component-specific cuts in English in the Korean language order, and the Korean language word corresponding to the English sentence (see the display unit 54). It is a step to arrange phrases according to Korean word order by selecting phrase). This step is to learn the translation ability to see the English sentence and to make the correct Korean sentence according to Korean language order.

33 shows an example of "Level 8" of the puzzle 50 for learning English as a Korean language according to the present invention. (Example sentences using a fifth order display unit 59 'indicating translation into a native language order) 52) is replaced by the native speaker's voice instead of the text.)

Unlike Level 7, Level 8 does not directly report English sentences in letters, but instead listens to English sentences by native speakers, and selects words (phrases) that match the sentences in the view display unit 55 to make Korean sentences. Step. At this stage, it requires faster reading speed than Level 7, so you can improve your English listening and speaking skills by learning the correct word order.

34 shows an example of the "Level 9" of the puzzle 50 for learning English as a Korean language according to the present invention. (The player directly without giving the example sentence display unit 52 given as a voice to the example display unit 54. If you write in Korean.)

Unlike Levels 1-8, Level 9 listens to English sentences by native speakers and writes the contents heard by native speakers directly in Korean without being provided with Korean words (phrases) in the view display unit 54. English listening is required. This step is to improve your overall English skills such as reading, listening, speaking, and writing.

35 shows an example of the "Level 10" of the puzzle 50 for learning English as a Korean language according to the present invention. (The player directly enters the example sentence display unit 52 given as a voice without giving the example display unit 54 a voice. If you speak Korean.)

Unlike Levels 1-9, Level 10 listens to English sentences by native speakers and speaks the words spoken by native speakers within 5 seconds without providing Korean words (phrases) to the view display unit 54. Quickness and the highest level of English is required. This step is to improve the overall ability of English to speak naturally with foreigners, especially listening and speaking.

26 to 35, the process of moving to the Korean language by looking at the English sentence was learned step by step according to the learning level of the player, Figures 36 to 45 to hear the English question, speaking English to select the appropriate answer to the question The learning process is a step-by-step process based on the learning level of the player. This course is designed to give learners who are not given the opportunity to meet with foreigners in person and communicate in English as if they were able to communicate freely with them.

In order to achieve this purpose, the learning process of speaking in English is not a method of directly answering an English question in English, but instead of dividing the content to be learned according to the level of the learner in several steps and in various ways. We classify all our everyday conversations by situation, classify the situation by topic, practice again the frequently used expressions in the topic step by step, and then expand from easy to difficult sentences.

In addition, depending on the learner's level of English, it can be divided into three levels: beginner level (Level 1 ~ 4), intermediate level (Level 5 ~ 7), and advanced level (Level 8 ~ 10). When asked a question, select the appropriate answer from the question, try it yourself, or try to speak it for yourself, and also learn how to improve your ability to adapt quickly to all situations. First, teach them to present the questions in the examples and ask the appropriate questions to answer them. In addition, through the efficient and innovative learning method divided into 10 levels, it is easier and more fun to divide English into three levels at the same level: Step 1 to learn answers, Step 2 to learn expressions, and Step 3 to learn applied expressions. This is a self-directed cognitive linguistic learning method that enables beginners to speak English naturally without burdening or rejecting English because they practice speaking.

36 illustrates an example of "Level 1" of the English-speaking learning puzzle 60 for learning English as a Korean language according to the present invention. The English-speaking learning puzzle 60 is a problem display unit 61 is a problem is presented, an example sentence display unit 62 is presented an English example, a response display unit 63 for answering the correct answer in accordance with the order of the question, In the response display unit 63, a plurality of English words or words may be selectively input to the input unit 65 and the input unit 65 to give the player a request for an answer, to complete the response display unit 63 correctly. The sentence is made up of a view display unit 64, which is given as an example. In addition, the answer display unit 63 of the learning English speaking puzzle (60) is an answer learning display unit (66) for dividing the appropriate responses to the English questions by the English language order, the expression learning display of the appropriate response to the English question ( 67), it is composed of the learning expression display unit 68 of the appropriate expression for the appropriate answer to the question applying the English question, the way to play the game is to show the correct answer of "I" to the "a" question presented To take a picture with the mouse, select it and place it on the blank number. Each game method or use is different each time the level is raised, which will be described in detail below.

 First, in the "Level 1" of the English-speaking learning puzzle (60), first of all, to solve the difficulties of the beginner English players who have a lot of pressure to answer the English questions directly in English, beginners who do not know the English word order A large number of English words are required to correctly complete the square color of the input section 65 and the response display section 63 where the player asks for an answer in the response display section 63 so that even the player can easily find the answer without burden. The square color of the view display unit 64, which is given as an example with the sentences listed, is represented as the same so that the answer can be found naturally in the view display unit.

Secondly, the responses to questions were expanded step by step according to the difficulty, so that the students could learn English expressions naturally. First, in Step 1 of the Learn Learning Display section 66, you ask a question in Korean instead of English to understand the content of the question correctly, and use the subject, verb, and tense correctly in answering the given question in English. Practice slicing the English word order by component to develop your ability to speak. In Step 2, the contents of the question in Korean in Step 1 are transferred to the English sentence to ask how the Korean expression is conveyed in English, so that the English expression can be learned and the subject to be careful in answering the question in English. Repeat the way you use the correct words, verbs, and tense correctly. In Step 3, take the English question expression in Step 2, and be careful in responding to the question in English with the ability to make the expressions you have learned completely by practicing the tracing, tense, adverb, and interrogation. Learn what you need to do repeatedly.

FIG. 37 shows an example of "Level 2" of the puzzle 60 for learning to speak English according to the present invention. (Answer learning display unit 66, which splits the appropriate response to the English question by the English language order) In the case where the 3rd step expression learning display unit 60 representing the expression learning master display unit 67 of the proper response to the English question and the application expression learning display unit 68 of the proper response to the question to which the English question is applied are sequentially used. .)

 In Level 2, students learn to speak English at the same level with the same questions as Level 1. In Level 1, a view display section is provided in which a plurality of English words or sentences are listed in order to correctly complete the input section 65 and the response display section 63 in which the player asks for an answer in the response display section 63 in a blank manner. Contrary to the fact that the squares in (64) were the same, which made the player easy to respond to, the level 2 removes the hint by deleting the color inside the rectangle that corresponds to all the components that make up the sentence in the view display unit 64. We removed the offering and asked the player a bit more knowledge of English to raise the level of the learning puzzle.

38 shows an example of the "Level 3" of the puzzle 60 for learning to speak English according to the present invention. (Answer learning display unit 66, by dividing the appropriate response to the English question by element in English order) In the case where the 3rd step expression learning display unit 60 representing the expression learning master display unit 67 of the proper response to the English question and the application expression learning display unit 68 of the proper response to the question to which the English question is applied are sequentially used. .)

 First of all, Level 3 features the process of listening to questions and learning the answers to the questions. do. Secondly, in Level 3, students learn to speak English at the same level with the same question as Level 2, but the sentence provided as a hint to the input unit 65 given as a blank as well as the color inside the rectangular shape of the view display unit 64. By removing some of the components, the player was asked to learn more English, raising the level of the learning puzzle.

39 shows an example "Level 4" of the puzzle 60 for learning to speak English according to the present invention. (The answer learning display unit 66 is deleted, and the expression learning display unit 67 and the application expression learning display unit ( When the 2nd step-by-step expression learning display unit 60 is used sequentially.

 Level 4 of the final beginner level is to delete the answer learning display section 66, which divides the Korean question into the English language by order of the components, and the input section, in which the player asks for an answer in the response display section 63, as a blank. The response of (65) was given to a plurality of blanks for each sentence constituent to be replaced by one blank, so that the display unit 64 selects a sentence rather than a word (phrase). This step improves listening, speaking and speaking skills, as well as reading by allowing the player to choose sentences rather than words.

40 shows an example of "Level 5" of the puzzle 60 for learning to speak in English according to the present invention. (2nd step expression learning display unit showing the expression learning display unit 67 and the application expression learning display unit 68) If 60 are used sequentially.)

 Unlike viewing or listening to a question in Levels 1-4 and selecting the answer to that question on display 64, the feature of Level 5, which requires intermediate level, is the ability to listen to a question by voice and see the answer that matches the question. 64) is not provided, only write your own based on your English skills. In addition to listening skills, it also requires vocabulary and grammar skills to improve overall English.

41 shows an example of "Level 6" of the puzzle 60 for learning to speak English according to the present invention. (2nd step expression learning display unit showing the expression learning display unit 67 and the application expression learning display unit 68) If 60 are used sequentially.)

Unlike Level 5, where you listen to a question and write your own answer, Level 6 tells you the question and tells you the answer. It is a step that demands quickness about language rather than other levels, and it is a step that can greatly improve the overall ability of speaking as well as English.

42 shows an example of "Level 7" of the puzzle 60 for learning to speak English according to the present invention. (2nd step expression learning display unit showing the expression learning display unit 67 and the application expression learning display unit 68) If 60 are used sequentially.)

Unlike Levels 1 to 6, where students were trained to see, hear, and respond to questions, Level 7 changed the order of questions to input rather than answers. In the answer display unit 62 in which an example of the question is presented, it is characterized in that one selects an appropriate question from the view display unit 64 in which the answer presented can be given. This stage requires not only general English but also quickness and integrated knowledge.

43 shows an example of "Level 8" of the puzzle 60 for learning to speak English according to the present invention. (The answer learning display 66 and the expression learning display 67 are deleted, and only the English question is answered. If only the Learn Appearance display 68 is used for the appropriate response to the applied question.)

Unlike Levels 1 through 7, where you learned in many ways how to correctly answer questions in a given frame, the characteristics of Level 8, which can be viewed as an advanced level, are related to the situation (e.g. school) It is characterized by listening to a variety of questions and selecting a sentence from the appropriate answers to that question. This step requires the player to have general knowledge of various fields and general proficiency in English.

44 illustrates an example of "Level 9" of the puzzle 60 for learning to speak English according to the present invention. (Like "Level 8", the application expression of an appropriate response to a question applying the English question is learned. When only the display section 68 is used.)

Listen to a variety of questions related to a given situation (eg, school) and see the answers. Unlike Level 8, which you have selected on the display 64, the characteristics of Level 9 are to listen to questions like Level 8 The answer is to write directly without the view display (64). At this stage, overall English proficiency, especially vocabulary and grammar, are required.

45 shows an example of "Level 10" of the puzzle 60 for learning to speak English according to the present invention. (When only the application expression learning display unit 68 of the appropriate response to the question is used.)

Unlike "Level 9", which listens to a variety of questions related to a given situation (e.g. a school) and writes the answers directly, Level 10 features hear a question like "Level 9" and respond appropriately to the question. This is to say directly without the view display unit 64. This is a step that can greatly improve your listening and speaking skills.

36 to 45, the English-speaking training to listen to the question in English, and select the appropriate answer to the question was trained, it is also important to improve the ability to read the English sentence quickly and accurately to speak English well. Knowing a lot of words and grammars unconditionally does not mean that you are good at English. Despite the fact that the majority of English learners know a lot of words, they have a lot of difficulties in reading English sentences and being direct readers. In addition, most existing textbooks are a method of passively listening or repeating English words or sentences in a uniform manner. This is not a big problem for learners who are good at English, but it tends to be mentally burdensome and unwilling to learn for English beginners who are not used to English. In particular, learners who do not understand the structure of the English language can be difficult to read and read along with the long sentences.

In consideration of this situation, in the step of learning English sentences by cutting off the English sentences in Figures 46 to 48 of the present invention through the English sentence cut reading puzzle (70) by dividing step by step learning where to read long English sentences, as well as the player Depending on your level of English, you will be told to repeat the part you want and train you to pronounce very similar to the native speaker's voice. Based on an accurate understanding of the sentence components and components that make up the English sentence structure, the sentence is analyzed in a short time so that when reading a sentence, the ability to read and read by focusing on semantic units instead of reading words one by one It is a step to improve.

In consideration of these points, in the process of reading and cutting the English sentence of the present invention, instead of listening to and following the entire English sentence, the contents to be learned are divided and listened to in three steps according to the level of the learner. In other words, even beginners can learn to read and read sentences by focusing on English components, and then read them by focusing on semantic units. It is a self-directed cognitive linguistic learning method that can grasp the meaning while reading from the short sentence to the long sentence without the burden or rejection of English. By visualizing the contents to be learned using various colors and performing step-by-step repetition learning, reading skills as well as listening, speaking, and writing skills are improved more than expected.

As with the Korean language, trying to read appropriately in reading English plays an important role in conveying meaning. Accurate pronunciation and intonation of words are important, but if you practice repetitive learning where you want to cut off sentences and process them as a continuous tone, you can communicate your expressions to listeners more clearly and talk to others. It is also very helpful in understanding. Hangul reading is not clearly defined or defined in the dictionary, such as pronunciation and intonation, but in general, the rule of thumb is divided into three stages and applied to English sentences.

First, the English sentence cut off puzzle 70 is a problem presenting unit 71 is presented a problem, an example sentence display unit 76 is presented an example of the English sentence, and the components that can be cut and read around the elements of the English sentence The central unit 73 is composed of a central unit 74, which means that the English sentence can be read by breaking the center of the sentence, and the central communication unit 75 that can be broken off and read centered on the communication of the English sentence. In addition, it is natural that each example sentence display unit 76 of the component center 73, the semantic unit center 74, and the communication center 75 should all be given the same English sentence. ), As the level increases, the English example sentence of the example sentence display unit 76 is gradually increased from a single sentence to a sentence length, and sequentially increases to a long sentence requiring paragraph or translation.

In Level 1 of the English Sentence Reading Puzzle (70), first of all, if a clause or phrase is placed before the verb, read Step 1 (breaking the component around (center of the component (73))) → Step 2 (meaning unit It is a process to practice reading by breaking the book by dividing it into the center (the central part of the meaning unit (74))) → Step 3 (Reading the center of the communication center (75)).

The remaining 4 to 12 items of FIGS. 46B, 46C, and 46D, including FIG. 46A, were also cut in the same manner as the first item of FIG.

In Level 2 of the English sentence breaking puzzle 70 of FIG. 47, Level 1, 1 items (breaking before a verb when a clause or phrase is placed in front of a verb) of FIGS. 46A to 46D were applied to a single paragraph. You can see that the short and long sentences are the same for applying reading.

In the English sentence breaking puzzle 70 level 3 of FIG. 48, a difference in the process of understanding English as a Korean language is applied when applying 1 item of Level 1 of FIGS. 46A to 46D in a paragraph and applying the breaking reading step by step. I analyzed step by step. I will explain in detail how there is a difference in the degree of understanding of the sentence when reading in Step 1 and Step 2.

In Step 1 of FIG. 47 of the leveled reading puzzle 80 in Level 3, the word center 72 is further added to Leve l and Leve 2 of the English sentence-breaking puzzle 70. It shows how the meaning is conveyed when you attempt to read a sentence consisting of just one word. It's just a list of the meanings of words, and it's hard to figure out what you're trying to convey if you're not an expert in the field.

However, in Step 2, the 17 sentences centered on the same sentence were broken down and translated into eight components of the sentence or component center through the component center 73. You can get a better sense of the writer's intentions than to break and read words one by one. At this stage, the meaning is approximated, but the order of English and Korean language is developed differently, so it is possible to grasp the meaning only by carefully examining the meaning. First of all, in English, modifiers (prepositional phrases) are modified after an increase of carbon dioxide (noun), but in Korean, modifiers are located before the number (increase of carbon dioxide). The second is that the object of the verb is located after the verb (is causing serious problems), but when translated into Korean, it is placed before the verb (which causes serious problems). The biggest difficulty Koreans have in speaking and translating English sentences is that they do not understand the differences between Korean and English. For example, in English, the object of the verb is located after the verb, but in the case of translation into Korean, the meaning is well communicated only when the object is placed before the verb. You must be trained to read and accept verbs and objects as a block of meaning.

 In order to solve this problem in Step 2, in Step 3, 8 sentences are grouped through the central part of the semantic unit 74 and grouped again into 4 centers on the semantic unit. . At this stage, although the meaning is understood to some extent, around the world, which is used as an adverb of English, is located at the end of the sentence. When translating into Korean, it is not placed at the end of the sentence, but only after the subject. .

In the final Step 4, in order to solve this problem, through the center of communication (75), the group of 4 items in Step 3 were translated according to one Korean sentence word order. You can do it.

As we've seen above, divided into Level 4 with a single sentence, beginner players who are not very familiar with English will find it difficult to read English sentences at once, and it's easy to translate them. As in Step 3 of the central part 74 of the semantic unit, a beginner player only reads and translates words in semantic chunks and understands the commonalities and differences in English and Korean word order. Trying to practice will improve your overall English skills beyond expectations. Reading method of the present invention has the advantage that if the player wants to listen to the voice more as needed, if you place the mouse on the English sentence you want to hear according to your English eye level, you can hear and follow the part as much as possible.

Reading English sentences cut off In the Daejeon game, if you can't pronounce words (phrases) or sentences you heard from the player, you can go to the next step only by repeating three times. At this stage, the game method is a game in which the player who finishes the given process as quickly as possible by sounding the words or phrases he or she heard in a given time, similarly to the native speaker, wins. First, as shown in FIGS. 46A to 46D, in the English sentence cut off puzzle 70 Level 1, a process of learning how to read an English sentence is read.

49 illustrates an embodiment of a diagram illustrating a method in which a player can select a game room in the learning method according to the present invention.

In the number of participants (A / B), "I" represents the number of players who can participate in one game room 80, and "A" represents the waiting number currently waiting for participation in the game room 80. For example, in the case of game room 80 D, since it is "10/10", other participants can no longer participate.

50 is a schematic diagram showing a learning method according to the present invention.

A player and a computer program, or a large number of players and players, log on to the computer online, join a play room at a level appropriate to their English level, and select one of the players in the room. If the line selects (sets) one of the most favorable puzzles in the form of a puzzle game involving English grammar, word order, or sentence structure, then all of the players correctly prioritize the puzzle type determined by the line within the time given to them. It is a game that lets the player win.

 As an example of the embodiment of the present invention, as shown in FIG. 50, when a player joins a game using a PC, if the player first accesses the game, the player is registered as a new player in the registration process. If the information is stored and the player is already registered, when the user logs in and inputs his / her ID and password, the login step (S100) of accessing the server of the service provider from the terminal device of the player and performing an authentication process on his initial screen;

After the step (S100), items for various diagram texts for English learning using various colors and shapes are divided into beginner, intermediate, and advanced levels and displayed on the terminal screen to provide a predetermined cyber money to each player (S110). );

After the step S110, the player selects a level of content suitable for his level (S120);

After the step S120, the player joins the desired game room (S130);

After the above step (S130), after the specific puzzle items for the beginner, intermediate, and advanced level is displayed on the screen, according to the operating principle of the service provider, the player can see the method and precautions for the game, Selecting one of the puzzles (S140);

After the step (S140), if the beeping signal to start the puzzle to match the step of matching the given puzzle within a predetermined time (S150);

After the step S150, the player can see the hint during the game (S160);

After the step S160, declaring a victory when the puzzle is completed (S170);

After the step (S170), after checking whether the correct answer, if the correct answer is sound effect (S180);

After the step (S180), allowing the player to view the commentary on the contents of the game program as well as providing the desired example, the cyber money and the score is added or subtracted (S190);

After the step S190, the player checks his ranking (S200);

After the above step (S200), when the game is finished, a screen asking whether to continue playing the game appears, and the player selects "Yes or No", and if Yes is selected, the next game is selected. When the menu comes out, if No is selected, the game ends (S210); Consisting of,

After the step (S210), if the player wants to listen to the native speaker's voice information on the selected English example sentence, and pronounce the same directly by yourself, save the voice pronounced by yourself and play again (S220); And so on.

The game rule is based on the English proficiency of the view display unit 44 is given to the view of the puzzle pieces of the view display unit 44 given by using a mouse one at a time to fit the puzzle type to the input unit 45 consisting of blanks. Put the colors, shapes, figures, pictures, words, etc. and click the left button to complete the puzzle shape. The game continues until someone clicks the "Stop Button" to complete the puzzle in the fastest possible time, categorizing the correct location as "Audible Sounds" and "Audible Sounds". The game ends when the puzzle completed by the player who clicks the "stop button" matches the sentence chosen by the line.

1a to 10 are exemplary diagrams showing Level 1 to Level 10 of the component puzzle of the sentence according to the present invention.

11A to 15B are exemplary views showing Level 1 to Level 5 of a sentence structure learning puzzle as a component of a sentence according to the present invention.

16A to 25B are exemplary views showing Level 1 to Level 10 of the English writing puzzle according to the present invention.

26 to 35 are exemplary views showing Level 1 to Level 10 of a puzzle for learning English in Korean according to the present invention.

36 to 45 are exemplary views showing Level 1 to Level 10 of the English-speaking mastery puzzle according to the present invention.

46A to 48 are exemplary views showing Levels 1 to 3 of the English sentence breaking puzzle according to the present invention.

49 is a view showing an embodiment in which a player can select a playroom in a learning method according to the present invention.

50 is a schematic diagram showing a learning method according to the present invention.

<Indication of symbols for main parts of drawing>

10: constituent puzzle of sentences 11, 31, 41, 51, 61, 71: problem display

12: center word display unit 13: modifier display unit

14, 14 ', 32: sentence component display unit 15, 34, 45, 55, 65: input unit

16, 16 ', 33, 44, 54, 64: view display

17: extension display

18, 38: reference display 19: 8 parts display

19 ': division display unit 20: component relationship display unit

20 ': Tip display

30: Sentence Learning Puzzle

40: English writing puzzle 42, 52, 62, 76: Example sentence display

43, 53: word order display portion 46: Korean word order display portion

47: English word order display unit 48: Korean English mixing display unit

49: English display unit 50 ': English component display unit

56: primary word order display portion 57: secondary word order display portion

58: 3rd word order display 59: 4th word order display

59 ': 5th word order display unit 60: English speaking learning puzzle 63: Response display unit 66: Answer learning display unit

67: expression learning display unit 68: application expression learning expression unit

70: English sentence cut off puzzle 72: Word center

73: component center 74: semantic unit center

75: Communication Center 80: Playroom

Claims (25)

Signing a player after registering online through a computer (S100); Providing cyber money to the player (S110); Selecting, by the player, a level suitable for his English ability (S120); Selecting and joining one of the plurality of play rooms (80) by the player (S130); Among the many players who participated in a single playroom (80), the line is a sentence component puzzle (10), sentence structure learning puzzle (30), English composition puzzle (40), to learn English as a component of the sentence Selecting one of the puzzle 50, the learning to speak English puzzle 60, and the English sentence cut off puzzle 70 (S140); Step S150, in which a plurality of players match a given puzzle within a predetermined time; Step S160 in which the player can see the hints during the game; Declaring a victory when the puzzle is completed (S170); Checking whether or not the answer is correct and sounding an effect sound (S180); Adding or subtracting cyber money and scores to the winners and losers (S190); The player checking his ranking (S200); Selecting whether to continue the game (S210); including, but In the step of providing the cyber money to the player (S110), when starting the first game, after providing a predetermined basic score or cyber money to each participant, a predetermined level is given to the player who completed the given puzzle as soon as possible within a predetermined time. Add points or cyber money to players, reduce points or cyber money to players who have not completed it, and adjust the level of participants' level from time to time according to the final score or the amount of cyber money acquired. The sentence structure learning puzzle (30) as a component of the sentence, the problem display unit 31, the problem is presented, the structure of the sentence in the form of one type, two types, three types, four types, five types or English sentences The sentence component display unit 32, which is represented by the above, the input unit 34 represented by a blank of the sentence component display unit, and a plurality of components or English words are listed and the view display unit 33 optionally filled in the input unit 34. The sentence component display unit 32 is made of any one of the shape of a pentagon, a rectangle, a circle, a triangle, a hexagon, and an octagon, and the sentence structure learned in the component puzzle 10 of the sentence. Depending on the component, solve the puzzle by finding a component or English word or English phrase (句) that matches the input unit 34 in the view display unit 33 and fills it in the input unit 34, The English composition puzzle 40 is a problem display unit 41, a problem is presented, an example sentence display unit 42 is presented in the Korean example, and the word order display unit is divided according to the order of the sentences according to the constituent elements of the sentence (43), an input unit 45 represented by a blank space in the word order display unit 43, and a view display unit 44 in which the same Korean or English words as the example sentences are listed and optionally filled in the input unit 45, In order to complete the word order display unit 43, the word or sentence corresponding to the example is found in the view display unit 44, and filled in the input unit 45 to solve the puzzle. The puzzle 50 for learning English as a Korean language includes a problem display unit 51 in which a problem is presented, an example sentence display unit 52 in which an example sentence in English is presented, and the example sentence are divided according to the components of a sentence. The word order display unit 53 properly displayed, the input unit 55 represented by a blank space in the word order display unit 53, and the same Korean or English word as the example sentence are listed and the view display unit optionally filled in the input unit 55 ( 54) to solve the puzzle by filling in the input unit 55 to find the words of the English or Korean matching the example sentences in order to complete the word order display unit 53, The English-speaking learning puzzle 60 includes a problem display unit 61 in which a problem is presented, an example sentence display unit 62 in which an example sentence in Korean or English is presented, and a response display unit 63 for answering the example sentence. And an input unit 65 shown as a blank in the response display unit 63 and a view display unit 64 in which English words are listed as an answer to the example sentence and optionally filled in the input unit 65, and the response display unit Solve the puzzle by filling in the input unit 65 by looking up the English word matching the answer of the example in the example display unit 64 so that the (63) can be completed, The English sentence cut off puzzle 70 is configured to read the problem by the problem display unit 71 is presented a problem, an example sentence display unit 76 is presented an example sentence in English, and to break the example sentence centered on the components of the English sentence Element center 73, a semantic unit center 74 for breaking the example sentence to the center of the semantic element of the English sentence, and a communication center (75) for breaking the example sentence to the communication center of the English sentence. Cognitive linguistic learning method through the English learning puzzle game that combines various colors and diagrams. The method of claim 1, The component puzzle 10 of the sentence A problem display unit 11 in which a problem is presented; Sentence structure consisting of a central word display unit 12 for indicating a subject, predicate, object, and bore necessary for conveying meaning in English sentences, and a modifier display unit 13 for displaying the remaining components displayed on the central word display unit 12 in an English sentence. A component display section 14; An input unit 15 represented by a blank space in the central word display unit 12 or the modifier display unit 13; A view display section 16, in which a plurality of components are listed and optionally filled in the input section 15; Cognitive linguistic learning method through the English learning puzzle game incorporating various colors and diagrams, characterized in that consisting of. The method of claim 1, The component puzzle 10 of the sentence A problem display unit 11 in which a problem is presented; A sentence component display portion 14 'formed of a table forming a plurality of cells, wherein the sentence components display portion 14' is displayed; An eight part-of-speech or an eight part-of-speech display unit 19 in which an eight part-of-speech and a modified form of the eight part-parts are displayed; A component relationship display unit 20 for displaying 'O' or 'X' whether or not each of the eight parts or the modified forms of the eight parts can be used for any of a plurality of components; Cognitive linguistic learning method through the English learning puzzle game incorporating various colors and diagrams, characterized in that consisting of a view display unit (16 ') is given a view of' O 'or' X '. 3. The method of claim 2, The sentence component display unit 14 displays a plurality of sentence components that can be used in a sentence, a predicate, an object, and a bore in an English sentence, and each sentence component of the subject, the descriptor, the object, and the bore is different. The sentence component having the same figure and color is selected on the viewing display unit 16 by referring to the figure shape of the input unit 15 and the color in the same longitudinal direction as the input unit 15 by being arranged in color and figure. Cognitive linguistic learning method through the English learning puzzle game incorporating various colors and diagrams, characterized in that the puzzle is filled in the input unit 15 to solve the puzzle. 3. The method of claim 2, The sentence component display unit 14 displays a plurality of sentence components each of which can be used in a sentence, a descriptive word, an object, and a bore in an English sentence, and each sentence component of the subject, predicate, object, and bore is boxed. In order to be listed in the form, referring to the inner (A) or border (B) color of the box, a component having the same inner (A) or border (B) color is selected on the view display unit 16 and the input unit ( 15) Cognitive linguistic learning method through the English learning puzzle game incorporating various colors and diagrams, which is solved by filling in the puzzle. The method according to claim 3 or 4, The sentence component may include an extended display unit displaying all of the plurality of components in the same shape and color as the same component of the central display unit 12 or the modifier display unit 13 when one component is used as a plurality of components ( 17) and the case in which other components are required, or in the case of displaying a role or a function, the reference display unit 18, nouns, pronouns, (to) indefinite and the same nouns can be given in common, and can be used as objects and bore components. Cognitive linguistic learning method through the English learning puzzle game incorporating various colors and diagrams, characterized in that each of the division display unit 19 'indicating that there is connected. The method of claim 1, The word order display unit 43 A Korean word order display section (46) for dividing the example sentence into Korean word order; An English word order display unit 47 for dividing the example sentence into English word order; A Korean-English mixing display unit 48 for writing the example sentences in English and Korean, and dividing and displaying them in English word order; An English display unit 49 for displaying the example sentence in English; Cognitive linguistic learning method through the English learning puzzle game incorporating various colors and diagrams, characterized in that consisting of. The method of claim 7, wherein In the word order display section 43, only the Korean word order display section 46 and the English word order display section 47 are presented at the beginning of the puzzle, and each time the level of the player or the level of the puzzle is raised, the Korean word order display section 48, the English After the display unit 49 is sequentially added one by one, the Korean word order display unit 46, the English word order display unit 47, and the Korean-English blending display unit 48 are grafted in various colors and diagrams. Cognitive linguistic learning method through an English learning puzzle game. The method of claim 1, The word order display unit 53 A primary word order display unit (56) for dividing the example sentences into English word orders; A second word order display unit 57 for arranging the example sentences in English order by mixing Korean and English; A tertiary word order display section 58 for dividing the example sentences into word order of Korean language; A fourth order display unit (59) for dividing and arranging the example sentences in Korean language order; A fifth order display unit 59 'for translating the example sentences into Korean language order; Cognitive linguistic learning method through the English learning puzzle game incorporating various colors and diagrams, characterized in that consisting of. The method of claim 9, The word order display unit 53 After only the first word order display unit 56 for dividing and listing the English word order and the second word order display unit 57 for mixing the example sentences with English and English ordered words are presented at the beginning of the puzzle, Whenever the level of the player or the level of the puzzle is raised, the third word order display unit 58 for dividing the example sentence into English word order and for translating, the fourth word order display unit 59 for arranging the example sentence in Korean word order, Cognitive linguistics through English learning puzzles incorporating various colors and diagrams, wherein the fifth order display unit 59 'for translating the example sentences into Korean language order is added one by one or sequentially one by one. Learning method. The method of claim 1, Learn English Speaking Puzzle (60) Answer learning display unit 66 for answering the Korean question presented in the example sentence display unit 62, expression learning display unit 67 for answering the English question in English, and learning the answer display unit Cognitive language through English learning puzzle game incorporating various colors and diagrams further includes an application expression learning display unit 68 to which the questions of the expression 66 and the expression learning display unit 67 are applied to answer a given problem. Method of learning. The method of claim 1, The English sentence-breaking puzzle 70 is performed to sequentially implement the component center 73, the semantic unit center 74, the communication center (75) to achieve three steps, the component center (73), The example sentences presented in the center of the meaning unit 74 and the communication center 75 are various colors, characterized in that the example sentence length of the example sentence display unit 76 increases as the level of the English sentence breaking reading puzzle 70 increases. Cognitive linguistic learning method using English learning puzzle game with diagram. The method according to claim 1 or 2, Cognitive linguistic learning method through the English learning puzzle game incorporating various colors and diagrams, characterized in that the level of the puzzle is adjusted by the method of dividing the number of the input unit or the step-by-step execution mode. The method of claim 1, The English writing puzzle 40 or the puzzle 50 for learning English as a Korean According to the question contents of the problem display unit 41 or 51 where the problem is presented, how to view and answer on the screen, how to hear and answer by voice, and how to select an answer to the question from the view display unit 44 or 54, or the view display unit 44 , 54) Cognitive linguistic learning method through the English learning puzzle game incorporating various colors and diagrams, characterized in that the level of the puzzle is adjusted by using one of the direct answers without. The method of claim 1, The puzzles 10, 30, 40, 50, 60, and 70 have a stepwise execution mode in which the steps are gradually increased in the first step, and the sentence length of the example sentence is expanded or the response display unit is increased each time the step is raised. Cognitive linguistic learning method through the English learning puzzle game incorporating various colors and diagrams, characterized in that the partition number is increased or decreased, or one of the colors and shapes are changed. The method of claim 1, Cognitive linguistic learning method through the English learning puzzle game that combines the various colors and diagrams The puzzles 10, 30, 40, 50, 60, and 70 are produced in a physical puzzle that can be touched by hand, in addition to on-line, and not off-line. Cognitive linguistic learning method through the English learning puzzle game that combines a variety of colors and diagrams, so that one or more than two people can play a puzzle game. The method of claim 1, Cognitive linguistic learning method through the English learning puzzle game that combines the various colors and diagrams Various colors and diagrams, characterized in that the puzzle (10, 30, 40, 50, 60, 70) by making the contents of the chip to be applied to one of the electronic dictionary, Nintendo, mobile phone, PMP can be used as a learning tool Cognitive linguistic learning method through English learning puzzle game grafting. The method of claim 1, Cognitive linguistic learning method through the English learning puzzle game that combines the various colors and diagrams Cognitive linguistic learning method using English learning puzzles incorporating various colors and diagrams, which can be applied to any one of English, Japanese, Chinese, French, German, and Spanish to easily learn a language. delete delete delete delete delete delete delete

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