KR101344837B1 - Method of learning foreign language and device for foreign language and recording medium - Google Patents

Abstract

The present invention relates to a foreign language learning method, a foreign language learner, a software program using a foreign language learner including an input means, an output means, a storage means, and a controller.
The foreign language learning method of the present invention is a virtual word card in which two or more words are input or selected by the input means, and the controller is virtualized into an image corresponding to the pre-stored attribute information of the corresponding word. A virtual word card having a form identifier is extracted from the storage means, and the word is displayed on the virtual word card and displayed on the screen of the foreign language learner. In addition, accurate grammar checking can be performed through image collision checking between virtual word cards and / or virtual grammar blocks.

Description

METHOOD OF LEARNING FOREIGN LANGUAGE AND DEVICE FOR FOREIGN LANGUAGE AND RECORDING MEDIUM

The present invention relates to a computer-readable recording medium equipped with software for realizing or assisting a foreign language learning method, a foreign language learner, and a foreign language learning method.

The economy is being consolidated into a “global village”. The development of transportation, communication and democratic institutions has erased the physical boundaries between nations, nations, races and races. People are free to meet across boundaries. This is not an accidental meeting of individuals but a social and cultural exchange and an expansion of the market. Communication has emerged as the most urgent problem. Communication is dependent on language, so foreign language learning is urgently needed, and English is especially important. This was seen as having a wide impact not only on employment but also on success in society. Individuals invest a lot of time and money to develop their English skills. Naturally, a market for learning English (referred to as representing foreign languages and the following) is being formed and its size is growing day by day. These include private education, language education services through communication, overseas training, and studying abroad. National and public organizations are also expanding investment in English language education.

English education has been educated into four different functions of language: listening, reading, writing and speaking. Languages using letters, including foreign and native languages, must achieve all four of these functions. Although English education as above has been carried out with emphasis on grammar for a long time, recently grammar dance theory has been advocated in view of practical conversation rather than grammar. As a result, opposition to grammar education has been raised as a fashion. However, grammar is not completely denied that non-native-based people must learn the basic system when studying a foreign language. The simple communication of the doctor can be done by the children, but communication as an adult is important because the reliability of expression, accurate understanding and persuasiveness are very important. Therefore, it is desirable to learn based on accurate grammar. Particularly in the credible business world and in an environment where a higher level of communication is required, the performance of grammar education is very important.

Everyone studies grammar, but not everyone produces results. In the environment of learning and teaching English as a foreigner, it may be difficult because of differences in the grammar of the native language, and it is very difficult to maintain sustainability because grammar education itself is difficult and difficult. That's why many English grammar educators have tried to inspire fun and interest. Efforts have been made to understand the characteristics of trainees and to develop a variety of learning models according to the stages of cognitive development and language learning.

However, the learning model for grammar education mainly focused on teaching materials and teaching methods. However, even though education, which relies on teaching materials or teaching methods, has a positive meaning in itself, there is a limit that it is difficult for a learner to immerse himself on his own initiative. Since language is important to be recognized and used naturally, it is necessary to have a way of understanding and recognizing grammar naturally while studying a foreign language on a self-directed basis. However, in conventional grammar education, difficult grammar terms and grammatical knowledge itself interfere with natural grammar acquisition.

For example, grammar education for children ages 6-12 is difficult to achieve quickly and without great action. Difficult grammatical terms used to convey grammatical knowledge in situations where the native language is not in place create stress on learning for children. Excessive knowledge transfer also does not help children develop their emotions. Interested and interesting, but not sustainable Therefore, in actual educational environment, grammar tends to be memorized rather than natural acquisition.

Conventional foreign language learners and foreign language learning software have not escaped from the characteristics of the electronic dictionary to solve the meaning of words rather than grammar learning. For example, in the English electronic dictionary, the English words and meanings, examples, pronunciation, and usage are mainly provided, and there is only some formal conversational and grammatical information. How much word information do you have? How English words can be communicated and memorized to users has become a major technical concern of conventional foreign language learners and learning software. Thus, the rise from word to sentence and from word to grammar is up to the individual user, not the role of the electronics.

The inventor of the present invention has completed the present invention after a long research effort for this purpose.

An object of the present invention is to provide a novel grammar teaching means that can be easily and accustomed to learn a foreign language grammar. Such means are achieved by a computer program and an electronic device on which the computer program is installed.

Another object of the present invention is to enable the concept of play and fun in grammar education for foreign languages. Puzzles and blocks are the traditional and most effective toys and textbooks for infants and children (even adults). A person who learns a language other than his or her native language understands grammar like a puzzle in his head. Also, based on the concept that this is like assembling regularly designed blocks in the head of the learner, the present invention aims at grammar education as blocks and puzzle play.

Another object of the present invention is to scientifically model by implementing a grammar model related to various linguistic rules of the grammatical context related to the usage of the words and the arrangement of the grammar as a toy model to fit into puzzles and blocks.

In addition, another object of the present invention is to propose a learning model that naturally realizes grammatical concepts through writing practice while simultaneously performing grammar education and writing practice.

On the other hand, other unspecified purposes of the present invention will be further considered within the scope of the following detailed description and easily deduced from the effects thereof.

A first aspect of the present invention for achieving the above object, as a foreign language learning method using a foreign language learner comprising an input means, an output means, a storage means and a control unit:

(a) inputting or selecting two or more words by said input means;

(b) the control unit extracting a virtual word card virtualized into an image corresponding to pre-stored attribute information of the word, the virtual word card having a geometrical identifier for each attribute in the storage means;

(c) a virtualized image as an image having a first combining geometric shape identifier configured to fit with each other corresponding to the geometric shape identifier of the virtual word card and a second combining geometric shape identifier configured to fit with the adjacent virtual grammar block Extracting a grammar block from the storage means;

(d) displaying the virtual word card and the virtual grammar block on a screen of the foreign language learner;

(e) executing an image conflict check of the first form identifier of the virtual word card and the virtual grammar block and the second form identifier of the virtual grammar block; And

and (f) displaying the determination that the grammar check is correct when the images are combined without colliding with each other in the step (e).

In addition, in an embodiment of the preferred foreign language learning method of the present invention, when the image collision check result of the step (e), the image of the shape identifiers collide, the step (f) is the image collision portion on the screen of the foreign language learner May include expressing.

In addition, in an embodiment of the preferred foreign language learning method of the present invention, the geometric shape identifier may be made of a combination of any one or more of the protrusion shape, the recess shape and the color.

In addition, according to an embodiment of the preferred foreign language learning method of the present invention, when the sentence is completed correctly, the method may further include outputting a sound of reading the sentence through the speaker of the foreign language learner.

In addition, the foreign language learner may include a smart phone, a tablet PC, a smart TV, a media player, a PC, a notebook computer, a PDA, and the software executing the steps (a) to (e) is installed to perform a computing function. Is hardware.

In a second aspect of the present invention, as a foreign language learner, software for performing a function of completing a sentence using a word model and a grammar model for assigning a geometrical identifier is installed, and an input means, an output means, a storage means, a communication means, and a controller are provided. Has,

The storage means includes a word information storage unit for storing the word to which the attribute is assigned, a word model information storage unit for storing the geometric shape information of the word according to the attribute of the word, and a corresponding geometry for combining with a virtual word card having a geometric shape identifier. A file system or database is constructed that includes a grammar model information storage unit that stores shape information about a virtual grammar block having a shape identifier.

The controller extracts a virtual word card for one or more words entered or selected by the input means, and matches the virtual word card and the virtual grammar block by a word arrangement order or pre-stored rules input or selected through the input means. To perform arithmetic and logical operations to combine.

In addition, a third aspect of the present invention is characterized by a computer-readable recording medium containing a computer program for performing the foreign language learning method.

According to the present invention as described above there is a novel and excellent learning effect that can be learned not only words but also grammar naturally when learning foreign languages using electronic devices or software.

Even if effects not specifically mentioned in the specification of the present invention are incorporated, the provisional effects expected by the technical features of the present invention are treated as described in the specification of the present invention.

1 is a diagram conceptually illustrating the division between a word model and a grammar model according to the present invention.
2 is a diagram illustrating the principle of the present invention by showing the coupling relationship between the virtual word card 100 and the virtual grammar block 200 according to the present invention.
3 is a diagram schematically showing the internal hardware configuration of the foreign language learner of the present invention.
4 is a diagram showing an example of the configuration of the internal storage means 20 of the foreign language learner.
5 is a diagram illustrating a configuration example of a virtual word card 100 according to an embodiment of the present invention.
FIG. 6 is a diagram illustrating examples of various protrusion type identifiers 123 according to word types in the virtual word card 100 of FIG. 5.
7 to 15 show a configuration example of the virtual word card 100.
16 is a diagram illustrating a configuration example of a virtual grammar block 200 according to an embodiment of the present invention.
17 is a diagram showing an example of the configuration of a block-type virtual word card 150 according to an embodiment of the present invention.
18 is a diagram showing an example of the configuration of the adapter grammar block (300, 300a) according to an embodiment of the present invention.
FIG. 19 is a diagram illustrating a sentence "A Chicken Is Eating Something Cooked" as virtual word cards and virtual grammar blocks according to an embodiment of the present invention.
20 is a diagram illustrating a sentence "A Young Chicken Is Being Cooked" in virtual word cards and virtual grammar blocks in accordance with an embodiment of the present invention.
21 is a diagram illustrating the overall process according to an embodiment of the present invention.
22 and 23 are diagrams illustrating an image collision inspection method according to an embodiment of the range inspection using the center point coordinates.
24 to 28 are diagrams illustrating an image collision inspection method according to a boundary inspection embodiment using four vertex coordinates.
29 to 34 are diagrams illustrating an image collision inspection method according to an example of logic inspection by bit operation.
* The accompanying drawings illustrate examples of the present invention in order to facilitate understanding of the technical idea of the present invention, and thus the scope of the present invention is not limited thereto.

The present invention relates to a novel method, learner, and computer program for learning foreign languages. The foreign language may include various foreign languages such as English, Chinese, French, German, Spanish, and Russian. The following embodiments are described in detail with reference to English, among which the basic features can be applied to other foreign languages.

The English sentence is described around five basic sentences with four components: subject, verb, object and bore. These sentences are being taught to analyze and complete English sentences through parts of speech that are classified into detailed grammatical elements such as nouns, articles, pronouns, adjectives, modal verbs, prepositions, infinitives, same-name verbs, relative pronouns, and relative adverbs. In terms of system design methods in the field of computer engineering, it can be called a top-down method. This method involves planning the structure as a whole first and then designing it as individual details. In other words, the conventional method of teaching English grammar chooses the characteristics of “grammar” inscribed in students' heads. This structure is time-consuming, fun, and ineffective because it must be artificially injected into the student's head.

In the present invention, the bottom-up method is directed. According to the bottom-up model of the present invention, the learner naturally acquires English grammar by trying to construct a sentence using "word" and "grammar". In addition, in the case of constructing a sentence using the foreign language learner of the present invention, the geometric form information corresponding to the plurality of words inputted on the computer program and the word arrangement order information of a predetermined or selected sentence structure are automatically used. You can also complete a sentence can easily obtain a variety of example sentences desired by the learner.

On the basis of this concept, with reference to the accompanying drawings will be described in detail for the practice of the present invention. In the following description of the present invention, a detailed description of known functions and configurations incorporated herein will be omitted when it may obscure the subject matter of the present invention.

According to the present invention, the word model 1a and the grammar model 1b are individualized. 1 conceptually illustrates the relationship between a word model and a grammar model. The word (1) is very many and varied. And two or more of these words (1) to form a sentence (2). When words form a sentence, grammar is applied as a rule.

In the present invention, the word model 1a is created using the attributes of each word. Types of attributes of words can include parts of speech, various classifications in parts of speech, handling of singular and plural, treating human or material, various divisions of things, relationships with modifiers in sentences, and relationships with relative pronouns. have. Attributes given to these words can utilize existing academic achievements as common or individual grammar usage given to each word when constructing sentences.

Grammar model (1b) is a modeling work on the structure of words and word connections. The handling of various verbs, prepositions, affiliates, articles, quantities, comparative grades, nouns, adjectives, adverbs, pronouns, adverb phrases, and infinitives are defined in advance.

Modeling definition of the word model (1a) and grammar model (1b) is basically made by a geometric shape, it may have a coordinate value defining the geometric shape. In addition, the word model 1a is geometrically combined with the grammar model 1b, that is, the word model 1a performs a process of forming a sentence by combining in a puzzle-type fit having a geometric form from an image point of view.

FIG. 2 illustrates the principle of the present invention for the geometric coupling relationship between the word model 1a and the grammar model 1b of FIG. 1. According to the word model 1a, one word is assigned a basic form that is virtualized into one image. In a preferred embodiment it may be a rectangular card image (but may have a geometric shape other than rectangular). For convenience, the term "virtual word card 100" will be referred to. The virtual word card 100 may have a 2D or 3D form. Colors, text, pictures, and voices can also be added. The virtual word card 100 has a geometric shape identifier at a predetermined position. This "geometric form identifier" is determined by the attribute of the word, and the meaning of the combination means for combining the virtual grammatical block 200 described below as a result of the grammar model in a puzzle form. In a preferred embodiment it may consist of protrusions and / or recesses.

The grammar model 1b is virtualized with an image representing the grammar rules in geometric form. Since there is no grammar rule that does not presuppose a word, the grammar model 1b should be combined with the word card 100. Therefore, the virtual image form of the grammar model 1b has a means for combining with the virtual word card 100. Since the virtual word card 100 has a geometric shape identifier, it has a corresponding geometric shape identifier ("first combining geometric shape identifier") for correspondingly combining with the geometric shape identifier. That is, the grammar model 1b of the present invention is combined with a word through the first combining geometric shape identifier.

In addition, since the grammatical model 1b is related to the order of a plurality of words, the virtual image form of the grammatical model 1b includes another geometrical form identifier (“the second combining geometrical form”) that symbolizes the rules concerning this order. Identifier ”) is required.

In the present invention, the virtual image form of the grammar model 1b has a form of "block", as conceptually shown in FIG. Therefore, this is referred to as "virtual grammar block 200".

As shown in FIG. 2, the virtual word card 100 is fitted into the word card receiving portion 210 of the virtual grammar block 200 in a puzzle manner (see arrow ①). If a virtual word card 100 does not fit in the word card receiving portion 210 of the virtual grammar block 200, it means that the grammar rules do not match. In order for the virtual word card 100 to fit into the virtual grammar block 200, the geometric identifier of the virtual word card 100 must correspond to the first combination geometric identifier of the virtual grammar block 200.

The second combination geometry identifier of the virtual grammar block 200 is for combining with the other virtual grammar block 200 before and after the sentence (see arrows ② and ③). In a preferred embodiment it may preferably consist of protrusions and / or recesses. If the corresponding second combination geometry identifiers of the two virtual grammar blocks 200 are not fitted like a tight puzzle, they cannot be contiguous in the sentence, indicating that the grammar rules are not correct. Various modifications can be made to this virtual shape and structure.

Now, the foreign language learner of the present invention and its method will be described in more detail by using the concept principle.

3 schematically shows an internal configuration of a foreign language learner of the present invention. The storage means of the foreign language learner is provided with the software according to the present invention. The software uses word and grammatical models to assign geometrical identifiers to display word cards and grammatical block images on the screen and to complete sentences. The foreign language learner of the present invention may include a control unit 10, a storage unit 20, an input unit 30, a speaker 50, a display unit 60, a communication unit 70, and a battery 40. In the storage means 20, a file system or a database for learning a foreign language may be built.

As shown in FIG. 4, the storage means 20 includes a data storage area and a data management area for performing a foreign language learning function of the present invention, except for an area for storing basic data and programs installed by a manufacturer for the operation of the foreign language learner. And a program storage area may be further included. The word information storage unit 21 stores words. These word information includes English words and their meanings basically. In addition, the recorded pronunciation, usage examples, example sentences, and additional images may be included. In addition, attributes for the word model are stored. The word model information storage unit 22 stores the geometric shape information of the word according to the attribute of the word stored in the word information storage unit 21. It consists of any one or more of a basic geometric form (for example, a virtual word card form) and protrusions, recesses, and colors, and includes a geometric form identifier for visually representing the attribute of the word. The grammar model information storage unit 23 stores a virtual grammar block having a geometric shape identifier that affects the rules for the order of the corresponding geometric shape identifier and the sentence in order to be combined with the virtual word card having the geometric shape identifier.

The input means 30 includes not only hardware input keys but also touch pad type input means capable of mouse or touch input.

As output means, there are screen outputs of the speaker 50 and the display unit 60. The speaker 50 outputs words and sentences as voices, and the display unit 60 displays the virtual word card and the virtual grammar block according to the present invention on a screen.

The communication means 70 is a modem capable of wired and wireless data communication, and may use a technology determined by various communication protocols. The battery 40 may use a dry battery or a rechargeable battery.

The foreign language learner according to the present invention may be a smartphone or a tablet PC. In this case, the application software for performing the method of the present invention can be downloaded and installed using a platform such as an App Store. In addition, the foreign language learner according to the present invention may be any one of a smart TV, a media player, a PC, a notebook computer, a PDA. In addition, the foreign language learner of the present invention is not particularly limited as long as it is hardware that performs computing functions by installing software that executes the functions described in detail herein.

5 shows examples of various word models in accordance with the present invention. The virtual word card 100 of the present invention has a plurality of geometric shape identifiers. These identifiers have a unique geometric form according to various attributes (including parts of speech, parts of speech, grammatical usage, etc.) according to the grammatical rules of the word, which use what is already established in linguistics as described above. It may have coordinate information corresponding to the geometric shape.

5 illustrates a form of a virtual word card 100 to which a word model is applied to a noun word "Boy" according to an embodiment of the present invention. The surface 110 of the virtual word card 100 may include a word display unit 113 for displaying a word and a part-of-speech display unit 111 for displaying a part of speech. The surface 110 of the virtual word card 100 may also include colors, pictures and / or text. On the left and right sides of the word card 100, geometric identifiers 121, 122, 123, 125, 126, and 127 having an image of a concave-convex shape for coupling to a grammar block are provided with a protrusion identifier and a concave identifier. It may be provided separated by.

These geometric shape identifiers may be the same or different from word to word. If the words have the same grammatical characteristics, the identifiers may have the same geometrical form even for different words. Conversely, if the grammatical characteristics of the words are different, then one or more of the identifiers will have different geometric shapes. Therefore, geometric identifiers match the grammatical characteristics of words. When each word is stored, word attributes defining the geometry of the identifier are registered in a table, and an image may be generated with a virtual word card for each word using coordinate information defined for each attribute.

Let us explain each of the geometric shape identifier illustrated in FIG. The identifier 121 indicates a word model type indicating which part of speech the word is classified. Depending on the part of speech, the identifier 121 may be displayed differently or identically. In Figure 5 it means a noun. The identifier 122 indicates whether or not "a" and "the" can be preceded in the noun. For example, if the word is plural and cannot be appended with "a", the identifier 122 has a different form.

Identifier 123 indicates the type of word. For example, even if a noun, the grammatical treatment will vary depending on whether it is a person, an animal or an object. This is especially true when relative pronouns come after nouns. Therefore, the shape of the identifier 123 varies depending on the word type. 6 illustrates the fictitious geometry of the various identifiers 123 according to word type. 6 (a) shows that the word is a human type, FIG. 6 (b) shows a word that is an animal type, and FIG. 6 (c) shows a word that corresponds to an object type. FIG. 6 (e) shows when a word represents time, FIG. 6 (f) shows when a word corresponds to a place type, and FIG. 6 (g) shows when a word corresponds to a reason type. 6 (h) indicates a case in which a word corresponds to a method type.

Such identifiers 123 are adapted to fit into corresponding recesses in the grammar block. However, it should be noted that the configuration of the identifier 123 is made different according to the types of various word models. This is because grammatical rules are treated differently depending on the parts and types of words.

Now look at the configuration of the identifier (125, 126, 127) of FIG. These concave identifiers 125, 126, and 127 may be combined with various verbs (e.g. is, does, has, was, did, had, etc.) or relative pronouns (e.g. who, whom, that) after the noun. Can be. Thus, these verbs and their relative pronouns have identifiers of the corresponding protruding form.

In the present invention, the main attributes which are handled in the grammar of the word "Boy" are defined in the virtual word card 100 of the protruding identifiers 121, 122, 123 and the concave identifiers 125, 126, 127. Display in form.

7 relates to an embodiment of words having an identifier relating to an animal type. Figure 7 (a) is a virtual word card for countless nouns for "Chicken" (chicken), Figure 7 (b) is a virtual word card for "Chicken" (chicken), and Figure 7 (c) is a "Chickens" It's a virtual word card for "chicken." There is no difference except the singular and plural nouns. Therefore, there is only a geometric identifier for this (see identifier 122 in FIG. 5).

8 relates to an embodiment of words having an identifier relating to a thing type. 8 (a) is a virtual word card for an uncountable noun for “Water”, FIG. 8 (b) is a virtual word card for “Chair”, and FIG. 8 (c) is a “Chairs Is a virtual word card for "(chairs)." There is no difference except the singular and plural nouns. Therefore, there is only a geometric identifier for this (see identifier 122 in FIG. 5).

9 relates to an embodiment of words with an identifier indicating an attribute that the word is related to "what". 9 (a) is a virtual word card for the countless nouns for “Life” (a life perspective, life and life), and FIG. 9 (b) is a word for “Life” (the life and life of any life). Virtual Word Card, FIG. 9 (c) is a virtual word card for “Lives” (the life and lives of some creatures). There is no difference except the singular and plural nouns. Therefore, there is only a geometric identifier for this (see identifier 122 in FIG. 5).

10 relates to an embodiment of words having an identifier representing an attribute related to time. 10 (a) is a virtual word card for the countless noun for “Night” (sometime in the night), and FIG. 10 (b) is a virtual word card for “Night” (one night, overnight), FIG. 10 (c) is a virtual word card for “Nights” (over 2 nights, nights). There is no difference except the singular and plural nouns. Therefore, there is only a geometric identifier for this (see identifier 122 in FIG. 5).

Fig. 11 shows a fictitious word card relating to a verb, among other common verbs. Verbs perform the essential function of connecting each word in a sentence, and unlike nouns, they have a variety of forms. In consideration of this, in one embodiment of the present invention, the block type virtual word card 100 having the characteristics of the grammar block 200 may be imaged. Fig. 11 (a) shows a virtual word card of the basic type of general verb, Fig. 11 (b) shows a virtual word card of the singular type of general verb, Fig. 11 (c) shows a virtual word card of the past type of general verb, and Fig. 11 (d) shows an example of an imaginary word card of the present participle of general verbs. 11 (e) and 11 (f) illustrate hypothetical word cards of past injections of general verbs, but the virtual word cards are also classified differently because the grammatical treatment of past injections of the present completed type and passive past injections is different. do. Since the grammar rules are different for each classification, geometric identifiers may be configured differently as shown.

12 shows an example of an imaginary word card for the be verb. Since the grammar rules are different for each of the classifications of FIGS. 12 (a) to 12 (i), geometric identifiers may be configured differently as illustrated. 13 shows an example of an imaginary word card relating to the do verb as an auxiliary verb. The grammatical handling of each verb is different, and the geometry identifiers that appear in the differences vary.

14 shows an example of an imaginary word card relating to adverbs. Fig. 14 (a) shows a hypothetical word card for “Very” which is an adverb of emphasis, Fig. 14 (b) shows a virtual word card for “Slowly” as an adverb of operation, and Fig. 14 (c) shows an adverb of negation A hypothetical word card for "Never", FIG. 14 (d) shows a hypothetical word card for "Always" which is a frequency adverb, and FIG. 14 (e) shows a hypothetical word card for "Tomorrow", an adverb of time. Indicates.

15 shows an example of a virtual word card relating to an adjective. Fig. 15 (a) shows a fictitious word card for “Kind” given an identifier identifying an adjective indicating a person's personality. Fig. 15 (b) shows an adjective indicating a natural state or phenomenon, a person's mood and emotion. A hypothetical word card for “Important” given an identifier identifying a symbol, FIG. 15 (c) shows a “Good” given an identifier identifying an adjective representing a person's personality, mood, emotion, natural state or phenomenon. Represents a virtual word card for.

FIG. 16 illustrates an embodiment of the virtual grammar block 200 in which the virtual word card 100 labeled with the word “Boy” described in the embodiment of FIG. 5 is combined in a puzzle manner. On the surface of the virtual grammar block 200, a word card receiving unit 210 in which the virtual word card 100 is located may be provided. On the left and right sides of the word card receiver 210, first coupling geometry identifiers 221, 222, 223, 225, 226, and 227 may exist. The concave identifiers 221, 222, 223 of the virtual grammar block 200 may be combined with the protrusion identifiers 121, 122, 123 of the virtual word card, and the identifier of the protrusion of the virtual grammar block 200. If 225, 226, 227 can be combined with the concave identifiers 125, 126, 127 of the virtual word card 100, the virtual word card 100 and the virtual grammar block 200 may not be paired. Is achieved. The combination in the present specification means a match of coordinate information, not an actual physical combination, or a morphological combination of an image displayed on the screen, that is, a virtual combination.

The second combining geometry identifiers 241, 242, and 243 of the protrusion on the left side of the virtual grammar block 200 and the second combining geometry identifiers 251 and 252 of the concave shape on the right side may be formed of another virtual grammar block ( Or a virtual word card), and the virtual grammar blocks are combined to complete a sentence.

The function of the second combining geometry identifiers 241, 242, 243 corresponds to that discussed in FIG. 5. The identifier 241 indicates the model type of the grammar block. For example, a sentence may indicate whether it is a subject or a predicate. The virtual grammar block of FIG. 16 is a place where the noun "Boy" is located in the grammar structure and represents a subject part. And identifiers 251 and 252 indicate the attributes of the words following "Boy". It can be primarily an attribute of a verb.

The virtual word card 100 and the virtual grammar block 200 in the present invention are not limited to the above drawings. It can be variously modified. Fig. 17 shows another type of block type virtual word card 150 in accordance with the present invention (see Figs. 11-13). The block type virtual word card 150 may also include a word display unit 154 and a part-of-speech display unit 153 as a virtual word card. Although the word is a virtual word card in that it is described in the word display unit 154, it may also have a character as a block in that it is directly combined with the virtual grammar block 200. Words mainly corresponding to verbs may be in the form of the block-type virtual word card 150.

The block type virtual word card 150 of the word " Is " also has geometric shape identifiers 151, 152, 155, 156, and 157 as described above. On the left side, protruding identifiers 151 and 152 are provided on the right side and concave identifiers 155, 156 and 157. The protruding identifiers 151 and 152 may indicate the parts and types of parts of speech of the word. In addition, the concave identifiers 155, 156, and 157 function as a coupling means with a virtual grammar block (or block type virtual word card) for a word following the word according to the grammar rule.

In an embodiment of the present invention, another type of components may be included in addition to the virtual word card 100, the virtual grammar block 200, and the block type virtual word card 150. 18 illustrates adapter grammar blocks 300, 300a as such types of components. The adapter grammar blocks 300 and 300a do not have words, unlike the above-described virtual block (or card) elements. The adapter grammar blocks 300 and 300a may perform a function of connecting the aforementioned block (or card) elements to each other.

English grammar is based on five sentence formalisms: one form, two forms, three forms, four forms, and five forms. In particular, the adapter grammar blocks 300 and 300a may perform a function of supporting verbs in accordance with the sentence form. 18 shows some examples thereof. It may be combined with the block type virtual word card of the verbs through the accommodating parts 310 and 310a on the left side of the adapter grammar blocks 300 and 300a of FIG. 18. The protruding identifiers 320 and 320a on the left side may be combined with the concave identifiers on the right side of the block type virtual word card 150.

The adapter grammar block 300 of FIG. 18A may perform a block function located at the end of a sentence. Therefore, in such a case there is no coupling means on the right side. The adapter grammar block 300a of FIG. 18B is positioned in the middle of a sentence to function as a connecting means of sentence elements, and thus, a concave identifier 340 having various shapes may be configured on the right side. Therefore, the virtual grammar block 200 may be connected to the concave identifier 340.

As described in detail above, according to the present invention, each word may constitute a sentence by the following method:

1. fitting the virtual word card 100 containing the words into the virtual grammar block 200;

2. The virtual grammar block 200 and the virtual grammar block 200 may be connected to each other from left and right;

3. In the case of the block type virtual word card 150, the left side may be connected to the virtual grammar block 200, and the right side may be connected to the adapter grammar blocks 300 and 300a;

4. Block type virtual word card 150 can be connected to the other block type virtual word card 150 from left and right;

5. The adapter grammar blocks 300 and 300a may be connected to the block type virtual word card 150 or the virtual grammar block 200;

6. Writing is given by combining the given elements from side to side.

FIG. 19 illustrates a state in which a sentence “A Chicken Is Eating Something Cooked” is completed in a puzzle-fitting equation using virtual word cards and virtual grammar blocks having a virtual geometric basic shape and a geometric identifier. The puzzle fitting image as shown in FIG. 19 may be displayed on the foreign language learner display unit of the user. In addition, by using the coordinate information corresponding to the geometric shape identifier of the word model and the grammar model in the program, the program can be jigsaw puzzles to display only text sentences. In this case, the image of the word card and the grammar block may not appear on the user screen. In addition, the sound of reading a sentence may be output to a speaker by connecting the pronunciation of each pre-stored word. 20 illustrates a state when the sentence “A Young Chicken Is Being Cooked” is completed by a puzzle matching method by the method of the present invention.

Based on the above detailed description, a specific example of the foreign language learning method according to the present invention will be described.

An electronic device equipped with application software for performing a match using the geometric identifier of the virtual word card and the virtual grammar block is installed. Words may be input or selected using input means of the electronic device. The input means may be a keyboard, a mouse or a touch screen, a voice recognizer. You can directly enter a word, you can select any one of a number of words provided by the device.

When a word is input or selected in this way, the control unit of the device extracts a virtual word card corresponding to the attribute information of the word stored in the storage unit according to a process determined by the application software. The geometric image of the virtual word card is determined by the geometric shape identifier corresponding to the attribute information of the word. The virtual word card having the geometric image is displayed on the device screen.

The above is a process in which one virtual word card is displayed on the device screen. Now we will look at an example of the process of constructing a sentence according to a grammar model using multiple words.

When a plurality of words are input or selected by the input means, these words have a certain order according to the grammar rules. And this order can be determined by combining virtual word cards and virtual grammar blocks, and combining virtual grammar blocks, as described above. That is, the device controller extracts the virtual word cards corresponding to the corresponding words, and virtualizes the virtual grammatical blocks into images having the first combination geometric shape identifiers that are fitted like puzzles to each other corresponding to the geometric shape identifiers of the virtual word cards. Is extracted from the storage means. The virtual word card and the virtual grammar block are combined and displayed on the device screen.

In the case of making a sentence using a virtual grammar block combined with a virtual word card, the order of the virtual grammar blocks becomes the order of the sentence. By using the second combination geometric identifier of the virtual grammar block, the order of the plurality of virtual grammar blocks can be automatically determined or combined by selection of the input means.

In this case, automatic means that the software installed in the device automatically puzzles while matching the geometric identifiers for the second combination of virtual grammar blocks. Coordinate information of the second combination geometric identifiers of the virtual grammar block may be extracted from the memory table and matched, and the result may be quickly displayed on the screen.

Such a process can be determined by the selection of the input means. That is, it can be executed by the user's operation of learning English using the device. This is to learn grammar naturally. For example, while a user views an image of a virtual grammar block displayed on a device screen, the user performs a process of completing a sentence while touching or touching a touch screen with a virtual grammar block selected or moving. In this way, immersive and fun play grammar education can be executed naturally.

In addition, when the sentence is completed correctly, the sound of reading the sentence may be output through the speaker of the device. The embodiment combines grammar education and listening education. In addition, if the sentence is not completed, it may display on the screen which part of the geometric identifier of the virtual word card or virtual grammar block does not match, and other potential candidates (virtual word card or virtual grammar block) are displayed on the screen. Can be presented to the user.

The present invention can also be achieved by installing a software program for realizing the above functions in a device, and reading out and executing the software program recorded by the recording medium. In this case, the program itself read out from the recording medium realizes the novel function of the present invention so that the program and the recording medium storing the same achieve the present invention. As a recording medium for recording a software program, for example, a hard disk, an optical disk, a magneto-optical disk, a CD-ROM, a CD-R, a magnetic tape nonvolatile memory card, a ROM, or the like can be used.

The computer program installed in the device extracts the attribute information and images of words stored in the memory and generates a virtual word card using the geometric identifier of the word, the function of generating a virtual grammar block, the virtual word card and the virtual grammar A function of matching and combining blocks, a function of displaying a virtual word card and / or a virtual grammar block on a screen, and a function of inputting or selecting by a user using an input means may be included.

Rules for English grammar have already been established. However, there are not only many grammar rules, but also considering the many words, the contents and usage of the rules become very complicated. The present invention does not propose new grammar rules, but uses established grammar rules. However, the present invention is modeled by separating the complexity of grammar rules and the difficulty of grammar education derived from them into a word model and a grammar model as described above. In addition, in modeling, when a learner writes using an electronic device, the writing accuracy is improved by providing more accurate grammar information. In addition, by providing a visual image on the user's screen in the process, it provides an environment that can play the puzzle using the image.

21 is a process configuration example according to some embodiments of the present invention. First two or more words (which may be sentences) will be entered or selected (step 1). The virtual word card inputted from the database or the information file is matched with the image information of the virtual grammar block (grammar card) and the attribute information related to the word and read from the memory (step 2). The word card and the grammar block image are output to the display device (step 3).

Next, it checks whether there is a collision between the images through the combined attempt between the input wordcard or grammar block (image collision check step, fourth step). In the image collision checking step, if the image collides, the colliding word card and grammar block are displayed prominently, and if the image does not collide, it is determined that the input sentence is correct to date, and the determination is displayed (step 5). ). In addition, appropriate rewards such as points can be given to the user. If additional words are entered, the above steps are repeated.

Meanwhile, the following various techniques may be applied to the image collision inspection.

1. Bounding Sphere by Center Point Coordinates

This technique has the advantage of relatively low computational cost and the same inspection in either direction. It is mainly used for the primary collision check. However, if the shape of the image object is complicated, it may not be suitable for accurate collision inspection because of the wide range of surrounding the image. As shown in FIG. 23, the principle of this method can be seen as a collision range as a distance from a center of a circle (a circle in two dimensions and a sphere in three dimensions) to a radius. For example, for two circles O and O ', the length of the radius is r, r', and the distance between the centers is d, and r + r '> d or r + r' = d. A method of recognizing that a collision has occurred (FIG. 22 is a conceptual diagram of a bounding sphere method)

2. Bounding Box by Four Vertex Coordinates

24 illustrates the concept of this method. It is the simplest test method and the least operation method. However, if the shape of the image object is complicated, there is a disadvantage in that the coverage of the image is wide. As an alternative method, as shown in FIG. 26, the bounding box is divided into several pieces to wrap the image (the precision becomes high but the computation cost increases). As shown in FIG. 25, a collision range is determined by using coordinates of four vertices of a rectangle surrounding an image (a rectangle in two dimensions and a cuboid in three dimensions). For example, for two rectangular boxes A and B, when A and B collided, x1 <(x'1 or x'2) <x2 or y1 <(y'1 or y'2) <y2 do. FIG. 27 conceptually illustrates when bounding boxes A and B are outside the collision range, and FIG. 28 conceptually when bounding boxes A and B are within the collision range.

3. Logic check by bit operation (OR)

This method is a pixel-by-pixel collision detection method using a bitmask. The precise pixel-by-pixel inspection method can be applied even if the shape of the image object is very complicated, and it has the advantage of accurately determining the collision. However, there is a disadvantage in that the precision is high and the computational cost is very high. When applied with the bounding sphere technique, the computational cost can be reduced to some extent. The principle of this method is to create bitmasks, inverse bitmasks, and bitmasks and inverse bitmasks before moving the image object along with the original bitmap image. By checking the bit operation (OR), whether or not the value is changed is determined whether the collision. Each time an image object moves, it reads the bitmask value to see if it differs from the original bitmask value.

FIG. 29 shows that only a black portion is changed from 0 to 1 when OR is performed with inverse bitmaskB based on bitmaskA. This determines that a collision has occurred. The image file may be stored in the form of a rectangle box whatever the shape of the image. Therefore, whether the margin is transparent or opaque, there is always a background bit. Here, white is used as the background bit of the bitmask. White is represented by RGB (255,255,255) and is a color with all bits representing 1 as the color. Before the images collide with each other on the computer screen, it is possible to check whether they collide by OR operation using a bit mask. If 0 of bitmaskA and 1 of bitmaskB are ORed, it becomes 1. Therefore, when the images overlap each other, there is only a part where the bit value changes, and through this, it is possible to accurately check whether there is a collision between the images (expressed in terms of bitmaskB).

30 illustrates a word card image, a bit mask, and an inverse bit mask. FIG. 31 shows the OR operation between the bitmask A and the inverse bitmask B. FIG. 32 compares the result of the bitmask A with the original bitmask A, and shows the result when there is a collision. FIG. 33 shows the OR operation between the bitmask A and the inverse bitmask C. Fig. 34 shows the result when there is no collision in comparison with the bitmask A original.

The shapes of the identifiers mentioned in the drawings and the above embodiments of the present invention may be variously modified. The protection scope of the present invention is not limited by the irregularities of the identifiers shown in the drawings. In addition, the coupling means in the embodiment of the present invention is arranged on the left or right side only because it has a concave-convex shape on the left or right side, it is for convenience of understanding because the sentences are normally arranged from side to side.

In addition, some protrusion identifiers or concave identifiers of the present invention may be replaced by color markings. This is typically the case for parts of speech.

In addition, as described above, various colors, symbols, pictures, etc. may be added to the virtual word card or the virtual grammar block of the present invention.

The above-described embodiments of the present invention have been described mainly for <English> as a foreign language. But this is for the sake of a consistent and logical explanation. In addition to <English>, this will include a variety of foreign languages for which grammar rules are established. Therefore, the scope of protection of the present invention can not be limited only by English.

On the other hand, the scope of protection of the present invention is not limited to the description and expression of the embodiments explicitly described above. It is again to be understood that the scope of protection of the present invention can not be limited by obvious alterations or permutations of the present invention.

Claims (10)

A foreign language learning method using a foreign language learner comprising an input means, an output means, a storage means, and a controller:
(a) inputting or selecting two or more words by the input means;
(b) the control unit extracting a virtual word card virtualized into an image corresponding to pre-stored attribute information of the word, the virtual word card having a geometrical identifier for each attribute in the storage means;
(c) a receptacle for accommodating a virtual word card, a first joining geometric shape identifier configured to fit in correspondence with a geometric shape identifier of the virtual word card and formed inside or outside the receptacle, and another adjacent virtual Extracting, by the controller, the virtual grammatical block from the storage means, the virtual grammatical block virtualized into an image having a second combining geometrical identifier configured to be matched with a grammar block or a virtual word card; And
(d) the control unit outputting the virtual word card and the virtual grammar block to the output unit of the foreign language learner. The method of claim 1,
And performing an image collision check of the first combining geometric shape identifier of the virtual word card and the virtual grammar block, or the second combining geometric shape identifier between the virtual grammar block. 3. The method of claim 2,
And when the image of the shape identifiers collides as a result of the image collision check, displaying the image collision portion on the screen of the foreign language learner or avoiding or preventing the combination itself. The method of claim 1,
The geometric shape identifier, the first geometric shape identifier and the second geometric shape identifier is a foreign language learning method characterized in that the combination of any one or more of the projection shape, recess shape and color. The method of claim 1,
And outputting a sound of reading the sentence through the speaker of the foreign language learner when the sentence is completed correctly. The method of claim 1,
The foreign language learner may include a smart phone, a tablet PC, a smart TV, a media player, a PC, a notebook computer, a PDA, and hardware that performs computing functions with software executing the steps (a) to (e). The foreign language learning method characterized by the above-mentioned. In the foreign language learner including the input means, the output means, the storage means, the communication means and the control unit is installed to perform a function for completing a sentence using a word model and a grammar model each of which is given a geometric form identifier,
The storage means has a word information storage unit for storing the word to which the attribute is assigned, a word model information storage unit for storing the geometric shape information of the virtual word card having the geometric shape identifier according to the attribute of the word, and the geometric shape identifier. A grammar model information storage unit for storing shape information of a virtual grammar block associated with the virtual word card;
The virtual grammar block may include a receptacle for accommodating the virtual word card, a first coupling geometric shape identifier configured to be matched with each other in correspondence with the geometric shape identifier of the virtual word card, and formed inside or outside the receptacle; A second combining geometry identifier configured to fit with another adjacent virtual grammar block or virtual word card,
The controller extracts a virtual word card for one or more words entered or selected by the input means, and matches the virtual word card and the virtual grammar block by a word arrangement order or pre-stored rules input or selected through the input means. A foreign language learner, characterized in that to perform a function. The method of claim 7, wherein
And the geometric shape identifier comprises a combination of any one or more of a protrusion shape, a recess shape, and a color. The method of claim 7, wherein
In the case of completing a sentence with two or more words, the sentence is completed by automatically combining the plurality of virtual grammatical blocks using the second combining geometric shape identifier or by selection of the input means, which is displayed on the screen. The foreign language learner characterized by expressing. A computer-readable recording medium containing a computer program for performing the foreign language learning method according to any one of claims 1 to 6.

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