KR20090005904A - Text book for learning a foreign language and replaying device using the same - Google Patents

Abstract

A text book for studying foreign language and a player using the same are provided to improve listening, speaking and writing skills of a foreign language generally by the conceptual studying of vocabularies without confusion. In the text book, vocabularies(103) are distinguished and handled by the units of concept instead of pronunciation, origins or spellings, and all the vocabularies having different concept are irregularly distributed over the entire recording areas of the text book. Vocabularies(104) to explain the concept or mentioned in examples and the like are highlighted.

Description

Text book for learning a foreign language and replaying device using the same}

The present invention relates to a foreign language learning book and a reproducing apparatus using the same. More specifically, the vocabulary and the sentence power required for cultivating effective foreign language abilities are designed to be adapted to the characteristics of the brain of the human being so that the effectiveness of the foreign language literacy skills is improved. The present invention relates to foreign language learning books that can be imported and a playback device using the same.

In general, vocabulary does not simply mean learning the spelling (ie, font), pronunciation, and concepts of the vocabulary, but what the vocabulary usually accompanies when the vocabulary is placed in the sentence. It is the ability to acquire other grammatical information inherent in the vocabulary, such as what word order is associated with a paired vocabulary and how the function of prepositions, etc., is received. In other words, it does not mean that writing power does not exist completely, but that vocabulary is the reality of writing power.

However, in the conventional teaching materials and learning methods, a method using a foreign language dictionary which enumerates a number of concepts about the font of a vocabulary, or a vocabulary book is used, and a malformed method called associative method (for example, dolmen → dol (stone ) + men (human) = deceased stone) or a malformed method (e.g., "agree" in your opinion) called "replacement", or how to memorize the whole old sentence. There have been various attempts, such as the repeated listening method, but the above method did not help to cultivate the vocabulary and sentence power of the true meaning necessary for the effective foreign language ability.

The errors and stereotypes of vocabulary learning and sentence learning that students have in the past, as well as the errors of conventional educational theories, are as follows.

First, a vocabulary can never have multiple concepts.

In other words, the vocabulary of a foreign language should not be learned as a unit of 'font or pronunciation', but even if the word is the same vocabulary, it should be treated as a separate vocabulary if it is used in different concepts.

However, in the related art, because the phonetic pronunciation of the same font is pronounced even though the words are different from each other, the lexical information as described above and other grammar information inherent in the vocabulary are included. Not only the real `` lexical power '' but also the concept of one of its components, the vocabulary of the same font has caused difficulties for mutually unnecessary concept interference.

In addition, in the past, other foreign language dictionaries, including the English-Korean dictionary, are considered to be inertial in nature because they are a normal division of vocabulary, and the vocabulary is divided by fonts instead of by concept. It seems that things are very difficult, which is a big obstacle to vocabulary learning.

As such, even though the concept of vocabulary is different, all of them are treated as the same vocabulary for the same reason as the font and pronunciation, thus acting as a huge obstacle in increasing the vocabulary of foreign languages including English.

When learners have different concepts about their native language, they learn to classify each vocabulary well and misunderstand toxic foreign vocabulary. The reason for this is that it is not a linguistic advantage. It's just an aftereffect of trying to learn vocabulary using a vocabulary book made in a foreign language such as a lexicon or a reading book. The classification of vocabulary based on fonts in a conventional foreign language dictionary is due to the ease of searching and is not custom designed to benefit foreign language vocabulary learning.

Another reason for confusion is the way of thinking that separates vocabulary and grammar in a dichotomous way. Up to now, foreign language learners have studied vocabulary by thinking vocabulary and grammar separately and substituting vocabulary into formula of grammar theory. The way of thinking that separates vocabulary and grammar gave rise to the misconception that 'a vocabulary has many concepts'. For example, if you see a vocabulary of a particular font when reading, find all the concepts in the English-Korean dictionary and select one of them. After doing that for all vocabulary, one sentence becomes a reading. However, all vocabulary of the world, including foreign language vocabulary, is not a single vocabulary containing multiple concepts, but a single concept uses a large number of vocabularies.

As such, one of the reasons why the vocabulary for foreign languages is not well formed is to understand the basic characteristics of the vocabulary that conventional learning theory, teaching materials, and learning methods are 'a vocabulary has only a single concept'. This is because textbooks are created, educated, and learned in reverse.

Second, vocabulary and memorizing skills are not exercised by memorizing only vocabulary.

The ability to speak foreign languages, such as foreign language reading, listening, speaking, and writing skills, can be understood externally by assembling words that are memorized in the conventional so-called cryptography or grammar theory. It is a state in which the brain has the ability to understand and express the native language as it is. In addition, the key to achieving such ability, that is, the key to properly exerting foreign language abilities, is 'vocabulary' and 'sentence (sentence, grammar)'.

However, memorizing only the concept of a foreign language vocabulary as in the related art is not a 'lexical power'. Because memorizing this concept alone does not give you the ability to speak a foreign language like your native language.

Human beings can learn vocabulary well and use them (ie, recognize and express them) rather than perfecting the concept of vocabulary, rather than having vocabulary paired together in a sentence in a common language environment. It is understood that this is because the word order information between the paired vocabulary and other grammar information supporting the same are learned together.

Third, the rest of the grammar information other than the paired vocabulary such as word order relationship and functional word relationship is completed through continuous experience, so learning by the appropriate threshold amount is necessary.

The vocabulary is not simply a state in which the concept of vocabulary is memorized, but a learning vocabulary of foreign language, its paired vocabulary, word order information between paired vocabulary, and functional word information. In this way, the information on the word order and functional words (in English-prepositions, articles, etc. / Japanese, Korean-surveys, etc.), which are the remaining grammar information other than what the vocabulary is, what a paired vocabulary is, is a number of content words (concept words). ) And his partner's vocabulary should gradually learn naturally through continuous language experience.

However, in the past, such a word order information is memorized in a short time as a grammar theory, or even in the case of a functional word that is a grammar vocabulary, it is treated in the same way as other content words. It will only give up halfway to accept.

Fourth, learning vocabulary from conception → foreign language method (ie, Korean-English method) and language training in expression language method are essential.

The process of learning vocabulary for human beings is the mother tongue vocabulary → foreign vocabulary (concept → foreign vocabulary, that is, Korean-English), and the expression principle (speaking and writing) is more important. In this way, the vocabulary and sentence comprehension should be promoted in the same way, but the conventional foreign language learning is in contrast to the foreign language vocabulary → the native language vocabulary (foreign language vocabulary → concept, ie, English-Korean) and understanding language (reading and listening). Because of the heavy weight, the development of foreign language abilities is inevitable.

Although it is more appropriate to learn in the 'Native language vocabulary → foreign language vocabulary (concept → foreign language, ie the Korean-English method)', it is always in the 'foreign vocabulary → native language vocabulary (foreign language vocabulary → concept, that is, the English-Korean method) method. As I learn the vocabulary, I unintentionally come up with the idea that there is a lot of concepts in one vocabulary.

Foreign language vocabulary → native language vocabulary (foreign vocabulary → concept, ie, English-Korean method) method is useful because it focuses on the concept of the exposed vocabulary in the comprehension language (reading and listening) environment. And useless) in the environment. However, in the case of the `` Native language vocabulary → foreign vocabulary (concept → foreign language, ie, Korean-English) method, it requires a higher level of vocabulary because it focuses on not distorting the spoken or written vocabulary. There is no problem in using it in a language environment.

As mentioned above, some examples of the immaturity of the theory of foreign language education, the absence of proper foreign language teaching materials, and the wrong stereotypes of learners are illustrated.

Next, the problems of the conventional foreign language learning materials, foreign language dictionaries and vocabulary will be described as follows.

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

If the skills related to foreign language learning materials are classified, they can be divided into skills related to vocabulary and sentence learning and skills related to reading, listening, speaking, and writing. Among them, the conventional vocabulary learning textbooks have made the errors described in the above four items, and have little benefit in improving the vocabulary. In addition, there are declarative methods and textbooks in which you can memorize thick grammar books or memorize hundreds of sentences in order to memorize foreign word order theoretically well. As an amateur and improvised way without research, it is produced without understanding brain characteristics, so it only yields middle writers of foreign languages as well as writing skills.

In addition, the traditional reading, listening, speaking, and writing methods of teaching and learning are not the normal way of speaking native language, but the decisive method of deciphering or formal expression is applied. The most important factor for foreign language proficiency is true vocabulary and written skills as described in the second paragraph above, but it is attempted without suggesting directions for expansion. It is not generated. In other words, it is well known that learning grammar rules as a theory and substituting vocabulary with different concepts or listening without tapes is already far from essential.

Second, the following shows the problems related to the conventional foreign language dictionary and lexicon.

In the case of the conventional vocabulary, it is made by borrowing the form of a foreign language dictionary, and thus it does not contribute much to the expansion of the vocabulary of learners. However, in the case of the vocabulary or the Berkeley, it is possible to understand it in the description of the foreign language dictionary, so it is not explained in a separate term.

In the case of a dictionary for explaining a foreign language of a conventional foreign language (ie, English-English dictionary), it is difficult to clearly determine what vocabulary is because a user can understand it differently, even if he explains the concept well. Therefore, for English beginners, learning English vocabulary through the English-English dictionary is a very dangerous idea. In other words, whether you want to know the exact concept of distinguishing subtle differences or aiming to learn English vocabulary, this 'explanation dictionary for foreign languages (ie, English-English dictionary)' is for foreigners who are not native speakers of the language. In principle, it is not only beneficial for confirming foreign language concepts or learning vocabulary, but it is also dangerous. This type of dictionary is only available if you have at least a seven-year-old language ability in the United States, that is, an understanding and expression of a foreign language, such as your native language.

In the case of the conventional 'Picture Dictionary for Foreign Languages' (ie, English Picture Dictionary), vocabulary learning through 'Picture Dictionary for Foreign Languages (ie English Picture Dictionary)' for infants and children for the purpose of early education of children. This can cause a child who does not know the language to memorize the concept of a foreign language vocabulary, but the real vocabulary necessary for the ability to use a foreign language cannot be formed.

The reason for this is to memorize only the concept of vocabulary, but when the vocabulary is placed in a sentence, it is necessary to learn grammar information about what vocabulary is a paired vocabulary, what vocabulary relations are formed, and how to get help with functional words, but it cannot. to be.

In addition, in the case of infants, the conceptualization of things is immature and the mother tongue is not familiar with the mother tongue. Therefore, the mother tongue meaning dictionary for foreign languages (ie, English-Korean Dictionary) or the foreign language thesaurus for native language (ie, Korean-English Dictionary) 'In principle, the method is not available. Therefore, it is desirable for infants to learn their native language vocabulary well and to study foreign languages in earnest after the age of seven, a linguistic adult.

In the case of a conventional synonym dictionary for a foreign language (ie, an English-Korean dictionary) or a foreign-language synonym dictionary (ie, a Korean-English dictionary), the fact that a human has a foreign language vocabulary is completed by knowing only the concept of the vocabulary. In addition, other grammatical information, such as what vocabulary is usually paired with a learning target in a sentence, what is the word order relationship between the paired vocabulary, and how to receive help from functional words such as prepositions or articles It should be learned, but the conventional mother-word synonym dictionary for foreign languages or the foreign-language thesaurus for native language does not have any benefit in improving the vocabulary because it is not designed or listed to have such an effect.

Rather than giving consideration to the above, the concept is different only because of the same font and pronunciation or the same etymology for the purpose of search efficiency. It's just a confusing way of learning vocabulary because you've chosen the wrong sorting method.

In other words, after psychological research was conducted to suit the characteristics of the human brain, dictionaries should be made to benefit foreign language vocabulary, but without such research, the dictionary used by native speakers is copied and arranged into Korean thesaurus. Because it is not effective. In other words, the conventional foreign language dictionaries are merely made to facilitate the retrieval of the vocabulary, and are not customized dictionaries to expand foreign language vocabulary and sentence power. Without understanding it, education authorities and learners are just using it inertia.

The present invention is to solve the above problems, to prepare a process to familiarize the font and pronunciation of the vocabulary before full-scale learning, and next, if the concept is different even if the same vocabulary and the same font, all divided into separate vocabulary Distribute throughout the workbook, place the vocabulary in sentences, and include one or more pairs of vocabulary that are normally exposed in conjunction with the target foreign vocabulary. The main task is to provide a foreign language learning book composed of a form that contains example sentences used in various parts of speech, and a playback device using the same.

Another object of the present invention is to record a foreign language synonym for a plurality of native language vocabulary corresponding to the native language vocabulary, and to write a foreign language writing sentence in correspondence with the native language sentence, and to display various emphasis on the foreign language vocabulary for learning. And the vocabulary showing the part-of-speech phenomena is to provide a foreign language learning book composed of a form that collects and a playback device using the same.

Another object of the present invention is to record the heading, even if the same vocabulary and the same vocabulary, if the concept is different, all divided into separate vocabulary and listed as each heading, so that the heading vocabulary is located in the example sentence And at least one pair of vocabulary that is usually accompanied by exposure, but with various highlights in the search target heading vocabulary, different markings for the paired vocabulary, and examples of various parts of speech. It is to provide a playback device.

Foreign language learning book according to an aspect of the present invention in order to achieve the above problems,

Learning objectives include dividing a foreign language vocabulary into separate vocabulary units in terms of not a font or pronunciation unit, and dispersing and arranging each vocabulary having different concepts spread over the entire recording area of the workbook.

In addition, the learning target foreign vocabulary contained in the example sentences using the learning target foreign vocabulary, the conceptual explanation vocabulary explaining the concept of the learning target foreign vocabulary, the companion vocabulary accompanying the learning target foreign vocabulary, or the concept. Include at least one of the accompanying concept vocabulary accompanying the explanatory vocabulary in a highlighted form.

In addition, the vocabulary corresponding to the part-of-speech among the learning-target foreign vocabulary contained in the example sentence using the learning-target foreign vocabulary includes collecting various examples of the part-word dictionary of the vocabulary at the positions where each vocabulary is listed.

Foreign language learning book according to another aspect of the present invention,

Search target heading vocabulary includes all of the heading vocabulary separated by a separate heading vocabulary in terms of not a font or pronunciation unit.

In addition, the search target vocabulary contained in the example sentence using the search target vocabulary vocabulary, the conceptual explanatory vocabulary for explaining the concept of the search target vocabulary vocabulary, the companion vocabulary accompanying the search target vocabulary vocabulary, and the conceptual explanation It includes a list of at least one of the accompanying concept vocabulary accompanying the vocabulary highlighted.

In addition, the vocabulary corresponding to the part-time dictionary of the search-target heading vocabulary contained in the example sentence using the search-target heading vocabulary includes collecting various examples of the part-word dictionary of the vocabulary at the position where each vocabulary is listed.

Foreign language learning book according to another aspect of the present invention,

Choose the vocabulary that best explains the concept of foreign language vocabulary from your native vocabulary and write it as a representative concept vocabulary.

Contains the native language synonyms for the representative concept vocabulary,

Collecting and collecting a plurality of foreign language vocabulary collectively corresponding to the representative concept vocabulary,

It includes a concept sentence containing each of the representative concept vocabulary or the native language synonyms on one side, and includes a foreign language writing sentences including the foreign language vocabulary corresponding to the concept sentence.

In addition, the representative concept vocabulary contained in the concept sentence, the native language synonym, the foreign language vocabulary contained in the foreign language writing sentence, the paired vocabulary accompanying the representative concept vocabulary, the paired vocabulary accompanying the native language vocabulary, or the foreign language At least one of the paired words accompanying the vocabulary is included in a highlighted form.

In addition, the vocabulary corresponding to the part of speech of the foreign vocabulary includes collecting and storing various examples of part of the vocabulary of the vocabulary at positions where each vocabulary is listed.

Foreign language learning book according to another aspect of the present invention,

A learning partner foreign language vocabulary contained in an example using a foreign language vocabulary or at least one of a conceptual explanation vocabulary for explaining the concept of the learning target foreign vocabulary is highlighted and displayed, and the companion pair for the learning target foreign vocabulary is displayed. And including at least one of a vocabulary or a pair of conceptual vocabulary accompanying the conceptual explanatory vocabulary.

Foreign language learning book according to another aspect of the present invention,

All of the foreign language vocabulary contained in the foreign language learning book or the learning target foreign language vocabulary, the search target heading vocabulary, the foreign language vocabulary, and various vocabulary changes for the learning target foreign vocabulary are characterized in that they are recorded.

A playback device according to another aspect of the present invention,

Among the contents of the foreign language study book, the foreign language vocabulary, a foreign language sentence or the entire contents of the recording includes recording at least one or more times according to a recording method.

A playback device according to an aspect of the present invention,

It is characterized by recording at least one or more foreign language vocabulary contained in the foreign language study book or various learning changes for the learning target foreign vocabulary, the search target table control vocabulary, the foreign language vocabulary, and the learning target foreign vocabulary.

A playback device according to an aspect of the present invention,

Based on the contents and methods of the various foreign language learning books, it is characterized in that it is configured and produced to be reproduced by a digital recording device or an online device, a magnetic recording device and the like.

As described above, the foreign language learning book of the present invention and the reproducing apparatus using the same can obtain the following effects.

First, students can learn not only the vocabulary, pronunciation, and concepts of vocabulary but also grammar information such as pair vocabulary information, word order information, and functional word information, which are immeasurable to immigrants. The same effect can be achieved.

Second, in learning the concept of vocabulary, foreign vocabulary and sentence power can be expanded easily and happily without confusion. Eventually, such learning results can greatly improve the ultimate goal of reading, listening, speaking and writing foreign languages.

Third, in the case of foreign language dictionaries and vocabulary collections, as well as other foreign language learning books according to the present invention can make a significant contribution to expanding the effective vocabulary and sentence power as well as search.

First, the general features of the technical features of the present invention will be described in order to aid understanding before examining specific embodiments of the present invention.

First, in the 'foreign language learning book' of the present invention, if the concept is different, all of them are treated as separate vocabulary and distributed.

The classification of vocabulary is not a font or pronunciation unit, but if the concepts are different, they are all separate vocabularies, so they must be divided into concept units and distributed irregularly. First of all, because they are separate vocabularies, they are the same as in the everyday language environment, and because the same font and pronunciation, there is no reason to gather and learn in one place. This is to increase the learning efficiency by greatly reducing the stress of the brain from the conventional malformation method by preventing the uninterrupted concept interference between the vocabulary in learning the vocabulary by quickly breaking the wrong stereotype that the concept can come.

In order to read and listen to foreign languages quickly and purely, the grammar information used in sentences is important, but first, the ability to find out exactly what concepts the exposed vocabulary has is essential. No matter how well you understand grammar theory, if you cannot immediately and definitely understand what a vocabulary means to convey a concept, it is instantaneously created.

Therefore, in the collection of vocabulary, the present invention does not depend on the same font and pronunciation or etymology, and if the concepts are different, all of them are treated as respective vocabularies, and are distributed irregularly over the entire area of the workbook.

In other words, when learning vocabulary, even if it is derived from the same etymology, the same font or pronunciation is not considered at all. If the concept is the same even though the fonts are the same, all of them are treated as different vocabularies and distributed and placed in the same order. You can easily learn the concepts of each vocabulary.

The same applies to a foreign language dictionary or a lexicon of the foreign language learning book of the present invention. That is, if the concept is different even if the font and pronunciation are the same, it is treated as a separate vocabulary, and each vocabulary is treated as one vocabulary.

However, in the case of 'foreign language dictionary', the ease of searching is essential, so the vocabulary is divided by concept but not distributed.

Of course, since it is a foreign language dictionary, it is a matter of course that various additional items contained in the existing dictionaries are also included in the actual recording form. Unlike other dictionaries, however, a paired vocabulary display, a part-of-speech phenomenon, and a concept used herein are all treated as separate vocabularies.

This recording method not only uses the vocabulary but also prevents confusion of the vocabulary coming from the same font and the same pronunciation during the search process, thus contributing to the efficient and easy vocabulary learning.

Second, in the present invention, namely, in the 'foreign language learning book', various learning target foreign vocabulary (in the case of a dictionary, 'search target heading vocabulary') must be recorded in the form in which the vocabulary is placed, that is, in a sentence. In the display of sentences, instead of showing only the concept of the same vocabulary, the foreign language vocabulary is emphasized to be the most prominent than the other vocabulary in the sentence, and the paired vocabulary of the vocabulary is displayed differently from the other vocabularies. Make sure that there is a positive association.

In other words, a vocabulary cannot exist independently of a sentence. Therefore, the vocabulary that demonstrates effective foreign language ability is not formed in the brain by learning the concept of vocabulary by simply putting it in a single vocabulary rather than a form placed in a sentence. In addition, humans need to know the concept of vocabulary in detail, but it is not possible to use the vocabulary, but rather what is the vocabulary that is usually paired with them, form a word relationship with the paired vocabulary, and help with functional words such as prepositions or articles. Has a way of grasping the concept of the vocabulary quickly by grasping other grammatical information such as how it is received.

Therefore, in learning vocabulary, it is necessary to tailor the learning to meet the principles of human vocabulary acquisition. In other words, when learning vocabulary, do not simply memorize the concept of vocabulary. You must learn all the grammatical information, such as what vocabulary each paired in a sentence, in what order, and how to get help from functional words such as prepositions.

Furthermore, instead of staying there, learn at a glance what pairs of learning vocabulary foreign vocabulary are, and how other grammar information such as word order information and functional word information appear, and focus more on this. The vocabulary and the vocabulary paired with it are constructed differently from other vocabulary.

In other words, humans learn what paired vocabulary is first, and the rest of the grammatical information, such as word order information and prepositional information, is ignored in the non-scientific way, ignoring the rule of law. Rather than choosing them, they are tailored to the optimal learning of human vocabulary.

As such, if the vocabulary is configured to learn paired vocabulary and other grammar information in each situation, it is easy to grasp the concept of vocabulary or select the optimal vocabulary when reading, listening, speaking or writing.

In other words, although vocabulary with the same font and pronunciation can be seen without difficulty, it is easy to confuse and understand and express the concept inherently very easily. Although the font and pronunciation are the same, each vocabulary has different situations ( Different pairs of words and different grammar information).

For this reason, in the present invention, what is a paired vocabulary and what is the word order relationship between paired vocabulary is systematically configured to continuously observe other grammatical information such as how to receive help of functional words such as prepositions. Repeated and continuous training in this foreign language tutorial, designed specifically for human brain characteristics, will soon place vocabulary and door tension in the brain that are effective in a real-world language environment.

Learning the foreign language according to the present invention forms a basis for foreign language vocabulary (sentence) and thus plays a great role in further learning a number of foreign language synonyms. In more detail, once a person has a proper threshold amount of vocabulary in their native language or foreign language, there will always be a vocabulary for the first time, but there is no unknown vocabulary in the world.

Because even if you see the first vocabulary when you read, you can see immediately what the concept is usually in the location where the vocabulary is located. It is not a vocabulary of knowledge, but a quick acknowledgment. In addition, this first vocabulary is read into the brain as a newly known vocabulary, and thus the new vocabulary can be easily learned.

As such, when the basic vocabulary is accumulated in a normal way according to the present invention, additional vocabulary words, more precisely, synonyms for the already learned vocabulary can be easily learned without being too difficult. Characteristic effect '. Synonyms and vocabularies have a very important property: not only are the concepts the same, but 'the vocabulary paired together in the sentence is the same'.

In the present invention, it is referred to as a 'significant characteristic', and thus, even though it is unfamiliar vocabulary to be seen for the first time, it is easy to know what concept the vocabulary has based on the location where the vocabulary is placed, that is, the paired vocabulary and grammar information that accompany the surroundings. This effect is defined in the present invention as a 'significant characteristic effect'.

Third, in the present invention, the learning area of 'foreign vocabulary method for the native language vocabulary (ie, Korean-English)' or 'foreign sentence writing method for the native language sentence (expression language method)' in the 'foreign language study book' Configure.

The process of learning vocabulary for human beings is the native language vocabulary → foreign vocabulary (concept → foreign vocabulary, ie, Korean-English), and the expression principle (speaking and writing) is more important. In other words, in order to complete vocabulary learning and writing ability, the foreign language vocabulary method (concept → foreign vocabulary, ie, Korean-English method) for the native language vocabulary and the foreign language writing part are reinforced with separate textbooks.

In addition, when speaking or writing, people have difficulty in choosing a vocabulary for the foreign language or the vocabulary they wish to convey. The reason is that a large number of synonyms and vocabulary with the same concept must be remembered and organized in the brain, but this is not the case.

The best way to develop a smooth vocabulary selection skills is to learn with the paired vocabulary that usually accompanies the sentence. In addition, a combination of such learning and an effort to use a variety of vocabulary with the same concept has a good effect on developing expressive language skills. Therefore, it is good to learn the synonyms together so that the brain can systematically arrange and use various synonyms without being biased. However, vocabulary is to be learned on the premise of use, and because it has subtle differences depending on the paired vocabulary, it must be learned in a sentence.

In this way, if you configure the learning areas of 'foreign vocabulary method (for example, Korean-English method) for native language vocabulary' and 'foreign language sentence writing method (expression language method) for native language sentences' together, foreign language in domestic environment Learning English can easily overcome the problem of choosing the wrong English (ie, broken English), and develop the ability to overcome subtle differences between words. Of course, foreign language grammar, that is, writing and speaking ability is improved.

Fourth, in the present invention, in the 'foreign language learning book', the example sentences are formed so that the preliminary phenomena of each foreign language vocabulary are well represented, thereby increasing the efficiency of the expansion of the vocabulary and the sentence power.

Part-of-speech refers to the conversion of a part-of-speech to another part-of-speech. For example, the Korean verb "gada" is changed from the ending to the noun "gam". The part-of-speech phenomenon differs slightly depending on the language. However, when the participant has a grammar such as Korean, the part-of-speech dictionary is changed as described above.

Also, in the case of English, the part-of-speech phenomena is also placed in a sentence without a change in the form of words, except in some special cases (usually Latin and Greek vocabulary) because parts of speech are determined by the location of the vocabulary. Part of speech varies according to location.

Such vocabulary and sentence training according to the part-of-speech phenomenon has a significant advantage. For example, because Korean's part-of-speech occurs due to changes in the vocabulary of the vocabulary, the vocabulary and sentence power increase together when training to change the meaning by changing the ending. Similarly, in the case of a foreign vocabulary, the part-of-speech phenomena of the foreign language is used, for example, in English, since the parts of speech vary according to the position in the sentence without changing the vocabulary. If you use the training, you can experience not only the concept of vocabulary but also the grammar information that the vocabulary contains. Naturally, your vocabulary and writing skills will improve.

Therefore, in the present invention, in the method of recording the 'foreign language learning book', 'a learning target foreign language vocabulary' or 'search target heading vocabulary' is used as a noun or as an adverb or a verb while being used as a verb without changing the word form. In the case of a vocabulary that exhibits a so-called 'partial dictionary phenomenon' such as being used, it is possible to increase the efficiency of expanding the vocabulary and sentence power by gathering examples of various parts dictionary.

Fifth, the present invention constitutes a reproducing apparatus such as a separate study book and a voice recording medium in order to pre-learn fonts and pronunciations prior to full-scale vocabulary learning in the 'foreign language study book'.

The same is true for a native language synonym, a foreign language vocabulary, or a synonym for a native language vocabulary. Nevertheless, the fonts and pronunciations of the native language thesaurus are easily memorized, but the fonts and pronunciations of the foreign language vocabulary are not memorized well. Therefore, before studying the concept of foreign language vocabulary and what kind of grammar information is inherent, first of all, the font and pronunciation of the foreign language vocabulary are burdensome. It causes trouble. Therefore, in the present invention, it is possible to easily and effectively incorporate the font and pronunciation of the foreign language vocabulary into the concept.

In addition, if the human brain is told to memorize unfamiliar foreign language vocabulary, to solve difficult math problems or to understand illogical propositions, the human brain will be tired of it for less than 10 minutes and lose its desire to learn. But on the contrary, there are times when our brains are very active, and when we solve well-known math problems, do things that we've done, or entertain Internet games, the goals of what we're doing are distinct and Is visible, the brain becomes very active. Naturally, the stress is low, so even at night, you will not lose your concentration and have a sufficient learning effect.

Therefore, of course, in order to learn the spelling and pronunciation of foreign languages easily and effectively, the learning method should be determined according to the characteristics of the brain. For example, do not attempt to combine unfamiliar spelling and pronunciation with the concept as in the prior art, and give a process to proactively familiarize the font and pronunciation of a foreign vocabulary before learning the vocabulary and sentence.

In other words, if this method is used more efficiently and systematically, the spelling and pronunciation, which are used through TV, can be effectively learned without fatigue, as if it is easily learned if one tries to combine concepts with one day. In the case of infants, they learn pronunciation directly along with the concept of things, but many vocabularies first listen to pronunciations from the surroundings, such as conversations and broadcasts of mom and dad, and then merge them with the concepts later.

In this way, if you try to combine concepts with fonts and pronunciation after pre-learning, vocabulary learning is much more costly than it would otherwise be. A comfortable and fun brain can make learning vocabulary easier and produce great results.

First, the characteristics of the technical idea of the above-mentioned five inventions are demonstrated with reference to drawings.

Referring to the drawings the features of the first technical idea described above,

1A to 1H illustrate the configuration of a tutorial configured in a native language method for a foreign language according to an embodiment of the present invention.

Referring to FIGS. 1A to 1H, the foreign language learning book of the present invention is treated as a respective vocabulary even if the font and the pronunciation or the etymology are the same, and are all distributed irregularly over the entire area of the learning textbook.

That is, the concept of "give" (G1) of "pointing", "give" (G2) of "handing", "give" (G3) of "holding", and "inject" `` Give '' (G4), `` give '' (G5) of the concept of `` broken '' in p. 43 (see Fig. 1a), 71 (see Fig. 1b), 210 (see Fig. 1d), 354 ( 1F) and 513 (see FIG. 1H) are distributed irrelevantly and irregularly so as to completely eliminate the possibility of concept interference between these words.

In addition, the vocabulary "bill" (B1) with the concept of "bill", "bill" (B2) with the concept of "bills", "bill" (B3) with the concept of "banknotes", " bill ”(B4) is also distributed enough randomly on 43 pages (refer FIG. 1A), 210 pages (refer FIG. 1D), 290 (refer FIG. 1E), and 420 (FIG. 1G), respectively.

In addition, in the case of "make up" which is a phrasal verb (ie, ear verbs, idioms, idioms, etc.), the word "make up" (M1), "make up" "Make up" (M2), the concept of "make up" (M3), and "make up" (M4) of the concept of "reconciliation" are each 71 pages (see Fig. 1B), On page 103 (see FIG. 1C), on page 354 (see FIG. 1F), and on page 513 (see FIG. 1H), they are arranged irregularly.

Similarly, the words “fine” (F1 to F3), “some” (S1 to S5), and “on” (O1 to O3) having the rest of the fonts and pronunciations recorded in the examples of FIGS. Similarly, they are distributed irregularly over the whole area of the textbook without being influenced by the similarity between the font, pronunciation, and etymology.

As such, even though the fonts and pronunciations are the same for all foreign language vocabularies 101, if the concepts are different, all of them are treated as separate vocabularies so that the concept of vocabulary resulting from the same fonts and pronunciations in learning is prevented. It should be arranged in random order over the entire recording area, and learning should be done in this order so that the concept of each vocabulary can be easily learned.

In addition, the "foreign language dictionary" of the foreign language learning book is configured as shown in the embodiment of FIG. For example, the search target heading vocabulary "fine" 400 has a different concept even if the font and pronunciation are the same, so that the concepts of "fine" and "fine" of the concept of "fine" and "thin", respectively, are different. "Fine" and "fine" in the concept of "fine", etc. are classified and recorded.

However, in the case of the 'foreign language dictionary', the ease of searching is essential, so the vocabulary classification is divided by concept, but unlike the tutorials configured in the native language method for foreign languages as in the embodiment of FIGS. 1A to 1H, Search term heading vocabulary is divided by unit, but not distributed.

As such, even though the font and pronunciation of the search target heading vocabulary are the same, even if the concepts are different, all of them are treated as separate vocabularies. Therefore, not only the purpose of searching the vocabulary but also the vocabulary coming from the same font and the same pronunciation during the search process. Confusion can be prevented and the learning effect can be easily multiplied, so that not only the search role but also the function of the foreign language study book is shown.

Referring to the characteristics of the second technical idea described above with reference to the drawings, in one embodiment of the tutorial configured in the native language method for the foreign language of Figures 1a to 1h in the form of the various learning target foreign language vocabulary (103) in a sentence Recording, highlighting the learning target foreign language vocabulary 103 without displaying only the concept of the vocabulary, and displaying the lexical vocabulary 105 of the vocabulary different from the learning target foreign vocabulary 105 and grammatically correlating with each other. It is configured to appear.

For example, it is possible to learn at a glance what is the paired vocabulary 105 of the learning target foreign vocabulary 103 and how other grammar information such as word order information and functional word information appear at a glance, and to concentrate more on the training. In the sentence, the learning target foreign language vocabulary 103 and the paired vocabulary 105 paired with it are configured to be different from other vocabularies.

Similarly, an embodiment of the 'collection method of a foreign language novel' of FIG. 2C, an embodiment of the 'tutorial book composed of a foreign language vocabulary and sentence method of FIG. 3', and an embodiment of the 'foreign language dictionary and vocabulary' of FIG. 4 In addition, learning or search targets are displayed in the same manner as above for foreign language vocabulary and paired vocabulary so that the grammatical relations with each other can be easily identified and understood.

Specifically, as illustrated in FIGS. 1A to 1H, 2A to 2C, 3, and 4, the foreign language vocabulary 103 and 330 or the search target for the 'foreign language example sentence' and the 'native language interpretation sentence' are searched. Sentences (ie, colouring, underlining, bold, italic, associative lines, etc., or in parallel) in the target heading vocabulary 430 and the conceptual explanation vocabulary 104, 340, 440 describing the concept thereof. The most pronounced words in the text, and the paired words (105, 350, 450) that usually appear in pairs in these words and sentences, and other notations for the paired concept words (106, 360, 460). Coloring, underlining, italics, associative lines, or a combination of these) can be used to differentiate it from other vocabulary in a sentence.

Of course, in the emphasizing, the display may be selectively selected from the examples of 'a foreign language example', 'a native language interpretation sentence' alone, or 'both sentences' within the range allowed by the technical idea, 103, 330, search target table control vocabulary 430 or their conceptual explanatory vocabulary (104, 340, 440), their paired vocabulary (105, 350, 450) or their pair of conceptual vocabulary (106, 360, 460 may also be recorded as a whole or selectively within the range allowed by the technical idea.

Referring to the features of the third technical idea described above with reference to the drawings, FIG. 3 is a block diagram of a tutorial composed of a foreign language vocabulary and a sentence method for a concept according to an embodiment of the present invention.

That is, the process of learning vocabulary for human beings is the native language vocabulary → foreign vocabulary (concept → foreign vocabulary, ie, Korean-English), and the expression language (speaking and writing) is more important. Therefore, in order to complete vocabulary learning and writing skills, foreign language vocabulary (concept → foreign vocabulary, ie, Korean-English) for the native language vocabulary and the foreign language writing part are reinforced with separate textbooks.

To this end, as illustrated in FIG. 3, a concept of collectively collecting and delivering a plurality of 'foreign vocabulary words (foreign language synonyms for the native language)' in response to the 'representative concept vocabulary' This course allows you to experience a variety of foreign language thesaurus and to select the best vocabulary that can best explain the concept of 'foreign vocabulary' (㉰). 'Native language thesaurus' for the 'conceptual vocabulary' is placed in succession, and the vocabulary is not placed in the concept sentence or the foreign language writing sentence below through the common concept characteristic of various native language thesaurus. In addition, it is easy to know what the vocabulary (foreign language synonyms for the native language) that you want to learn is a specific vocabulary, and then the 'foreign language vocabulary' And `` foreign language synonyms '' (이어서), which are arranged in succession, and the `` conceptual sentences (mother language sentences) '' containing the `` representative concept vocabulary '' or `` native language thesaurus '' respectively. , 외, ㉵) 'on one side and similarly correspond to the' foreign writing sentences (㉲, ㉴, ㉶) 'including the' foreign vocabulary (foreign language synonyms for the native language) '. It is designed to develop foreign language writing skills.

Referring to the characteristics of the fourth technical idea described above with reference to the drawings, as shown in Figs. 5a and 5b, in the foreign language learning book, the example sentence is configured so that the lexicon of the foreign language vocabulary is well represented to expand the vocabulary and the sentence power. Configure to increase the efficiency.

That is, by using a part-of-speech phenomena of a foreign language vocabulary, for example, in English, the parts of speech vary depending on the position in the sentence without a change in the form of words. As shown in FIGS. Training using part-of-speech phenomena provides an easy and reliable experience of not only the concept of vocabulary but also the grammar information that the vocabulary contains. Naturally, your vocabulary and writing skills will improve.

As such, the 'learning target foreign language vocabulary 103' shown in FIGS. 1A to 1H is used as a verb without a change in a word form, as a noun, or as an adverb or verb as an adverb. Is a vocabulary showing ', the row where the vocabulary' fine (F1) 'of FIG. 1a is located, the row where the vocabulary' some (S1) 'of FIG. 1b is located, the row where the vocabulary' fine (F2) 'of FIG. 1c is located, Each row where the words' bill (B2) 'and' some (S2) 'of FIG. 1D are located, a row where the word' some (S4) 'of FIG. 1F is located, and the words' fine (F3)' and 'bill ( As in the example of each row where B4) 'is located, and also as shown in ㉵, ㉶, ㉷, ㉸ of FIG. 3, and also as in the example of storing the foreign language dictionary and lexicon of FIG. Gather and record them together so that you can see at a glance how the parts of speech change according to the position in the sentence without changing the form.

Alternatively, in the case of having a dead-gram grammar such as Korean, the characteristics of how the parts of speech are changed at a glance by changing various 'mothers' for fixed 'germ' as shown in the example of FIG. In other languages, it is configured in the same manner by reflecting the characteristics of part-of-speech phenomena in each language.

Referring to the characteristics of the fifth technical idea described above with reference to the drawings, as shown in Figure 6, prior to full-scale vocabulary learning, separate learning books and audio recording medium reproducing apparatus are configured to pre-learn fonts and pronunciations.

That is, the foreign language learning book according to the present invention is configured so that the font and pronunciation of the foreign language vocabulary can be easily and effectively incorporated into the concept. As shown in FIG. 6, a variety of morphological changes (noun: singular-plural, adjective [adverb]: primary-comparative-superlative, verb: circle-3rd person singular-) The present injection type (e.g., noun, advancing type)-past type-past participle type, etc.) is given and configured.

Hereinafter, one embodiment will be described with reference to the drawings, referring to the features of the above-described technical idea.

The configuration of the present invention can be achieved through the 'foreign language learning materials including A and B' in order to directly expand the foreign language vocabulary and the foreign language sentence power.

A. A tutorial (paper or digital document, online document) consisting of:

The above workbook,

(A) Combination with any one of the following '(b), (c)' tutorials, or in the form of a full combined book or a separate copy thereof, as provided in the foreign language sentences (examples) of the '(b), (c)' All foreign language vocabulary (including / lower words, idioms, idioms, etc., replaced with 'foreign language vocabulary') All (recommended) or examples of '(b)' workbook All or vocabulary of foreign language vocabulary 101 shown in Figs. 1a to 1h C) Example of the workbook The entire foreign language vocabulary (a foreign language synonym for the native language) (㉰) shown in FIG. 3 is constituted by giving all or major vocabulary changes 102 as in the example of FIG. 6.

(B) A combination of any one of the above '(a)' and '(c)' tutorials, the entire combined form, or a separate copy may be used, and as shown in the example of FIGS. 1A to 1H, Foreign language vocabulary 101, which is a basic type, is constructed by applying the following paragraphs ㉢ to 함께 along with practical usage examples.

1A to 1H, all foreign languages are recorded, as described in the description corresponding to FIGS. 1A to 1H described above with the actual usage examples of the 'foreign language vocabulary 101' which is a basic type of the learning target foreign language vocabulary 103. Even though the font and pronunciation of the vocabulary 101 are the same, if the concept is different, the vocabulary 101 is randomly distributed and arranged throughout the entire recording area of the tutorial.

A 'Learning target foreign language vocabulary 103' and 'conceptual explanatory vocabulary 104' of FIGS. 1A to 1H, as shown in various examples of FIGS. 1A to 1H and 2A, with various emphasis (coloring, underlining, Bold, italic, associative, or in parallel), and different representations for 'paired word 105' and 'paired word vocabulary 106' (coloring, underlining, italics, association lines, or the like) To distinguish it from other words in a sentence,

㉢ If 'learning target foreign language vocabulary' 103 is a vocabulary showing part-of-speech phenomena, various examples of part-of-speech are collected and recorded together as in the example of Figs. If the case is configured as shown in the example of FIG. 5C, and other languages are configured in the same manner to reflect the characteristics of the part-of-speech phenomenon for each language.

(C) Consists of a combination of any one of the above (a) and (b), or the entire combined form, or a separate copy, with a conceptual vocabulary (a native vocabulary and a native language thesaurus) as a foreign language vocabulary (a foreign language synonym for the native language) In order to effectively change the training (that is, Korean English conversion training), the concept sentence (mother sentence) to the foreign language writing sentence (ie, English writing training) to apply the following ㉠ to ㉤ terms as in the example of FIG. Configure.

예 As shown in the example of FIG. 3, a plurality of 'foreign vocabularies' are collectively collected and recorded in response to the 'conceptual vocabulary',

예 As shown in the example of FIG. 3, the words that best describe the concept of 'foreign vocabulary (a foreign language synonym for the native language)' are described as 'representative concept vocabulary' and this 'representative concept vocabulary' is used. (㉮) for 'native language thesaurus' followed by 'foreign vocabulary' (native language thesaurus).

예 As shown in the example of FIG. 3, 'Concept sentence (mother language sentences)' (㉱㉳㉵) containing the 'representative concept vocabulary (㉮)' or 'native language synonyms (㉯), respectively, on one side, Correspondingly, 'foreign language writing sentences (㉲, ㉴, ㉶)' including 'foreign language vocabulary (foreign language synonyms)' (㉰) is included (preferably sentence data to be recorded in the 'b') The same example as one example is recommended),

예 As shown in the example of FIG. 3, the center of foreign language writing learning, for both the 'concept sentence (mother sentence)' and 'foreign language writing sentence', or for both sentences. One of the 'foreign language vocabulary (foreign language thesaurus)' and one of the corresponding 'conceptual vocabulary' or 'the native language thesaurus' (340) A variety of highlighting (coloring, underlining, bold, italic, associative, or a combination thereof) is most clearly marked in the sentence, and 'foreign vocabulary (350)' is usually paired with the vocabulary. And, differently for the 'native language conceptual vocabulary 360' (coloring, underlining, italics, associative lines, or the like),

어 For vocabulary showing 'partial dictionary', according to the position placed in the sentence without changing the form as in the example of '행' line, '㉶' line, '㉷' line, and '㉸' line of FIG. It also includes part-of-speech phenomena at a glance so that the parts of speech can change at a glance.

B. Reproducing apparatus configured as follows (digital recording apparatus, magnetic recording apparatus, etc.)

The playback device,

(A) In response to the tutorial '(a)', the 'word change 102' unit is recorded once or a plurality of times in units of each foreign language vocabulary of FIG. 6.

(B) Corresponding to the tutorial '(b)', all the 'foreign vocabulary 101' of FIGS. 1A to 1H and all 'foreign words for sentence and sentence learning' are recorded once or repeatedly. Of course, you can also record the "concept" section or even the "conceptual language sentence".

(C) In response to the tutorial '(C)' as shown in the example of FIG. 3, 'representative concept vocabulary' in order of '㉮ → ㉯ → ㉰ → ㉱ → ㉲ → ㉳ → ㉴ → ㉵ → ㉶' 1 Record once or repeatedly every cycle.

(D) However, the recording medium of paragraph 'B' shall be included in the digital document tutorial because the recording of digital documents among the tutorial 'A' is also possible internally.

The 'foreign language workbook' configured as described above has a great effect in expanding the vocabulary and the sentence power most needed to develop effective foreign language ability. The following describes an example of using the 'foreign language learning book'.

The study book is a term 'a font and pronunciation learning vocabulary' composed as' A (a) 'above and a term' foreign language → concept (ie, English-Korean / Understanding) type composed as' a (b) 'of A. Workbook ”and“ tentative → foreign language (ie, Korean-English / Expression) type workbook ”composed of 'A' (C). Of course, in the case of a playback device such as a CD, the learning book of section (a) of A, the book of section (b) of A, and the tutorial book of section (a) of A are separately classified. Lose.

In addition, if it is divided into the main textbook and the auxiliary textbook, each workbook plays a role of programming leading the learning process, and each reproducing device corresponds to the programming process and serves to help learning. Of course, the learning books and the playback devices may be used alone or the playback devices may be used as the main teaching materials according to the progress of the learning. Therefore, this use example is not absolute and can be appropriately adjusted according to the learning level (learning level, learning degree, learning amount), etc. for each learner.

First, the use of a textbook configured as' A '(a) (including a playback device) of' A 'means' A' (b) (including a playback device) and 'A (c)' (including a playback device) '. It is conducted before learning through textbooks, and plays the 'playing device' to hear various vocabulary changes of various foreign language vocabulary, memorizes pronunciation while loudly copying the vocal cord, and at the same time, spells with finger while watching the 'book' Learn the font by writing along.

However, it is not necessary to think about concepts when learning fonts and pronunciation. This is because vocabulary cannot have a specific concept unless it is placed in a sentence, and it is not a vocabulary to memorize only the concept. In addition, when learning fonts and pronunciation, do not try to learn each vocabulary at once, but repeat the entire contents of the 'book' and 'playing device' in one cycle. If you spend enough time mastering it within a few weeks, if the vocabulary's fonts and pronunciation are familiar enough, then you can move on to a learning textbook composed of 'A' (b) (including playback devices). Of course, you can do learning materials composed as 'A' (C) (including playback equipment) of 'A' first, but it is preferable to do the former first.

Next, the term '(b)' of the A term 'foreign language → concept (ie, English-Korean / Understanding) type tutorial' and 'replay device corresponding thereto' are preferably the term 'a' (a) After completing the study through the learning book configured as' includes the device '), it is conducted before the workbook configured as' A (C) (including the reproducing device) of' A 'and is parallel when it is used to some extent.

As shown in the example of FIG. 1A, not only the concepts of 'a foreign language vocabulary 101' and a 'learning target foreign language vocabulary 103' are learned, but a paired vocabulary 105 and a concept classification paired therewith. The other words similar to the paired vocabulary 105 are also learned together, so that later learning or listening through the paired vocabulary 105 thus learned, the target vocabulary 103 is a specific vocabulary having a certain concept. The cognitive quickness can be understood, and when selecting the paired vocabulary 105 to speak or write naturally, the learning target foreign language vocabulary 103 also has the ability to be quickly selected as a package.

Of course, since the foreign language vocabulary 101 and the learning objective foreign language vocabulary 103 and their paired vocabulary 105 are naturally related to the paired vocabulary, the reverse is also true. In addition, since grammar information such as word order relations and functional word information is learned together, the vocabulary learned in this way is the same as the sentence power, and the ability to speak the whole sentence is formed, and the formation process is also carried out step by step. The process of learning is stress-free and easy.

Therefore, the use of this textbook knows what the concept of 'learning target foreign language vocabulary 103' is through the 'concept' section and the 'native language concept sentence' section in the example of FIG. Understand what is usually accompanied by In addition, what kind of word order does the learning target foreign language sign 103 and the paired vocabulary 105 form, and whether such terms are used, such as prepositions or articles, Understand all other grammatical information, including whether you can help

One process in which each 'learning target foreign language vocabulary' (103) is exposed takes about 10 seconds at the beginning, and repeats several times, so that it can be reduced to about 1 to 2 seconds and can be finished in an instant as if reading. However, when learning, it is not necessary to hold onto a long way to memorize a sentence at the same time or to end with a desire to understand correctly. Ending the whole thing quickly and repeating it is much more beneficial for the grammar system and memory activities.

In addition, the reproducing apparatus is used for the expansion and development of the voice language (listening and speaking) ability. However, it is desirable to do some familiarity with the tutorial. Again, think about what vocabulary pairs with each other and what the rest of the grammar information is like.

To understand how pronunciation of individual vocabulary learned in a textbook configured as 'A (a) (including playback device)' differs from the pronunciation of a vocabulary in a sentence located in the same sentence as the playback device. It is also desirable to follow the pronunciation. At first, the sentence will sound fast, but if you are more familiar with it, you will hear all the playback devices, and the learning efficiency will be increased by repetitive learning of the entire workbook composed of 'A' (B) 'above. For reference, if the learning through this tutorial is somewhat familiar, then parallel to the learning through the tutorial configured as 'A (C) (including the playback device)' above. Of course, in the case of vocabulary becoming part-of-speech, it is interesting to check which part-of-speech is changed for each position where the vocabulary is placed and learn in the same manner as described above.

Lastly, the term '(a)' of the term 'a concept → foreign language (ex. Korean-English / expression) type workbook' and 'the corresponding playback device' are preferably the term 'a (a)' (the playback device). It is conducted after completing the study through the workbook composed of 'included', and when the learning of the workbook composed of 'A' (b) (including the playback device) of 'A' becomes familiar to some extent.

As shown in the example of FIG. 3, the foreign language writing ability is greatly increased when learning through the workbook. In the process of writing a foreign language, it is not necessary to memorize a sentence as if it is thrown out at once, but at the beginning, it is a step by step to cultivate the ability to select a paired vocabulary and place it according to the order even if the functional words such as prepositions or articles are wrong. Since there is no stress in the brain because it can be learned, it is the same principle that humans learn to speak, so continuous repetitive learning can lead to a significant level of speaking and writing skills.

Therefore, the use of this textbook in the example of Figure 3 'foreign language vocabulary (foreign language synonyms for the native language) and foreign language writing sentences (부, ㉲, ㉴, ㉶) by covering each' representative concept vocabulary (㉮) In order to select a foreign language vocabulary and write a foreign language in the following order. This is summarized in Table 1.

TABLE 1

Representative Concepts (㉮) → Native Language Meaning (㉯) → Foreign Language Vocabulary (Foreign Language Thesaurus) (㉰) → First Concept Sentence (㉱) → Foreign Language Composition Sentences for the First Concept Sentence (→) → Second Concept Sentence (㉳) ) → Foreign language composition sentence for the second concept sentence → (세) → Third concept sentence → (㉵) → Foreign language composition sentence (㉶) for the third concept sentence → Continue…

Another configuration of the foreign language learning book according to the present invention relates to the configuration of a foreign language dictionary (a native language synonym dictionary for a foreign language) and a lexicon. A description with reference to FIGS. 4, 5A and 5B, FIGS. 7A and 7B is as follows.

Referring to the drawings, the 'foreign language dictionary (native language meaning dictionary for foreign language)' and 'vocabulary' in the vocabulary recording method, even if the font of the search target title vocabulary contained in the same pronunciation or derived from one word When the concept is used differently in the language environment of the, even if the font or pronunciation is the same as in the "search target heading vocabulary 400" of FIG. 4, it is divided separately into different separate vocabularies and recorded separately.

In addition, in recording a foreign language example sentence and a native language interpretation sentence, as shown in FIG. 4, a variety of highlighting (coloring) is given to one or both of the 'search target heading vocabulary 430' and the 'mother language conceptual vocabulary 440'. , Underlined, bold, italic, associative, etc.) to be most conspicuous in sentences, and these words (430, 440) and 'foreign language vocabulary (450)' commonly appearing in sentences. And “other language pair conceptual vocabulary 460” on one or both of them in different ways (coloring, underlining, italics, associative lines, or the like) or other foreign language vocabulary in a sentence. Differentiate your concept from your native language vocabulary.

In addition, when the search target heading vocabulary (400) is a vocabulary that exhibits a so-called 'product dictionary' such as being used as a noun and noun or adverb or verb as an adverb without changing the vocabulary. In FIG. 5A, '510' in FIG. 5B, '520' in FIG. 5B, and '400' in FIG. 4, the vocabulary is recorded in terms of concepts, not fonts. It collects various examples of part-of-speech predictions about them, and shows how the parts-of-speech changes according to the position in the sentence without changing the form.

Of course, this is an example of English among foreign languages, and if you have an interstitial grammar such as Korean, you can configure at a glance to see how the parts of speech change by changing various 'mothers' for fixed 'germ'. In the case of other languages, it is configured in the same manner by reflecting the characteristics of part-of-speech phenomena in each language. In addition, the foreign language dictionary and vocabulary may be configured in the form of not only paper documents but also digital documents and online documents.

The foreign language dictionary (mother meaning dictionary for foreign language) and the vocabulary composed as described above are effective not only for retrieving the concept of the vocabulary but also for expanding the vocabulary and sentence power necessary for developing the effective foreign language ability.

The following describes examples of the use of the "foreign dictionary" (native language meaning dictionary for foreign languages) and "vocabulary". However, this use example can be adjusted as appropriate for each learner learning level (learning level, degree of learning, amount of learning).

The "foreign language dictionary" and "vocabulary" for the foreign language dictionary of the present invention are 'a foreign language learning book including A and B' when the vocabulary of the same font and pronunciation as in the example of FIGS. 1A to 1H Unlike the vocabulary arranged in irregularly distributed throughout the entire area, as shown in FIG. 4, the vocabulary is divided into concepts as the unit, but has the difference of gathering and arranging them by font without distributing them. Since the vocabulary is more closely matched to the principle of generating vocabulary in humans than the method of vocabulary collection, there is a significant effect in effective vocabulary learning as well as simple search and reference, as well as the foreign language study book including A and B.

Therefore, when there is an unknown vocabulary, a method similar to the method of using a textbook composed of 'A' (b) 'in the' foreign language learning book including A and B ', rather than simply referring to the concept, as in the prior art. For example, what 'foreign pair vocabulary 450' is accompanied in a sentence with respect to the 'search target heading vocabulary 430', and what other grammar information such as word order information or functional word information related to the search target heading vocabulary 430 is used. In the case of rising vocabulary, we are also interested in how parts of speech vary depending on the position in the sentence.

Another configuration of the foreign language learning book according to the present invention relates to the configuration of a foreign language application (fiction, etc.) for foreign language learning.

A description with reference to FIG. 2C is as follows.

Referring to the English-Korean band fiction as shown in FIG. 2C, the foreign language sentences and the native language interpretation sentences of the English-language sentence are variously marked on the 'learning target foreign language vocabulary 103' and the 'conceptual explanation vocabulary 104', and the paired vocabulary ( 105) 'and' paired conceptual vocabulary 106 'are provided with different marks to distinguish them from other vocabulary in the sentence.

In the case of the 'foreign language application', the 'learning target foreign language vocabulary (103)' is similar to the method of using a textbook configured as' (b) of 'A' in the 'foreign language learning book including A and B'. It is interested in what 'foreign pair vocabulary 105' is accompanied with each other in a sentence, and other grammatical information such as word order information or functional word information related thereto, and the lexical power and sentence power are doubled.

Another configuration of the present invention, in the configuration of the various learning books, the target foreign vocabulary (103, 330) and the search target title vocabulary (430), and the conceptual explanation vocabulary (104, 340, 440) for explaining the concept When there are two or more foreign language pair words (105, 350, 450) and mother language pair concept words (106, 360, 460) paired with each other in a sentence, as in the example of FIG. According to the various forms according to the rating form. The utilization method is similar to the above examples, but has an advantage of considering priorities in paired vocabulary learning.

Finally, the 'foreign language learning book' according to the present invention includes a learning book (paper document or digital document, online document), a foreign language dictionary, or a vocabulary composed of various methods as described above.

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

Accordingly, the foreign language learning book according to the various inventions described above may be stored and reproduced in not only a paper document but also a reproducing device such as a digital recording device, an online (wired or wireless) device, a magnetic recording device, and the like. Of course.

In addition, as shown in FIG. 8, in the case of a digital recording device or an online device (tool), for example, a mouse or a touch pen is used for foreign language vocabulary 103, conceptual explanatory vocabulary 104, and pair vocabulary 105. When taken to the paired concept vocabulary 106, or automatically, they can be expressed in association lines or color change, underlined, bold, italic, etc. to show mutual vocabulary. You may.

Although the present invention has been described with reference to one embodiment shown in the drawings, this is merely exemplary, and those skilled in the art will understand that various modifications and equivalent other embodiments are possible therefrom. Therefore, the true technical protection scope of the present invention will be defined by the technical spirit of the appended claims.

1a to 1h is a block diagram showing a tutorial configured in the native language method for a foreign language according to an embodiment of the present invention,

2A to 2D are diagrams illustrating a display of a highlighted foreign language vocabulary and a pair of vocabulary paired vocabularies according to an embodiment of the present invention;

3 is a block diagram illustrating a tutorial composed of a foreign language vocabulary and a sentence method for a concept according to an embodiment of the present invention;

4 is a block diagram illustrating a foreign language dictionary and a vocabulary according to an embodiment of the present invention;

5a to 5c is a block diagram illustrating a part-of-speech phenomena of a vocabulary according to an embodiment of the present invention;

FIG. 6 is a diagram illustrating a part of a font and a pronunciation book of a vocabulary recording various vocabulary variations of a foreign vocabulary according to an embodiment of the present invention; FIG.

7A or 7B are diagrams illustrating a sorting method of a dictionary, a wordbook, and a vocabulary according to an embodiment of the present invention.

8 is a block diagram showing an example of a screen of the playback device according to an embodiment of the present invention.

<Brief description of the major symbols in the drawings>

101: foreign language vocabulary 102: vocabulary changes

103: Learning objectives Foreign language vocabulary 104: Learning objectives Concept explanation vocabulary of foreign language vocabulary

105: Learning Objectives Paired Vocabulary for Foreign Languages

106: Learning objectives Concept description of foreign vocabulary Pair concept vocabulary for vocabulary

330: Foreign language vocabulary

340: Native language thesaurus for foreign vocabulary

350: Paired Vocabulary for Foreign Language Vocabulary

360: Paired Vocabulary for Native Language Thesaurus in Foreign Language Vocabulary

400: search term heading vocabulary

430: search term heading vocabulary

440: Mother tongue conceptual vocabulary

450: Paired vocabulary for the search target heading vocabulary

460: Paired Vocabulary for Native Language Concept Vocabulary

Claims (20)

Learning Objectives A foreign language study book including dividing a foreign language vocabulary into a separate vocabulary in terms of not a font or a pronunciation unit, and dispersing and arranging each vocabulary having different concepts spread over the entire recording area of the workbook . The method of claim 1, The learning target foreign vocabulary contained in the example sentence using the learning target foreign vocabulary, the conceptual explanation vocabulary for explaining the concept of the learning target foreign vocabulary, the companion vocabulary accompanying the learning target foreign vocabulary, or the conceptual explanation vocabulary. A foreign language study book including highlighting and listing at least one of the companion words of a companion concept. The method of claim 2, The vocabulary corresponding to the part-of-speech among the learning-target foreign vocabulary contained in the example sentences using the foreign language vocabulary of the learning object includes a collection of various examples of the part-of-speech of the vocabulary at the positions where each vocabulary is listed. The method of claim 1, The vocabulary corresponding to the part-of-speech among the learning-target foreign vocabulary contained in the example sentences using the foreign language vocabulary of the learning object includes a collection of various examples of the part-of-speech of the vocabulary at the positions where each vocabulary is listed. Search target foreign vocabulary book containing the vocabulary vocabulary, divided into separate vocabulary vocabularies in terms of concepts, not fonts or pronunciation units. The method of claim 5, wherein A search target heading vocabulary contained in an example sentence using the search target heading vocabulary, a conceptual explanatory vocabulary explaining a concept of the search target heading vocabulary, a companion vocabulary accompanying the search target heading vocabulary, or the conceptual explanatory vocabulary A foreign language study book, including highlighting and listing at least one of the companion words of a companion concept for The method of claim 6, The vocabulary corresponding to the part-of-speech dictionary among the search-target heading vocabulary contained in the example sentence using the search-target heading vocabulary includes a collection of various part-of-speech examples of the vocabulary at the position where each vocabulary is listed. The method of claim 5, wherein The vocabulary corresponding to the part-of-speech among the search-target heading vocabulary contained in the example sentence using the search-target heading vocabulary includes a foreign language learning book including a collection of various examples of the part-of-speech of the vocabulary at the position where each vocabulary is listed. Choose the vocabulary that best explains the concept of foreign language vocabulary from your native vocabulary and write it as a representative concept vocabulary. Contains the native language synonyms for the representative concept vocabulary, Collecting and collecting a plurality of foreign language vocabulary collectively corresponding to the representative concept vocabulary, A foreign language study book including a conceptual sentence each containing the representative concept vocabulary or a native language synonym, and a foreign language writing sentences including the foreign language vocabulary corresponding to the concept sentence. The method of claim 9, Representative concept vocabulary contained in the concept sentence, native language synonym, foreign language vocabulary contained in the foreign language writing sentence, pair vocabulary accompanying the representative concept vocabulary, pair vocabulary accompanying the native language vocabulary, or the foreign language vocabulary. A foreign language study book including highlighting and listing at least one of the accompanying vocabulary words. The method of claim 10, The vocabulary corresponding to the part-of-speech dictionary among the foreign language vocabulary includes a collection of various parts-of-the-word dictionary examples of the vocabulary at a location where each vocabulary is listed. The method of claim 9, The vocabulary corresponding to the part of speech of the foreign language vocabulary included in the foreign language composition sentence includes a collection of various parts of the part of the vocabulary of the vocabulary at a position where each vocabulary is listed. A learning partner foreign language vocabulary contained in an example using a foreign language vocabulary or at least one of a conceptual explanation vocabulary for explaining the concept of the learning target foreign vocabulary is highlighted and displayed. A foreign language study book, including highlighting and recording at least one of a companion word and a companion concept vocabulary accompanying the conceptual explanation vocabulary. The method according to any one of claims 2, 3, 6, 7, 10, 11, 13, The foreign language learning book including the graded and displayed various grades according to the exposure frequency or the importance of the paired vocabulary or the paired concept vocabulary. The method according to any one of claims 1 to 13, Foreign language vocabulary contained in all of the foreign language vocabulary contained in the foreign language learning book or the learning target foreign vocabulary, the search target table control vocabulary, the foreign language vocabulary, and the learning target foreign vocabulary. Claims 1 to 13 of the foreign language vocabulary contained in the foreign language learning book of any one of the selected or the learning target foreign vocabulary, the search target table control vocabulary, the foreign language vocabulary, the various vocabulary changes for the learning target foreign vocabulary at least once The playback apparatus characterized by the above recording. 14. A reproducing apparatus comprising recording a foreign language vocabulary, a foreign language sentence, or the entire contents of a foreign language vocabulary according to any one of claims 1 to 13, according to a recording method. A playback apparatus constructed based on a method of recording a foreign language learning book according to any one of claims 1 to 13. In the playback device configured based on the recording method of the foreign language learning book of any one of the second, third, sixth, seventh, tenth, eleven, thirteenth term, A playback device comprising indicating that when a mouse or a touch pen is contacted with a paired vocabulary and a paired vocabulary that are related to each other. 12. A playback apparatus based on the display of a paired or paired vocabulary of any one of 2, 3, 6, 7, 10, 11, and 13 by assigning various grades according to exposure frequency or importance.

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