TW202137164A - Task-oriented and path-oriented digital language learning method including a language learning terminal and a teaching content providing terminal - Google Patents

Abstract

The present invention is a task-oriented and path-oriented digital language learning method. A digital virtual learning environment is provided to a language learning terminal through a teaching content providing terminal. A learning task is generated from the digital virtual learning environment to the language learning terminal. The learning task requires the language learning terminal to respond to multiple task goals so that the language learning terminal can enter next task node from a starting node set by the learning task, respond task answers required for the task node and enter another next task node based on possible connections matched with the task answers. The steps above may be iterated until the language learning terminal enters the end node. The teaching content providing terminal then judges the language learning terminal to complete the task goal.

Description

Task and path-oriented digital language learning methods

The present invention relates to a digital language learning method, especially a task-based language learning and a communication-based language learning-oriented digital language learning method.

According to the traditional assessment method of language learning, in the reading test or listening test, students must answer one or more multiple-choice questions according to the article they read or the dialogue they hear. Each multiple-choice question can be Multiple-choice questions or multiple-choice questions, but whether it is a multiple-choice or multiple-choice question, multiple-choice questions must provide answers to multiple tasks for students to answer. The purpose of such multiple-choice questions is to train or test The correctness of students using a certain language, such as comprehension ability, or the correctness of spelling, pronunciation, grammar, etc., but it is not possible to train or test students' oral (communication) ability in using the language.

In addition, in the Computerized Adaptive Testing (CAT), the most appropriate follow-up test questions are presented based on the students' ability, characteristics, and response to the questions. In other words, the computerized suitability test is to produce questions suitable for students' ability level, let students answer, and obtain the students' test results from the answering ability, characteristics and responses. However, this kind of test method cannot evaluate the students' oral language. Speaking (communication) ability.

Based on the above reasons, in order to train and test students’ speaking (communication) skills, better training and testing methods, such as task-based language learning (TBLL) or communicative language learning ( Communicative Approach Language Learning), where the task-based language learning department attaches great importance to the oral ability of the language, and students must use the language they have learned to complete meaningful tasks, such as buying several products in fast food stores, arranging itineraries, and so on. Teachers do not use the accuracy of the language expression content used by the students to evaluate the performance of the students during the task. Instead, they pay attention to whether the students actually completed the task, such as whether they actually ordered a certain specified product, and so on. Therefore, task-based language learning is particularly suitable for training students' oral skills and building students' confidence in speaking foreign languages.

In addition, the Department of Communicative Language Learning allows students to use the language they are learning to communicate meaningfully, focusing on helping students how to use the target language in different situations and understand the functions and uses of the language, rather than acquiring a perfect grammatical structure or native language. The accent of the person, that is to say, the success of learning a foreign language is determined by the level of communicative competence of the learner.

However, the current teaching methods for practicing oral (communication) ability in language teaching institutions mostly use real teachers to simulate actual life situations, or allow students to actually enter the country or environment where foreign languages are used, so that students can live with Study on the job. Even for digital language learning systems, most of them focus on multiple-choice, right-and-false teaching and testing, and the multiple-choice or non-question is related to each other, such as: Taiwan invention patent title "Virtual Scene Multi-Country Speech Learning System and Learning "Method" (Invention Patent No. I614734, hereinafter referred to as the patent precedent), mentions that "the event unit 111 stores at least one event task that occurred in the theme", "provides language learners to answer questions in the event task, and can be effective And learn the language step by step", "Language learners break through the levels by answering questions in the event task. Mobile device 1 will display multiple answer options, and the language learner can choose one of the answer options to answer", and "Each topic mode Contains at least one event task, the language learner directly interacts with the virtual character 3 by speaking or typing to mention Improve listening and speaking skills. ". From the content disclosed in the previous patent case, although the event task is mentioned, it is just like a multiple-choice question, allowing language learners to choose one of the answer options to answer. The so-called event task does not mention whether there is relevance .

To sum up, the digital language learning system has not been used for task-based or communication-based language learning training or testing. Therefore, it is really one thing to let a digital language learning system for task-based or communication-based language learning training or testing. Problems to be solved.

In view of the problems of the prior art, the purpose of the present invention is to provide a digital language learning method with both task-based and communication-based language learning training or testing.

According to the purpose of the present invention, a task- and path-oriented digital language learning method is provided. The teaching content provider provides a digital virtual learning environment. The digital virtual learning environment includes multiple task nodes, and each task node includes a task problem and Multiple task links, each task link is connected to another task node, and each task link corresponds to one of the task answers of the task question. From the teaching content provider side, the learning task is generated in the digital virtual learning environment to the language learning side, and the learning task is transmitted to the language learning side. The learning task requires the language learning side to complete multiple task goals, and the teaching content providing side allows the language learning side to follow The starting node set by the learning task enters one of the task nodes. When the teaching content provider receives the response answer from the language learning end, and it matches one of the task answers of the current task node, the task link corresponding to the task answer is used to enter To another task node, this loop until the teaching content provider allows the learning end to enter one of the task nodes designated as an end node, and the teaching content provider then judges whether the language learning end completes the task goal.

Among them, the task questions and task answers of each task node can be composed of text, pictures, One of film, animation and sound or a combination of two or more.

Among them, the language learning terminal is the input device input response answer to the language learning terminal, and then output from the language learning terminal to the teaching content provider, and the input device can be one of keyboard, mouse, touch or voice input Or any combination of two or more.

Among them, the way the teaching content provider creates the learning task is to randomly select the answer to multiple tasks, or from the language teaching end to the teaching content provider, and select multiple task answers in the digital virtual learning environment. Or from the language teaching end to the teaching content provider, and the teaching content provider randomly selects those generated by multiple task answers.

Among them, the learning task delivered by the language learning end includes a reward, which includes at least one of money, physical item exchange coupons, discount coupons or points, or virtual currency, and when the teaching content provider confirms the success of the language learning end After completing the learning task, send the reward to the language learning end.

Among them, when the teaching content provider presents the task node to the language learning end, the department will provide the task question and task answer of the task node.

Among them, when the response answer does not match any of the task answers of the task node to be responded to, the teaching content provider will repeatedly send the same task node to the language learning end until the response answer from the language learning end meets the task to be responded to Until one of the tasks of the node is answered, then the task is connected according to the matched task answer in the response.

In summary, the present invention has one or more of the following advantages:

1. In the learning process of the learning task, the user must enter the task node corresponding to the task goal specified by the learning task and answer the required task answer to be correct To complete the task.

2. The answer to any task on each task node is not set as the correct answer. Instead, the language learning end is allowed to answer the task questions according to the task objectives required by each learning task. In other words, the language learning end performs different learning tasks, because the task goals required to respond are different, so the correct task answers for each task node in different learning tasks will be different.

3. If the task answer that the language learning end responds to at one of the task nodes is different from the task goal required in the learning task, the language learning end may not enter some task nodes related to the task goal, in other words, It will not answer the task answer question.

4. In the digital virtual language learning environment, the language learning terminal responds to the "Semantics" of the task answer to decide which task node to enter next, not just answer the task question’s pronunciation or grammar and other "grammar" "(Syntax) is determined by the correctness, because each task question does not have a fixed correct answer. The task questions that will appear next are also the answers to the previous task, rather than difficulty as the criterion for choosing the next question.

5. Training or testing in a digital virtual language learning environment. The language learning end uses the oral (communication) ability of a language to complete the learning task, achieving both task-based and communication-based language learning training or testing digital language learning The purpose of the method.

S101~S104: steps

Figure 1 is a schematic flow diagram of the present invention;

Figure 2 is a schematic diagram of a task node connection of the present invention;

Figure 3 is a schematic diagram of the connection between task questions and task answers of one of the learning tasks of the present invention;

4 is a schematic diagram of the connection of task questions and task answers of another learning task of the present invention;

FIG. 5 is a schematic diagram of the connection of task questions and task answers of the learning task of shopping in fast food stores according to the present invention;

Fig. 6 is a schematic diagram of a video screen showing a learning task on the output device of the language learning terminal of the present invention;

FIG. 7 is a schematic diagram of a video screen showing a reward screen on the output device of the language learning terminal of the present invention;

FIG. 8 is a schematic diagram of a video screen showing the task problem displayed by the output device of the language learning terminal of the present invention;

FIG. 9 is a schematic diagram of a video screen showing the task answer on the output device of the language learning terminal of the present invention.

In order to help your examiners understand the features, content and advantages of the present invention and the effects that can be achieved, the present invention is described in detail with the accompanying drawings and in the form of embodiment expressions as follows. The drawings used in the text are: The subject matter is only for illustration and supplementary description, so it should not limit the patent scope of the present invention in actual implementation.

Please refer to Figure 1. The present invention is a task- and path-oriented digital language learning method. Can run digital virtual language learning software (application) When the digital virtual language learning software is executed on the teaching content provider’s electronic device, the following steps will be taken:

(S101) Provide a digital virtual learning environment. The digital virtual learning environment includes multiple task nodes. Each task node includes a task problem and multiple task links. Each task link is connected to another task node, and each task link is connected to another task node. One of the task answers corresponding to the task question;

(S102) In the digital virtual learning environment, the learning task is transmitted to the language learning end. The learning task requires the language learning end to complete multiple task goals, and the task goals are related to one of the task answers in each task node;

(S103) The learning task system allows the language learning end to enter one of the task nodes from the starting node set by the learning task. When the teaching content provider receives a response answer from the language learning end, and the response answer matches one of the tasks of the current task node For the answer, the task link corresponding to the task answer is used to enter another task node, which loops until the teaching content provider allows the learning end to enter one of the task nodes designated as an end node;

(S104) The way for the teaching content provider to judge whether the language learning end has completed all the task objectives required by the learning task is to confirm whether the response answers are consistent with the task objectives.

Furthermore, the method of creating learning tasks in the digital virtual learning environment is generated by the teaching content provider randomly selecting a plurality of task targets, or the language teaching terminal enters the teaching content provider, and the digital virtual learning environment Select those generated by a plurality of task objectives, or enter the teaching content provider from the language teaching end, and the teaching content provider randomly selects those generated by the plural task objectives.

In order to encourage active learning on the language learning side, the learning task of the language learning side includes a reward. The reward includes at least one of money, exchange coupons for physical objects, discount coupons or points, or virtual currency, and is confirmed when the teaching content is provided. After the language learning terminal successfully completes the learning task, it will send the reward information to the language learning terminal.

In the present invention, the language teaching terminal and the language learning terminal can be a personal computer, a network server, a smart phone, or any electronic device that can execute digital virtual language learning software (applications), and the teaching content provider, The language teaching end and language learning end can be connected together from the Internet, or the teaching content provider, language teaching end, and language learning end can be from the intranet, or the teaching content provider, language teaching end, and The language learning end is the same electronic device, but it enters the digital virtual learning environment with different identities and permissions.

In order to further understand the present invention, the following is an example for description:

As shown in Figure 2, there are nine task nodes in the digital virtual learning environment, that is, there are nine questions, and each task node has at least one task answer. Please refer to Figure 3, the learning task in the digital virtual learning environment is based on the task answers 1-A, 2-C, 7-B and 10-A as the task objectives required for the learning task, or refer to Figure 4 As shown, in another learning task in the digital virtual learning environment, the task answers 1-C, 4-A, 7-A, and 9-A are also used as task targets required by the learning task. What needs to be clarified here is that the starting node does not necessarily need to start from task problem 1, but can also be from task problem 2 or any other task problem.

Please refer to Figure 5, and further in the task node of the same architecture in Figure 2 and Figure 3, take the task question in Chinese and the corresponding task answer as an example for illustration. At this time, the digital virtual learning environment is a fast food restaurant. The task goal required by the learning task is "order a cup of black tea in a fast food store, don’t add lemon, but add milk." In other words, when the language learning end responds to the task answer It includes black tea (task answer 1-C), no lemon (task answer 4-A), and milk (task answer 7-A) to complete the learning task. When the language learning end responds to the task answers including juice (task answer 1-A), papaya juice (task answer 2-C), milk (task answer 7-A), etc., although it may enter To add milk to the task question (task node 9), but there is no response to the task answers such as black tea (task answer 1-C) and lemon (task answer 4-A), so it is impossible to enter some learning through the task link The task node corresponding to the task goal in the task, that is, the learning task has not been completed.

For another example, if the learning task requires the language learning terminal to "order a cup of papaya milk in a fast food store", the learning task can start either from task node 1 or task node 2, but not from other task nodes. In other words, the starting node created by the learning task only starts from the task nodes that may be related to the task goals required by the learning task, so as to avoid the created learning task from being unable to be completed by the language learning end.

In the present invention, furthermore, when the teaching content provider presents the task node to the language learning end, the task of the task node will be provided by one or a combination of text, picture, film, animation, and sound. Questions, task answers, etc. For example, please refer to Figure 6, when each learning task presents all the task objectives required by the learning task at the starting node, the digital virtual learning environment presents a picture of a fast food restaurant in the form of a movie on the language learning end. As the starting node, and the task of the learning task requires "Buy a cheeseburger, a large hot coffee with milk and sugar. This is a take-out order." with subtitles and voice from the language learning end (for example: personal computer, The output device (such as: display, speaker) output of smart phone, tablet computer). Please refer to Figure 7, after the language learning terminal has output the video screen of the starting node, and before displaying the subsequent task nodes, it can display the reward information for completing the learning task, and after confirming that the language learning terminal has completed the learning task , The reward in the reward information will be given Encourage.

Each task node should present each task question and task answer to the language learning end, and it can also be output in one or a combination of text, pictures, movies, animations, and sounds on the output device of the language learning end. As shown in Figure 8, the way to display the task question on the output device of the language learning end is to present a variety of hamburger pictures in the movie screen, and the text of the task question is presented with banner subtitles at the bottom of the movie screen, and also output The same voice as the subtitle text. In addition, as shown in FIG. 9, the way of displaying the task answers on the output device of the language learning terminal is to present the text of all the task answers with banner captions at the bottom of the video screen.

In addition, when the response answer does not match any one of the task answers of the task node to be responded to, the teaching content provider will repeatedly send the prompt of the task answer to the language learning end until the response answer from the language learning end matches the task to be responded to One of the node's task answers is reached, and enter the task node of the task link corresponding to the task answer. As for the way of displaying the ending node on the output device of the language learning end, it is the same or similar to the above-mentioned initial task, task question, and task answer, so it will not be repeated here.

Furthermore, the above example uses interactive movies as an example, but the present invention is not limited to this in actual implementation. Virtual Reality (VR) or Augmented Reality (Augmented Reality, abbreviated as: AR), Substitutional Reality (SR), Mixed Reality (MR), etc. As the interactive video, VR, AR, SR or MR presentation and interaction technologies are existing Technology, so I will not repeat it here, but it needs to be emphasized that before the application of the present invention, no one has used interactive videos, VR, AR, SR or MR to conduct task-based or communication-based language learning training or tests. .

According to the above, the present invention uses the language learning end to respond to whether the answer is one of them The task goal is to achieve the purpose of task-based language learning training or test, and at the same time use oral input to input the task answer to achieve the purpose of communication-based language learning training or test. Also, because different learning tasks have different learning goals, the language learning end enters the same task node, not necessarily answering the same task answer, and is different from the traditional multiple-choice test with fixed standard answers. Furthermore, since each task goal contained in the entire learning task corresponds to different task answers on each task node, if the language learning end does not enter the task path composed of specific task nodes, the learning task cannot be completed, but the learning cannot be completed. The task will also enter the end node and end the current learning task. From the above example and refer to Figures 2~4, it can be seen that judging whether the learning task is achieved is based on the task path connected by the task answer, not the question. The difficulty is determined.

To sum up, the present invention is completely novel, has never been disclosed or applied for earlier by similar companies, and has the value of industrial utility with substantial enhancement of efficacy. A patent application is filed in accordance with the law; however, this specification is only The description of the preferred embodiments is not used as a definition of the scope of the patent. Any modification and evolution of the constituent elements based on the principle and technology of the present invention shall be covered by the scope of the patent of the present invention.

S101~S105: steps

Claims (7)

A task and path-oriented digital language learning method includes the following steps: A digital virtual learning environment is provided to a language learning terminal through a teaching content provider, wherein the digital virtual learning environment includes a plurality of task nodes, each of the task nodes includes a task question and a plurality of task links, each of the task links is separate Connect to another task node, and each task link corresponds to one of the task answers of the task node; The teaching content provider provides a learning task from the digital virtual learning environment, and transmits the learning task to the language learning end, wherein the learning task includes a plurality of task goals, and the task goals are related to each of the task nodes. A task answer is related; The teaching content provider allows the language learning terminal to enter one of the task nodes from a starting node set by the learning task; The teaching content provider receives a response answer sent by the language learning terminal; When the response answer matches one of the task answers, the task link corresponding to the possible answer is used to enter the task node connected to the task link, and then loop until the teaching content provider lets the language learn End entry is set as an end node by the learning task; The teaching content provider then judges whether the language learning end has completed all the tasks and objectives required by the learning task, and the method of judging whether to complete all the task objectives of the learning task is to confirm whether each response answer in the learning process is consistent with The mission goal is consistent. The task and path-oriented digital language learning method according to claim 1, wherein each task question and each task answer are composed of one or a combination of text, picture, video, animation, and sound. The task and path-oriented digital language learning method according to claim 1, wherein the language learning terminal outputs the response answer to one of keyboard, mouse, touch, or voice input, or a combination of any two or more. The teaching content is provided at the end. The task and path-oriented digital language learning method described in claim 1, wherein the method for the teaching content provider to create the learning task is to randomly select a plurality of the task objectives generated by the task, or enter from a language teaching end Go to the teaching content provider to select a plurality of generators of the task objective, or from the language teaching terminal to the teaching content provider, and the teaching content provider randomly selects a plurality of generators of the task answer. The task and path-oriented digital language learning method according to claim 1, wherein the learning task delivered by the language learning terminal includes a reward, and the reward includes at least money, physical item redemption coupons, discount coupons, points, or One of the virtual currencies, and when the teaching content provider confirms that the language learning terminal has successfully completed the learning task, the reward will be sent to the language learning terminal. The task and path-oriented digital language learning method according to claim 1, wherein when the teaching content provider presents the task node to the language learning end, it provides the task problem related to the task node and the corresponding Tips for the answer to the task. The task and path-oriented digital language learning method described in claim 1, wherein when the response answer does not match any one of the task nodes to be responded to, the task answer is yes, the teaching content provider will repeatedly transmit the task The node gives the language learning end until the response answer from the language learning end matches one of the task answers of the task node to be responded.

Images