WO2004072925A2

WO2004072925A2 - Language learning/teaching methods, systems and software/applications programs embodying such language learning/teaching methods and systems

Info

Publication number: WO2004072925A2
Application number: PCT/US2004/003899
Authority: WO
Inventors: Xueying Wang
Original assignee: The Johns Hopkins University
Priority date: 2003-02-07
Filing date: 2004-02-09
Publication date: 2004-08-26
Also published as: WO2004072925A3

Abstract

Featured are language learning/teaching methods that allow for the development of sophisticated, pedagogically-based multimedia (Fig 3B) to exercise and develop language skills including listening (410), speaking (420), reading (430), writing (440), and grammer usage (460) as well as providing instruction in text (512), grammer (512), and vocabulary (512) for a target language, which includes a language foreign to a native language (Fig 3D) and the native language as a second language (fig 3E). Such language learning/teaching methods provide a mechanism by which an educator ina secondary or post secondary school environment can focus mainly on pedagogy and content of the instructional materials without having to develop the skills to use authoring software applications programs. Also featured are language learning systems, software, applications programs (fig 2B) for execution on a computer as well as a computer readable medium on which is stored such software/applications programs that embody the language learning systems and methods of the present invention.

Description

LANGUAGE LEARNING/TEACHING METHODS, SYSTEMS AND

SOFTWARE/ APPLICATIONS PROGRAMS EMBODYING SUCH LANGUAGE

LEARNTNG/TEACHING METHODS AND SYSTEMS

This application claims the benefit of U.S. Provisional Application Serial No. 60/445,806 filed February 7, 2003-, the teaching of which are incorporated herein by reference in their entirety.

FIELD OF INVENTION

The present invention relates to methods and systems for language learning/teaching as well as to computer assisted language learning teaching software/ applications programs, more particularly to interactive language learning methods, systems and/ or software/ applications program for use in curriculum-based language courses and more specifically to interactive language learning/teaching methods, systems and/ or software/ applications program embodying pedagogically sound, sophisticated multimedia templates for use in curriculum-based language courses.

BACKGROUND OF THE INVENTION

As world communications and transportation technologies develop and business develop globally, it has become increasingly desirable for people, particularly those of the United States, to be able to communicate in more than one language in order to provide effective communication. Certain languages such as English, French, German and Spanish have become mainly used as common and business languages for the global community; however, the ability to speak more than one of these languages is desirable, h addition, because of other changing needs and conditions of the world the need to speak other languages such as Chinese, Japanese and Arabic has been on the rise.

In this age of rapid technological development and change in the educational systems in the United States, the extent to which foreign language instruction or English as a second language (ESL) instruction has been left behind is very surprising. The need for multimedia software to teach, to learn and to assess foreign languages is indisputable. However, there is currently a lack of curriculum based, easily adaptable, integrated multimedia courseware available to foreign language or ESL educators in the United States at various education levels, including secondary and post secondary education levels. As further described below, the software programs or packages that are available tend to be limited in scope and structure; thus making it difficult for instructors/ educators to effectively use such materials to supplement their language curriculums.

In an article entitled "Computer Assisted Language Learning, Context and Conceptualization", M. Levy, Oxford England, Clarendon Press (1997), it is stated that the production of computer assisted multimedia materials has several recurring problems. Among the problems noted in the case of educational software applications, the article emphasized the fact that such programs and modules are generally not reused within applications, and that a lack of shared teaching knowledge exits between applications. In another article in 1998, it was noted that a serious problem existed with the current methodology for developing educational software. Specifically, it was indicated that because each application is developed independently and because teaching knowledge is hard-coded into the individual applications; there is little re-use of teaching code or teaching knowledge between applications. One of the major problems was that there was not a standard interface to allow applications to access the knowledge, nor was there a set of tools to allow designers to manipulate the knowledge. Jons, M, Representing and Applying Teaching Strategies in Computer- Based Learning-By-Doing Tutors, In R. Schank (ED.) Inside Multi-Media Case Based Instructions (pp. 285-443), Mahwah, NJ; Lawrence Erlbaum Associates. A comprehensive listing of computer-assisted foreign language lending programs can be found at the University of Hawaii foreign language multimedia web site. At one time, this web site listed over 700 CD-ROM based foreign language- learning programs in forty-five languages, as well as 453 commercial and freeware web-based programs available on the Internet. A quick survey of all of these programs reveals the same problem that was discussed by Gilbert and Green, Gilbert, S. and Green, K. (1995), "Information Technology: A Road to the Future?", Washington, D.C.: National Education Association. Therein it was stated that since many of the computer-assisted language learning (CALL) materials on the market are designed for a broad spectrum of learners; much of the CALL content could not be readily integrated into the syllabi of language courses in the educational system. Limited in scope and focusing mainly on thematic vocabulary, simple grammar, and survival-level tourist phrases, these programs may meet some of the needs of first-year language students but clearly do nothing to enhance further language learning.

Because these existing CALL programs are neither adaptable nor flexible enough to meet various language program goals at the university level, college level faculty members frequently develop their own supplemental materials in order to compensate for the limitations of currently available software. As is recognized by most educators, the skill and knowledge level of the students in the use of the target language and the pace at which the students can or are expected to effectively learn the target language dictates in great part the curriculum established for a given language program. Because of the shortcomings with existing CALL programs, most faculty members still rely on traditional print media to develop, modify and adapt these materials, a process which clearly is both inefficient and time-consuming.

Although multimedia programs offer a more powerful alternative, presently a large investment of time is presently required from the particular educator, instructor or faculty member to achieve the necessary proficiency to produce effective, advanced and comprehensive lessons. In effect, such a development process forces each faculty member to assume multiple rolls: instructor, graphic designer, instructional design expert, and computer specialist. Because of the current lack of shared information in this field and a lack of adaptability of available courseware, faculty who produce multimedia materials have to start the development process from scratch, building all necessary computer coding, scripting, and A/V editing skills on their own. The steep learning curve of these skills makes individual development of multimedia courseware very time-consuming, such that foreign language faculty usually cannot develop large-scale curriculum multimedia projects due to other professional constraints on their time. Furthermore, after this prolonged and difficult development process is completed, the developed materials are often unsuitable for use by other faculty members in the same or other institutions because the courseware that is developed for one language program is not easily adaptable to meet the needs of other language programs. Thus, the courseware developed to assist in the learning of any language essentially has to be developed from scratch for each new target language.

In addition, many existing language programs only covers specific areas of language learning such as reading or grammar, without addressing the full scope of language learning skills. Also, these programs are almost always incompatible with each other. Thus, in many cases it is impossible to use multiple courseware programs to supplement each other, because each program often uses software or is based on a computer operating system that is incompatible with other software or the operating systems for such other software. Thus, in many cases it is impossible to use multiple courseware programs to supplement each other. As a consequence, the problems associated with developing multimedia software for language learning on an individual basis leads to a monumental waste of time, effort and resources.

There is found in USP 5,882,202 a method and apparatus for aiding foreign language instruction, comprising a language instruction program that runs on a multimedia computer. The language instruction program uses a story to teach the foreign language by displaying selected frames about the story and dialog balloons that include phrases in the foreign language associated with the frames. Translations of the phrases are also displayed. As a further aid, a pronunciation guide displays an animated representation of a person's lips as the correct enunciation of selected words in the foreign language.

There is provided in USP 6,077,085 systems, methods and apparatus that provide an integrated instructional system directed to learning a specific task or concept. Some embodiments are particularly suited for language instruction and some embodiments will accommodate a group of students with differing native languages. There is found in USP 6,104,391 systems and methods for providing a user with increased flexibility and control over the appearance and behavior of objects on a user interface. Sets of objects can be grouped into themes to provide a user with a distinct overall impression of the interface and these themes can be switched dynamically by switching pointers to drawing procedures or switching data being supplied to these procedures. There is found in USP 6,149,441 a computer-based educational system for use by teacher and student users and including a server computer and at least one client computer having a display and user input device is disclosed. A lesson builder allows teachers to create customized lessons incorporating lesson material that includes text, audio, images, video and application programs into a lesson for delivery to the student user. Teachers can add interesting lesson material to the lesson material database for use by other teachers. The system is typically accessed by teachers and students via Internet browser applications receiving web pages served from the server computer, which communicate with the client computer via an intranet or the Internet. There is found in USP 6,211,875 a display template setting method in a multimedia synchronous system is disclosed. The method includes displaying predetermined display template models, each including various areas; and selecting one of the predetermined display template models. Next, at least one projecting area having three-dimensional characteristics is set in the predetermined display template model. The positions and scales of the various areas corresponding to the selected display template model are calculated; and the various areas are displayed according to the calculated positions and scales and the setting of the projecting area.

There is found in USP 6,224,383 a method of computerized language instruction for a student in which, based on data regarding past performance of the student, an adjustable speech recognizer is adjusted. An utterance is received from the student, and the utterance is processed using the adjusted adjustable speech recognizer. The adjustable speech recognizer may comprise an Automatic Speech Recognition (ASR) engine. A set of contexts is created and each context includes a set of words and utterances selected to allow recognition of the words and utterances by a speechrecognizer. For each context, a set of subcontexts is created, where each subcontext includes the words and utterances of the context and selected mispronunciations or misarticulations of the words and utterances of the context. Recursively passing a portion of a received utterance to an ASR engine is described. According to one embodiment, a context includes a set of words and utterances selected to allow recognition of the words and utterances by a speech recognizer, and a set of distracters, which comprise sets of syllables used less frequently in the context, the sets of syllables not forming words or utterances in the context. There is found in USP 6,234,802 a method and system for teaching a language and evaluating language comprehension in a digitally synthesized, interactive three- dimensional graphical representation of an environment. Within the environment, the user is given opportunities to practice language skills by interacting with digital videos of people. As the user walks through the environment and encounters various people therein, the people set forth challenges in the form of scripted questions and tasks that require the user to comprehend the language in order to correctly respond. A speech recognition engine interprets verbal responses of the user, thereby further simulating a real-world environment. A set of one or more scripts controls various aspects of the environment while testing and evaluating the user's comprehension of the¹ language.

There is found in USP 6,296,489 a system for sound file recording, comparison, and archiving for network based language and communications training, or other applications. The system allows capture of multimedia data from a user, and allows the user to play back his or her self-created sound inputs and to view various comparisons of his or her sound inputs with model sounds. The system displays a waveform or spectrogram of a model sound superimposed over a waveform (or spectrogram) of the user's sound input. Also, the system can display a failure/success indication, for the user's sound input relative to a predetermined standard. Further, the system allows a user to archive sound files for subsequent review and analysis. There is found in USP 6,409,510 a method for learning a foreign language that has a basic language kit including a sheet imprinted with a select list of key words in the foreign language, a workbook including a definition of each of the key words, and a recording of a correct pronunciation of each of the key words. Once the user has memorized the definition and the pronunciation of each of the key words, the sheet is used to facilitate a conversation between the user and a person fluent in the foreign language. Although the conversation is rudimentary at first, the user gains a working knowledge of the foreign language and learns proper sentence structure, grammar, and conjugation through repeated conversations.

It thus would be desirable to provide language learning methods and systems, as well as software embodying such language learning methods that is large-scale, sophisticated, user-friendly, and curriculum based. It would be particularly desirable to provide language learning methods, systems and software that can be easily adapted and utilized by faculty members in any given language program to meet the students' needs. It also would be desirable to provide such language learning methods, systems and software that can be easily adapted for use in learning any of a number of target languages (e.g., Arabic, Chinese, English, French, German, Japanese, Spanish) as compared to prior art language learning methods, systems and software/courseware. In addition, it would be desirable to provide such language learning methods, systems and software that progressively challenged students as they improve upon their skills in the target language. Such language learning methods, systems, and software/courseware preferably also would be easy to use by students and enhance , student language ability and cultural awareness.

SUMMARY OF THE INVENTION

The present invention features language learning/teaching systems and methods for systematically and easily developing sophisticated, pedagogically-based multimedia courseware through the use of customizable templates to provide a mechanism for input of text, audio, and video files with exercises for developing language skills including listening, speaking, reading, writing and grammar usage as well as providing instruction in text, grammar and vocabulary. More particularly, such language learning/teaching systems and methods provide a mechanism by which a teacher, instructor or faculty member in a secondary or post secondary school environment can focus mainly on pedagogy and content of the instructional materials without having to invest huge amounts time in developing the skills with the use of authoring software applications programs as with traditional multimedia development. In further aspects, the systems and methods of the present invention also relieve the instructor of the responsibilities of monitoring student progress, tailoring materials to individual students and their varying levels of progress, developing testing materials to gauge progress and proficiency, and developing study aids to help students master particular challenges. In particular embodiments, the present invention features a method for learning a target language, the target language including a language foreign to a native language and the native language as a second language. As indicated herein, such a method of the present invention allows for the easy development of a curriculum- based multi-media courseware for the teaching the target language or the native language. Such methods include providing a plurality of template sets, one set of templates being provided for exercising each of one or more, more particularly a plurality, of language skills for the target language, wherein each set of templates being provided includes a plurality of subsets of templates, one template subset being provided for exercising each specific functionality of a given language skill. The method also includes establishing each of the templates of each template subset so as to include input fields that exercise the specific functionality of the given language skill and inputting at least one of text, audio or visual data into the input fields of each template of each template subset. Each of the templates that comprise each template subset and the specific functionalities being exercised are each established based on the language skill being exercised and a level of skill of a student.

In specific embodiments the language skills of the target language to be exercised include listening, speaking, reading and writing. The native language is English and the foreign language includes but is not limited to Arabic, Chinese, French, German, Japanese, Italian or Spanish. In other embodiments, said establishing each of the templates comprising each template subset includes establishing each of the templates comprising each template subset so as to provide at least either a written queue or an auditory queue in at least one of the target language or the native language in each template so the student exercises the specific functionalities by responding to queues provided in each template using one of a written response or a verbal response in either the target language or the native language. In particular embodiments, the present invention also features a method for learning a target language, the target language including a language foreign to a native language and the native language as a second language. Such a language learning method includes: establishing a lesson plan for the teaching of the target language, defining a plurality of lessons, establishing each lesson to develop a particular level of skill and knowledge of the target language by a student, and providing a plurality of sets of templates for each of the plurality of lessons, one set of templates being provided for exercising each of a plurality of language skills for the target language. Each set of templates being provided includes providing a plurality of subsets of templates, one template subset being provided for exercising each of specific functionalities of a given language skill associated with said each of the plurality of lessons. Such a language learning method also includes establishing each of the templates comprising each template subset so as to include input fields to exercise the specific functionality of the given language skill, and inputting at least one of text, audio or visual data into the input fields of each template of each template subset, which input is provided to exercise the specific functionality. Each of the templates that comprise each template subset and the specific functionalities being exercised are each established based on the language skill being exercised, a level of skill of a student and the plurality of lessons. In specific embodiments the language skills of the target language to be exercised include listening, speaking, reading and writing and the native language is English and the foreign language is one of Arabic, Chinese, French, German, Japanese, Italian or Spanish.

In particular embodiments, the present invention also features a method for learning a target language, the target language including a language foreign to a native language and the native language as a second language. Such a language learning method includes providing a matrix of commands and data arranged so that a student can selectively implement each of the commands, wherein the matrix of commands and data being provided is arranged and configured so that selective implementation of commands by the student causes one of a plurality of language skills for the targeted language to be exercised. Such a method further includes selectively implementing a given set of commands so as to cause each of the specific functionalities of a given language skill to be exercised by the student.

According to a further aspect of the present invention, such language learning/ teaching systems and methods of the present invention also preferably provides a mechanism for students to manage their own learning, by feedback and performance results as they complete the exercises as well as providing a mechanism for the instructors to re-evaluate their teaching plans and adapt them to the needs of their students. Such systems and methods also provide a mechanism by which students and faculty can work together to develop a program that accommodates the needs of the students yet also provide a challenging learning environment.

In a further aspect of the present invention, such systems and methods further include creating individual student profiles and recording and storing data (i.e., student data) related to students as it relates to language learning activities. More specifically such student records includes information on the learning activities, lesson usage and student progress (e.g., what exercises students use, how long they use them and how well they complete them). In more particular embodiments, such systems and methods include student accessing stored information and printing out scores and other information, such as time duration for exercise completion or total number of exercises. In addition, such systems and methods include having the faculty accessing such language learning records and information of their students, assessing this information, identifying strength and weaknesses of their students and adapting teaching plans based on such an assessment. Also featured are software/ applications programs for execution on a computer as well as a computer readable medium on which is stored such software/ applications programs that embody the language learning systems and methods of the present invention.

Other aspects and embodiments of the invention are discussed below.

DEFINITIONS

The instant invention is most clearly understood with reference to the following definitions:

A computer readable medium shall be understood to mean any article of manufacture that contains data that can be read by a computer or a carrier wave signal carrying data that can be read by a computer. Such computer readable media includes but is not limited to magnetic media, such as a floppy disk, a flexible disk, a hard disk, reel-to-reel tape, cartridge tape, cassette tape or cards; optical media such as CD-ROM and writeable compact disc; magneto-optical media in disc, tape or card form; paper media, such as punched cards and paper tape; or on carrier wave signal received through a network, wireless network or modem, including radio-frequency signals and infrared signals.

BRIEF DESCRIPTION OF THE DRAWING For a fuller understanding of the nature and desired objects of the present invention, reference is made to the following detailed description taken in conjunction with the accompanying drawing figures wherein like reference character denote corresponding parts throughout the several views and wherein:

FIG. IA is a block diagram of an exemplary computer system embodying the methodology and software/ courseware of the present invention;

FIG. IB is a block diagram of another exemplary computer system being implemented as a computer network;

FIGS. 2A,B is a high-level flow diagram illustrating the methodology of the present invention; and FIGS. 3 A- AC are various computer display screen shots that are exemplary and illustrative of the methodology, courseware and templates of the present invention.

DESCRIPTION OF THE PREFERRED EMBODIMENT Referring now to the various figures of the drawing, wherein like reference characters refer to like parts, there is shown in FIG. IA a block diagram of a computer system 100 embodying and implementing the methodology of the present invention. The following discussion describes the structure of such a computer system 100 but the discussion of the applications program and data modules that embody the language learning methodology of the present invention is described elsewhere herein.

Such a computer system 100 includes a computer 110, a display 120, a speaker 130 and an input device(s) 140. The display 120 is any of a number of devices known to those skilled in the art for displaying images responsive to outputs signals from the computer 110. Such devices include but are not limited to cathode ray tubes (CRT), liquid crystal displays (LCDS), plasma screens and the like. Although a simplified block diagram is illustrated such illustration shall not be construed as limiting the present invention to the illustrated embodiment. It should be recognized that the signals being outputted from the computer can originate from any of a number of devices including PCI or AGP video boards or cards mounted with the housing of the computer 110 that are operably coupled to the microprocessor 112 and the display 120.

The speaker 130 is any of a number of auditory signal generating devices known to those skilled in the art that generate an auditory signal or auditory output responsive to outputs signals from the computer 110. Although a simplified block diagram is illustrated such illustration shall not be construed as limiting the present invention to the illustrated embodiment. It should be recognized that the signals being outputted from the computer 110 to the speaker 130 can originate from any of a number of devices including PCI sound boards or cards located within the computer that are operably coupled to the microprocessor 112 and the speaker 130. Also, and although an external speaker 130 is illustrated, this shall not be construed as limiting the invention as the speaker 130 can be disposed internally within the housing or case of the computer 110 as well as being a speaker or a system of speakers external to the computer.

The input device(s) 140 is any of a number of devices known to those skilled in the art which can be used to provide input signals to the computer for control of applications programs and other programs such as the operating system being executed within the computer. In illustrative embodiments, the input device 140 preferably comprises a switch, a slide, a mouse, a track ball, a glide point or a joystick or other such device (e.g., a keyboard having an integrally mounted glide point or mouse) by which a user such as student can input control signals other than by means of a keyboard. Although the use of a keyboard as an input device is not described further herein, it is within the scope of the present invention for the input device 140 also to comprise any of a number of keyboards known to those skilled in the art, wherein the control signals or commands for implementing the language learning methodology and the applications program embodying such methodology are implemented in the form of discrete commands via the keyboard (e.g., depressing alt + A). The computer 110 typically includes a central processing unit 112 including one or more micro-processors such as those manufactured by Intel or AMD, random access memory (RAM) 113, mechanisms and structures for performing I/O operations (not shown), a storage medium such as a magnetic hard disk drive(s) 114, a device 116 for reading from and/ or writing to removable computer readable media and an operating system for execution on the central processing unit.

According to one embodiment, the hard disk drive 114 being provided is at least not used for storing data and the like utilized by the language learning applications executed on the computer 110. Rather in this embodiment, the hard disk drive(s) 114 is provided for purposes of booting and storing the operating system, other applications or systems that are to be executed on the computer, paging and swapping between the hard disk and the RAM and the like. In this embodiment, the language learning applications program including that portion 152 including the programming instructions and the data portion 154 containing the text, auditory and visual informational data associated therewith is stored in a removable computer readable medium 150 such as a CD or DVD type of media that is inserted into a device 116 for reading and/ or writing to the removable computer readable media. As such the reading/ writing device 116 is any of a number of devices known to those skilled in the art for reading from and/ or writing to the particular medium on which the applications program is stored.

According to another embodiment of the present invention, the language learning applications program including that portion 152 including the programming instructions and the data portion 154 containing the text, auditory and visual informational data associated therewith is stored on the hard drive 114. In use, the student or user accesses the language learning applications program for each of the language lessons and the data associated therewith directly from the hard drive 116 for example, by entering appropriate commands via the keyboard or by other appropriate action of the input device (e.g., positioning the cursor over an icon on the desktop and clicking a mouse button). Referring now to FIG. IB there is shown a network based computer system

200 according to the present invention that includes a server 210, an external storage device 260 and a network infrastructure 300 that operably couples the plurality or more of client computer systems 100' to the server 210. The client computer systems 100' are typically configured like the computer system of FIG. IA except that in use the student would access the language learning applications program and related data for a given lesson from the server 210 and upload such information temporarily onto the client computer system.

The server 210 is any of a number of servers known to those skilled in the art that are intended to be operably connected to a network so as to operably link a plurality or more of client computers via the network to the server and thus also to the external storage device 260. As illustrated, the server 210 typically includes a central processing unit including one or more microprocessors such as those manufactured by Intel or AMD, random access memory (RAM), mechanisms and structures for performing I/O operations, a storage medium such as a magnetic hard disk drive(s), and an operating system for execution on the central processing unit. The hard disk drive of the server typically is not used for storing data and the like utilized by client applications being executed on the client computers. Rather the hard disk drive(s) of the server 210 are typically provided for purposes of booting and storing the operating system, other applications or systems that are to be executed on the server, paging and swapping between the hard disk and the RAM. Data and the like being used in connection with the execution of client applications, such as the language learning applications program and the information and/ or data related thereto, on client computers is stored in the external storage device 260 that is operably interconnected to the server 210 using any of a number of techniques and related devices or cabling known to those skilled in the art. In an illustrative embodiment, such an interconnection is implemented using a small computer systems interface (SCSI) technique(s) or via a fiber optic cable or other high-speed type of interconnection.

In an illustrative, exemplary embodiment, the external storage device 260 comprises a disk assembly typically made up of one or more hard disks that are configured and arranged so the external storage medium functionally appears to the servers 210 as a single hard disk. Such an external storage medium is further configured and arranged to implement any of a number of storage schemes such as mirroring data on a duplicate disk (RAID level 1) or providing a mechanism by which data on one disk, which disk has become lost or inaccessible, can be reconstructed from the other disks comprising the storage medium (RAID level 5). Although reference is made to a disk assembly and hard disks, this is for illustration and shall not be construed as being a limitation on the particular form of the devices or mechanism that makes up the external storage device 260 or the medium comprising such a device.

In addition, each of the client computers 100' includes one or more I O ports that are operably connected to the microprocessor 112 and which are configured and arranged for the transfer of the data and program instructions between and amongst the client computer and the server 210 using any of a number of non-wireless techniques or wireless techniques known to those skilled in the art. Such non-wireless techniques include for example any of a number of network infrastructures 300 known to those skilled in the art such as Ethernet, token ring, FDDI, ATM, Sonet, X.25 and Broadband.

In the case of wireless techniques, the I/O ports of the client computers are configured so as to include a transceiver as is known to those skilled in the art for wireless network transmission systems. An exemplary wireless network technique includes those systems embodying a transceiver or transmitter complying with IEEE- 802.11 sometimes referred to as a Bluetooth chip. In each case, the transceiver operably coupled to the client computer is configured and arranged so as to establish a communications link between the client computer and a receiver or transceiver remote from the location of the client computer that is in turn operably coupled to the server 210. For example, with a client computer 100' having a IEEE-802.1 lb or 802.1 lg compliant transceiver, the corresponding remotely located transceiver/ receiver would be located within about 100 meters or so of the location of the client computer device and operating at a frequency of about 2.4 GHz. The server 210 in turn could be coupled to the remotely located transceiver/ receiver using non-wireless or wireless techniques. Referring now to FIGS. 2A,B there is shown a high-level flow diagram illustrating the language learning methodology and courseware of the present invention. In the following discussion, reference shall be made to FIGS. 1 A or IB for features of the computer systems embodying the courseware and methodology of the present invention not otherwise shown on FIGS.2A,B. Also, and as indicated above, the courseware of the present invention can be accessed via a removable computer readable medium such as a CD or DVD or from a remote server connected to a client computer system dedicated by storage. However, for simplicity, the following discussion is limited to description of the courseware and the flow of information in the case where the courseware is accessed via a removable computer readable medium such as a CD or DVD that is loaded in the appropriate device 116 of the computer 100. It should be recognized that this shall not be construed as a limitation on the manner and means by which the software/ courseware of the present invention can be accessed, as it is within the scope of the present invention to adapt the courseware and methodology of the present invention so as to be useable with any of a number of techniques known to those skilled in the art, such as the above-described network and server embodiment.

Before describing the learning process, there is first generally described the templates or programming infrastructure of the present invention that provides a built in scripting language that allows an educator to mainly focus on the content and pedagogy of the instructional materials and minimal effort on programming or scripting of the program instructions. According to the language learning courseware and methodology of the present invention, a plurality of templates or pre-scripted programming infrastructures are initially created to establish a linking infrastructure between the content (e.g., multimedia information and data) being provided and the particular program functionality (e.g., listening exercise option) being implemented within the courseware. In this way, the educator inputs the desired content information, be it in text, video or auditory form, using a given template or pre- scripted infrastructure whereby the content information is automatically and appropriately linked to the commands or options of the courseware.

Thus, when a student implements or accesses a particular functionality (e.g., lesson, task or exercise) of the courseware during a learning use, the courseware automatically links to the multimedia information or data relating to that functionality. Because the command-data/ information infrastructure is pre-scripted the educator or faculty member can focus on the content to be inputted without having to hard-wire into the program the ordering, presentation and location of the information for each instance such information is to be provided.

Also, to maximize re-usability and adaptability of the templates or pre-scripted infrastructure after the content has been added thereto, such pre-scripted infrastructure or templates are preferably created using one programming or authoring language. It is within the scope of the present invention for the templates or pre-scripted infrastructures to be authored by different authoring languages as long as the templates or pre-scripted infrastructures created using these different languages can be accessed seamlessly by the user. In an exemplary embodiment, the authoring language is the Global Language Authoring System of Blue Shoe Technologies. In this way, the templates or pre-scripted infrastructures that are initially created provide the educator, faculty member of instructor with a powerful tool to create compatible curriculum based interactive courseware. In addition, the flexibility created by the use of such templates or pre-scripted infrastructures allows an educator at an educational facility to adapt and/ or upgrade the content of the templates to match the curriculum of individual language programs as well as altering the content of lessons of the courseware in order to meet specific needs of their students.

In addition, because of the flexibility of the template/ pre-scripted infrastructure of the present invention, the content of the templates including the multimedia materials comprising such content can be easily updated and/ or replaced without requiring re-programming of the applications program. As indicated above, the educator merely alters or updates to the new desired content without having to change the underlying pre-scripted infrastructure of the template. For example, the educator can replace the image being displayed from that presently provide in the content for a given template by adding the new image data in the appropriate way so the applicable template is now linked to the new image data. Also, if a new image compression technique is implemented in the industry, use of image data using the new technique does not require a change to the pre-scripted infrastructure of the templates. Further, such templates and the pre-scripted infrastructures thereof are preferably created so as to provide a mechanism by which students and faculty members can manipulate images, audio, video and text exercises to fit their individual needs. For example, it is not uncommon for students at a beginning learning level to want to reduce the speed of spoken phrases, words or sentences. As such, the pre- scripted infrastructure of the templates can be arranged so as to allow the students to adjust the speed of the reproduction of the audio (e.g., dialogue) and thus control for themselves the difficulty of a listening exercise. Now we proceed with the discussion of the process illustrated in FIGS. 2A,B, which also further develops and describes the various pre-scripted infrastructures or templates of the present invention.

To begin the learning process, the user loads the computer readable media, for example a CD or DVD, into the appropriate drive or I/O device 116 of the computer 100, STEP 300. Typically, when a CD or DVD is loaded an executable program that initiates the courseware or applications program is automatically loaded into and executed on the computer's processor. Thereafter, the process continues with a culturally appropriate video and audio opening sequence for the target language, STEP 302. More particularly, the courseware or applications program of the present invention includes instructions and criteria so that the appropriate data file(s) containing the video images and audio signals are automatically accessed and displayed on the display 120 and played back on the speaker 130. In addition, the applications program further includes the appropriate instructions and criteria so the image and auditory data is processed using the appropriate compression format including but not limited to AVI, mpeg, QuickTime and Realplayer.

After playing the video and opening sequence, the process continues with displaying the main menu, STEP 304, which lists and identifies the lessons contained on and thus accessible from the disk. An illustration of an exemplary main menu screen that would appear on a display 120 is shown in FIG. 3 A. The template/ pre- scripted infrastructure for the main menu in combination with the content related thereto provides a mechanism by which a student or user can selectively preview information about each of the lessons contained on the disk. To accomplish this, the student places the cursor over one of lesson numbers 500 and an image representative of the lesson and inputted into the content for the template is displayed in the image display box 502. In the case where the student places the cursor over the "R", which corresponds to a review of all of the lessons on the disk, the image for each of the lessons on the disk is displayed in the image display box 502. The main menu screen also includes an exit button 504 by which the student can exit the language learning program/ courseware.

Although the main menu lists lesson numbers for four lessons, this shall not be construed as being particularly limiting as to the number of lessons that can be stored on a given computer readable medium. It should be recognized that the number of lessons that can be stored on a given computer readable medium is dependent upon a number of factors including the amount of space required to store all of the data and program files associated with each lesson. In addition, the lessons being stored on the medium preferably correspond to the course curriculum in general and more specifically to the lesson plan therefore.

To proceed further with the learning language courseware, the student selects one of the lesson numbers, STEPS 31 Oa-310c, so the lesson main menu template/ pre- scripted infrastructure is implemented and thus cause the main menu of the selected lesson to be displayed, STEP 312. An illustration of an exemplary lesson main menu screen that would appear on the display 120 is shown in FIG. 3B. For purposes of clarity, only the further actions for the lesson falling under Lesson 1 are shown on FIGS 2A,B respectively. It should be recognized that a similar process as that described for the first lesson would be implemented if another of the lesson numbers were selected. Similarly, if another CD is loaded into the appropriate I/O device 116 of the computer, a similar process as that described herein for the first lesson would be implemented if a lesson number for such other CD was selected. It should be recognized that the follow-on actions for a given lesson are dependent upon the level of skill and knowledge of the student, thus in some cases the follow on actions from one lesson to another may differ in scope and difficulty. For example, it may be necessary to spend time exercising phonetics or the pronunciation of words at beginning language skill levels that would be eliminated and replaced with another action as the student increase their skill level and knowledge. As shown in FIG. 3B, the lesson main menu screen includes a display box 510 for displaying the general course objectives for that lesson as determined by the faculty member. The lesson main menu screen also includes a plurality of buttons 512a-512F, 514 for selecting and navigating through any of anumber of actions. The main menu button 512a provides a mechanism by which the student can exit the lesson main menu screen and return to the main menu screen, STEP 312. The exit button 514 provides a mechanism by which the student can exit the language learning program/ courseware.

When actuated, the video button 512b causes the video template to be implemented thereby allowing the students to see the video inputted by the faculty and accessed by the video template that relates to the lesson before the student starts learning the lesson, STEP 314. This allows the student to get the general idea of the lesson and also learn about culturally appropriate behaviors for a given situation.

When actuated, the text button 512c causes the text template to be implemented thereby allowing the student to read lesson text and listen to lesson material that is inputted by the faculty into the template content for the lesson, STEP 316. An illustration of an exemplary screen that pops up when the text button 512c is actuated and the text template implemented is shown in FIG. 3C. As shown in FIG. 3C this pop-up screen includes buttons for playing, pausing and stopping an audio recording of the lesson text also being displayed on the pop-up screen. In addition, this pop-up screen includes buttons to allow the student to record and play back their recitation of the lesson text. A special function also allows students to view definitions, parts of speech, sample sentences, and pictures illustrating individual words within the text. When actuated, the vocabulary button 512d causes the vocabulary template to be implemented thereby allowing the student to learn, with parts of speech, definitions, in the vocabulary used in a sample sentence, the vocabulary that has been inputted by the faculty for the given lesson into the content for the template corresponding to this button, STEP 318. In addition, when used for learning the Chinese language, the template/ pre-scripted infrastructure is configured and arranged so that every word provides an animated video illustrating stroke formation along with the option for audio. An illustration of an exemplary screen that pops up when the vocabulary button 51 d is actuated and the vocabulary template implemented is shown in FIG. 3D.

When actuated, the grammar button 512e causes the grammar template to be implemented thereby allowing the student to move between the grammar pages by appropriately selecting the tabs provided with the grammar box, STEP 320. As with the other templates, the faculty member inputs pages of grammar instruction that corresponds to the lesson into the template content for the student. An illustration of an exemplary screen that pops up when the grammar button 512e is actuated and the grammar template implemented is shown in FIG. 3E. The above described lesson segments (course objectives through grammar) allow access to the other lessons and a given CD, as well as allowing the student to navigate between the selected lesson's video, text, vocabulary, grammar, and exercises. The above segments also feature a link to the instructor's requirements for the lesson, STEP 324, as well as access to a tutorial on the courseware for new users, STEP 326.

When actuated, the exercise button 512f causes the exercise menu screen template to be implemented thereby causing the exercise menu screen to be displayed on the display 120, STEP 322. This page identifies the four exercise options corresponding to four basic language skills: listening, speaking, reading and writing and provides access to each of these exercise options. In addition, a pop-up screen that lists each task that composes each of the listed exercise options is displayed when a student places the cursor over a given exercise option. An illustration of an exemplary exercise menu screen is shown in FIG. 3F.

When the listening exercise option is selected from the exercise menu screen (e.g., putting the cursor over icon and clicking mouse button), the main page template for the listening exercise option is implemented thereby causing the listening main page to be displayed on the display 120, STEP 410. The listening main page provides a brief description of the tasks comprising this exercise option. In the illustrated exemplary embodiment as shown in FIG. 3G, the tasks listed include bingo, sentences, dialogue, and monologue. In a further embodiment, a bonus task is provided to challenge the student. The listening main page also includes a plurality of buttons (e.g., virtual buttons) that allows the student to navigate between the various tasks and the exercise main menu as well as exiting directly from the language learning courseware as describe herein.

When task 1 (bingo) is selected, STEP 412, the listening bingo template is implemented, which in turn causes the bingo listening screen to be displayed on the display 120. The faculty or educator inputs audio phrases or sentences in the target language into the content for the template as an audio clue that the student listens to during the game as well as relevant grammar and background information. The student is then supposed to match the native language (e.g., English) equivalent expression being displayed in the matrix on the screen with the auditory clue. Alternatively, the faculty or educator could input and auditory clue in the native language so the student matches and equivalent displayed expression in the target language with that clue. In addition, by selecting one of the tabs (e.g., text, vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the auditory clue, vocabulary or grammar.

In further embodiments, the listening bingo template can include instructions and criteria for keeping score of the student's success in matching the clues with the equivalent expressions in the display matrix. Selecting the score tab allows students to access such score information. The hide tab is provided so as to de-select any of the other selected tabs and thus hide the information that was being displayed. An illustration of an exemplary bingo listening screen is shown in FIG. 3H.

When task 2 (sentences) is selected, STEP 414, the listening sentences template is implemented, which in turn causes the sentences listening screen to be displayed on the display 120. The faculty or educator inputs audio phrases or sentences in the target language into the content for the template as an audio clue that the student listens to as part of the exercise. The faculty or educator also inputs questions into the template addressing the sentences, which questions are displayed to the student during the exercise. After listening to the audio segments, the student is supposed to select a possible answer to each question. Typically, the question is written in the native language. As with the bingo listening template, by selecting one of the tabs (e.g., text, vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the auditory clue, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary sentence listening screen is shown in FIG. 31.

When task 3 (dialogue) is selected, STEP 416, the dialogue listening template is implemented, which in turn causes the dialogue listening screen to be displayed on the display 120. The faculty or educator inputs audio dialogue in the target language and text in the native language into the content for the template, which the student listens to and which the student reads as part of the exercise. The faculty or educator also inputs questions into the template's content about the dialogue and the text that is displayed during the exercise. After listening to the audio segments and reading the text, the student is supposed to select a possible true/ false answer for example. As with the bingo listening template, by selecting one of the tabs (e.g., text, vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the auditory clue, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary sentence listening screen is shown in FIG. 3J.

When task 4 (monologue) is selected, STEP 418, the monologue listening template is implemented, which in turn causes the monologue listening screen to be displayed on the display 120. The faculty or educator inputs audio monologue in the target language into the content for the template, which monologue the student listens to as part of the exercise. The faculty or educator also inputs a series of multiple- choice questions based on the monologue that is typically in the native language that is displayed to the student during the exercise. After listening to the audio monologue, the student is supposed to respond to the multiple-choice questions. As with the bingo listening template, by selecting one of the tabs (e.g., text, vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the auditory clue, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary sentence listening screen is shown in FIG. 3K. All of the listening exercise templates allow the faculty to input the text of audio segments along with grammar, vocabulary, explanations, scores and exercise timing information into the respective template's content. At the conclusion of the listening exercises, the student obtains a score report of each of the tasks that was supposed to have been exercised. The score report screen includes a number of buttons, including buttons allowing the student to print and/ or submit the score report. An illustration of an exemplary score report screen is shown in FIG. 3L.

When the speaking exercise option is selected from the exercise menu screen, the main page template for the speaking exercise option is implemented thereby causing the listening main page to be displayed on the display 120, STEP 420. The speaking main page provides a brief description of the tasks comprising this exercise option. In the illustrated exemplary embodiment as shown in FIG. 3M, the tasks listed include pronunciation drills, role play, summarize and free response. In a further embodiment, a bonus task is provided to challenge the student. The speaking main page also includes a plurality of buttons (e.g., virtual buttons) that allows the student to navigate between the various tasks and the exercise main menu as well as exiting directly from the language learning courseware.

When task 1 (pronunciation drills) is selected, STEP 422, the speaking pronunciation template is implemented, which in turn causes the drills speaking screen to be displayed on the display 120. The faculty or educator inputs audio and text files in the target language into the content for the template that the student listens to during the exercise. The student records himself or herself by repeating those sentences in the target language and then compares the two recordings. By actuation of the submit button on the screen, the student's recordings also can be submitted for the review and consideration of the instructor/ faculty member. After the student is familiar with the original sentences, the student can substitute additional phrases that are provided for practice. As with the bingo listening template described hereinabove, by selecting one of the tabs (e.g., text, vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the text, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary pronunciation drill speaking screen is shown in FIG. 3N. When task 2 (Role Play) is selected, STEP 424, the role play speaking template is implemented, which in turn causes the role play speaking screen to be displayed on the display 120. The faculty or educator inputs dialogue text and audio files in the target language into the content for the template. The student listens to the speakers having the dialogue, chooses a role and records him/ herself speaking one or both of the roles. The student then can review the recording of his/ her half of the dialogue in conjunction with the computer's dialogue. When the student is satisfied with the recording, it can be submitted to the faculty. As with the bingo listening template, by selecting one of the tabs (e.g., vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional infonnation regarding the text for either role, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary role play speaking screen is shown in FIG. 30.

When task 3 (summarize) is selected, STEP 426, the summarize speaking template is implemented, which in turn causes the summarize speaking screen to be displayed on the display 120. The faculty or educator inputs audio dialogue in the target language into the template and the student listens to this dialogue. After listening to the dialogue, the student records a verbal summary of the dialogue in the target language. Alternatively, task 3 can be arranged so that the student views a picture or image file that is inputted into the template by the faculty. After viewing the image, the student records a description of image/ picture in the target language and submits the description to the faculty for review. As with the bingo listening template, by selecting one of the tabs (e.g., text, vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the text, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary summarize speaking screen is shown in FIG. 3P. When task 4 (Free Response) is selected, STEP 428, the free response speaking template is implemented, which in turn causes the free response speaking screen to be displayed on the display 120. The faculty or educator inputs into the content for the template, a topic and guidelines for the scenarios in one of the native or target language that is displayed to the student during the exercise. The student records an audio description of the scenario description audio monologue in the target language. The student can listen to the recording and re-record the audio file before submitting it to the faculty. As with the bingo listening template, by selecting one of the tabs (e.g., vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary free response speaking screen is shown in FIG. 3Q. All of the speaking exercise templates allow the faculty to input the text of audio segments along with grammar, vocabulary, explanations, scores and exercise timing information. At the conclusion of the listening exercises, the student obtains a score report of each of the tasks that was supposed to have been exercised. The score report screen includes a number of buttons, including buttons allowing the student to print and/ or submit the score report. An illustration of an exemplary speaking score report screen is shown in FIG. 3R.

When the reading exercise option is selected from the exercise menu screen, the main page template for the reading exercise option is implemented thereby causing the reading main page to be displayed on the display 120, STEP 430. The reading main page provides a brief description of the tasks comprising this exercise option. In the illustrated exemplary embodiment as shown in FIG. 3S, the tasks include match, sequence, reading passage and another reading passage. In a further embodiment, a bonus task is provided to challenge the student. The reading main page also includes a plurality of buttons (e.g., virtual buttons) that allows the student to navigate between the various tasks and the exercise main menu as well as exiting directly from the language learning courseware.

When task 1 (match) is selected, STEP 432, the match reading template is implemented, which in turn causes the match reading screen to be displayed on the display 120. The faculty or educator inputs pairs of related sentences, words, phrases or clause in the target language into the content for the template that the student reads and reviews during the exercise. The student matches the phrases, letters, etc. in one column with those in a second column for example by dragging the phrases, letters, etc. from the left column to the appropriate boxes in the right column. By actuation of the submit button on the screen, the student's answers also can be submitted for the review and consideration of the instructor/ faculty member. As with the bingo listening template described hereinabove, by selecting one of the tabs (e.g., vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the answer, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary pronunciation drill speaking screen is shown in FIG. 3T. When task 2 (sequence order) is selected, STEP 434, the sequence order reading template is implemented, which in turn causes the sequence order reading screen to be displayed on the display 120. The faculty or educator inputs a number of sentences in the target language into the content for the template all of which but the first sentence are in the wrong order or sequence. The student reads the sentences and the exercise is to put the sentences in order so as to form a complete and fluent paragraph. The student orders the sentences by clicking on a field provided before each sentence. When the student is satisfied with his/ her work, it can be submitted to the faculty. As with the bingo listening template, by selecting one of the tabs (e.g., vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the answer, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary sequence order reading screen is shown in FIG. 3U.

When task 3 (reading passage) is selected, STEP 436, the reading passage template is implemented, which in turn causes the reading passage screen to be displayed on the display 120. The faculty or educator inputs a text passage in the target language into the content for the template that the student reads during the exercise. In addition, the faculty provides a question (e.g., a question having one of two possible answers -true/ false). After reading the text passage, the student selects the answer and submits the answer to the faculty for review. As with the bingo listening template, by selecting one of the tabs (e.g., vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the answer, passage, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary reading passage screen is shown in FIG. 3V. When task 4 (reading passage) is selected, STEP 438, another reading passage template is implemented, which in turn causes another reading passage screen to be displayed on the display 120. The faculty or educator inputs a text passage in the target language into the content for the template that the student reads during the exercise. In addition, the faculty provides a question along with multiple answers in the native language that the student reads during the exercise. After reading the text passage, the student selects one of the possible answers and submits the answer to the faculty for review. As with the bingo listening template, by selecting one of the tabs (e.g., vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the answer, passage, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary reading passage screen for task 4 is shown in FIG. 3W.

All of the reading exercise templates allow the faculty to input the text of audio segments along with grammar, vocabulary, explanations, scores and exercise timing information into the content for the templates. At the conclusion of the reading exercises, the student obtains a score report of each of the tasks that was supposed to have been exercised. The score report screen includes a number of buttons, including buttons allowing the student to print and/ or submit the score report. An illustration of an exemplary reading score report screen is shown in FIG. 3X.

When the writing exercise option is selected from the exercise menu screen, the main page template for the writing exercise option is implemented thereby causing the writing main page to be displayed on the display 120, STEP 440. The writing main page provides a brief description of the tasks comprising this exercise option. In the illustrated exemplary embodiment as shown in FIG. 3Y, the tasks include: sentence completion, paraphrase, question and answer and composition. In a further embodiment, a bonus task is provided to challenge the student. The writing main page also includes a plurality of buttons (e.g., virtual buttons) that allow the student to navigate between the various tasks and the exercise main menu as well as exiting directly from the language learning courseware.

When task 1 (sentence completion) is selected, STEP 442, the sentence completion writing template is implemented, which in turn causes the sentence completion writing screen to be displayed on the display 120. The faculty or educator inputs an incomplete sentence in the target language into the content for the template. The student reads the incomplete sentence and completes the sentence by writing a proposed addition. If a hint is needed the student is suggested to select the answer to see an example. Alternatively, the faculty can input one or more sentences in the target language and the students reconstruct the sentences based on the sentence structure that was learned in the lesson. By actuation of the submit button on the screen, the student's answer can be submitted for the review and consideration of the instructor/ faculty member. As with the bingo listening template described hereinabove, by selecting one of the tabs (e.g., vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the answer, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary sentence completion writing screen is shown in FIG. 3Z.

When task 2 (paraphrase order) is selected, STEP 444, the paraphrase writing template is implemented, which in turn causes the paraphrase writing screen to be displayed on the display 120. The faculty or educator inputs sentences or a passage in the native language into the content for the template. The student reads the inputted sentences or passage and writes the sentences or passage in the target language. If the student is stumped, the screen instructs the student to select the answer tab for a hint. When the student is satisfied with their work, it can be submitted to the faculty. As with the bingo listening template, by selecting one of the tabs (e.g., vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the answer, passage, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary paraphrase writing screen is shown in FIG. 3AA. When task 3 (question and answer) is selected, STEP 446, the question and answer (Q&A) writing template is implemented, which in turn causes the Q&A writing screen to be displayed on the display 120. The faculty or educator inputs a series of text questions in the target language into the content for the template text along with instructions for responding to the questions. The student reads the questions and inputs answers in the target language. If the student is satisfied with and has finished their writing, the student submits the written answers to the faculty for review. As with the bingo listening template, by selecting one of the tabs (e.g., vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the question(s), vocabulary, grammar or the score, as well as to hide displayed information. An illustration of an exemplary Q&A writing screen is shown in FIG. 3AB. When task 4 (composition) is selected, STEP 448, the composition writing template is implemented, which in turn causes the composition writing screen to be displayed on the display 120. The faculty or educator inputs a topic assignment in the target language into the content for the template text that the student is to read. During the exercise, the student reads the topic and addresses it by writing an essay based on the topic. As with the bingo listening template, by selecting one of the tabs (e.g., vocabulary, grammar, score or hide) of the adjacent display field the student can obtain additional information regarding the topic, vocabulary, grammar or the score as well as hiding displayed information. An illustration of an exemplary composition writing screen is shown in FIG. 3AC. In addition to the various exercise options, the student also can select vocabulary review, STEP 450 or grammar review, STEP 460. As indicated above, the student can access the vocabulary and grammar relating to the particular lesson selected. When vocabulary review is selected, the vocabulary review template is implemented which accesses a cumulative index of the vocabulary relating to all of the lessons from the first lesson up to and including the lesson presently being exercised. Similarly, when grammar review is selected, a grammar review template is implemented which accesses a cumulative index of the grammar relating to all of the lessons from the first up to and including the one presently being exercised. As with the other templates described above, the respective index is inputted into the content for the respective template. In this way, a student has quick and easy access to the vocabulary and grammar of prior lessons thereby making the learning experience less frustrating.

All of the writing exercise templates allow the faculty to input the text of audio segments along with grammar, vocabulary, explanations, scores and exercise timing information into the respective template's content. To avoid student frustration and to facilitate learning, each of the above- described templates or pre-scripted infrastructures includes an option for students to see sample answers with explanations as well as relevant vocabulary and grammar. The faculty/ educator can input such sample answers, explanations and the relevant vocabulary and grammar into the content for each respective template.

As is also illustrated in each of the screens, the corresponding template/ pre- scripted infrastructure includes buttons (e.g., virtual buttons), a toolbar or the like so the student can navigate between and access other tasks within an exercise option (e.g., listening) and with the main exercise menu. Additionally, links from the exercise allow the students to view the lesson's featured text segments, new vocabulary, new grammar and a list of the instructor's/ faculty lesson requirements. Further, and as illustrated in each of the screens of the above-described tasks, each task can further comprise one or more exercises of a given task.

The above-described language learning courseware includes templates or pre- scripted infrastructures that cover each of the major language skills: listening, speaking, reading, writing and grammar. Also, a subset of such templates is provided that includes a range of exercises, text and activities focusing specifically on the skills corresponding to the subset of templates. The templates support the use of a wide variety of multimedia, including images, video, audio and text, to promote language development in an interactive environment.

In a further aspect of the present invention, the language learning/ teaching systems, methods and courseware of the present invention further includes a mechanism or management system for students to manage their own learning, by way of feedback and performance results as they complete the exercises as well as by providing a mechanism for the instructors to re-evaluate their teaching plans and adapt them to the needs of their students. Such systems and methods also provide a mechanism by which students and faculty can work together to develop a program that accommodates the needs of the students yet also provides a challenging learning environment. In particular embodiments, such systems and methods further include creating individual student profiles and recording and storing data related to students (i.e., student data) as it relates to language learning activities. More specifically such student records includes information on the learning activities, lesson usage and student progress (e.g., what exercises students use, how long they use them and how well they complete them). In more particular embodiments, such systems, methods and courseware include allowing the student to access stored information and to print out scores and other information, such as time duration for exercise completion or total number of exercises. In addition, such systems, methods and courseware includes allowing the faculty to access such language learning records and information of their students, to assess this information, to identify strengths and weaknesses of their students and to adapt the teaching plans based on the assessment. In more specific embodiments, such information is maintained on a server for the course and the faculty or teachers can access the information from the school or other authorized locations, such as at home.

Such systems, methods and courseware provide a sophisticated tool for tracking and assessing student performance, as well as providing an immediate and comprehensive feedback to both students and faculty/ teachers. Such systems, methods and courseware also allow students to quickly and efficiently track their own progress through a series of exercises and allow them to conduct self-evaluation at any point during the program by accessing the recorded information. In exemplary embodiments, the above-described templates comprise a

Windows-based program that is compatible with a number of Microsoft Operating Systems. The authoring program, BlueGlass, uses Window system fonts for Unicode translation of languages as well as Windows setting for the shell environment. BlueGlass also uses Windows Media Player and Flash plug-ins for audio/ visual content and is enhanced with Microsoft DirectX 8.0 drivers.

Although a preferred embodiment of the invention has been described using specific terms, such description is for illustrative purposes only, and it is to be understood that changes and variations may be made without departing from the spirit or scope of the following claims. Incorporation by Reference

All patents, published patent applications and other references disclosed herein are hereby expressly incorporated by reference in their entireties by reference.

Equivalents

Those skilled in the art will recognize, or be able to ascertain using no more than routine experimentation, many equivalents of the specific embodiments of the invention described herein. Such equivalents are intended to be encompassed by the following claims.

Claims

What is claimed is:

1. A method for learning a target language, the target language including a language foreign to a native language and the native language as a second language, said language learning method comprising the steps of: providing a plurality of sets of templates, one set of templates being provided for exercising each of one or more language skills for the target language; wherein each set of templates being provided includes providing a plurality of subsets of templates, one template subset being provided for exercising each of specific functionalities of a given language skill; establishing each of the templates comprising each template subset so as to include input fields to exercise the specific functionality of the given language skill; wherein each of the templates comprising each template subset and the specific functionalities being exercised are each established based on the language skill being exercised and a level of skill of a student; and inputting at least one of text, audio or visual data into the input fields of each template of each template subset, which input is provided to exercise the specific functionality.

2. The language learning method of claim 1, wherein the language skills of the target language to be exercised include listening, speaking, reading and writing.

3. The language learning method of claim 1, wherein said establishing each of the templates comprising each template subset includes establishing each of the templates of each template subset so as to provide at least one of a written queue or an auditory queue in at least one of the target language or the native language in each template so the student exercises the specific functionalities by responding to queues provided in each template using one of a written response or a verbal response in at least one of the target language or the native language.

The language learning method of claim 3, further comprising the steps of: accessing by the student of each of at least one template of a given template subset to exercise one of the one or more functionalities of the language skill to be exercised; reviewing the one of text, auditory or visual data associated with the accessed template and the at least one of the written queues or the auditory queues of the accessed template; and responding to the provided written or auditory queue using one of a written response or a verbal response in at least one of the target language or the native language.

5. The language learning method of claim 4, wherein there are a plurality of the at least one of the written or auditory queues and wherein said steps of reviewing and responding are performed until all of the provided queues are responded to by the student.

6. The language learning method of claim 1, further comprising the step of accessing by the student of each of at least one template of a given template subset to exercise one of a plurality of functionalities of the language skill to be exercised.

7. The language learning method of claim 1, wherein the native language is English and the foreign language is one of Arabic, Chinese, French, German, Japanese, Italian or Spanish.

8. A method for learning a target language, the target language including a language foreign to a native language and the native language as a second language, said language learning method comprising the steps of: establishing a lesson plan for the teaching of the target language; defining a plurality of lessons, each lesson being established to develop a particular level of skill and knowledge of the target language by a student; providing a plurality of sets of templates for each of the plurality of lessons, one set of templates being provided for exercising each of one or more language skills for the target language; wherein each set of templates being provided includes providing a plurality of subsets of templates, one template subset being provided for exercising each of specific functionalities of a given language skill associated with said each of the plurality of lessons; establishing each of the templates comprising each template subset so as to include input fields to exercise the specific functionality of the given language skill; wherein each of the templates comprising each template subset and the specific functionalities being exercised are each established based on the language skill being exercised, a level of skill of a student and said each of the plurality of lessons; and inputting at least one of text, audio or visual data into the input fields of each template of each template subset, whose input is provided to exercise the specific functionality.

9. The language learning method of claim 8, wherein the language skills of the target language to be exercised include listening, speaking, reading and writing.

10. The language learning method of claim 8, wherein said establishing each of the templates of each template subset includes establishing each of the templates of each template subset so as to provide at least one of a written queue or an auditory queue in at least one of the target language or the native language in each template so the student exercises the specific functionalities by responding to queues provided in each template using one of a written response or a verbal response in at least one of the target language or the native language.

11. The language learning method of claim 10, further comprising the steps of: accessing by the student of each of at least one template of a given template subset to exercise one of a plurality of functionalities of the language skill to be exercised; reviewing the one of text, auditory or visual data associated with the accessed template and the at least one of the written queues or the. auditory queues of the accessed template; and responding to the provided written or auditory queues using one of a written response or a verbal response in at least one of the target language or the native language.

12. The language learning method of claim 11, wherein there are a plurality of the at least one of the written or auditory queues and wherein said steps of reviewing and responding are performed until all of the provided queues are responded to by the student.

13. The language learning method of claim 8, further comprising the step of: accessing by the student of each of at least one template of a given template subset to exercise one of a plurality of functionalities of the language skill to be exercised.

14. The language learning method of claim 8, wherein the native language is English and the foreign language is one of Arabic, Chinese, French, German, Japanese, Italian or Spanish.

15. A method for learning a target language, the target language including a language foreign to a native language and the native language as a second language, said language learning method comprising the steps of: providing a matrix of commands and data arranged so that a student can selectively implement each of the commands; and wherein said matrix of commands and data being provided is arranged and configured so that selective implementation of commands by the student causes one of a plurality of language skills for the targeted language to be exercised.

16. The language learning method of claim 15, further comprising the step of selectively implementing a given set of commands so as to thereby cause each of specific functionalities of a given language skill to be exercised by the student.

17. The language learning method of claim 15, wherein the language skills of the target language to be exercised include listening, speaking, reading and writing.

18. The language learning method of claim 16, wherein said selectively implementing a given set of commands includes selectively implementing commands so as to provide at least one of a written queue or an auditory queue in at least one of the target language or a native language to the student so the student exercises the specific functionality by responding to the queue being provided by the template using one of a written response or a verbal response in at least one of the target language or the native language.

19. The language learning method of claim 18, further comprising the steps of: selectively implementing commands so as to exercise each functionality of each of the plurality of language skills to be exercised; reviewing one of text, auditory or visual data associated with the language skill functionality to be exercised and the at least one of the written queue or the auditory queue for the language skill functionality to be exercised; and responding to the provided written or auditory queue using one of a written response or a verbal response in at least one of the target language or the native language.

20. The language learning method of claim 19, wherein there are a plurality of the at least one of written or auditory queues for the language skill functionality to be exercised and wherein said steps of reviewing and responding are performed until all of the provided queues are responded to by the student.

21. The language learning method of claim 15, wherein the native language is English and the foreign language is one of Arabic, Chinese, French, German, Japanese, Italian or Spanish.

22. A language learning applications program for execution on a computer system including a program code portion and a plurality of data modules accessible by said program code portion, said applications program being configured and arranged for learning of a target language including a language foreign to a native language and the native language as a second language, wherein said program code portion includes a plurality of sets of templates, one set of templates being provided for exercising each of a plurality of language skills for the target language, wherein each set of templates being provided includes a plurality of subsets of templates, one template subset being provided for exercising each of specific functionalities of a given language skill, and wherein each of the templates comprising each template subset and the specific functionalities being exercised are each established based on the language skill to be exercised and a level of skill of a student, wherein each of the plurality of data field modules is established so as to include input fields to exercise the specific functionality of the given language skill of one of the templates of the template subset, where at least one of text, audio or visual data are input into the input fields of each template of each template subset; and wherein said applications program further includes instructions for: selecting one of the templates of a given template subset responsive to a command from a student; displaying content of a data field module corresponding to the selected one of the templates, the content being provided to exercise a specific functionality of a language skill; and receiving input from the student responsive to the displayed content.

23. A computer program product comprising: a computer-readable medium bearing program code for a language learning applications program for execution on a computer system and a plurality of data modules, wherein the program code includes: a plurality of sets of templates, one set of templates being provided for exercising each of a plurality of language skills for the target language, wherein each set of templates being provided includes a plurality of subsets of templates, one template subset being provided for exercising each of specific functionalities of a given language skill, and wherein each of the templates of each template subset and the specific functionalities being exercised are each established based on the language skill to be exercised and a level of skill of a student; wherein each of the plurality of data field modules is established so as to include input fields to exercise the specific functionality of the given language skill of one of the templates of the template subset, where at least one of text, audio or visual data are input into the input fields of each template of each template subset; and wherein the program code further includes: a first computer-readable program code segment for causing the computer system to select one of the templates of a given template subset responsive to a command from a student, a second computer-readable program code segment for causing the computer system to display content of a data field module corresponding to the selected one of the templates, the content being provided to exercise a specific functionality of a language skill, and a third computer-readable program code segment for causing the computer system to receive input from the student responsive to the displayed content.

24. A system for teaching a target language including a language foreign to a native language and the native language as a second language, said system including: a computer system including a central processing unit having memory and a processor; an applications program for execution on the computer system, said applications program including a program code portion and a plurality of data modules accessible by said program code portion, wherein said program code portion includes a plurality of sets of templates, one set of templates being provided for exercising each of a plurality of language skills for the target language, wherein each set of templates being provided includes a plurality of subsets of templates, one template subset being provided for exercising each of specific functionalities of a given language skill, and wherein each of the templates of each template subset and the specific functionalities being exercised are each established based on the language skill to be exercised and a level of skill of a student, wherein each of the plurality of data field modules is established so as to include input fields to exercise the specific functionality of the given language skill of one of the templates of the template subset, where at least one of text, audio or visual data are input into the input fields of each template of each template subset; and wherein said applications program further includes instructions for: selecting one of the templates of a given template subset responsive to a command from a student; displaying content of a data field module corresponding to the selected one of the templates, the content being provided to exercise a specific functionality of a language skill; and receiving input from the student responsive to the displayed content.

25. The method for learning a target language of any of claims 1 -7, wherein said one set of templates being provided are provided for exercising each of a plurality of language skills for the target language.

26. The method for learning a target language of any of claims 8-14, wherein said one set of templates being provided are provided for exercising each of a plurality of language skills for the target language.