WO2023037512A1 - Sentence structure learning device and program - Google Patents

Abstract

[Problem] To provide a device and a program for learning a sentence structure with higher efficiency. [Solution] Provided is a sentence structure learning device comprising: a means for displaying a problem sentence, a plurality of phrase display frames that display phrases in the problem sentence, and a connector that connects any two of the plurality of phrase display frames in a display screen image; and a means for (1) arranging a subject phrase display frame for displaying a phrase that represents a subject and a predicate phrase display frame for displaying a phrase that represents the predicate of the subject so as to be side by side in a progression direction of the problem sentence in the stated order, where the progression direction is any of a direction from top to bottom, a direction from left to right, or a direction from right to left in the display screen image, and (2) arranging the predicate phrase display frame and an object phrase display frame for displaying a phrase representing the object of the predicate so as to be displaced in any one direction intersecting the progression direction, the object phrase display frame being displaced in reverse to the progression direction with respect to the predicate phrase display frame.

Description

Apparatus and program for learning sentence structure

The present invention relates to a sentence structure learning device and program for learning sentence structures.

In learning a language, it is necessary to grasp the semantic structure of a sentence, for example, a subject (hereinafter, a part of a sentence containing a subject (a phrase) is referred to as a "subject"), an object (hereinafter, an object A part (phrase) of a sentence containing It is not always easy to know which words are subject, guest, and predicate. In addition to subject, object and predicate, sentences often contain words that modify them. This is because they have different properties. For learners of a language (hereafter referred to as "students"), it can be difficult to just extract the words representing the subject, guest and predicate correctly.

A notebook for learning sentence structure has been disclosed that visually shows the sentence structure as described above, so that students can easily understand the sentence structure and eventually understand the meaning of the sentence ( See Patent Document 1).

Japanese Patent No. 6403339

The above "notebook for learning sentence structure" is suitable for learning sentence structure, and students can obtain learning effects by filling in the notes themselves. However, the learning effect can be expected to be further enhanced by automatically changing the display without having the students fill in the information, or by judging whether the operation by the student is correct or incorrect and changing the display depending on the correctness or incorrectness.
SUMMARY OF THE INVENTION It is an object of the present invention to solve the problems of the prior art as described above, and to provide an apparatus and a program for learning sentence structures more effectively.

[Brief description of the invention]
In order to solve the above-mentioned problems, the present invention provides means for displaying a task sentence, a plurality of word/phrase display frames for displaying words/phrases in the task sentence, and a connector connecting any two of the plurality of word/phrase display frames, and , when the direction from top to bottom, the direction from left to right, or the direction from right to left on the display screen is the direction in which the sentence progresses, (1) the direction of the subject that displays the phrase representing the subject The word/phrase display frame and the word/phrase display frame of the predicate displaying the word/phrase representing the predicate of the subject are arranged in this order in the direction of progress, and (2) the word/phrase display frame of the predicate and the guest part of the predicate are arranged. The word/phrase display frame of the guest part, which displays the word/phrase to be expressed, is displaced against the word/phrase display frame of the predicate in the direction opposite to the direction of travel, and the direction intersects with the direction of travel. Provided is a device for learning sentence structure having means for displacing and arranging in a direction.

According to the device for learning sentence structure according to the present invention, an assignment sentence, a phrase display frame for displaying the phrase in the assignment sentence, and a connector connecting two phrase display frames are displayed on the display screen. The phrase display frames for the part are arranged in this order in the direction in which the sentence progresses, and the phrase display frame for the guest is behind the phrase display for the predicate and does not overlap the phrase display for the subject. so students can learn sentence structures more effectively.

The device for learning sentence structure according to the present invention comprises a phrase display frame of one portion for displaying the word of the adnominal modifier or the phrase of the adnominal modifier and a phrase display frame of the other portion for displaying the word to be modified, wherein: If neither of (1) nor (2) applies, the word display frame of the other part is displaced in the direction of travel with respect to the word display frame of the first part, and the one direction out of the directions intersecting the direction of travel is displaced. It preferably has means for displacing it in the opposite direction.

According to the device for learning sentence structure according to the present invention, one part of the word display frame that displays the word of the adnominal modifier or the word of the adnominal modifier and the other part of the word display frame that displays the word to be modified are visually displayed. , making it easier for students to understand visually and intuitively.

The apparatus for learning sentence structure according to the present invention is configured such that, of the word/phrase display frame for the subject and the word/phrase display frame for the description, the word/phrase display frame for displaying the subject of the entire sentence and the predicate of the subject is replaced with another. It is preferable to further have means for displaying with a frame line different from the phrase display frame. This sharpens the subject and predicate of the entire sentence, making it easier for students to understand the flow of meaning in the sentence.

The device for learning sentence structure according to the present invention preferably further comprises means for displaying connectors as solid lines, broken lines or arrows. As a result, the meaning of each part of the sentence is visually clarified by using different connectors.

In the sentence structure learning device according to the present invention, the connector in which the word/phrase display frame of the subject and the word/phrase display frame of the guest are displayed as solid-line arrows pointing from the word/phrase display frame of the subject to the word/phrase display frame of the guest. and means for connecting the word/phrase display frame of the guest part and the word/phrase display frame of the predicate with a connector displayed as a solid arrow pointing from the word/phrase display frame of the guest part to the word/phrase display frame of the predicate. is preferred. It is preferable to further include means for connecting the word/phrase display frame of the subject and the word/phrase display frame of the predicate with a connector displayed as a dotted line segment.
These allow us to visualize the flow from the subject to the guest to the predicate. Although there is no dependency relationship between the subject and the guest, the flow from the subject to the guest and the predicate is made clear by connecting it with the same connector as between the guest and the subject.

A device for learning sentence structure according to the present invention, in a compound sentence or a compound sentence having two or more sets of a subject and a predicate, displays the subject phrase display frame (subsequent subject phrase display frame) of the second and subsequent sentences. ) is connected by a connector from the word/phrase display frame of the predicate of the sentence before the second sentence to the following subject word/phrase display frame, and the sentence before the second sentence and the sentence after the second sentence are connected. It is preferable to further have means for displaying the shape of the connector determined based on the causal relationship with the sentence. This allows the computer to visually display the causal relationship between preceding and following sentences in compound or complex sentences.

A device for learning sentence structure according to the present invention, in a compound or complex sentence in which there are two or more words representing a predicate corresponding to one subject, sets the word/phrase display frame of the subject to the first sentence and the second and subsequent sentences. provided for each sentence, the subject phrase display frame and the predicate phrase display frame of each of two or more sentences are arranged side by side in the direction of progress, and repetition is displayed in the subject phrase display frame. It is preferable to further have means. As a result, even if there are two or more predicates for one subject, the subject-predicate relation is visually displayed by the computer for sentences in which the subject is omitted.

In the device for learning sentence structure according to the present invention, the assignment sentence includes sentences in two languages with the same meaning, and the word/phrase display frames and connectors are arranged in one pattern for one of the two languages. It is preferable to further have means for arranging the phrase display frames and connectors in a pattern similar to the one pattern for the other one. As a result, the same structure regardless of language is expressed by the layout of the word display frame and connector arrangement pattern, so that students can easily learn with awareness of the semantic structure independent of language. Become.

In the device for learning sentence structure according to the present invention, the initial display means displays the word/phrase display frame and the connector at a predetermined position on the display screen, the assignment sentence including a plurality of words/phrases is displayed at a position different from the predetermined position, and the moving means displays The word selected by the student is moved to the word display frame, and the determining means determines whether the correct word is moved to the word display frame. Preferably, there is also means for displaying a practice mode for placing the correct word in the display pane. As a result, it is determined whether or not the arrangement destination of the word/phrase display frame in the practice mode is correct, which helps the student to easily understand the sentence structure.

In the device for learning sentence structure according to the present invention, the initial display means displays word/phrase display frames and connectors at predetermined positions on the display screen, and the correct answer display means arranges correct words/phrases that fit in each word/phrase display frame for each word/phrase display frame. and means for displaying a learning mode in which the phrase is read aloud by an automatic voice. Students can deepen their thinking by themselves in learning mode.

In the device for learning sentence structure according to the present invention, the initial display means displays the phrase display frame and the connector at a predetermined position on the display screen, the question sentence and the answer selection frame at a position different from the predetermined position, and the test execution means displays Means for displaying a test mode in which one answer selection frame selected by the student is determined, the judging means judges whether the one answer selection frame is correct, and correct or incorrect is displayed so that the student can understand. It is preferred to further have Students can learn correct sentence structure by visual stimulation in test mode.
In order to solve the above problems, the present invention provides a sentence structure learning program that causes a computer to function as the sentence structure learning apparatus according to the present invention.

With the device and program for learning sentence structure of the present invention, the subject and the predicate are arranged in the progression method, and the parts modifying these parts are arranged laterally, and the subject and predicate, which are the main flow of meaning in the sentence, are arranged. Because the flow is visually manifested, students can learn sentence structures more effectively.

FIG. 1 is a configuration diagram of a device for learning sentence structure according to the present invention. FIG. 2 is a diagram illustrating an initial state of a display screen according to the first embodiment; FIG. 3 is a diagram showing the display screen after the clauses are laid out. FIG. 4 is a diagram showing the initial state of the display screen when the assignment text is in English. FIG. 5 is a diagram showing a display screen when the assignment text is in English. FIG. 6 is a diagram showing a display screen containing sentences in two languages. FIG. 7 is a diagram illustrating an initial state of a display screen according to the second embodiment; FIG. 8 is a diagram showing a display screen after arranging clauses. FIG. 9 is a diagram showing a test mode display screen with question texts. 10A and 10B are diagrams showing the proper use of connectors depending on how the repetitive modifier works. 11A and 11B are diagrams showing the proper use of connectors in compound sentences. FIG. 12 is a diagram showing word/phrase display frames and connectors in a compound sentence. FIG. 13 is a diagram showing an example of repetition of omitted subjects in compound sentences and complex sentences. FIG. 14 is a diagram showing a screen display of clause data and connector data. FIG. 15 is a diagram showing an example of a compound sentence on a practice mode screen for arranging clauses. FIG. 16 is a diagram showing an example of a compound sentence on the practice mode screen. FIG. 17 is a diagram showing the structure of a program according to the present invention. FIG. 18 is a diagram showing the structure of an assignment sentence DB and a learning record DB. FIG. 19 is a diagram showing the transition of the display screen when correct answers are given in the practice mode. FIG. 20 is a diagram showing transition of the display screen when an incorrect answer is given in the practice mode. FIG. 21 is a diagram showing variations of the moving means. FIG. 22 is a diagram showing transition of display screens in the learning mode. FIG. 23 is a diagram showing the transition of the display screen when the correct answer is given in the test mode. FIG. 24 is a diagram showing transition of the display screen when an incorrect answer is given in the test mode. FIG. 25 is a flow chart showing the flow of processing for selecting language types and assignment sentences according to the present invention. FIG. 26 is a flow chart showing the flow of practice mode processing according to the present invention. FIG. 27 is a flow chart showing the flow of processing in the learning mode of the present invention. FIG. 28 is a flow chart showing the flow of processing in the test mode of the present invention.

Embodiments of the invention will be described, by way of example only, with reference to the accompanying drawings. The detailed embodiment represents the best mode known to the inventors and supports the claimed invention. However, they are merely examples and should not be used to interpret or limit the scope of the claims. Their purpose is to provide instruction to those skilled in the art. Elements and processes distinguished by ordinal phrases such as "first" and "second" do not necessarily define any order or ranking.

The concepts of subject, object, and predicate are about objects expressed in language, and exist regardless of language. In Sentence 1, the subject, that is, the word that represents the subject, and the predicate, that is, the word that represents action, state, existence, or the part corresponding to "what" of "what (subject) what (predicate)" are independent words. and the subject are always included unless they are omitted. It should be noted that the word representing the guest part, that is, the object may not be included. If the predicate is a verb, the object exists if the verb is transitive, but if the verb is intransitive, the action can be performed without the object. Also, when the predicate is an adjective, or when it expresses the part corresponding to "what", there is no object.

Also, some sentences have multiple sets of subjects and predicates. For example, in Japanese, two actions are expressed by discontinuation, and in English, relative pronouns modify one subject and action to another word.
Visually showing one or more "sets of subject, predicate, and (if any) guest part" contained in a sentence so that the "set" can be easily understood, It aids in understanding the structure of sentences, which in turn aids in understanding the meaning of sentences.
In addition, by visually showing the relationship between words other than the subject, predicate, and guest part, and other words in the sentence, the structure of the sentence can be understood more easily.

A detailed description will be given of what is expressed as a "part" in the above description. Strictly speaking, it depends on the language how to represent the subject, for example, by combining parts of speech in a sentence. For example, in English, it is expressed as a subject noun. On the other hand, in Japanese, for example, it is possible to understand that a subject noun represents the subject, or that a bunsetsu with a case particle indicating that the noun is the subject represents the subject. The difference in grasping methods can be selected optimally according to educational policies and students' strengths and weaknesses. Therefore, in this specification, parts of a sentence that are grasped as a subject, an action, an object, etc. are referred to as a subject, a predicate, and a guest, respectively.
A part of a sentence that modifies a subject is called an adnominal modifier, and a part of a sentence that modifies a predicate is called an adnominal modifier. Regarding the concepts of adnominal modifiers and adnominal modifiers, regardless of the conventional grammatical classification of parts of speech, they are classified as functions and adjusted according to educational purposes.
In this specification, "clauses" are sometimes referred to as "phrases" and have the same meaning.

The relative relationships between the two parts are classified below.
(1) Relationship between subject and predicate. (subject and predicate in Japanese)
(2) The relationship between the guest part and the predicate. (Verbs that are objects and predicates in Japanese)
(3) A relationship representing the subject and the guest through the predicate.
(4) Relationship between the adnominal modifier and the subject which is the modified word.
(5) Relationship between predicate modifiers and predicates that are modified words.
(6) A relationship between two or more predicates that are equally parallel.
(7) The relationship between the predicate, which is a modifier, and the subject or guest part, which is a modified word.

Here, (3) is noted. Considering the so-called "dependency" relationship found in many languages, (3) does not have a dependency relationship, although the others have a dependency relationship.
Regarding the above (6) and (7), among the whole sentences, the former one is called the "first sentence", and the latter one is called the "second sentence".
As for (6), there are simple parallelism, direct connection, passage of time, reverse connection, and the reason that the second sentence is the first sentence, depending on the relationship between the first and second sentences.
As for (7), the first sentence may modify the subject or guest part of the second sentence, or the second sentence may modify the subject or guest part of the first sentence.
The same applies when there is a third sentence or later. Note that the first sentence and the second sentence are one sentence as a whole, and the "first sentence" and the "second sentence" are not strictly expressed as a "sentence". However, they are called "first sentence" and "second sentence" because they have the same meaning as "sentence" because they are received by words representing predicates.
BEST MODE FOR CARRYING OUT THE INVENTION An embodiment according to the present invention will be described below with reference to the drawings. In the drawings, the same or corresponding configurations are denoted by the same reference numerals, and repeated description may be omitted.

[Configuration of device for learning sentence structure]
(Fig. 1)
FIG. 1 shows the configuration of a sentence structure learning device 10 according to an embodiment of the present invention. In this embodiment, the sentence structure learning device 10 is a computer used by students to learn sentence structure, and includes electronic devices including tablet computers, laptop computers, desktop computers, and smart phones.
As shown in FIG. 1, the sentence structure learning device 10 includes a CPU (Central Processing Unit) 11, a storage section 12, an input section 13 and a display section .

The CPU 11 includes, for example, at least one microprocessor, performs calculations with reference to an operating system and other programs, and displays the calculation results on the display unit 14 . The storage unit 12 includes a main storage unit (eg, RAM) and an auxiliary storage unit (eg, non-volatile semiconductor memory), and stores programs and data. For example, it may include a secondary storage unit such as a hard disk drive or solid state drive.

The input unit 13 is composed of, for example, a touch panel, a keyboard, a mouse, etc., and is used by students to perform input operations such as answers to questions. The input unit 13 may be used by a student to perform an input operation by voice or gesture. The display unit 14 includes, for example, a liquid crystal display panel or an organic EL display, and displays a screen according to instructions from the control unit 11 . Note that the input unit 13 and the display unit 14 may not be built in the device 10, and may be external devices connected to the device 10 by wire or wirelessly.

The programs and data described as being stored in the storage unit 12 may be supplied to a server (not shown) via a network, for example. The device 10 may also include components for reading programs or data stored on information storage media (eg, optical discs, memory cards, etc.). Programs and data may be supplied to the device 10 via an information storage medium.

This embodiment shows the basic structure of sentence structure learning by exemplifying a screen (display screen 1) displayed on the display unit 14 of the sentence structure learning apparatus 10. FIG.
(Figure 2)
FIG. 2 shows the initial state of the display screen according to the first embodiment (before phrases are displayed in the phrase display frame). On the display screen 1, a task sentence 2 is displayed, and word display frames 3 (3A, 3C, 3O, 3S and 3V: letters are added after "3") for displaying one phrase in the task sentence in one frame. ), and connector 4 (4A, 4C, 4O, 4S and 4SO: the symbol with a character after "4" indicates connector 4; the same applies hereinafter). have.

In the example shown in FIG. 2, since the assignment sentence is a Japanese sentence, the student breaks down the assignment sentence 2 into phrases, thinks about the meaning of each phrase, and displays the word display frame 3 so as to correctly show the relationship between the phrases. Put one clause in each.
The word/phrase display frames 3S and 3V are rectangles with thick lines, and the other word/phrase display frames are rectangles with thin lines. This allows the subject and predicate of the entire sentence to be visually grasped (by the thick line).
The connector 4 is a solid arrow and a dashed line in this example. The shape of connector 4 also aids visual grasp. Shapes other than solid arrows or dashed lines are also available, the details of which will be described later.

(Fig. 3)
FIG. 3 shows the display screen after arranging the clauses of the assignment sentence in the word/phrase display frame. What is shown in FIGS. 2 and 3 is Japanese written horizontally. The direction in which the assignment sentence 2 progresses, that is, the direction from left to right is the direction of progress. The direction of progress is preferably the direction from the beginning of the sentence to the end of the sentence when writing the language of the assignment sentence. Vertical writing for Japanese, Chinese, etc., is from top to bottom; most horizontal languages, such as European languages, are from left to right; some languages, such as Arabic, are from right to left. direction.

The meaning of the arrangement of the phrase display frames will be explained below with reference to FIG. 3(A). The word/phrase display frame 3S is a subject word/phrase display frame for displaying a word/phrase representing the subject, and the word/phrase display frame 3V is a predicate word/phrase display frame for displaying a word/phrase representing the predicate. The word display frames 3S and 3V are arranged side by side in this order in the traveling direction. Therefore, the connector 4S that connects the word/phrase display frames 3S and 3V, which are in subject relation, is a line directed in the traveling direction. Also, the word/phrase display frames 3S and 3V are the subject and predicate of the entire sentence, and are distinguished from the other word/phrase display frames by the thick lines. That is, the word/phrase display frame representing the subject of the entire sentence and the predicate of the subject is wider than the other word/phrase display frames.

The word/phrase display frame 30 is a guest part word/phrase display frame for displaying a word/phrase representing the guest part. The word/phrase display frame 30 is arranged between the word/phrase display frames 3S and 3V in the direction of travel, and below the word/phrase display frames 3S and 3V in the direction crossing the direction of travel.
In FIG. 3A, clauses are entered in the word display frame, but as shown in FIG. Case particles make it easier to understand whether a sentence is a subject or an object.
An educator can select whether or not to add a case particle to a connector, depending on the student's degree of learning, learning purpose, and the like. In addition, since there are no case particles in many languages other than Japanese, what should be attached to the connector should be selected according to educational purposes.

(Fig. 4)
FIG. 4 shows an example of the display screen when the assignment text is in English. The word display frame shows the initial state before placing the phrase. The task sentence is an English sentence having the same meaning as the Japanese sentence in FIG. The word/phrase display frame 3 and the connector 4 are arranged in the same manner as in FIG. This is because the semantic structure of a sentence is the same regardless of the language (word order based on it, part of speech). The same is true for languages other than English.

(Figure 5)
FIG. 5 shows a display screen (before and after arrangement of clauses) when the task text is in English. Since both FIGS. 5A and 5B are the same as FIG. 3, redundant description is omitted. In FIG. 5(B), prepositions are attached to the connectors in accordance with English as to what words are attached to the connectors.

(Fig. 6)
FIG. 6 shows a display screen containing sentences in two languages, after entering a phrase in the phrase pane. As explained with reference to FIGS. 2 to 4, the sentence structure is the same regardless of the language. Therefore, when sentences in two languages are written side by side as shown in FIG. 6, it is easy to visually understand that the sentence structures are the same.
FIG. 6 shows that the same phrase display frames and connectors are arranged side by side for two different languages, and two different language assignments with the same contents are displayed. Although Japanese and English are shown here, it can be applied to all languages in principle according to the "universal grammar" described later.
For Japanese students learning English, and for foreign students learning Japanese, it can be expected that understanding of foreign languages based on understanding of sentence structure will be promoted.

This embodiment shows the details of the display screen using vertical Japanese as an example. In this embodiment, the "words and phrases representing the subject", the "words and phrases representing the predicate", and the "words and phrases representing the guest" are treated as "subjects" in order to indicate their meanings as a general understanding of Japanese grammar based on English grammar. Also called "predicate" and "object". In addition, according to the concept shown in the first embodiment, a device for learning sentence structure similar to that of the present embodiment can be configured for languages other than Japanese.

In the following description, it is assumed that phrases are arranged in the phrase display frame in the same way as shown in FIG. 3(A). However, as shown in FIG. 3(B), a case particle can also be added to the connector. Also, in this embodiment, the direction in which the assignment sentence progresses, that is, the direction from top to bottom is the direction of progress, and the word/phrase display frame for the guest part is the word/phrase display frame for the subject part and the word/phrase display frame for the predicate part. shall be aligned to the left.

(Fig. 7)
FIG. 7 shows the initial state of the display screen according to the second embodiment. On the display screen 1, a task sentence 2 is displayed, and word display frames 3 (3A, 3C, 3O, 3S and 3V: letters are added after "3") for displaying one phrase in the task sentence in one frame. ), and connector 4 (4A, 4C, 4O, 4S and 4SO: the symbol with a character after "4" indicates connector 4; the same applies hereinafter). have.

(Figure 8)
FIG. 8 shows the display screen after arranging the clauses of the assignment sentence in the word/phrase display frame. As shown in FIG. 8, the subject word/phrase display frame 3S displaying the clause including the subject is arranged directly above the predicate word/phrase display frame 3V displaying the clause including the predicate. Therefore, the connector 4S that connects the word/phrase display frames 3S and 3V in the subject relationship is a straight line parallel to the traveling direction, that is, a vertical line. Also, the word/phrase display frames 3S and 3V are the subject and predicate of the entire sentence, and therefore are emphasized by the thick lines more than the other word/phrase display frames.

The other word/phrase display frames are arranged such that the word/phrase display frame 30 of the guest part is shifted to the left and the other word/phrase display frames are shifted to the right with respect to the word/phrase display frames 3S and 3V. For this reason, all the connectors other than the connector 4S that connects the word display frames 3S and 3V, which are subject to each other, are oblique lines, that is, straight lines in the direction intersecting the traveling direction.
As described above, the subject and predicate phrase display frames of the entire sentence are emphasized, the subject-predicate relation is indicated by vertical lines, and the other dependency relation is indicated by oblique lines, thereby visually recognizing the sentence structure. grasped in a meaningful way.
The connector 4SO connects clauses that do not have a direct dependency relationship, and since the subject represented by the subject acts on the object represented by the object, it indicates the relationship between the subject and the object. .

In the embodiment shown in FIGS. 7 and 8, the word/phrase display frame for the clause containing the object is placed on the left side of the word/phrase frames 3S and 3V, and another word/phrase display frame 3 having a dependency relation is placed on the word/phrase display frame 3S. and 3V on the right side. In this way, it is necessary to determine in advance whether the phrase display frame 3 is to be placed on the left or the right based on the meaning that the phrase has with respect to other phrases. It is preferable to arrange the word/phrase display frame 3 in a position opposite to the word.

Contrasting FIGS. 7 and 8 with FIGS. 2 and 4, the phrase display frame 3 and connector 4 shown in FIGS. 7 and 8 are rotated 90 degrees clockwise from those shown in FIGS. It has become a thing. Although the direction of travel is 90 degrees different, the word display frame 3 and the connector 4 have the same relative positions, although they are rotated 90 degrees. This is because the sentence structure is the same.

(Fig. 9)
FIG. 9 shows a display screen in the test mode with question sentences. Compared with FIG. 7, a question sentence 5 and an answer selection frame 6 asking about the meaning of the clause and the dependency relationship are additionally displayed. Furthermore, the numbers 1 and 2 and below are written in circled numbers in the phrase display frame 3 . A student can select an answer to a question sentence 5 from a plurality of answer selection frames 6. - 特許庁

The shape of the connector will be described below. Connectors 4SO and 4O are solid arrows, and other connectors are dashed line segments or dashed arrows. Connectors 4SO and 4O are emphasized over the others. As a result, it is easy to visually grasp the flow of sentences consisting of a subject, an object, and then a predicate.
As for the connectors other than the clause containing the object, the meaning of the predicative modifier can be visually understood by selectively using the connector that connects the phrase display frame 3C related to the predicate modifier and the phrase display frame 3V related to the predicate. is one of the features of the present invention.

FIG. 9 shows the proper use of connectors depending on how the repetitive modifier works. FIG. 9(A) shows the location to which the repetitive modifier is moved. In this case, the subject represented by the subject acts on the object represented by the independent word of the predicative modifier. Therefore, as in the case of the object, the solid arrow connector 4C1 is used to connect clauses that are not directly dependent. It represents the connector 4SC1 that connects.
FIG. 9(B) shows a place where the continuous modifier does not move. In this case, rather than modifying the predicate, the predicative modifier indicates the place where the action/action represented by the sentence as a whole is performed. Therefore, connector 4 is not shown. However, since the clause of the predicate modifier is directly related to the predicate, the word/phrase display frame 3C2 is arranged in the upper right of the word/phrase display frame 3V (and the lower right of the word/phrase display frame 3S).

(Fig. 10)
In FIG. 10(C), the continuation modifier represents time. In this case, the predicate modifier can be interpreted as prescribing the entire sentence. Therefore, the word/phrase display frame 3C3 is arranged in the upper right of the word/phrase display frame 3S without showing the connector 4. FIG. This is from the task text "Dogs bark in the evening." In the case of the subject sentence "Dog barks in the evening", it is preferable to use the example shown in FIG.

In addition to the above, there are cases that purely modify the predicate, such as the clause ``slowly'' in the task sentence ``the dog walks slowly'', and other cases. The word/phrase display frame associated with the clause and the word/phrase display frame associated with the predicate clause are connected by dashed line connectors.
As described above, the semantic relationship (sentence structure) between clauses can be visually grasped by the presence or absence and shape of connectors.
Next, the connector for compound sentences will be described.

(Fig. 11)
11A and 11B are diagrams showing the proper use of connectors in compound sentences. In FIG. 11A, two sentences are simple parallel. In this case, it does not represent connector 4, since there is no special relationship between the two sentences.
In FIG. 11B, the first sentence abuts the second sentence. In this case, in order to simply connect the phrase display frame 3V1 related to the clause containing the predicate of the first sentence and the clause entry 4S2 related to the clause containing the subject of the second sentence, a solid arrow shape (simply attached to the end of the line segment connect with a connector 4A having an arrow (not one with an arrow, but one with an arrow having an area). In addition, the word display frame 3V1 and the word display frame 3V2 are connected in the relation of dependency, but since the relation is between the first sentence as a whole and the second sentence as a whole, the word display frame 3V1 and the word display frame 3S2 are connected to each other. Make it look like they are tied together.

FIG. 11C shows the passage of time from the first sentence to the second sentence. In this case as well, the connection is simple, but since the semantic connection between the first sentence and the second sentence is weaker than in the direct connection, they are connected by a dashed arrow-shaped connector 4T.
In FIG. 11(D), the first sentence is inversely attached to the second sentence. In this case, for example, they are connected by a V-shaped arrow-shaped connector 4P.

In FIG. 11E, the second sentence is the reason for the first sentence. In this case, since the relationship between the first sentence and the second sentence is reversed from the case of FIG. 11(B) showing direct connection, they are connected by a U-turn arrow-shaped connector 4R, for example.
In addition to the above, a figure having an appropriate shape can be used according to the meaning of the relationship between the first sentence and the second sentence.
In the case of compound sentences, unlike compound sentences, the predicate of the first sentence has a clear dependency with one of the words contained in the first or second sentence. For complex sentences, the general visual representation shown in FIG. 8 is used.

(Fig. 12)
FIG. 12 is a diagram showing word/phrase display frames and connectors in a compound sentence. FIG. 12(A) relates to the assignment sentence "My dog is white". The predicate "I keep" in the first sentence modifies the subject "dog" in the second sentence in adnominal form. The word/phrase display frame 3V1 relating to the clause including the predicate of the first sentence and the clause entry 4S2 relating to the clause including the subject of the second sentence are connected by a normal broken line connector 4A.

FIG. 12(B) relates to the assignment sentence "The dog noticed that I left". The predicate ``kaeta'' in the first sentence modifies the noun ``koto''. Therefore, a connector 4A similar to a normal sentence, not a compound sentence, is shown.
Here, the word/phrase display frames of “I am” and “I keep” in FIG. 12A and the word and phrase display frames of “Bokuga” and “I returned” in FIG. is not bold.

(Fig. 13)
FIG. 13 shows a word/phrase display frame for a sentence with two or more predicates when repeated subjects are omitted. FIG. 13(A) relates to the assignment sentence "The dog stopped and barked" (compound sentence). The action of "stopping" and the action of "barking" have the passage of time, which is the same as in FIG. 11(C). However, since there is no subject "inu wa" in the second sentence (it is omitted), a phrase display frame 3Sx is provided, and "(inu wa)" is indicated in parentheses to clarify the subject-subject relationship of the second sentence. do. In this way, the repetition of 3Sx is displayed in brackets, for example, in the word/phrase display frame of the main part.

FIG. 13(B) relates to the task sentence "The dog crawled into the hole it dug" (complex sentence). The predicate "dug" and the guest part "in the hole" have a modifier-modified relationship, similar to FIG. 12(B). However, since there is no subject "inu wa" in the second sentence (it is omitted), a phrase display frame 3Sx is provided, and "(inu wa)" is indicated in parentheses to clarify the subject-subject relationship of the second sentence. do. In this way, the repetition of 3Sx is displayed in brackets, for example, in the word/phrase display frame of the main part.
This makes it easier for students to understand the subject-predicate relationship caused by the omission of the subject. Although compound sentences and complex sentences have been described using two sentences as an example, even when there are three or more sentences, the entire sentence can be constructed by constructing two related sentences in the same manner as described above.

(Fig. 14)
FIG. 14 is a diagram showing a screen display of clause data and connector data. The task sentence is displayed in the phrase display area 2 surrounded by phrases. The word/phrase display frame 3S is arranged directly above the word/phrase display frame 3V in which the clause containing the predicate is entered. For this reason, the connector 4S that connects the word/phrase display frames 3S and 3V in the subject relation is a line that connects 3S and 3V and is parallel to the traveling direction, ie, a vertical line. The other word/phrase display frames are arranged to be shifted left or right with respect to the word/phrase display frames 3S and 3V. Therefore, all the connectors other than the connector 4S connecting the word/phrase display frames 3S and 3V in the subject relationship are hatched.
As described above, the subject-predicate relation is represented by a vertical line and the other dependency relation is represented by a diagonal line, so that the sentence structure can be visually grasped. The connector 4SO connects clauses that do not have a direct dependency relationship, and since the subject represented by the subject acts on the object represented by the object, it indicates the relationship between the subject and the object. .

(Fig. 15)
FIG. 15 is a diagram showing an example of a compound sentence on a practice mode screen for arranging clauses.
In the case of compound sentences, unlike compound sentences, the predicate of the first sentence has a clear dependency with one of the clauses included in the first or second sentence. For complex sentences, the general visual representation shown in FIG. 8 is used.

(Fig. 16)
FIG. 16 is a diagram showing an example of a compound sentence on the practice mode screen.
The basic display contents have been described above. A program for performing the display and further changing the display will be described below.

[Program structure]
(Fig. 17)
FIG. 17 shows the configuration of the sentence structure learning program according to the present invention. The sentence structure learning program 40 includes a question selection means 42, an initial display means 44, a movement means 46, a test execution means 48, a determination means 50, a correct answer display means 52, a next question selection means 54, an assignment sentence database 56, and a learning record database 58. It has
The problem selection means 42 selects a problem selected by the instruction of the student. The initial display means 44 displays all the phrase data, phrase display frames, and connectors of the assignment sentence as initial positions on the display of the computer. The moving means 46 moves and displays the clause of the assignment sentence in the clause display area 2 (see FIG. 14) to one of the word/phrase display frames.

Test execution means 48 administers the test for the student. The judging means 50 judges whether or not the resulting word display frame moved by the moving means 46 matches the correct answer data stored in the assignment sentence database 56 . In the learning mode, the determination means 50 is not used because the program 40 determines the destination phrase display frame.
The next question selection means 54 selects a question sentence to be displayed next.

(Fig. 18)
FIG. 18 shows the structure of the assignment sentence database and the learning record database. The assignment sentence database 56 is configured by referring to assignment sentence data 56a from clause data 56d, connector data 56e, test question data 56f, and learning record data 58a of the learning record database 58, and organized by level and language type. It is characterized in that the assignment sentences of the same content are written in multiple languages and composed of level-sorted data.

The level data 56b represents the level (difficulty) of the sentence structure of each assignment sentence. The language data 56c holds information on the language used in the program. Since horizontal writing and vertical writing are arranged in different directions on the display screen, the writing direction data (left horizontal, right vertical, right horizontal, left vertical) is stored.

The phrase data 56d holds data of all phrases that make up one task sentence in a record format, and displays each phrase (phrase of the phrase), type of phrase (subject, predicate, etc.) and phrase display frame. Holds position data. These data are used as arrangement position data by the initial display means 44 and as correct data by the determination means 50 .
The connector data 56e holds information on all connectors of one assignment sentence in a record format, and holds data on the start point and end point of the word/phrase display frame connected by each connector and the type of line segment. These data are used by the initial display means 44 .

The learning record database 58 has learning record data 58a and student data 58b. The learning record data 58a holds the correct/wrong data of the learning results of the assignment sentences. Correct/Incorrect_practice data indicates whether or not the student has correctly moved the phrase to the word/phrase display frame in the practice mode, and Correct/Incorrect_test data indicates whether or not the student has correctly selected the option in the test mode. Created and updated by The learning record data 58a is linked with the student data 58b and referred to as a learning history.
Hereinafter, changes in the display screen displayed on the display unit by the program according to the present invention will be described.

(Fig. 19)
FIG. 19 shows the transition of the display screen when the student answers correctly in the practice mode. FIG. 19A shows the initial display. Next, (B) is displayed in the phrase display frame 3 when the student clicks on the phrase display frame 3 with a phrase (hereinafter referred to as "phrase") of the assignment sentence in the phrase display area 2. Indicates that the phrase "owl's" is to be displayed. In (C), next, the student performs the same operation as above for the phrases ``medama wa'' and ``marui'' in the phrase display area 2, so that the phrases are displayed in all three phrase display frames. state. In (D), the judgment means 50 (not shown, see FIG. 17) indicates the correct answer on the screen by the operation of the transition to the next screen by the student (clicking on the display of "Proceed"). is displayed.

(Fig. 20)
FIG. 20 shows screen transitions when the student answers incorrectly in the practice mode. FIG. 20(A) shows a state in which movement to all word/phrase display frames has been completed as in FIG. 19(C). However, it contains the wrong location. FIG. 20(B) shows that the determination means 50 displays an "x" (x) indicating an incorrect answer on the screen when the student performs an operation for transitioning to the next screen. Students can concentrate on their thoughts without having to spend time writing descriptions with writing utensils. In addition, since the correctness is immediately known, even without a teacher, students can deepen their thinking and proceed with their studies.

(Fig. 21)
FIG. 21 is a diagram showing variations of the moving means. In FIG. 21(A), when moving the words of the assignment sentence in the phrase display area 2 from the initial position to the phrase display frame, the display at the initial position is erased and moved to the phrase display frame by a drag-and-drop operation, Newly displayed. In (B), the phrase "owl" is displayed again at the initial position in the phrase display area 2 after the movement. This is so that the student can check all of the assigned sentences, and if the student notices an error, he or she can redo the work. For example, drag-and-drop operations allow students to learn sentence structures while gaining a visual and action-oriented experience.

(Fig. 22)
FIG. 22 shows the transition of display screens in the learning mode. On the learning mode screen displayed after the completion of the practice mode, the correct answer display means 52 automatically displays the words in the word/phrase display frame even if there is no input by the student. All words and phrases are correctly placed in each word pane, and the full text of the assignment is read aloud from the beginning by an automated voice. In FIG. 20A, the background color of the phrase display frame 3a changes. At this time, an automated voice reads out "of an owl". In (B), the background color of the word/phrase display frame 3a returns to the original color, and instead, the background color of the word/phrase display frame 3b changes. At this time, an automated voice will read out "the eyeball". In (C), the background color of the word/phrase display frame 3b returns to the original color, and instead, the background color of the word/phrase display frame 3c changes to indicate the state. At this time, an automatic voice reads out "Marui". (D) shows a state (still screen) in which the background colors of all the phrase display frames have been restored. As a result, students can be impressed with the correct sentence structure through visual and auditory stimulation.

(Figure 23)
FIG. 23 shows the transition of the display screen when the student answers correctly in the test mode. FIG. 23A shows the initial display. On this display screen 1, when the student clicks the answer selection frame 6 "What is ○○?" (correct answer), the background color of the selected answer selection frame 6 changes. In (B), when the student performs an operation to move to the next screen, the judging means 50 displays a "○" (circle) indicating the correct answer on the screen, and the color of the answer selection frame 6 indicates the correct answer. It will change to a thick red frame.

(Figure 24)
FIG. 24 shows the transition of the display screen when the student answers incorrectly in the test mode. Fig. 24(A) shows the initial display. On this display screen 1, when the student clicks on the answer selection frame 6a "What will XX do?" (wrong answer), the background color of the selected answer selection frame 6a changes. Next, in (B), when the student performs an operation for transitioning to the next screen, the judging means 50 displays an "x" (x) indicating an incorrect answer on the screen. After that, the screen returns to the initial display screen 1 of (A).

In the initial display screen 1 of (A), when the student clicks the answer selection frame 6b "What is XX?" (wrong answer), the background color of the selected answer selection frame 6 changes ((C )reference). Next, in (D), when the student performs an operation to move to the next screen, the judging means 50 displays an "x" (x) indicating an incorrect answer on the screen. If the second time is also an incorrect answer, there is no opportunity for a third answer, the color of the correct answer selection frame 6c changes to a thick red frame, and the correct answer is disclosed (not shown). Visual stimuli can be expected to impress students with correct sentence structures.

(Fig. 25)
FIG. 25 is a flow chart showing the flow of processing for selecting language types and assignment sentences according to the present invention.
Each step shown in FIG. 25 is performed by the question selection means 42 (see FIG. 17). In step S1, a menu screen is displayed. Students can then select the language they want to learn and the orientation in which it will be displayed. For example, 1 is selected from the language types displayed as "1. Japanese, 2. English, 3. German, 4. Arabic", and the display direction is set to "1. Left-horizontal writing, 2. Right-vertical writing, 3. Right-horizontal writing." 4. You can select 1 from the displayed "left vertical writing". The student's choice determines the first language in step S2.

The student can then select a second language, but can select "do not select" if the second language is not being studied at the same time. Depending on the student's choice, the second language and its display direction are determined in step S3, or they are not determined and proceed to the next step.
At step S4, the presence or absence of the second language is asked. If yes, go to step S5; if no, go to step S7. In step S5, it is asked whether the display directions of the first language and the second language match. If yes, go to step S7; if no, go to step S6. In step S6, an error message indicating that the first language and the second language are not combined is displayed, and the process returns to step S2.
At step S7, a level selection screen is displayed. Next, in step S8, the level of the assignment sentence is selected according to the instruction of the student. In step S9, the assignment sentence selection screen of the first language is displayed, and in step S10, the assignment sentence is selected according to the instruction of the student.
This is the end of question selection, and the mode shifts to practice mode.

(Fig. 26)
FIG. 26 is a flow chart showing the processing flow of the practice mode of the present invention.
In step S21, the determining means 50 (see FIG. 17) sets 0 to the initial value of the variable used for the incorrect answer count counter that records the number of times the student incorrectly answered the movement position. At step S22, the initial display means 44 (see FIG. 17) displays the phrase display frame and the connector at the initial position. Next, in step S23, the initial display means 44 displays the assignment text in the clause display area. At this time, for words to which an irregular grammar not suitable for the sentence structure is applied, display area adjustment processing is performed for each language. For example, the article "a" in the English notation of FIG. 5 is positioned before "small" in the task text, but is positioned before "dog" in the word/phrase display frame 3S shown in FIG. In such a case, the article "a" is not displayed in the phrase display area after notifying the student separately of how to handle the article so as not to confuse the students.

Next, in step S24, the moving means 46 (see FIG. 17) performs a process of moving the phrase in the phrase display area selected by the student to the phrase display frame. In step S25, the moving means 46 moves the moved word/phrase to the word/phrase display frame and displays it. As for words and phrases to which an irregular grammar not suitable for the sentence structure is applied, the adjustment processing for display by language is performed (see step S23).
In step S26, it is determined whether or not the moving means 46 has completed the movement. If yes, go to step S27. If "no", the process returns to step S24.
In step S27, the determining means 50 determines whether or not all the moved words have been moved to the correct word/phrase display frames. If "yes", the process proceeds to step S28, and a symbol "o" (circle) indicating that the answer is correct is displayed on the screen. If "no", the process proceeds to step S29, and an "x" (x) sign indicating an incorrect answer is displayed on the screen.

At step S30, the word or phrase displayed in the layout display frame is erased, and at step S31, 1 is added to the variable that records the number of incorrect answers. Next, in step S32, it is asked whether the number of incorrect answers is two. If "no", the process returns to step S24. If "yes", the process proceeds to step S33, and the word is displayed in the correct word/phrase display frame in step S33. In step 34, when the learning record database 58 records and updates the correctness or wrongness of the learning result of this time, the practice mode is terminated and the learning mode is entered.

(Fig. 27)
FIG. 27 is a flow chart showing the flow of processing in the learning mode of the present invention.
In step S41, the correct answer display means 52 (see FIG. 17) sets a variable N, which is an initial value of 0, for counting locations where the background color of the phrase display frame is changed for learning. In step S42, the number of clauses (hereinafter referred to as "words") in the entire assignment is recorded as a constant, and in step S43, 1 is added to the variable N.
In step S44, the correct answer display means 52 changes the background color of the Nth word/phrase display frame, reads out the word/phrase by automatic voice, and returns the background color to the original color after reading. Next, in step S45, a question is asked as to whether or not confirmation display of the words has been completed. If yes, go to step S46; if no, go back to step S43. In step S46, when the student selects to move to the next screen, the learning mode ends and the mode shifts to the test mode.

(Figure 28)
FIG. 28 shows a flow chart of processing in the test mode of the present invention.
In step S51, the determination means 50 sets the initial value of the variable to 0 for the incorrect answer count counter that records the number of times the student incorrectly answered the movement position. At step S52, the test execution means 48 displays the question text and the answer selection frame.
At step S53, the test execution means 48 determines one of the answer selection frames 6 (see FIG. 9) according to the student's selection, and at step S54 changes the background color of the selected frame. Next, in step S55, the determination means 50 determines whether or not the correct frame has been selected. If yes, go to step S56. If "No", the process proceeds to step S57.

In step S56, the judging means 50 displays a "○" (circle) symbol on the screen to indicate that the answer is correct. In step S57, the judging means 50 displays an "x" (x) symbol on the screen to indicate that the answer is incorrect. At step S58, 1 is added to the variable that records the number of incorrect answers. Next, in step S59, it is asked whether the number of incorrect answers is two. If "yes", the process returns to step S53. If "no", go to step S60. In step S60, the determination means 50 changes the frame line of the correct answer selection frame 6 to a thick red frame to indicate the correct answer to the student.
Next, when the student selects to move to the next screen in step S61, the learning record database 58 records and updates the correctness or wrongness of the current learning result in step S62. At step S63, it is asked whether or not to select the next question. If yes, go to step S64. If no, exit. In step S64, when the next assignment sentence is selected, the practice mode is entered.

As explained in detail above, by using the apparatus and program for learning sentence structure of the present invention, a higher learning effect can be obtained. For example, in the practice mode, it is determined whether the operation by the student is correct or incorrect, and if it is correct, it is displayed to indicate that it is correct, and if it is incorrect, it is displayed to indicate that it is incorrect, and then changed to the correct placement position. By displaying the mode screen, it becomes easy to study without the instruction of the teacher.

The correct/incorrect_practice data and correct/incorrect_test data in the learning record database 58 (see FIG. 16) indicate whether or not the student has learned each sentence structure. Depending on whether the assignment sentence is selected, the assignment sentence to be selected next can be adapted to the student's strengths/weaknesses.
The sentence structure has its difficulty difference, and the difficulty level (level_id of the level data 7b) can be set to be high. You can select assignment sentences in order from lowest level to highest level to match the progress of learning.

The sentence structure is based on the subject-predicate relationship, and the difficulty increases in the order of complexity of modifiers, compound sentence structure, and compound sentence structure. A language system based on written language with such a sentence structure is a "learning language" that cannot be mastered without new learning, even if it is the mother tongue, and is sharply distinguished from the "communication language" that is used in daily life. Repetition of basic understanding of sentence structure forms a brain circuit that instantaneously analyzes the sentence structure, making it easier to read the text at that level and enable learning at the next level.

For example, even though the text used in the curriculum of the group class uses many compound sentences, if most of the students do not reach the reading comprehension level of the sentence structure, the students do not understand the meaning of the sentence, which causes learning delay. occurs. Also, in many countries, there is a problem of illiteracy, in which people cannot read simple sentences.
The device and program for learning sentence structure of the present invention can judge the reading level of the student by a separate level judgment program, and can start learning from the appropriate level, and the level of the sentence structure to be learned can be changed from easy to difficult. Since it can be raised sequentially from , there is a high probability that the student will reach the level of difficult sentence structure.

The fact that there is an innate framework for sentence structure is presented by Chomsky as a "universal grammar", which is the basic grammar that humans have. Since the sentence structure used in the present invention is based on this "universal grammar", it is considered that the level of understanding of sentence structure achieved in one language will lead to the same level of understanding of sentence structure in other languages. With this feature, it is possible to understand the sentence structure of a language other than the student's native language, ie, a foreign language for the student.
With the above features, according to the present invention, it is possible to construct a device and a program for learning sentence structures of all languages, not limited to Japanese. In addition, it is possible to efficiently learn the sentence structure of a language other than the student's mother tongue, that is, the foreign language learning for the student.

The device and program for learning sentence structure according to the present invention bring about a high learning effect in learning sentence structure, so use in many educational institutions and individuals is conceivable.

1 display screen 2 phrase display areas 3, 3a, 3b, 3c phrase display frame 4 connector 5 question sentences 6, 6a, 6b, 6c answer selection frame 10 device for learning sentence structure 11 CPU
12 storage unit 13 input unit 14 display unit 40 sentence structure learning program 42 question selection means 44 initial display means 46 movement means 48 test execution means 50 judgment means 52 correct answer display means 54 next question selection means 56 assignment sentence database 58 learning record database

Claims (13)

1. means for displaying an assignment sentence, a plurality of phrase display frames for displaying the phrases in the assignment, and a connector connecting any two of the plurality of phrase display frames; When the direction from to right or the direction from right to left is the direction of travel,
   (1) arranging a subject word/phrase display frame for displaying a word/phrase representing the subject and a predicate word/phrase display frame for displaying a word/phrase representing the subject, in this order in the traveling direction;
   (2) The word/phrase display frame of the preceding description part and the word/phrase display frame of the guest part that displays the word/phrase representing the guest part of the predicate are displayed in such a way that the word/phrase display frame of the said guest part is displayed relative to the word/phrase display frame of the preceding description part. A device for learning sentence structure having means for displacing in a direction opposite to the direction and displacing in one of directions intersecting with the direction of travel.
2. A word/phrase display frame of one part for displaying the word/phrase of the adnominal modifier or predicate-modifying part and a word/phrase display frame of the other part for displaying the word/phrase to be modified, which corresponds to both of (1) and (2) above. If not, the word/phrase display frame of the other section is displaced from the word/phrase display frame of the first section in the advancing direction, and displaced in the other direction that is opposite to the one direction among the directions intersecting the advancing direction. 2. A device for learning sentence structure according to claim 1, further comprising means for learning sentence structure.
3. Means for displaying a word/phrase display frame for displaying the subject of the entire sentence and the predicate of the subject with a frame different from other word/phrase display frames, out of the word/phrase display frame for the subject and the word/phrase display frame for the descriptive part. 3. The device for learning sentence structure according to claim 1, further comprising:
4. 4. A device for learning sentence structure according to any one of claims 1 to 3, further comprising means for displaying said connectors as solid lines, dashed lines or arrows.
5. The word/phrase display frame of the main part and the word/phrase display frame of the guest part are connected by the connector displayed as a solid arrow pointing from the word/phrase display frame of the main part to the word/phrase display frame of the guest part, and and means for connecting the phrase display frame of and the preceding description part with the connector displayed as a solid arrow pointing from the phrase display frame of the guest part to the phrase display frame of the preceding description part. 5. The device for learning sentence structure according to 4 above.
6. 6. The apparatus for learning sentence structure according to claim 4, further comprising means for connecting the word/phrase display frame of the subject part and the word/phrase display frame of the preceding description part with the connector displayed as a dotted line segment.
7. In a compound or complex sentence having two or more pairs of a subject and a predicate, the phrase display frame of the subject of the second and subsequent sentences (subsequent subject phrase display frame) is The causal relationship between the sentence before the second sentence and the sentence after the second sentence, which is connected by the connector from the word/phrase display frame of the preceding description part of the preceding sentence to the following subject word/phrase display frame. 7. The device for learning sentence structure according to claim 4, further comprising means for displaying the shape of said connector determined based on .
8. In a compound sentence or compound sentence in which two or more words expressing a predicate corresponding to one subject exist, a word/phrase display frame for the subject is provided for each of the first sentence and the second and subsequent sentences,
   the word/phrase display frames of the main part and the word/phrase display frames of the preceding description part of each of the two or more sentences are arranged side by side in the direction of progress;
   8. The device for learning sentence structure according to claim 7, further comprising means for displaying repetition in said subject phrase display frame.
9. wherein the task sentence contains sentences in two languages with the same meaning,
   arranging the phrase display frame and the connector in one pattern for one of the two languages;
   9. The device for learning sentence structure according to claim 1, further comprising means for arranging said phrase display frames and said connectors in the same pattern as said one pattern for the other one of said two languages. .
10. initial display means displaying the phrase display frame and the connector at a predetermined position on the display screen, and displaying a task sentence including a plurality of phrases at a position different from the predetermined position;
    moving means moves said phrase selected by the student to a phrase pane;
    The judging means judges whether or not the correct word is moved to the word display frame, and if it is correct, it displays that it is correct, and if it is not correct, it arranges the correct word in the word display frame. 10. The device for learning sentence structure according to any one of claims 1 to 9, further comprising means for doing.
11. initial display means displays the phrase display frame and the connector at predetermined positions on the display screen;
    11. The correct answer display means further comprises means for displaying a learning mode in which the correct words and phrases to be entered in the respective word and phrase display frames are arranged in each of the word and phrase display frames, and the words and phrases are read aloud by automatic voice. Apparatus for learning sentence structure as described.
12. initial display means displaying the phrase display frame and the connector at a predetermined position on the display screen, and displaying the question sentence and the answer selection frame at a position different from the predetermined position;
    the test executor determines one answer selection box selected by the student;
    12. The judging means further comprises means for displaying a test mode for judging whether said one answer selection frame is correct and displaying its correctness or wrongness so that the student can understand. Apparatus for learning sentence structure as described.
13. A program that causes a computer to function as the device for learning sentence structure according to any one of claims 1 to 12.

Images