Learning support system

Abstract

To provide a learning support system for supporting language learning for understanding a sentence structure while reading (or listening to) a sentence in order from the beginning of the sentence.SOLUTION: A learning support system disclosed herein comprises an input unit for receiving operations of a user, a display device for displaying at least one sentence, and a control unit for controlling information to be displayed on the display device, where the control unit causes the display device to display a specified range including a series of components specified by the user through operations on the input unit, among components included in a sentence.SELECTED DRAWING: Figure 1

Description

[Technical field]

[0001] The present invention relates to a learning support system for supporting language learning. [Background technology]

[0002] In the past, it has been considered important to understand grammatical structures in language learning. For example, when a native speaker of Japanese learns English, the word order is completely different between Japanese and English, and in order to correctly interpret English sentences based on English sentence structure rules, the learner needs to learn English grammar by repeatedly studying while referring to books that explain grammatical structures. Therefore, a learning system is known that allows learners to refer to the results of analyzing sentence structures in order to learn English sentence structure rules (see, for example, Patent Document 1). [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Patent Publication No. 2020-118891 Summary of the Invention [Problem to be solved by the invention]

[0004] However, with the learning system disclosed in Patent Document 1, although learners can check the analysis results of the structure of the sentence being analyzed, there is a problem in that it is difficult for them to master the thought processes that native English speakers are accustomed to.

[0005] That is, a native English speaker reads (listens) a sentence from the beginning, and understands the meaning of the sentence while judging the role of each word, phrase, or clause that he / she has read (listened) in the sentence. When the sentence is read (listened) to the middle, the role of each word, phrase, or clause is not determined, but the candidates can be narrowed down to a certain extent, and as the reading (listening) progresses, the role of each word, phrase, or clause in the sentence is determined, and the sentence is understood. However, in the learning system disclosed in Patent Document 1, although the learner can obtain the analysis result of the grammatical structure when the learner reads (listens) to the end of the sentence, there is a problem that the learner cannot learn the thought process of a native English speaker, which is to determine what role each word, phrase, or clause has (could have) in the sentence when the learner reads (listens) to the middle of the sentence.

[0006] An object of the present invention is to provide a learning support system for supporting learning to understand the structure of a sentence in the process of reading (listening) in order from the beginning of the sentence in language learning. [Means for solving the problem]

[0007] (1) The learning support system of the present invention comprises an input unit that accepts user operations, a display device that displays at least one sentence, and a control unit that controls information displayed on the display device, wherein the control unit displays on the display device a specified range that is a range including a series of components included in the sentence, the range being specified by a user by operating the input unit.

[0008] (2) A learning support system according to the present invention comprises an input unit for accepting user operations, a display device for displaying at least one sentence, a memory unit for storing attribute information relating to components contained in the sentence, and a control unit for controlling the content displayed on the display device, wherein the display device displays a cursor operated via the input unit to point to a predetermined position in the sentence, and a first area for displaying first information including the attribute information relating to the component part, and the control unit calls up the first information from the memory unit, and the first information changes depending on the position of the cursor in the sentence. Effect of the Invention

[0009] According to the above means (1), the user can specify a series of components from within a sentence. In other words, the system is configured so that the user can input his / her own understanding of sentence structure into the learning support system by specifying, for example, the subject (subject) of a sentence as the specified range. This enables the learning support system to determine whether the range specified by the user is appropriate or not, and to provide the user with an opportunity to learn about sentence structure.

[0010] According to the above-mentioned (2) means, information on the components of a sentence (for example, information on each word, phrase, or clause) can be displayed when the user has read (listened to) up to a position in the sentence specified by the user. This allows the user to obtain information on each word, phrase, or clause when reading (listening to) the sentence from the beginning, and at the same time, learn the thought process required to understand the sentence. [Brief description of the drawings]

[0011] [Figure 1] 1 is a schematic configuration diagram showing a learning support system 100 according to a first embodiment. [Diagram 2] 2 is a flow chart showing a basic process flow of the learning support system 100 according to the first embodiment. [Diagram 3] 2 is an example of a processing flow of the learning support system 100 according to the first embodiment. [Figure 4]FIG. 1 is a schematic configuration diagram showing a learning support system 100 according to a second embodiment. [Diagram 5] 13 is an example of a processing flow of the learning support system 100 according to the second embodiment. [Figure 6] FIG. 11 is an explanatory diagram showing an example of the content displayed on the display device 20 by the learning support system 100 according to the second embodiment. [Figure 7] 7 is an explanatory diagram showing an example of a state in which the learning support system 100 has accepted a predetermined user operation from the display contents of the display device 20 shown in FIG. 6. FIG. [Figure 8] 13 is an example of a processing flow of the learning support system 100 according to the second embodiment. [Figure 9] FIG. 11 is an explanatory diagram showing an example of the contents displayed on the display device 20 by the learning support system 100 according to the third embodiment. [Figure 10] FIG. 13 is an explanatory diagram showing a further hierarchical display method of the designated range 25 in the third embodiment. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0012] Preferred embodiments of the learning support system of the present invention are described in detail below with reference to the drawings. Note that the embodiments described below are preferred specific examples of the present invention, and therefore various technically preferable limitations are attached, but the scope of the present invention is not limited to these aspects unless otherwise specified in the following description to the effect that the present invention is limited.

[0013] Embodiment 1 <Configuration of learning support system 100> FIG. 1 is a schematic diagram showing a learning support system 100 according to the first embodiment. The learning support system 100 shown in FIG. 1 is intended to support language learning, and mainly displays questions, a user inputs an answer, and displays whether the answer is correct or incorrect. In the first embodiment, English learning support is taken as an example. A user generates answer information by operating the input unit 40, and the learning support system 100 recognizes the answer information, judges whether the answer is correct or incorrect, and in some cases stores the correct or incorrect information in the storage unit 30.

[0014] As an example, the learning support system 100 is realized by using a terminal such as a desktop PC, a notebook PC, or a tablet PC, or a portable terminal such as a smartphone. A program is installed in the terminal, and the terminal can communicate via a network 90 such as the Internet, and functions as the learning support system 100 by accepting instructions from a user via an input unit 40 such as a mouse, keyboard, and touch panel, and displaying questions and answers on a display device 20. The input unit 40 may also be a device for inputting voice, such as a microphone.

[0015] The control unit 10 includes, for example, a central processing unit (CPU), a read only memory (ROM), and a random access memory (RAM). The CPU is also called a central processing unit, a processor, a microprocessor, a microcomputer, or a digital signal processor (DSP). In the control unit 10, the CPU reads out the programs and data stored in the ROM, and uses the RAM as a work area to control the learning support system 100. The control unit 10 controls the contents displayed on the display device 20 based on the information stored in the memory unit 30. The control unit 10 also changes the contents displayed on the display device 20 based on the contents input by the user via the input unit 40, and controls various functions such as recognizing the user's answer information, determining whether the answer information is correct or incorrect, and storing the correct or incorrect information in the memory unit 30.

[0016] The storage unit 30 is a non-volatile semiconductor memory such as a flash memory, an EPROM (Erasable Programmable ROM), an EEPROM (Electrically Erasable Programmable ROM), or an HDD (Hard disk drive), and serves as a so-called secondary storage device. In the first embodiment, the storage unit 30 may be installed in the terminal, or may be a server connected via a network 90. ​​The storage unit 30 is not necessarily installed in the terminal, but may be installed on the network 90 so as to be communicable, and may be referred to as the storage unit 30 including the network 90. ​​In other words, the control unit 10 can call up information from a communicable storage device including the storage unit 30 installed in the terminal or the storage unit 30 connected to the network 90. ​​The control unit 10 calls up information required for displaying on the display device 20 from the storage unit 30 as appropriate. The storage unit 30 can also store user response information via the input unit 40.

[0017] The control unit 10, the storage unit 30, and the input unit 40 in the learning support system 100 may be configured in any form. For example, when the learning support system 100 is formed as a network computer system consisting of multiple server computers, each function may be distributed and arranged in multiple server computers. In addition, the server computers may be arranged across computer systems owned by multiple vendors and server administrators (for example, computer systems owned or managed by other information providers, providers, hosting system providers, etc.). The server computers may be formed as a so-called cloud computer system. Furthermore, at least a part of the configuration of the control unit 10, the storage unit 30, and the input unit 40 may be provided in a client terminal constituting the learning support system 100.

[0018] The display device 20 may be an LCD (Liquid Crystal Display) or the like connected to a computer constituting the learning support system 100, or may be a display screen of a portable terminal or the like, or a television screen.

[0019] <Basic Processing of the Learning Support System 100> 2 is a flow chart showing basic processing of the learning assistance system 100 according to the first embodiment. In order to allow the user to understand grammatical structures, the learning assistance system 100 has the user determine attribute information of components of a displayed sentence and input an answer via the input unit 40. The learning assistance system 100 is provided with a user interface that actively involves the user in this determination.

[0020] First, the learning support system 100 displays a problem on the display device 20 (step A1). At this time, the display device 20 does not need to display all of the sentences that are the subject of the problem. The learning support system 100 may gradually display the sentences that are the subject of the problem, depending on the condition such as an instruction from the input unit 40 or the passage of a predetermined time.

[0021] 1, for example, sentence 23, "The Internet has greatly affected the way people communicate with each other." is displayed on display device 20. The part "The Internet has greatly affected" is displayed clearly in a strong color, while the part "the way people communicate with each other." is displayed lightly in a weak color. This is because learning support system 100 receives an instruction from input unit 40 and controls to display the part from the beginning of the sentence to cursor 22 clearly in a strong color each time cursor 22 is moved from the beginning of the sentence.

[0022] 1 may be hidden. The cursor 22 is for recognizing which part of the sentence 23 the user is reading, and in the sentence 23, the part before the cursor 22 indicates the read part 23a, and the part after the cursor 22 indicates the unread part 23b. However, the read part 23a and the unread part 23b are not directly related to whether the user has actually read or not, but are for the learning support system 100 to identify which part of the sentence 23 the user has read based on the position of the cursor 22.

[0023] Next, the learning support system 100 accepts the user's answer (step A2). There are various possible patterns for the timing of the user's answer, but usually, the learning support system 100 presents options, and the user selects the one that he or she thinks is correct from the options. For example, in FIG. 1, options are displayed in a first area 21a provided like a speech bubble from the word "has," which is one of the components of the sentence 23. The multiple pieces of information displayed in the first area 21a (which may be called first information) may not only display candidates for parts of speech to which "has" may correspond in the read portion 23a shown in FIG. 1, but may also include incorrect information. For example, the user selects one piece of information from the multiple pieces of information displayed in the first area 21a using the pointer 24.

[0024] Next, the learning support system 100 checks the user's answer (step A3). The user's answer is stored in the storage unit 30. Correct answer information for the question is stored in the storage unit 30 and is displayed as one of the multiple pieces of information displayed in the first area 21a. If the user's answer matches the correct answer information, the learning support system 100 may display that the answer is correct. If the user's answer is incorrect, the learning support system 100 may prompt the user to answer again, or may simply display that the answer is incorrect. The timing of displaying the correct or incorrect answer can be set appropriately. For example, in FIG. 1, after the user selects an option displayed in the first area 21a, the cursor may move, and the correct or incorrect answer may be displayed when the candidates for the parts of speech that "has" can take are finally narrowed down. If the user's answer is clearly incorrect at the position of the cursor 22 at the time of answering, the incorrect answer may be displayed immediately.

[0025] The learning support system 100 stores in the memory unit 30 whether the user's answer is correct or incorrect (step A4). The correct / incorrect information of the user's answer is used to determine the user's language learning level and to select the next question to tackle. In addition to presenting the correct / incorrect information to the user, the system may also present the user with the next item to study.

[0026] Next, the learning support system 100 selects the next question (step A5). For example, in FIG. 1, after the user selects one piece of information from the first information in the first area 21a as an answer, the control unit 10 prepares to display the first area 21b when the cursor 22 located immediately after "has" moves to after "affected". Depending on the content of the answer in the first area 21a, the control unit 10 may present a question about another component, or may change the content of the multiple pieces of information displayed in the first area 21b, which is the next question. Alternatively, the control unit 10 may select a question about another new sentence to be performed after the question about the sentence 23 shown in FIG. 1.

[0027] As described above, the learning support system 100 performs the basic processing of steps A1 to A5, prompts the user to answer, judges whether the answer is correct or incorrect, and selects the next problem to be tackled. In Fig. 1, a problem regarding one sentence 23 is displayed, but a problem may be composed of multiple sentences, and multiple problems may be displayed on one screen.

[0028] <An example of processing by the learning support system 100> Fig. 3 is an example of a processing flow of the learning support system 100 according to embodiment 1. Hereinafter, an example of what the learning support system 100 displays to the user and what operations the user performs will be described with reference to Figs. 1 and 3.

[0029] First, the learning support system 100 displays a question on the display device 20 (step B1). In Fig. 1, when the question is first displayed, only "Question 1." is displayed, and sentence 23 is not displayed. For example, following "Question 1.", a question sentence such as "Select the part of speech of the word shown in the sentence displayed next" may be displayed.

[0030] Next, the cursor 22 displayed corresponding to the sentence 23 is moved (step B2). The cursor 22 is initially located at the beginning of the sentence 23 (before "The" in FIG. 1). When the user operates the input unit 40, the control unit 10 moves the cursor 22 displayed on the display device 20 toward the end of the sentence. Alternatively, the control unit 10 may be set to move the cursor 22 at predetermined intervals. The cursor 22 and the arrow shown by the dotted line in FIG. 1 are intended to display the trajectory of the movement of the cursor 22, and are not actually displayed on the display device 20. The cursor 22 is not limited to the one shown in FIG. 1, and may have other forms, and may not necessarily be visually displayed on the display device 20. In FIG. 1, the cursor 22 is intended to distinguish the read portion 23a and the unread portion 23b of the sentence 23. For example, even if the cursor 22 is not displayed, the read portion 23a may be displayed in dark characters, and the unread portion 23b may be displayed in non-display or light characters. In addition, the cursor 22 is not limited to a visual display on the display device 20, such as an arrow or a flashing line, and does not need to be a visual display such as an arrow as long as the user or the control unit 10 can recognize the read portion 23a and the unread portion 23b.

[0031] When the cursor 22 moves, the portion of the sentence 23 before the cursor 22 is displayed (step B3). The displayed portion is called the already read portion 23a, and the learning support system 100 recognizes the already read portion 23a as the portion that the user has finished reading. The sentence 23 may be displayed in parts as the cursor 22 moves, for example. A part of a sentence means a word, phrase, or clause. In FIG. 1, each word is displayed in darker text one after another as the cursor 22 moves.

[0032] Next, the learning support system 100 displays information about the sentence components (step B4). In FIG. 1, specifically, the first area 21a is displayed, and a plurality of pieces of information including attribute information about the sentence components are displayed in the first area 21a. The plurality of pieces of information displayed in the first area 21a may include correct information and incorrect information about the sentence components. That is, the first area 21a displays a plurality of pieces of information including grammatical attributes that the sentence components may have as the first information 21aa. Here, the attribute information means, for example, information about the part of speech (noun, verb, adjective, adverb, etc.), meaning, grammatical function, and role in the sentence, such as dependency with other components, of the sentence components. The grammatical function is, for example, the subject (subject) S, predicate (predicate verb, verb) V, object O, and complement C, which are elements of the basic five sentence patterns in English, and may also include a modifier M. Each of the subject S, the predicate V, the object O, and the complement C may be composed of one word or multiple words. The attribute information may be stored in the storage unit 30, or may be obtained from the outside via communication each time.

[0033] In the example shown in Fig. 1, when cursor 22 moves from the beginning of sentence 23 to just after "has", first area 21a is displayed, and attribute information such as "auxiliary verb" and "verb" is displayed inside first area 21a. When cursor 22 is located just after "has" and the content of the sentence after cursor 22 is unclear, "has" is the third person singular form of the auxiliary verb "have" or the third person singular form of the verb "have". First area 21a presents the types of parts of speech that the component "has" can take, and may also display erroneous information as other options.

[0034] The user selects an answer that he or she thinks is correct from the first information 21aa displayed in the first area 21a. The user makes the selection by operating the input unit 40. The user may select by operating the pointer 24 with a mouse, for example, and clicking a button, or in the case of a touch panel, the user may select by tapping the corresponding option, or in other various ways.

[0035] After the user inputs the answer, the learning support system 100 judges whether the user's answer is correct or incorrect (step B6). For example, if the answer is completely incorrect, a message is displayed prompting the user to answer again (step B7). The user recognizes that the answer was incorrect and returns to step B5 to answer again. Note that in step B7, it is also possible to simply display that the answer is incorrect without prompting the user to answer again.

[0036] If the user's answer is correct in step B6, it is determined whether or not the cursor 22 is still in the middle of the sentence 23 (step B8), and if it is in the middle of the sentence 23 (No in step B8), it moves further toward the end of the sentence (return to step B2). If the cursor 22 is at the end of the sentence and there is no more room to move, the process ends.

[0037] <Function of the learning support system 100 according to the first embodiment> According to the learning support system 100 of the first embodiment, for example, while the user reads the sentence 23 by moving the cursor, the attribute information of the components included in the sentence 23 can be confirmed from the contents displayed in the first areas 21a and 21b. In addition, the attribute information displayed in the first areas 21a and 21b may vary depending on the position (the position of the cursor 22 in FIG. 1) to which the user has read the sentence. This is because, for example, the part of speech to which a word in an English sentence corresponds is determined in relation to other words, so when the cursor 22 is located in the middle of the sentence 23 and the part of the sentence 23 behind the cursor 22 is not displayed, there is room for interpretation that the displayed word corresponds to one of a plurality of parts of speech. In this way, the attribute information of each component included in the sentence 23 varies depending on the position of the cursor 22 in the sentence 23, so that the user can understand the thought process of a native English speaker or an English proficiency person in the process of reading the sentence from the beginning.

[0038] As described above, when the cursor 22 is located in the middle of the sentence 23 and the word behind the cursor 22 is not displayed, there is a possibility that a certain word can be interpreted as any of a plurality of parts of speech. Conversely, when the position of the cursor 22 moves from a first position (not shown) in the sentence 23 to a second position (not shown) behind the first position in the sentence 23, this corresponds to an increase in the number of words that have been read in the sentence 23, and a narrowing down of the interpretation of the parts of speech (possible candidates for parts of speech) in the sentence 23. In this way, in the learning support system 100, the number of first information (attribute information) is limited as the cursor 22 moves behind the sentence 23 (from the first position to the second position).

[0039] Furthermore, the learning support system 100 according to the first embodiment is configured so that the user can select one or more pieces of information from the first information 21aa, 21ba displayed in the first areas 21a, 21b, etc., and therefore the control unit 10 can grasp the user's level of grammatical understanding of the sentence 23. Furthermore, the control unit 10 determines whether the user's selection is correct or incorrect, and therefore the user can confirm his or her own level of grammatical understanding, which is expected to improve the learning effect.

[0040] Embodiment 2 The learning support system 100 according to the second embodiment has a basic configuration in common with the first embodiment, but differs in that it is provided with a user interface that enables the user to specify designated ranges 25a, 25b that are ranges that include any series of components in the sentence 23. Each of the designated ranges 25a and 25b enables the user to select a series of components as one group from among the components included in the sentence 23, and enables the learning support system 100 to recognize the group of components selected by the user. In the second embodiment, the differences from the first embodiment will be mainly described.

[0041] 4 is a schematic diagram showing a learning support system 100 according to the second embodiment. A display device 20 according to the second embodiment displays a sentence 23, and has first areas 21c and 21d that display attribute information about components of the sentence included in a read portion 23a from the beginning of the sentence to a cursor 22. The first area 21c displays attribute information about a specified range 25a, and the first area 21d displays attribute information about a specified range 25b. The first areas 21c and 21d may contain, for example, erroneous information.

[0042] Designated ranges 25a and 25b are ranges that include one or a series of multiple words in sentence 23 that the user designates by operating input unit 40. For example, the user can move pointer 24 to designate "has," "greatly," and "affected" in sentence 23 as one group, and set this as designated range 25b. Designated range 25a is set in the same manner. Note that a mouse or a touch panel can be used as input unit 40, and the pointer may be moved by operating the mouse, or in the case of a touch panel, designated range 25b may be set by tracing the part where "has," "greatly," and "affected" are displayed with a finger or a touch pen.

[0043] In the example shown in FIG. 4, the user sets the designated ranges 25a and 25b, and the purpose is for the user to select from the sentence 23 the subject (subject) S, the predicate (predicate verb, verb) V, the object O and the complement C, and the modifier M, which are elements of the basic five sentence patterns in English. For example, the designated range 25a shown in FIG. 4 includes two words, "The" and "Internet," and indicates that the user recognizes that these two words are one group. A first area 21c is provided for the designated range 25a, and options such as the subject (subject) S, the predicate (predicate verb, verb) V, the object O and the complement C, and the modifier M, which are elements of the basic five sentence patterns in English, are displayed in the first area 21c. The user selects at least one option from the options displayed in the first area 21c and answers which element or modifier M of the basic five sentence patterns in English is the group of words included in the designated range 25a that the user specified. This allows the control unit 10 to recognize the group of words designated by the user and the user's thoughts regarding which grammatical attribute the group of words corresponds to.

[0044] <An example of processing by the learning support system 100> Fig. 5 is an example of a processing flow of the learning support system 100 according to embodiment 2. An example of how the learning support system 100 displays to the user and how the user operates will be described below with reference to Figs. 4 and 5.

[0045] First, the learning support system 100 displays a question on the display device 20 (step C1). In FIG. 4, when the question is first displayed, only "Question 1." is displayed, and sentence 23 is not displayed. For example, following "Question 1.", a question such as "From the sentences displayed next, select an element of a basic English sentence pattern (S, V, O, C)" may be displayed. In the case of such a question, the learning support system 100 does not necessarily need to display the first area 21c. In other words, the user only needs to specify the designated range 25a according to the question.

[0046] Next, the learning support system 100 transitions to a mode for moving the cursor 22 displayed corresponding to the sentence 23 (step C2). The cursor 22 is initially located at the beginning of the sentence 23 (before "The"). When the user operates the input unit 40, the control unit 10 moves the cursor 22 displayed on the display device 20 toward the end of the sentence. Alternatively, the cursor 22 may be set to move at predetermined time intervals. The cursor 22 is intended to indicate the read portion 23a and the unread portion 23b of the sentence 23.

[0047] When the cursor 22 moves, the portion of the sentence 23 preceding the cursor 22 is displayed (step C3). The control unit 10 recognizes the already-read portion 23a as the portion that the user has finished reading.

[0048] Next, the learning support system 100 transitions to a mode in which the user can specify the specified range 25a or 25b from the sentence 23 based on some kind of trigger (step C4). In FIG. 4, the cursor 22 is located immediately after "affected," and the transition to the range specification mode is triggered, for example, by the cursor 22 reaching this position. Specifically, the learning support system 100 is set so that the user can select one word or a series of multiple words from the read portion 23a of the sentence 23 by operating the input unit 40. The learning support system 100 may also display, on the display device 20, a message such as "Select main portion S."

[0049] The trigger does not have to be the position of the cursor 22. For example, the trigger may be the operation of the input unit 40 by the user, or the lapse of a predetermined time.

[0050] After the transition to the mode in which the designated range 25a or 25b can be specified, the learning support system 100 accepts the user's designation of the designated range 25a (step C5). This step in which the user designates the designated range may be set to be repeated multiple times. For example, after the designation of the designated range 25a is completed, the designation of the designated range 25b may also be set to be able to be specified. Specifically, in FIG. 4, the pointer 24 may be operated to designate the range of "The Internet" by dragging the mouse, and after the left click of the mouse is released, the mode may be transitioned to one in which the designated range 25b can be subsequently designated. After the designated range 25b is subsequently designated, the learning support system 100 may transition to the next step assuming that the designation of all the designated ranges has been completed, or may transition to the next step upon detecting that the user has operated the input unit 40 to instruct the completion of the mode in which the designated ranges are designated. In addition, the control unit 10 may transition to the next mode upon detecting that the designated ranges 25a and 25b designated by the user cover the entire range of the read portion 23a.

[0051] In Fig. 4, first regions 21c and 21d are displayed for designated ranges 25a and 25b, respectively, but how to use first region 21c displayed corresponding to designated range 25a will be described later in the explanation of Figs. 6 and 7. Here, first regions 21c and 21d may or may not be displayed. For example, if the question presented to the user is "Select the main part," control unit 10 can determine that designated range 25a specified by the user is the "main part" without particularly displaying first region 21c.

[0052] Next, the learning support system 100 judges whether at least one of the designated ranges 25a and 25b is correct or incorrect (step C6). The judgment of correctness may be performed simultaneously for the designated ranges 25a and 25b, or may be performed for a part of the designated ranges. The result of the judgment of correctness may be displayed on the display device 20, or the process may simply proceed to the next step.

[0053] If at least one of the designated ranges 25a and 25b is an incorrect answer (if "incorrect" in step C6), the learning support system 100 displays a message on the display device 20 prompting the user to answer again (step C7). After that, the control unit 10 controls the display device 20 to transition to a mode in which the designated range 25a or 25b can be specified (return to step C5). Note that in step C7, it is also possible to simply display that the answer is incorrect without prompting the user to answer again.

[0054] If both the specified ranges 25a and 25b are correct ("Correct" in step C6), the learning support system 100 controls the next step depending on whether the cursor 22 is at the end of the sentence 23 (step C8). If the cursor 22 is still in the middle of the sentence 23 ("No" in step C8), the learning support system 100 transitions to a mode for moving the cursor 22 again. If the cursor 22 is still at the end of the sentence 23 ("Yes" in step C8), the learning support system 100 ends the flow.

[0055] <Modification 1 of the process of the learning support system 100> Fig. 6 is an explanatory diagram showing an example of the contents displayed on the display device 20 by the learning support system 100 according to the embodiment 2. The contents displayed on the display device 20 shown in Fig. 6 are set so that the user can select from the first information 21ea displayed in the first area 21e and the like and answer which grammatical attribute information the specified range 25c corresponds to, in contrast to the examples described using Figs. 4 and 5 above.

[0056] Furthermore, sentence 23 has a blank 28 in a portion thereof. One of options (A) to (D) displayed in third area 27 fits into blank 28. The user selects one of options (A) to (D) displayed in third area 27 as an answer by operating input unit 40. Regarding the user's answer to the question about the word, phrase, or clause that fits blank 28, learning support system 100 may process based on the basic processing flow of learning support system 100 described above with reference to FIG. 2.

[0057] 6, specified ranges 25c, 25d, 25e, and 25f are specified by operating the input unit 40. Here, as an example, the user intentionally specifies that the specified ranges 25c, 25d, 25e, and 25f are either elements of the five basic sentence patterns in English or modifier M.

[0058] In addition, first areas 21e, 21f, 21g, and 21h are displayed corresponding to the designated ranges 25c, 25d, 25e, and 25f, respectively, and a plurality of pieces of information, such as "S: subject", "V: predicate (verb)", "O: object", "C: complement", and "M: modifier", are displayed in the first areas 21e, 21f, 21g, and 21h, so that the user can select them. As shown in FIG. 4, the "subject" may be displayed as "subject" and the "predicate" may be displayed as "predicate". Alternatively, the first information 21ea, etc. displayed in the first area 21e, etc. may be displayed simply as symbols such as "S", "V", "O", "C", and "M".

[0059] FIG. 7 is an explanatory diagram showing an example of a state in which the learning support system 100 accepts a predetermined user operation from the display contents of the display device 20 shown in FIG. 6. In the state shown in FIG. 6, the user selects which attribute information corresponds to the group of words in the first area 21e from the first information 21ea displayed in the first area 21e. Then, the user selects from a plurality of pieces of information similarly displayed in the first area 21f and the first area 21g. In FIG. 7, the attribute information displayed in bold in the first areas 21e, 21f, and 21g is the one selected by the user, and the attribute information not selected by the user is shown in light characters. In FIG. 6 and FIG. 7, the attribute information is "S: subject", "V: predicate (verb)", "O: object", "C: complement", and "M: modifier", which are elements of the basic five sentence patterns in English. However, the attribute information shown in the first areas 21e to 21h in Figures 6 and 7 is just one example, and depending on the question, the attribute information shown in the first areas 21e to 21h may have various variations, such as the meaning of a word, phrase or clause, a word, phrase or clause that is the subject of a dependency relation, a synonym or a part of speech, etc.

[0060] In FIG. 7, the selection of the attribute information displayed in the first area 21e, 21f, and 21g is completed. At this time, the attribute information displayed in the first area 21h is displayed in light characters for "S: subject" already selected in the first area 21f and "V: predicate (verb)" already selected in the first area 21g. In the case of the sentence 23 shown in FIG. 7, since it is a sentence containing one subject and one predicate when applied to the basic five sentence patterns of English, if the subject and predicate have already been selected in the first area 21f and the first area 21g, processing such as dimming the display of the subject and predicate, making them invisible, or making them unselectable as in the first area 21h may be performed. In this way, the display of the content displayed in the first area 21h may be changed under a predetermined condition.

[0061] 7 shows a state immediately after the user selects "V: predicate (verb)" from the attribute information displayed in the first area 21g. At this time, the second area 26 is displayed overlapping or side-by-side with the first area 21g, and second information 26a that further limits the first information 21ga displayed in the first area 21g may be displayed in the second area 26. Note that the second area 26 is not limited to the position displayed in FIG. 7, and may be displayed in another location. Depending on the question, the second area 26 may not be displayed.

[0062] The second information 26a displayed in the second area 26 is displayed immediately after selecting "V: predicate (verb)" from among the attribute information displayed in the first area 21g, and is displayed so that the user can select which of the basic five sentence patterns in English "V1 (verb of the first sentence pattern)," "V2 (verb of the second sentence pattern)," "V3 (verb of the third sentence pattern)," "V4 (verb of the fourth sentence pattern)," or "V5 (verb of the fifth sentence pattern)" the "V: predicate (verb)" corresponds to. The user determines which of the basic five sentence patterns the "V: predicate (verb)" corresponds to within the displayed portion of the sentence 23, and selects it from the second information 26a.

[0063] For example, in FIG. 7, in a state where only the portion of sentence 23 up to "When water freezes in the cracks of rocks, _ expands," is displayed, that is, in a state where the user has read up to "When water freezes in the cracks of rocks, _ expands,", the user predicts which of the five basic sentence patterns in English sentence 23 belongs to, and selects which of V1 to V5 it corresponds to from the second information 26a. In such a case, the user reads the remaining portion of sentence 23 while predicting which sentence pattern predicate corresponds to from the meaning and context of each word. For example, if the user selects "V1," the user predicts that "O" or "C" will not appear in the remaining portion of sentence 23. Or, if the user selects "V2," the user predicts that "C" will appear in the remaining portion of sentence 23. Or, if the user selects "V3," the user predicts that "O" will appear in the remaining portion of sentence 23. Alternatively, if the user selects "V4", the user is predicting that two "O"s will appear in the remaining part of the sentence 23. Alternatively, if the user selects "V5", the user is predicting that "O" and "C" will appear in the remaining part of the sentence 23. In this way, the second information 26a displayed in the second area 26 prompts the user to make a selection, thereby enabling the learning support system 100 to recognize how the user judges the sentence pattern while reading the sentence 23. Also, in FIG. 7, when the user selects "V3" in the second area 26, a process may be performed such as dimming the display of "C: complement" among the options displayed in the first area 21h, making it invisible, or making it unselectable.

[0064] 7, when sentence 23 is displayed in its entirety, the user must determine which of the five basic English sentence patterns sentence 23 belongs to after grasping sentence 23 as a whole. In this case, the user can cause learning support system 100 to recognize which of the five basic English sentence patterns sentence 23 belongs to by selecting which of V1 to V5 sentence 23 corresponds to from second information 26a.

[0065] 7, the pattern in which the second area 26 is displayed in relation to "V: predicate (verb)" has been described, but the second area 26 may be displayed in relation to, for example, "S: subject," "O: object," "C: complement," and "M: modifier." In other words, the second area 26 is not limited to being displayed in relation to "V: predicate (verb)" as described above, and may be displayed in relation to other options displayed in the other first areas 21e to 21h.

[0066] <Modification 2 of the processing of the learning support system 100> Fig. 8 is an example of a processing flow of the learning support system 100 according to the second embodiment. The processing flow shown in Fig. 8 explains the processing of the learning support system 100 in accordance with the display contents of the display device 20 shown in Figs. 6 and 7. Moreover, the processing flow shown in Fig. 8 adds processing related to the selection of attribute information in which the first areas 21e-21h and the second area 26 corresponding to the specified ranges 25c-25f are displayed to the processing flow explained in Fig. 5. The processing from step D1 to step D5 shown in Fig. 8 is basically the same as the processing from step C1 to step C5 shown in Fig. 5.

[0067] In step D4, after the learning support system 100 transitions to the range designation mode, the learning support system 100 accepts the user's operation to designate a range, and the control unit 10 displays the designated range 25c to 25f on the display device 20 (step D5). Note that although the cursor 22 is located at the end of the sentence in Fig. 6 and Fig. 7, the processing flow in Fig. 8 can be executed whether the cursor 22 is in the middle of the sentence or at the end of the sentence. For example, when the cursor 22 is located immediately after "expands,", the display device 20 displays the designated ranges 25c, 25d, and 25e, and the designated range 25f is not displayed for the unread portion 23b.

[0068] In step D5, the learning support system 100 may display the corresponding first regions 21e-21h each time the designated ranges 25c-25f are displayed. Alternatively, the learning support system 100 may display the first regions 21e-21h after all the designated ranges 25c-25f have been designated and displayed on the display device 20.

[0069] After the first areas 21e-21h corresponding to at least one of the designated ranges 25c-25f are displayed, the learning support system 100 accepts the user's selection for each of the first information 21ea-21ha displayed in each of the first areas 21e-21h (step D6). In the example of FIG. 6 and FIG. 7, the user selects whether a group of words included in any of the designated ranges 25c-25f corresponds to "S: subject", "V: predicate (verb)", "O: object", "C: complement" and "M: modifier". Step D6 may be performed each time a designated range is specified in step D5, or may be performed for a plurality of designated ranges when a predetermined number of designated ranges are specified. In other words, the process of step D5 and the process of step D6 may be performed continuously for one designated range, and may be performed again repeatedly for the other designated ranges. Alternatively, step D5 may be performed collectively for a plurality of designated ranges, and then step D6 may be performed. In addition, after accepting a user's selection of the first information 21ea-21ha displayed in any of the first areas 21e-21h, the learning support system 100 may subsequently display the second area 26 (step D5), and further accept a user's selection of any of the second information 26a displayed in the second area 26 (step D6).

[0070] After the user specifies the range and selects the attribute information, the learning support system 100 judges whether the specified range specified by the user in step D5 is correct (step D7). At this time, the judgment of the correctness of the specified range may be performed only for the specified range 25c shown in Fig. 6 and Fig. 7, or may be performed simultaneously for the other specified ranges 25d to 25f. The learning support system 100 has correct answer information for the specified ranges 25c to 25f in the storage unit 30, and the control unit 10 compares the correct answer information with the specified ranges 25c to 25f to judge whether they are correct or not. As a further modified example, the learning support system 100 may be set so that when the user specifies the specified ranges 25c to 25f, only the specification that matches the correct answer information is accepted.

[0071] If there is at least one incorrect answer in the designated range 25c to 25f (if "Incorrect" in step D7), the learning support system 100 prompts the user to answer again (step D10). In this case, the learning support system 100 returns the process to step D5 again. Note that in step D5 again, the user may be prompted to answer only the incorrect answers in the designated range, or may be prompted to answer all of the answers again.

[0072] If all the designated ranges specified by the user are correct, that is, if all the designated ranges 25c to 25f in Figures 6 and 7 are correct ("Correct" in step D7), the learning support system 100 then determines whether the attribute information selected by the user for the designated ranges 25c to 25f is correct (step D8).

[0073] If the attribute information selected by the user is incorrect (if "Wrong" in step D8), the learning support system 100 prompts the user to answer again (step D9). In this case, the learning support system 100 returns the process to step D6 again. Note that in step D6 again, the user may answer only the incorrect part of the attribute information, or may answer all of the attribute information again.

[0074] If all the attribute information selected by the user is correct, that is, if all the attribute information for the specified ranges 25c to 25f in Figs. 6 and 7 is correct (if "correct" in step D8), the learning support system 100 then determines whether the cursor 22 is at the end of the sentence (step D11). If the cursor 22 is still within the sentence (if No in step D11), the learning support system 100 returns the process to step D2 so that the cursor 22 can be moved again. If the cursor 22 is at the end of the sentence (if Yes in step D11), the learning support system 100 ends the process flow.

[0075] <Function of the learning support system 100 according to the second embodiment> According to the learning support system 100 of the second embodiment, for example, while the user reads sentence 23 by moving the cursor, the user can determine whether a set of components included in sentence 23 corresponds to any of the elements of the five basic sentence patterns in English, and have the learning support system 100 recognize the set of components. Furthermore, the user can select the function of each of the specified ranges 25c to 25f from the attribute information displayed in the first areas 21a and 21b while reading the sentence, so that the learning support system 100 can recognize the user's level of understanding. The learning support system 100 can provide appropriate feedback to the user based on the user's answer information and correct / incorrect information, thereby improving the learning effect.

[0076] Furthermore, the learning support system 100 according to the second embodiment can also handle questions such as the word that fits in the blank 28 in the sentence 23, and the user can answer the questions while checking their grammatical understanding on the display screen. Therefore, the user can use the information terminal or PC to organize their thoughts while answering the questions, which is expected to improve the learning effect.

[0077] Embodiment 3 The learning support system 100 according to the third embodiment employs a configuration for specifying the specified ranges 25 (25a, 25b, ...) described in the second embodiment in a hierarchical manner. Specifically, the component parts included in a higher-level specified range are further distinguished as lower-level specified ranges, and these are visually displayed.

[0078] The upper bounds are highlighted, for example using highlighting, to help users understand the overall structure of a sentence at a glance, making larger components such as the subject, predicate, and object of the sentence clearly recognizable.

[0079] On the other hand, subranges contained within a superordinate range are visually distinguished by color coding or a change in font style (e.g., bold, italics, etc.). The subranges correspond to more detailed grammatical building blocks such as subject, predicate, object, and complement, allowing the user to understand the meaning of the sentence hierarchically. This hierarchical display enhances grammatical understanding and makes parsing particularly complex sentences easier.

[0080] FIG. 9 is an explanatory diagram showing an example of the contents displayed on the display device 20 by the learning support system 100 according to the third embodiment. As shown in FIG. 9, the components of the sentence 23 are displayed so that the designated range is divided into designated ranges 25g, 25h, 25i, and 25j and can be recognized. Furthermore, the designated range 25j is displayed so that the components included in the designated range 25j are divided into designated ranges 25k, 25l, and 25m. The designated ranges 25g, 25h, 25i, and 25j are highlighted as an example and are called upper designated ranges. The designated ranges 25k, 25l, and 25m are distinguished by the color of the characters (the darkness of the characters in FIG. 9) as an example and are called lower designated ranges.

[0081] For example, in the sentence “According to researchers Katharine Payne and Linda Guinee, the long, complex songs of the humpback whale contain sounds that appear to be similar to rhymes.”, the upper range 25j refers to the entire phrase beginning with “sounds,” i.e., the “object.” This object phrase contains a subordinate clause (more specifically, a relative pronoun clause as an adjective clause) “that appear to be similar to rhymes.” Grammatically, this “that” is used as the subject of the relative pronoun and serves to modify the noun “sounds” that immediately precedes it. In this relative pronoun clause, “that” corresponds to the subject, “appear” to the predicate, and “to be similar to rhymes” to the complement. In this way, the relative pronoun clause is incorporated into the object phrase based on “sounds,” and even within this, the subject, predicate, and complement are grammatically constructed. This hierarchical structure provides detailed explanations of sentence meanings and makes grammatical understanding easier.

[0082] In this way, the upper specified range highlights the main elements of the sentence, and the lower specified range distinguishes grammatical details with colors and fonts, allowing the user to gradually understand the structure of the entire sentence and its internal details. Note that the first area 21 and the second area 26 described in the first and second embodiments can also be applied to the lower specified range, allowing the user to dynamically obtain information about the components of each specified range. This allows for more precise grammar learning. The learning support system 100 can thus more efficiently support the user in the grammar learning process.

[0083] Furthermore, in this embodiment 3, each time the user moves the cursor, the upper and lower designated ranges change dynamically, and information according to the current position is displayed. This allows the user to understand the meaning of a sentence starting from the beginning, and gradually learn the role of each component. This is expected to improve grammatical proficiency.

[0084] Furthermore, the first area 21 (21a, 21b, ...) and the second area 26 applied to the designated range described in the first and second embodiments may be applied not only to the upper designated range but also to the lower designated range as necessary. This allows the information of the components corresponding to the lower designated range to be displayed, allowing the user to easily understand the details of the grammatical structure.

[0085] FIG. 10 is an explanatory diagram showing a more hierarchical display method of the designated range 25 in the third embodiment. In FIG. 10, the designated range 25 of the sentence 23 is displayed divided into an upper designated range, a middle designated range, and a lower designated range, which are distinguished by different visual methods. Specifically, the upper designated range 25j represents the modifier of the entire sentence, and the middle designated ranges 25k, 25l, and 25m are set therein, and the lower designated ranges 25n, 25o, and 25p are clearly distinguished by color coding or changing the font (bold, italics, etc.). Note that the sentence 23 shown in FIG. 10 is added with the indications (A), (B), (C), and (D) on the questions. In addition, in the explanation of FIG. 10, the hierarchical structure of the designated range is explained as an upper designated range, a middle designated range, and a lower designated range, and the middle designated range is included in one upper designated range, and the lower designated range is included in one middle designated range. However, when attention is focused only on the middle designated range and the lower designated range, the middle designated range may be rephrased as the upper designated range.

[0086] For example, in the sentence "The macula is (A) responsible for central vision, which enables (B) people do activities (C) that require focusing (D) directly ahead," the upper specified range 25j refers to the modifier M "for central vision, which enables (B) people do activities (C) that require focusing (D) directly ahead" (the upper specified range 25j refers to the modifier M of the complement C "responsible"). Note that the part shown in FIG. 10 is written as "people do activities that require focusing directly ahead" in the question, but the correct word is "people to do activities ~." This modifier M includes a subject S, a predicate V, and an object O. For example, a phrase corresponding to the subject S is set in the middle specified range 25k, the predicate V in 25l, and the object O in 25m is set, and as explained in FIG. 9, these are also displayed using different character colors (character darkness in the display of FIG. 9 and FIG. 10) as an example. For example, “which” corresponds to the subject S as the nominative of the relative pronoun, “enables” functions as the predicate V, and the part after “people” functions as the object O, so they are displayed in different colors.

[0087] The lower designated ranges 25n, 25o, and 25p represent components of sentences further divided into the middle designated range 25m, and are also displayed using different fonts as an example. For example, "that" functions as the subject S, "require" as the predicate V, and "focusing directly ahead" as the object O. In this way, the learning support system 100 can provide a display in which grammatical details are included even within the modifier M, etc., and the hierarchically decomposed sentence structure can be visually understood. The upper designated range is not limited to only the object and the modifier, but may be a subject (part), a predicate (part), or a complement, and the upper designated range may further include the subject S, the predicate V, the object O, the complement C, the modifier M, etc. In other words, each designated range (upper, middle, lower) can be specified to include components having various attribute information that are grammatically conceivable in the range, and is configured to be displayed hierarchically.

[0088] As described above, the designated ranges 25 are visually distinguished by display means such as highlighting, character color, character darkness, and font, so that the user can understand the grammatical structure step by step for each hierarchy. The upper designated ranges are displayed by selecting one of the display means so that each upper designated range can be distinguished. The lower designated ranges included in the upper designated ranges (or the lower designated ranges included in the middle designated range) are displayed by selecting a display means different from that of the upper designated range so that the multiple lower designated ranges included in the upper designated range can be distinguished from each other. In other words, the upper designated ranges are displayed by selecting one of the display means such as highlight color coding, character color coding, change of character darkness, change of font, etc. so that the multiple upper designated ranges can be distinguished. The lower designated ranges are displayed by selecting one display means not used to distinguish the upper designated ranges so that the multiple lower designated ranges can be distinguished.

[0089] While the upper level indicates the overall structure of the sentence, the middle and lower levels indicate the detailed grammatical roles of the sentence, with each level being displayed in a different way, allowing users to understand the grammatical structure step by step, from the whole sentence to its detailed components.

[0090] Furthermore, the first area 21 and the second area 26 described in the first and second embodiments are applicable not only to the upper specified range shown in the third embodiment but also to the middle and lower specified ranges, and attribute information on components at each level can be provided to the user. In this way, the learning support system 100 dynamically displays the grammatical roles of components according to the range specified by the user, and supports the user's learning process.

[0091] In this way, in the third embodiment, a learning support system 100 is provided that makes it easy to understand the structure of a sentence hierarchically. Since the components of each hierarchy are visually displayed, the user can gradually grasp the detailed grammatical structure, from the overall picture of the sentence to each individual component. This is expected to make grammar learning more effective and improve the learner's understanding. The learning support system 100 pays particular attention to "clauses" in English sentences and can provide a display that allows the user to understand the structure of the sentence by grasping the subject and predicate contained in the "clauses."

[0092] Furthermore, the learning support system 100 according to the third embodiment includes the question area 29 and is configured to be able to display questions, and is therefore able to handle a variety of question formats. Depending on the content displayed in the question area 29, the learning support system 100 can also display the content of the options displayed in the third area 27 in accordance with the question.

[0093] The learning support system 100 according to the third embodiment may include a configuration in which the user selects a designated range, as in the first and second embodiments. For example, an upper designated range and a lower designated range are selected first in the flow shown in Figs. 5 and 8. The system may be configured such that the upper designated range is first designated up to the end of the sentence, and then the lower designated range included in the upper designated range is selected. This procedure allows the user to understand the flow of the entire sentence, and then to select elements and check attributes in detail.

[0094] For example, as shown in Figure 9, the cursor 22 moves to the end of the sentence "According to researchers Katharine Payne and Linda Guinee, ___ long, complex songs of the humpback whale contain sounds that appear to be similar to rhymes," and the user selects upper ranges 25g, 25h, 25i, and 25j in order. After this upper range is confirmed, the user can select the lower ranges 25k "that," 25l "appear," and 25m "to be similar to rhymes" contained within the upper range.

[0095] Similarly, in Figure 10, after selecting the upper range 25g-25j to the end of the sentence, the middle range 25k-25m is selected, and after selecting the middle range 25m, "that" (subject; lower range 25n), "require" (predicate; lower range 25o), and "focusing directly ahead" (object; lower range 25p) in the that clause are selected. This process allows detailed grammatical and semantic analysis to be carried out step by step while grasping the main structure of the sentence.

[0096] This allows the user to understand the meaning of the entire sentence, and then proceed with detailed grammatical and semantic analysis. In addition, a judgment is made as to whether each specified range is correct, and feedback is provided to deepen the user's learning and understanding. Furthermore, the learning support system 100 according to the third embodiment may be configured to allow a user to select a lower specified range in the middle of a sentence while selecting a higher specified range. This allows the user to focus on a specific element and proceed with detailed analysis while understanding the entire sentence.

[0097] Although the present invention has been described above based on each embodiment, the present invention is not limited to the configuration of the above-mentioned embodiment. In each of the above-mentioned embodiments, the learning support system 100 is realized in a system including a client-server system of a network computer system, but the same functions as the learning support system 100 can also be realized in various computers such as personal computers that do not constitute a client-server system, and various communication terminals and mobile information terminals such as mobile terminals and tablets. In this case, it is also possible to realize at least a part of the functions of the learning support system 100 by installing a computer program in various computers and various communication terminals and mobile information terminals. In other words, the present invention also includes a program for causing various computers to function as at least a part of the learning support system 100. In addition, each of the above-mentioned embodiments may be implemented in combination. It is to be noted that the scope of various modifications, applications, and uses made by those skilled in the art as necessary is also included in the gist (technical scope) of the present invention.

[0098] Furthermore, the learning support system 100 described above may also include combinations of the features shown in the following Supplementary Notes 1 to 16. The combinations are described below.

[0099] [Appendix 1] an input unit for accepting user operations; a display device for displaying at least one sentence; A control unit that controls information displayed on the display device, The control unit is The learning support system displays on the display device a specified range that includes a series of components included in the sentence and that is specified by the user by operating the input unit. [Appendix 2] 2. A learning support system according to claim 1, a storage unit having answer information in which the components included in the sentence are divided into a plurality of groups; The control unit is A learning support system that determines whether the specified range matches one of the plurality of groups included in the correct answer information. [Appendix 3] 3. The learning support system according to claim 2, The specified range is: It consists of multiple specified ranges, The control unit is A learning support system that determines whether or not each of the multiple specified ranges matches the multiple groups included in the correct answer information. [Appendix 4] A learning support system according to any one of claims 1 to 3, a storage unit for storing attribute information relating to the component part; The control unit is A learning support system that displays, on the display device, a first area that displays first information including the attribute information related to the component parts included in the specified range. [Appendix 5] 5. The learning support system according to claim 4, The control unit is A learning support system which, when a user selects one of the first information displayed in the first area, further displays a second area on the display device which displays second information including related attribute information. [Appendix 6] A learning support system according to any one of claims 1 to 5, The specified range is: a higher designated range that is a range including a series of the component parts, and a lower designated range that is a range including a part of the series of the component parts included in the higher designated range, The upper designated range and the lower designated range are: A learning support system, wherein the display device displays the information by visually different display means. [Appendix 7] 7. The learning support system according to claim 6, The display means includes: A learning support system that displays text by highlighting or differentiating it by text color, text darkness, or font. [Appendix 8] 8. The learning support system according to claim 7, The upper specified range is: It consists of multiple upper ranges, The plurality of upper designated ranges are: one of the display means is selected and a series of the component parts is displayed in a distinguishable manner; The lower designated range included in the plurality of upper designated ranges is It consists of multiple sub-ranges, The plurality of sub-specified ranges are: A learning support system, wherein a display means different from the upper designated range is selected from among the display means, and a series of a plurality of the component parts included in the upper designated range are displayed so as to be distinguishable. [Appendix 9] 5. The learning support system according to claim 4, The display device includes: a cursor operated via the input unit to point to a predetermined position in the sentence; a first area displaying the first information including the attribute information regarding the component part included in the sentence; The control unit is The learning support system retrieves the first information from the storage unit, and varies the first information according to a position of the cursor in the sentence. [Appendix 10] an input unit for accepting user operations; a display device for displaying at least one sentence; a storage unit that stores attribute information regarding a component part included in the sentence; A control unit that controls the content displayed on the display device, The display device includes: a cursor operated via the input unit to point to a predetermined position in the sentence; a first area displaying first information including the attribute information regarding the component part included in the sentence; The control unit is The learning support system retrieves the first information from the storage unit, and varies the first information according to a position of the cursor in the sentence. [Appendix 11] The learning support system according to claim 9 or 10, The first region is The first information relating to the component part located on the leading side of the sentence from the cursor is displayed, The first information is A learning support system in which the number is limited as the cursor moves toward the back of the sentence. [Appendix 12] A learning support system according to any one of claims 9 to 11, The first information is a plurality of pieces of information including the attribute information and the erroneous information related to the component part included between the beginning of the sentence and the cursor, and the input unit is configured to select at least one piece of the plurality of pieces of information to generate answer information; The control unit is When the answer information is the attribute information related to the component part, the learning support system displays on the display device that the answer is correct. [Appendix 13] A learning support system according to any one of claims 9 to 12, The first information is a plurality of pieces of information including the attribute information and the erroneous information related to the component parts from the beginning of the sentence to the cursor, and the input unit is configured to select at least one piece of the plurality of pieces of information to generate answer information; The control unit is If the answer information is incorrect information regarding the component part, the learning support system displays that the answer is incorrect on the display device. [Appendix 14] A learning support system according to any one of claims 9 to 13, The display device includes: The learning support system displays the sentence from the beginning to the position of the cursor, and hides the portion after the cursor. [Appendix 15] A learning support system according to any one of claims 9 to 14, The component parts are A learning support system, which is a word, phrase or clause contained in the sentence. [Appendix 16] A learning support system according to any one of claims 9 to 15, The attribute information is A learning support system, wherein the components are at least possible grammatical attributes that may be taken by the sentence. [Explanation of symbols]

[0100] 5 basics, 10 control unit, 20 display device, 21a first area, 21aa first information, 21b first area, 21b first area, 21ba first information, 21c first area, 21d first area, 21e first area, 21ea first information, 21f first area, 21g first area, 21ga first information, 21h first area, 22 cursor, 23 sentence, 23a read section, 23b unread section, 24 pointer, 25a to 25c specified range, 26 second area, 27 third area, 28 blank, 30 memory unit, 40 input unit, 90 network, 100 learning support system.

Claims

1. an input unit for accepting user operations; a display device for displaying at least one sentence; A control unit that controls information displayed on the display device, The control unit is The learning support system displays on the display device a specified range that includes a series of components included in the sentence and that is specified by the user by operating the input unit.

2. The learning support system according to claim 1 , A storage unit having answer information in which the component parts are divided into a plurality of groups, The storage unit is a correct answer information dividing the components included in the sentence into a plurality of groups; The control unit is A learning support system that determines whether the specified range matches one of the plurality of groups included in the correct answer information.

3. The learning support system according to claim 2, The specified range is: It consists of multiple specified ranges, The control unit is A learning support system that determines whether or not each of the multiple specified ranges matches the multiple groups included in the correct answer information.

4. The learning support system according to claim 1 , a storage unit for storing attribute information relating to the component part; The control unit is A learning support system that displays, on the display device, a first area that displays first information including the attribute information related to the component parts included in the specified range.

5. The learning support system according to claim 4, The control unit is A learning support system that, when a user selects one of the first information displayed in the first area, further displays a second area on the display device that displays second information including related attribute information.

6. The learning support system according to claim 1 or 2, The specified range is: a higher designated range that is a range including a series of the component parts, and a lower designated range that is a range including a part of the series of the component parts included in the higher designated range, The upper designated range and the lower designated range are: A learning support system, wherein the display device displays the information by visually different display means.

7. The learning support system according to claim 6, The display means includes: A learning support system that displays text by highlighting or differentiating it by text color, text darkness, or font.

8. The learning support system according to claim 7, The upper specified range is: It consists of multiple upper ranges, The plurality of upper designated ranges are: one of the display means is selected and a series of the component parts is displayed in a distinguishable manner; The lower designated range included in the plurality of upper designated ranges is It consists of multiple sub-ranges, The plurality of sub-specified ranges are: A learning support system, wherein a display means different from the upper designated range is selected from among the display means, and a series of a plurality of the component parts included in the upper designated range are displayed so as to be distinguishable.

9. The learning support system according to claim 4, The display device includes: a cursor operated via the input unit to point to a predetermined position in the sentence; a first area displaying the first information including the attribute information regarding the component part included in the sentence; The control unit is A learning support system that retrieves the first information from the storage unit and varies the first information according to the position of the cursor in the sentence.

10. an input unit for accepting user operations; a display device for displaying at least one sentence; a storage unit that stores attribute information regarding a component part included in the sentence; A control unit that controls the content displayed on the display device, The display device includes: a cursor operated via the input unit to point to a predetermined position in the sentence; a first area displaying first information including the attribute information regarding the component part; The control unit is A learning support system that retrieves the first information from the storage unit, and changes the first information depending on the position of the cursor within the sentence.

11. The learning support system according to claim 9 or 10, The first region is The first information relating to the component part located on the leading side of the sentence from the cursor is displayed, The first information is A learning support system in which the number is limited as the cursor moves toward the back of the sentence.

12. The learning support system according to claim 9 or 10, The first information is a plurality of pieces of information including the attribute information and the erroneous information related to the component part included between the beginning of the sentence and the cursor, and the input unit is configured to select at least one piece of the plurality of pieces of information to generate answer information; The control unit is When the answer information is the attribute information related to the component part, the learning support system displays on the display device that the answer is correct.

13. The learning support system according to claim 9 or 10, The first information is a plurality of pieces of information including the attribute information and the erroneous information related to the component parts from the beginning of the sentence to the cursor, and the input unit is configured to select at least one piece of the plurality of pieces of information to generate answer information; The control unit is If the answer information is incorrect information regarding the component part, the learning support system displays that the answer is incorrect on the display device.

14. The learning support system according to claim 9 or 10, The display device includes: The learning support system displays the sentence from the beginning to the position of the cursor, and hides the portion after the cursor.

15. The learning support system according to claim 9 or 10, The component parts are A learning support system, which is a word, phrase or clause contained in the sentence.

16. The learning support system according to claim 9 or 10, The attribute information is A learning support system, wherein the components are at least possible grammatical attributes that may be taken by the sentence.

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