Grammar Information Display System

Abstract

This system provides a grammatical information display system that displays grammatical information enabling the classification of sentence components used in each language, using the same mechanism regardless of the language. [Solution] Each functional unit within a sentence is defined as a word, the component that describes the properties of a word is called a main word, the component used to combine main words with other main words is called an adverb, the component that connects main words with other main words or with other words is called a ligature, and the components consist of one or more combinations of words, main words, adverbs, and ligatures, and words are classified into the central element of the sentence and words other than the central element, and words other than the central element modify The dictionary classifies words into multiple categories based on their subject matter, and displays grammatical information that provides classification criteria for these categories, allowing for classification based on the types of adverbs that can be combined with them.

Description

Technical Field

[0001] The present invention relates to a grammar information display system capable of displaying grammar information that enables classification using common criteria for components of sentences used in multiple languages.

Background Art

[0002] Conventionally, learning systems available for learning foreign languages such as English are known. For example, a method is known in which a sentence in a foreign language to be learned is divided into a plurality of clauses and output by voice or text, and a translated word in a language corresponding to the learner's mother tongue corresponding to each clause is output by voice or text (see, for example, Patent Document 1).

Prior Art Documents

Patent Documents

[0003]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0004] However, simply learning a translated word of a foreign language sentence or clause by comparing it with the mother tongue makes it difficult to understand the language. To understand a language, it is also important to understand the grammar of the language to be learned. However, generally, the grammar of each language contains different rules, so there is a problem that it is also difficult to understand the grammar of the language.

[0005] In grammar education, basically, every time a new language is taught, it is necessary to teach new grammar (for example, word classes, etc.). ), but there are cases where the same term refers to different things depending on the language. Japanese ​​​​​​While auxiliary verbs in a word refer to a part of a word that changes the meaning of the verb, auxiliary verbs in English are verbs This refers to a word that is different from a word used in poetry. Therefore, understanding the grammar of each language can be difficult. There was a problem with that.

[0006] This invention has been made in view of the above circumstances, and provides a mechanism that is the same regardless of the language and can be used in each language. A grammatical information table that can display grammatical information that allows for the classification of the constituent elements of a sentence. The objective is to provide a display system. [Means for solving the problem]

[0007] To solve the above problems, the grammar information display system described in claim 1 is: Grammatical information that can be used to classify the constituent elements of a text; grammatical information that can be controlled to display. A display system, Each functional unit within a sentence is called a word, and the properties of each word are described. The constituent elements are called main words, and the constituent elements used to form words by combining them with the main words are called adverbs, and the main words are the same The constituent elements that connect words and other words are called adverbs, and these constituent elements include words, main words, adverbs, and adverbs. It shall consist of one or more combinations of the following terms: Words are classified into those that are the central elements of a sentence and words other than the central elements. Words other than "mind" are classified into several types corresponding to the object they modify. This dictionary is classified into several types based on the types of adverbs it can be combined with. A table that enables the display of information regarding the classification criteria that make this possible as the grammatical information. Equipped with a means for display, By referring to the information regarding the classification criteria displayed by the aforementioned display means, learners However, to confirm the classification criteria for classifying the constituent elements of texts used in multiple languages... It is characterized in that it is configured to be able to do so.

Advantages of the Invention

[0008] According to the grammar information display system of the present invention, information regarding classification criteria that enable classification of the components of sentences used in each language can be displayed using the same mechanism regardless of the language. Therefore, it is possible to make a system that makes it easy for learners learning a language to grasp similarities and differences between languages in terms of grammar structure.

Brief Description of the Drawings

[0009] [Figure 1] Block diagram showing the grammar information display system of the present invention. [Figure 2] Diagram illustrating an input / output screen for learning a foreign language. [Figure 3] Explanatory diagram of a grammar diagram representing components classified according to a common classification criterion using grammar symbols. [Figure 4] Diagram with an example in Japanese added to a flowchart showing the classification method of a common classification criterion. [Figure 5] Diagram with an example in English added to a flowchart showing the classification method of a common classification criterion. [Figure 6] Inverted table showing the classification of adverbs corresponding to Japanese. [Figure 7] Inverted table showing the classification of adverbs corresponding to English. [Figure 8] Diagram for explaining the nano-wa notation. [Figure 9] Diagram showing symbols for identifying character notations. [Figure 10] Diagram illustrating words using the nano-wa notation. [Figure 11] Diagram showing grammar symbols and terms. [Figure 12] Diagram illustrating a grammar diagram corresponding to a term. [Figure 13] Diagram illustrating a grammar diagram corresponding to a term. [Figure 14]A fusion table showing the fusion of constituent elements in Japanese. [Figure 15] A fusion table showing the fusion of constituent elements in English. [Figure 16] A reconciliation table showing progress towards reconciliation. [Figure 17] A diagram illustrating a grammatical structure for Japanese sentences. [Figure 18] A diagram illustrating a comparison of Japanese and English grammatical diagrams. [Figure 19] A diagram illustrating situations where parts of speech theory can cause confusion. [Modes for carrying out the invention]

[0010] Embodiments of the present invention will be described below with reference to the figures. Figure 1 shows the grammar information display system of the present invention. This is a block diagram of stem 10. The grammatical information display system 10 visualizes the grammatical structure of the language. It is possible to perceive them consciously, and the constituent elements of a text are classified using the same mechanism regardless of the language. It is a system capable of controlling the display of grammatical information. The display system 10 displays the grammatical structure of one language (for example, the language to be learned) in another language (e.g., For example, a system that can assist in learning a language by comparing it with the grammatical structure of one's native language. be.

[0011] The grammar information display system 10 includes a control unit 11 that performs various processes (controls) and an input operation An input unit 12 that can input information, audio data, image data, text data, etc., and grammatical information It can be configured as a system equipped with an output unit 13 capable of outputting information. Grammar information and For example, a grammatical diagram that shows the grammatical structure of a sentence and a classification criterion for the constituent elements of a sentence are expressed. A flowchart (hereinafter referred to as the "element classification flowchart") and adverbs according to the element classification flowchart. This includes the attached table resulting from the classification, and the terminology used in that classification.

[0012] The control unit 11 consists of a control device (arithmetic unit) and a memory unit that stores various data and control programs. It can be configured to include a control. The storage device that constitutes the control unit 11 may include, for example, a control The data includes various linguistic data and symbols that make up grammatical diagrams (hereinafter referred to as "grammatical symbols"). Data for displaying, data corresponding to sample grammar diagrams, and element classification flows for each language. Data corresponding to the attached table is stored there.

[0013] Furthermore, the memory device contains control programs, such as a grammar diagram display program that displays grammar diagrams. Program, element classification flow display program that displays element classification flow, and attached table display. Grammar information display programs, such as the attached table display program, are stored. The classification of constituent elements may be configured to be executable by a program, or the classification of constituent elements of a document may be configured The learning system provider inputs the results as data, and the learner refers to the input data. It may be configured in this way.

[0014] The control unit 11 receives information necessary for displaying grammatical information (for example, a Japanese sentence) from the input unit 12. By inputting data, for example, grammar diagrams, element classification flows, supplementary tables, and explanatory information explaining grammar can be generated. The system executes control to output data for outputting information, etc., to the output unit 13, for example, a display device. Through step 14, learners can review grammatical diagrams and element classification flows.

[0015] The control unit 11 can be configured using a single computer, or it can be configured using an information server and It is also possible to configure this using multiple computers as a client combination. For example, personal computers (PCs) and smartphones as clients. The information terminal is connected to the information server via an internet connection, and the input unit 12 held by the learner is used as the input unit 12. The display image of grammatical information generated by the information server based on information input from various devices. It can also be configured to display on the client PC's display device 14 so that learners can check it.

[0016] The input unit 12 is an operation detection device (for example, a key) for displaying grammatical information based on input operations. It can be configured to include a keyboard and mouse, etc. Furthermore, the input section 12 is a sound collection device. (For example, a microphone), a character recognition device (for example, a camera), and other input devices (for example, a smartphone). This includes input ports for connecting smartphones, tablets, and USB memory sticks. This can be achieved. Input operation information and text data are controlled from the input unit 12. By inputting into section 11, it can be used to display grammatical information.

[0017] The output unit 13 can be any device capable of outputting grammatical information, for example, a display device. 14 consists of devices such as image display devices (e.g., liquid crystal display devices) and projectors. It is possible to do so. In addition, the output unit 13 has a printer that outputs grammatical information to paper media, and sound This includes sound equipment (e.g., speakers and headphones), and communication devices capable of communicating with external devices. It is possible to do so.

[0018] Figure 2 is an example of an input / output screen for learning a foreign language. The input / output screen shows grammatical information. It can be configured with a display screen of a display device 14 capable of displaying various information, including reports. For the display control of the display device 14 by the control of the control unit 11, general control methods can be used. I will omit the explanation to keep it concise.

[0019] As grammatical information displayed on the display device 14, Figure 2 shows a grammar diagram and an element classification flow. Examples of this are given. The grammatical diagram divides the sentence into individual words, and the words are divided into main words and adverbs. This diagram breaks down the concept and represents it in a way that corresponds to various terms such as "heart" and "substance," making it easier to understand the modifying relationships. It is expressed in this way. For details of the grammatical diagram, please refer mainly to Figure 3(A) and see the following explanation.

[0020] The grammatical information displayed on the display device 14 includes an element classification flow as information indicating classification criteria. (See Figure 4) and attached tables (See Figure 6) are included. The element classification flow uses a common language across various languages. A classification criterion that makes it possible to classify the constituent elements of a text according to the following criteria (hereinafter referred to as "common classification criteria") It is referred to as "preliminary" (or "standard"). It expresses the idea of ​​a standard, and includes examples of main and adverbs to correspond to each language. This is illustrated in the diagram. The attached table is classified according to the common classification criteria shown in the element classification flow. This is a table classifying adverbs and adverbial conjunctions in the target language.

[0021] As illustrated in Figure 2, the input / output screen consists of an input text section 21, a selection operation section 22, and a grammar information section. It can be configured including the information section 23. The grammar information section 23 consists of three frame sections arranged vertically. The upper information section 23A, the central information section 23B, and the lower information section 23C, which are composed of minutes, are displayed. This illustrates the situation. The grammar information unit 23 selects "grammar diagram" as the selection operation of the selection operation unit 22. When one of the following is selected, "Classification Flow" or "Attachment Table", the corresponding box will appear. An additional section is displayed. Click the × mark in the upper right corner of each section of the grammar information section 23. Then, the grammar information unit 23, which was the target of the manipulation, is erased.

[0022] The input text unit 21, based on the input operation from the input unit 12, selects the grammatical structure as the target for display. This is the area where the entered text is displayed. Figure 2 shows "Ken goes to the park on Sunday." An example is shown of the Japanese sentence that is displayed. Note that the input text section 21 is The text may be structured so that the user selects from pre-entered sample data, or it may be structured as any text. The system analyzes the text entered through the chapter's input operation and displays a grammatical diagram as a result of the analysis. It is permissible.

[0023] The selection operation section 22 is a part that displays operation buttons that can be operated by the learner. The grammar information unit 23 is configured to allow selection of the content to be displayed in response to the operation of the button. In Figure 2, the selection operation unit 22 controls the operation of "grammar diagram," "classification flow," and "attachment table." The "Create" button and the operation buttons for "Japanese," "Other Languages," and "?" are displayed.

[0024] The "Japanese" and "Other Languages" operation buttons located on the right side of the selection operation unit 22 are: This can be used to select the language in which grammatical information is displayed. If "Japanese" is selected... If this is the case, the border of the "Japanese" operation button will be displayed in a thicker color. When any of the following are clicked, the operation Grammar information corresponding to the work is displayed in Japanese.

[0025] Clicking "Other Languages" will display a list of selectable languages. By clicking on the language within the menu, you can select a different language such as English or French. It is possible. When any language is selected, the "grammar diagram," "classification flow," and "attachment table" are available. When any of the following are clicked, the grammatical information corresponding to that operation will be displayed in the selected language It will be displayed accordingly.

[0026] Figure 2 shows learners whose native language is Japanese, and who are learning English as their target language. This illustrates the situation. The upper information section 23A contains a grammatical diagram as grammatical information corresponding to Japanese. The following is displayed, and the central information unit 23B displays a grammar diagram corresponding to English, and the lower information unit 23 C shows an example where the element classification flow is displayed.

[0027] The "?" operation button displays grammatical information different from grammar diagrams, element classification flows, and supplementary tables. It can be used to display auxiliary information such as instructions for use. For example, Clicking the "?" button will bring up the following sections: "Glossary," "How to Use," and "Help." A list of selectable items will appear, and you can select an item by clicking on it in the list. Information corresponding to the selected item is displayed in the grammar information unit 23.

[0028] Furthermore, the display method of the display device 14, and the number and types of operation buttons displayed on the selection operation unit 22, will be determined separately. Examples of such types are shown in Figure 2, and if grammatical information corresponding to multiple languages ​​can be displayed, The configuration can differ from the example shown.

[0029] Here, the grammatical information unit 23 contains grammatical information corresponding to the native language and learning language. It is possible to display grammatical information corresponding to the elephant's language side by side. For example, sentences in multiple languages It is possible to display slope diagrams side by side, and it is also possible to display element classification flows and attachment tables side by side. This makes it easier to grasp the similarities and differences between languages ​​in the grammatical structure of the entire text. It is possible.

[0030] Furthermore, the grammar information unit 23 can display an element classification flow, so learners can You can also check the common classification criteria. This allows you to understand the classification of each component that makes up a text. You can check the classification based on the function (ability) and properties (quality) within the text, and multiple It is also possible to compare element classification flows in languages.

[0031] Furthermore, the grammatical information section 23 classifies adverbs as components of language according to common classification criteria. It is also possible to display an attached table (see Figures 6 and 7) that visualizes similar results. This allows us to examine the changes in function (ability) and quality (quality) caused by adverbs, and to compare them across multiple languages. This makes it easier to understand the similarities and differences between adverbs. Note that the attached table is for each language. This can be created in advance and stored as data in the control unit 11.

[0032] In addition, some characters in the text displayed in the input text section 21 and the information displayed in the upper information section 23A When a learner clicks on grammatical information (for example, a component of a grammatical diagram), In addition, in the element classification flow, the area corresponding to the selected classification is color-coded and displayed. It can also be configured in such a way. That is, multiple types of grammars displayed in the grammar information unit 23 Regarding information, the correspondence of constituent elements is determined by manipulating some grammatical information to obtain information from other grammatical information. Updating the display format is desirable, as this also contributes to the common classification criteria across languages. It makes it easier to understand similarities and differences.

[0033] Next, for each term corresponding to the constituent elements classified using the common classification criteria, see Figure 3. I will explain this in detail, mainly referring to Figure 5. Figure 3 shows the components classified according to the common classification criteria. This diagram illustrates a grammatical diagram represented by grammatical symbols, and Figure 4 shows a flowchart illustrating the classification method of the common classification criteria. - This is a chart (element classification flow), and each term classified in the element classification flow corresponds to the day Examples in Japanese are provided. Figure 5 shows the same element classification flow as Figure 4, but with English examples. It is being added.

[0034] Figure 3(A) shows an example sentence using "samukunaru" (to get cold). This refers to a state where each component is separated. In the example in Figure 3(A), a common classification criterion is used. In the "ru" classification, the central element is the word "naru," and the elements that modify this component are... It is intended to be composed of the word "samuku" (cold). The word "ku (samuku)" has two forms: "samu" as a base word and "ku" as an adverb. The word "naru" is composed of the base word "nar" and the adverbial word "u". It is intended to be composed of these elements.

[0035] Here, the term "word" in the common classification criteria has a different interpretation than the term "word" in Japanese grammar. This is what we are going to do. For example, the elements of the sentence "on Sunday" are classified according to common classification criteria. This is interpreted as a single word combining the main word "Sunday" and the adverb "on". However (see Figure 2), in Japanese grammar, the two words "Sunday" and "ni" are combined. It is interpreted as a phrase. Also, in English, a word as defined by the common classification criteria is a 1 in English grammar. This applies to cases where there is one word (for example, go), and also to cases where there are multiple words in English grammar (for example, auxiliary verbs). This may include combinations of verbs and nouns, or combinations of prepositions and nouns. For example, in the common classification criteria, the component "on Sunday" is one word and Although it is interpreted as such (see Figure 2), in English grammar it is interpreted as a phrase consisting of two words. It will be done.

[0036] In the common classification criteria, first, conversation and writing as language are classified based on their function and nature in constructing sentences. It is divided into constituent elements such as quality, and each constituent element corresponds to a function (ability) or property (quality). Classify it according to which of the defined terms it corresponds to. The terms used to broadly classify the constituent elements are... This involves dividing a sentence into functional units, each of which is considered a word, and describing the properties of each word. The constituent elements are called main words, and the constituent elements that are combined with the main words to form words are called adverbs, and the main words The components that connect each other or each other as adjuncts are called adjuncts.

[0037] The constituent elements may consist of one of the following: a word, a main word, an adverb, or a sub-ligature. The above may be combined in some cases, and below, we will explain the classification method in order. This section also explains the terminology used for the constituent elements.

[0038] Regarding the specific classification method, please refer primarily to the element classification flow shown in Figure 4, which illustrates the Japanese terminology. Let's explain. First, regarding the constituent elements, we determine whether or not they are words that correspond to the central elements of the sentence. If it is a central element of the sentence, it is classified as a component corresponding to the "essence" or "core."

[0039] If it's not a central element of the sentence, should it be classified as a word other than a core element that modifies other components? Then, determine whether to perform a different classification. If classifying as a word other than "mind," the relevant composition Elements are classified into one of the following categories: "associative case," "associative structure," or "associative image."

[0040] Specifically, when a word modifies a "case" which is a classification within the dictionary, it is called a "reciprocal case." If it is a word that modifies the entire sentence without modifying the "case form", it is called "sentence inclusion". Note that for the sentence As components in the case of modifying the entire sentence, combinations of two or more words that make up the entire sentence, etc. are applicable.

[0041] If it is neither "linked case" nor "sentence inclusion", it is called "linked object". "Linked object" corresponds to a word that modifies "solid core" or "decorative determination". Note that the explanations of "case form", "solid core", and "decorative determination" will be described later. stated below.

[0042] When performing another classification instead of the classification as a word that modifies the core word or other words, the component is classified into "main word", "adverb", and "compound adverb". "Compound adverb" is a component that connects main words or words to each other. For components that are not "compound adverbs", it is determined whether they are invariant elements during inflection.

[0043] Here, "inflection" is a term used in linguistics and refers to so-called "morphological change" or "conjugation", which corresponds to changes such as "taberu (nai) / taberu (masu) / taberu / ···" in Japanese grammar. As "invariant elements during inflection", they can be classified as common parts that do not change regardless of which word form is taken in words that can undergo morphological changes. And for components that are invariant during inflection, they are classified as "main words", and for components whose expressions change during inflection, they are classified as "adverbs". The relationship between "word", "main word", and "adverb" can be classified into a part that represents the nature as a "main word" and an "adverb" that functions in combination with the main word, and a word is formed by combining the "main word" and the "adverb".

[0044] ​​​​​​​​The "root word" as an invariant element that does not inflect corresponds to the Japanese noun "cup" as well. In this case, particles such as "ga", "wo", "ni", etc. in Japanese correspond to "adverbs" whose expressions change due to the function of words.

[0045] The "root word" can be classified into any of "case form", "core", or "modifier". The root word that can be attached (combined) with a case adverb, which is a type of adverb, is classified as "case form". "Case form" corresponds to the constituent elements that make up the root word among "linked images" as words.

[0046] Here, the "case adverb" corresponds to an adverb representing a case (an adverb for case form and linked image transformation), and is equivalent to the case particle in grammar, and examples include "ga", "wo", "ni", etc. Specifically, in the conjugation table corresponding to Japanese shown in Figure 6, the adverbs classified into the items specified by word formation and linked image transformation within the section specified for case form in the root word section are applicable.

[0047] The root word that cannot be combined with a case adverb and can be attached (combined) with a core-forming adverb, which is a type of adverb, is classified as "core". "Core" corresponds to the constituent elements that make up the root word among the cores of words.

[0048] Here, the "core-forming adverb" is classified into two items in the conjugation table corresponding to Japanese shown in Figure 6. Specifically, the first one is classified into the items specified by word formation and core formation within the section specified for core in the root word section, and the other one is classified into the items specified by word formation and core formation within the section specified for linked case in the word section. "Core" Since "」" corresponds to the main word in this dictionary, the core-forming auxiliary words for words cannot be combined. However, the core-forming auxiliary words for the main word can be combined.

[0049] "Decoration" is a main word that cannot be combined with either case particles or core-forming auxiliary words.

[0050] "Auxiliary word" is a component different from both words and compound auxiliary words. "Auxiliary word" can be classified into "separable words" that allow inserting words between the main word and itself, and "attached words" that do not allow inserting words between the main word and itself. In Japanese, there are no words that can be the target of separable words, and all auxiliary words are classified as attached words. In addition, regarding the four types of words corresponding to "core", "linked case", "linked object", and "linked container", after identifying the type of word according to the flow of the part marked with circled number 1, it may be further decomposed into the main word and the auxiliary word. In this way, after identifying the type of word, the type of main word included in the word can also be identified. The components of an English sentence can be classified according to the element classification flow shown in Figure 5, similar to the Japanese case. Specifically, it can be classified into words, main words, auxiliary words, and compound auxiliary words that are not elements of words. When it is a word, the type of the word can be determined; when it is a main word, the type of the main word can be determined; when it is an auxiliary word, it can be classified into separable words or attached words. Note that separable words, as components that allow inserting words between the main word and themselves, do not exist in Japanese but exist in English, and specific examples are shown in Figure 5. Next, returning to Figure 3, the notation method in the grammar diagram representing the classified components with grammar symbols

[0051]

[0052]

[0053] This explains grammar diagrams represent the grammatical structure of a sentence in a form that allows for the identification of its constituent elements. It can be configured.

[0054] In the grammatical diagram, as shown in Figure 3(A), the main word has a main word line, which is a type of grammatical symbol. It can be expressed by adding this. The "main word line" distinguishes the main word from other constituent elements. It can be composed of underlines, and the type of underline can be used to distinguish between different types of text. It is possible. Specifically, as illustrated in Figure 3(B), the main line is shared regardless of the type of main line. A wavy line can be used as a common shape, and in this case, a different color can be used for each type of character (in the diagram). Then, you can assign a setting (indicated by the thickness of the underline). For example, for a typeface, The setting is to assign the main line to red, blue for true feelings, and green for decorative purposes. can.

[0055] Furthermore, the types of these words are not limited to those identified by color, but may also be replaced or added to this. Other aspects such as the thickness of the line segment and the type of line segment (for example, solid line, dashed line, wavy line, polyline, etc.) It can be used to configure the system in a way that allows for the identification of different types.

[0056] Furthermore, as shown in Figure 3(A), this dictionary includes a type of grammatical symbol called a "particle" to indicate the word. It can be expressed. The "character component" is used to distinguish the main word from other components. It can be composed of superscripts attached to the end, and the type of the main word depends on the type of the symbol. It can be made identifiable. Specifically, as shown in Figure 3(B), the main word can be used as a particle. The relative position is the same, but different symbols are assigned to each type of dictionary. It is possible to do so. For example, use "*" for the character form, "#" for the character essence, and for the decorative element. This can be set to have the quality symbol "+" assigned to it.

[0057] Here, the underlines and symbols set to correspond to the type of main dictionary are the same for the same type of main dictionary. It is also preferable to represent them using color, which allows for quick identification of the type of dictionary. It can be made easier. Furthermore, the system uses underlines and superscripts to distinguish between entries. However, this configuration is not the only one; a configuration using only one of them is also acceptable, or a symbol may be placed in a different position. Other configurations are also possible.

[0058] As shown in Figure 3(A), adverbs are preceded by adverbs that function as a type of grammatical marker. It can be expressed by adding a symbol. An "adverbial symbol" is an adverb that is formed by the preceding main word or word and the adverb itself. It is a symbol that intervenes between them, and the type of symbol can be used to identify the type of adverb. Figure 3(A) shows the adverbial particle "ku" that is combined with the base word "samu". And, in the preceding part corresponding to the main word, there is a type of adverbial marker that corresponds to the type of adverb in question. The example given is when the symbol "-" is attached.

[0059] Words are represented by adding a grammatical symbol, as shown in Figure 3(A). This is possible. "Functional symbols" can distinguish between words and non-word components. In some cases, the entire word can be composed of a shape that surrounds it, and depending on the type of shape, the word It is possible to identify the type.

[0060] The punctuation marks can be constructed by setting different shapes to correspond to the type of word. For example, The Noh symbol is set so that the shape of both the left and right ends are different, as shown in Figure 3(B), and the shape When the shape is an outward-projecting arc, it is called the central element, and when it is a broken line, it is called the connected element, and partially A rectangle that protrudes outwards is defined as an association, and an arc that retracts inwards is defined as a concentric circle. It is possible.

[0061] Furthermore, the symbols can be configured with different colors depending on the type of word. For example, The settings will assign blue to the character for "heart," green to the character for "associated," orange to the character for "associated image," and purple to the character for "associated bundle." It is possible.

[0062] Furthermore, the type of Noh talisman can be identified by either its shape or color, so the type of Noh talisman Similar examples include compositions that use the same color but with different shapes, or compositions that use different colors but with the same shape. Other expressions such as "to make" can also be used.

[0063] In grammatical diagrams, words are marked with punctuation marks, which are a type of grammatical symbol, and the words are separated by these punctuation marks. It is clearly expressed using function symbols. For example, Figure 3(A) shows a grammatical diagram corresponding to "to get cold". As an example, "samukunaru" is enclosed in one noun symbol as "samuku (s The two words amu-ku) and naru (nar-u), which is surrounded by other symbols, are combined. They are expressed together. Furthermore, in the grammatical diagram, those corresponding to case are written using kanji and kana. For things that originate from genuine feelings, we have decided to use the Nenowa notation, which utilizes Roman letters. Details regarding the Nenowa notation will be explained later, referring to Figure 8 and subsequent figures.

[0064] A "word" is composed of a combination of a main word and an adverb, and "cold" is composed of "cold (samu It can be expressed as a word with ")" as the main word and "ku" as the adverb. The word is expressed with the main word The main word is formed by combining adverbs, and the types of adverbs that can be combined with it are... Therefore, the type of word is determined.

[0065] A word is not limited to a combination of one main word and one adverb, but can also be a combination of one main word and multiple adverbs. It can also be composed of a combination of the following: It is a word composed of the adverb "to" and the adverb "of". More specifically, the word "to you" is In contrast to "anata e," which is formed by combining the base word "anata" with the adverb "e," Furthermore, by combining it with the adverb "no," it can be expressed as a word (Figure 1). 7(D)).

[0066] Modifier lines in grammatical diagrams can be constructed from line segments that represent the modifying relationships between words. The modifying line is a line that goes from the modifying word (function) to the word (function) or main word (quality). It can be constructed by a line segment with an arrow pointing towards the symbol.

[0067] Of the four types of words, the only one that can modify the character is the compound word among the other three types of words. As for the remaining two types of words, they modify the main words contained within other words. Modifier lines can express the modifying relationships between words. The attributive case as a word is, in the main word... The form modifies the aspect, and the association as a word modifies the actual meaning or embellishment as the main word. Yes, they are.

[0068] The modification relationship between a word and its main body can be identified by the modification line alone, allowing for the identification of the type of word being modified and the word being modified. It is preferable to do so, and in Figure 3(C), different colors correspond to the types of words being modified and modified. This illustrates the case where a modifier line is set.

[0069] Next, the types of adverbs will be explained with reference to Figures 6 and 7. Figures 6 and 7 are Japanese. This is an attached table showing the classification of adverbs corresponding to words and English. Figures 6 and 7 show the adverbs. In addition, sub-units are also shown. Furthermore, among the items in the supplementary table, sub-units corresponding to the target language are also shown. Some entries do not have a corresponding entry, and these entries have been left blank.

[0070] According to common classification criteria, adverbs are defined by the type of main word or word they are combined with, and the combination It can be classified by the type of dictionary or word formed by it. This list of classifications is This can be represented by an attached table as grammatical information.

[0071] Figure 6 shows whether the object to which the adverb is combined is a main word (for use as a main word) or a word (for use as a word). This illustrates how words can be broadly categorized by their intended use. The type of word is whether it is a formal (formal), a genuine (genshin), or a decorative (decorative) word. ) can be further subdivided. On the other hand, when used for single words, adverbs are combined. Whether the target word is a core word (for core words), an associated word (for associated words), or an attributive word (for attributive words) It can be further subdivided by ).

[0072] The type of component formed after combining adverbs depends on whether it becomes a main word (becoming a main word) or a word. There are cases (wordization) and cases. Also, in the case of wordization, the type of word after combining adverbs is case Will it become (formalization), will it become the actual feeling (actualization), will it become a decorative (decorativeization), or will it combine with adverbs? It can be further subdivided based on whether it is a non-transformative word, meaning that the quality does not change from the original word before it is combined.

[0073] Here, "non-transformative" means that the nature (quality) changes before and after combining it with the adverb. This corresponds to the case where no transformation occurs, and the main word formed by combining the original main word and adverb is, The type of word will be the same as the original word before combination. Furthermore, in Japanese, as shown in Figure 6, non-transformative words exist. There is no adverb that corresponds to its use in the main word.

[0074] Word formation is the process by which the type of word formed after combining adverbs becomes either a particle (particle formation) or an attributive case. ka (associative case), kanzo ni naru ka (associative case), ka (function) from the word before combining with the adverb. It can be further subdivided depending on whether it is a non-transferable function that does not change.

[0075] As shown in Figure 7, the same items as in Japanese were set up in the appendix for English adverbs. It can be classified and expressed in this way. This English supplementary table can be compared with the Japanese supplementary table. This can be used to understand differences in grammatical structure.

[0076] For example, if you have a sentence in English whose grammatical structure you want to understand, you might want to understand the grammatical structure of adverbs in Japanese. The classification is identified using a Japanese punctuation table, and the corresponding English adverbs are identified using an English punctuation table. This allows for the identification of specific types of adverbs corresponding to English, which can be found under the same entry. You can check related information, such as referring to other adverbs, and understand the grammatical structure. It can be used as a learning tool.

[0077] Furthermore, looking at the Japanese grammatical table, there are no adverbs that correspond to the non-transforming or non-word-forming of the original word. It is understandable that such elements exist in English. However, there is no corresponding element in Japanese. In English, there are adverbs that have corresponding elements, but there are differences in grammatical structure between Japanese and English. This can be understood.

[0078] Also, when comparing a grammar diagram corresponding to a Japanese sentence with a grammar diagram corresponding to English, instead of simple word translations, by using a conversion table to check the classification of adverbs, it is possible to more easily understand the correspondence relationships among multiple languages including the grammatical structure.

[0079] Here, in many languages, "conjunctive adjunct" and "adverbial adjunct" change their functions depending on the context while maintaining the same word form. For example, in the English sentence "He did die happily.", "happily" is a "conjunctive adjunct" and modifies the core "die". However, in "Happily, he did die.", "happily" is an "adverbial adjunct" and modifies the entire sentence "he did die.". Reflecting this feature, in the conversion table, there is no frame for "adverbial adjunct", but rather than there being no adverbs for "adverbial adjunct", there is a mechanism where adding an adverb for "conjunctive adjunct" can function as an "adverbial adjunct" depending on the context. Therefore, like other words such as "conjunctive adjunct", "adverbial adjunct" also has a structure combining a "main word" and an "adverb". For example, "demo" in "demo aruku." functions as an "adverbial adjunct" that modifies the core "aruku".

[0080] Next, referring to FIGS. 8 to 19, terms, grammar symbols, and grammatical structures that can be used as grammatical information corresponding to common classification criteria will be described with examples.

[0081] First, referring to FIGS. 8 to 10, the nano-wa notation will be described. The nano-wa notation corresponds to terms used in the Roman alphabet notation in the grammar diagram corresponding to the common classification criteria. Incidentally, nano-wa is a word with the "edge of sound" given as a katakana notation for convenience. ​​​​​​​​​​​​

[0082] Figure 8 is a diagram illustrating the Nenowa notation, and Figure 9 shows the symbols used to identify the written notation. This is the diagram below.

[0083] Figure 8(A) shows the 50 sounds of the Japanese language, with the vertical axis representing the consonants and the horizontal axis representing the vowels. For each note based on this, the Nenowa notation corresponding to the independent mora is displayed. The mora is An independent mora corresponds to a syllable of sound when actually pronounced, and an independent mora corresponds to a mora that can be pronounced on its own. do.

[0084] In Figure 8, the Nenowa notation is shown on both sides of the Romanized or symbolic notation. It is indicated with a double vertical line, and the pronunciation in modern Japanese is shown in katakana and enclosed in angle brackets. Historical kana spellings are shown in hiragana and enclosed in double quotation marks.

[0085] In Figure 8, items marked with the symbol "*1" are items that require attention when using the Nenowa notation. This is an item that uses a different notation than the Hepburn romanization system. For example, the letter "A" The corresponding "φa" is represented as "a" in the Hepburn romanization system. Note that "φ" is a space. It is preferable to use the symbol for "combination," but it is also expressed using the symbol "φ (phi)."

[0086] Items marked with "*2" are items that require attention because they have the same sound. For example, The entries for "zu" and "du" in the Nenowa spelling are relevant.

[0087] Items marked with "*3" are items corresponding to independent morae that do not appear at the beginning of a word. Items marked with "*4" are items corresponding to independent morae that appear only at the beginning of a word. Yes, there is. "Memory" is a term that corresponds to the individual elements when a word is broken down.

[0088] For example, if the character in the Nenowa notation is "pa", and the word is broken down, it is historical kana orthography. The items that are spelled "は" and pronounced "ハ" in modern Japanese are marked with the symbol "*4". It is attached and means that it appears only in the first character. Furthermore, it is the initial morpheme of "flower (hana)". "Teha" corresponds to "ha," and as the initial element of the word "sunahama" (sand beach), it is a word that has meaning on its own. The "su" in "suna" (sand) and the "ha" in "hama" (beach) are examples of this.

[0089] Words containing an independent mora in items marked with "*3" are, in historical kana orthography, "ka" Examples of the particle "ha" include "ha" (river), "yawaragu" (to soften), and "maharu" (to turn).

[0090] Figure 8(B) shows the Nenowa notation for the attached mora and the sentence corresponding to its pronunciation in modern language. The characters are shown with examples. "Attached moras" are the nasal sound (n) and the long vowel sound (ー). These three are the geminate consonant (ッ).

[0091] Figure 10 shows examples of words using the Nenowa notation. Also, in Figure 10, Nenowa Sections requiring special attention in their notation are indicated using lighter font.

[0092] Figures 11 to 13 show various grammatical symbols that can be used in grammatical diagrams, and the corresponding functions of the grammatical symbols. This illustrates the words and terms. Figure 11 shows the grammatical symbols and terms available in the common classification criteria. The diagram shows the terms used in the common classification criteria, and the corresponding terms are shown in Figures 12 and 13. A grammatical diagram illustrating this is provided.

[0093] There are three types of grammatical symbols that represent the main word, corresponding to the type of main word (see Figure 3(B)). Instead, a superscript hyphen "-" can be used. The superscript is a grammatical symbol indicating the main element. When using hyphens, it is also possible to use different colors for each type of main word.

[0094] There are four types of grammatical symbols that represent words, corresponding to the type of word (see Figure 3(B)). Instead, a superscript dot (·) can be used at the end of a word. The size and color of the letters can also be varied depending on the type of word.

[0095] Regarding other terms besides those mentioned above, such as "buffer sound," "morphological selection," and "accumulation," Grammatical symbols can be set for each term. Regarding the designations, those shown in Figures 11 to 13 are examples only; other names may be used as terminology. Alternatively, you can set up grammatical symbols for a different expression.

[0096] Figures 14 and 15 show a fusion table listing the fusion of constituent elements for Japanese and English. This illustrates the phenomenon of fusion in Japanese, which can occur between main words or between a main word and an adverb. This can occur between the main word and the adverb, and in English, it occurs between the main word and the adverb.

[0097] In Figures 14 and 15, for words that can be merged, the grammatical symbols before merging and the grammatical symbols after merging are shown. Grammar symbols are displayed side-by-side in pairs. Furthermore, each word that can be merged is shown separately. In this context, a "duty" is established. This "duty" represents the strength required for integration. Specifically, this includes "obligations" to merge, "recommendations" where merging is preferable, and options where merging is optional. You can set four options: a good "optional" option, and a "rare" option where the opportunity for fusion is infrequent.

[0098] The grammatical symbols and obligatory rules related to fusion are shown in Figures 14 and 15. This is an example; other grammatical symbols may be used, and obligation may be expressed using different terminology. Cut.

[0099] Figure 16 shows an example of a blending table illustrating a list of blendings. "Blending" refers to blendings where consonants are apostrophes. This occurs when adjacent characters are separated by a ' trophy, and is simplified for easier pronunciation. This term corresponds to the phenomenon where some sounds in a word change to sounds different from the original sounds (so-called sound change). The merging chart shows that sounds in the middle or at the end of words change to "i" (i-sound assimilation), and sounds that change to the nasal sound "n" (nasal assimilation). This provides examples of cases corresponding to the nasalization of "ru" and the gemination of "tsu".

[0100] Furthermore, the grammatical symbols related to blending and the sounds to be blended are shown in Figure 16. This is just an example; you may set other grammatical symbols or other sounds (for example, the 'u' sound change). It is also possible to do so.

[0101] Figure 17 is an example of a grammatical diagram for Japanese sentences. Each figure (Figure 17(A)~( In D), each sentence consists of multiple words separated by a punctuation mark, and furthermore, all words A word is composed of a combination of a main element and an adverb. Each word is divided into a main element and an adjective, with the function being the main element and the adjective case. Alternatively, they are categorized into related types, and each main character is represented by its main character component and main character line, which determine its form, essence, or embellishment. They are categorized into specific types.

[0102] Each sentence is a simple sentence and therefore contains one main element, but does not contain a chain. Words are linked to the main element either directly or through other words in a modifying relationship.

[0103] As shown in Figures 17(A) and (D), the sentence contains assertions that are the targets of the fusion. When the auxiliary verb "da" is included, the pre-fusion form ":de" is used based on the fusion table shown in Figure 14. It is displayed using grammatical symbols corresponding to "aru". It includes the assertive auxiliary verb "da". By separating the sentence into the two words before merging and displaying them, the word corresponding to the core of the sentence can be seen. This can compensate for the lack of verbs in sentences, unlike English, where including a verb in a sentence is essential. This will make it easier for learners whose native language is a foreign language to understand Japanese grammar.

[0104] Note that the word "you:" indicated with an asterisk (*) in Figure 17(D) is the word "you: This indicates that it is acceptable to use this character instead of "へ" when constructing the grammar diagram. Figure 14(A) In the fusion table, the item corresponding to the fifth row from the bottom, ":ni.no", is fused into ":eno". This indicates that it is possible to construct a grammatical diagram that includes this fusion change.

[0105] Figure 18 is a diagram comparing grammatical diagrams of Japanese and English. As shown in each diagram of Figure 18, sentence The diagram includes notations indicating words that can identify the constituent elements, in order to facilitate comparison of different languages. Common symbols can be included as grammatical symbols. Furthermore, based on linguistic differences... , when there is no corresponding word in one of the different languages ​​(for example, equivalent to a qualitative expression that exists only in English). (The "the", the plural "s", and the subject which is essential to a sentence in English) This involves adding another symbol (for example, the Greek letters in Figures 18(A2) and 18(B2)) to the word in question. It is preferable to add ).

[0106] Figure 18 shows that for one word in Japanese, the same word can also be found in English. In terms of type, it can be seen that there is one word corresponding to each category, classified according to a common classification criterion. Furthermore, it was found that the modifiers derived from words are common to both Japanese and English. Therefore, using grammatical diagrams, texts from multiple languages ​​classified according to common classification criteria are used. By using comparisons, we can apply common grammatical structures to make them easier to understand.

[0107] Next, let's look at situations where confusion arises when trying to understand grammatical structure using parts of speech. Next, I will explain this by referring to Figure 19. Figure 19 illustrates situations in which confusion arises due to parts of speech theory. This is the diagram below.

[0108] In English, as shown in Figure 19(A), words that modify nouns are called "adjectives," and verbs are called "adjectives." Modifiers are classified as "adverbs" in terms of part of speech. However, as shown in Figure 19(B) Furthermore, the adjective "quiet" can modify the be verb "is," and This could lead to confusion about whether "quiet" is an adverb. The evidence for this is "qu If you change the "iet" part into an interrogative word, it becomes the adverb "how" (How is he?).

[0109] Furthermore, from an English perspective, a verb is something that forms the conclusion of a sentence, such as "it is quiet." Although classified as such, as shown in Figure 19(C), in Japanese, "shizuka da" is an "adjectival noun". They are classified as follows. And the adjectival noun "shizuka da" (quiet) is used as an adverb in its conjunctive form, depending on the conjugation form. It becomes a poetic "quietly," and in its attributive form, it becomes an adjective "quiet."

[0110] Furthermore, the Japanese word "aketa" is interpreted in Japanese grammar as "ake (verb) + ta (auxiliary verb)". However, the English word "opened" is not interpreted as "open (verb) + ed (auxiliary verb)". It is interpreted as "opened (verb)". Also, in English, auxiliary verbs are "will (auxiliary verb) Like the verb "open," another type of part of speech is separated from the verb and placed before it. It is interpreted as follows.

[0111] Thus, there are variations and exceptions in the definitions of parts of speech between Japanese and English. Therefore, learners are likely to become confused when trying to understand the grammatical structure.

[0112] In contrast, the common classification criteria divide the text into functional units. Words are classified into those that are the central elements of a sentence and words other than those that are the central elements. The words are classified into several types corresponding to the object they modify, and these words can be combined. We will classify them into several categories based on the types of adverbs they can be used for. By using this, it becomes possible to apply common theories regardless of language, and the function (ability) and properties of language. The constituent elements of a text can be classified based on (quality). Therefore, teaching a new language In such cases, the grammatical structure should be adopted in accordance with the same classification criteria as the language already being learned. It can handle grammatical structures and provide a learning system that makes it easy for learners to understand them. [Industrial applicability]

[0113] The grammatical information display system of the present invention allows learners to visually confirm the grammatical structure of the language they are learning. It can be used to compare grammatical structures with those of the learner's native language, and a small number of people It can also be used to understand languages ​​with no users or languages ​​that have not been studied extensively. It can also be used when creating artificial languages. [Explanation of Symbols]

[0114] 10: Grammar Information Display System 11: Control Unit 12: Input section 13: Output section 14:Display device (display means)

Claims

[Claim 1] Grammatical information that can be used to classify the constituent elements of a text; grammatical information that can be controlled to display. A display system, Each functional unit within a sentence is called a word, and the properties of each word are described. The constituent elements are called main words, and the constituent elements used to form words by combining them with the main words are called adverbs, and the main words are the same The constituent elements that connect words and other words are called adverbs, and these constituent elements include words, main words, adverbs, and adverbs. It shall consist of one or more combinations of the following terms: Words are classified into those that are the central elements of a sentence and words other than the central elements. Words other than "mind" are classified into several types corresponding to the object they modify. This dictionary is classified into several types based on the types of adverbs it can be combined with. A table that enables the display of information regarding the classification criteria that make this possible as the grammatical information. Equipped with a means for display, By referring to the information regarding the classification criteria displayed by the aforementioned display means, learners However, to confirm the classification criteria for classifying the constituent elements of texts used in multiple languages... A grammar information display system characterized by being configured to enable the following.

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