Language teaching methods

Abstract

To provide a language teaching method that enables efficient and effective language learning and instruction. [Solution] A word containing the target sound of the pronunciation to be learned for a word in a predetermined language is displayed. The learner's pronunciation of the word is recognized as a word by a speech recognition means. It is determined whether the displayed word matches the recognized word, etc., and the result is displayed. For words that are determined not to match based on the determination result, a comment field is displayed for the learner to input the reason for the mismatch.

Description

Technical Field

[0001] The present invention relates to a language teaching method for learners to autonomously acquire pronunciation of English or the like through speech recognition.

Background Art

[0002] Conventionally, a passive learning method has been adopted in which learners imitate English voices based on the presentation of English pronunciation knowledge and voices by teachers or teaching materials.

[0003] Therefore, proposals for teaching methods and teaching materials for learners to autonomously promote English pronunciation acquisition have been made (see Non-Patent Document 1).

Prior Art Documents

Patent Documents

[0004]

Patent Document 1

Summary of the Invention

Problems to be Solved by the Invention

[0005] In the field of second language acquisition research, the importance of the phonetic aspect in language acquisition is widely recognized. However, curricula, teaching materials, and teaching methods are still underdeveloped. Therefore, English pronunciation teaching tends to rely on teaching materials. As a result, the effectiveness of teaching materials greatly affects the success or failure of teaching effects. Therefore, it is essential to develop established teaching methods and teaching materials based on such methods that can be effectively introduced in educational settings.

[0006] One of the reasons for the lack of progress in English pronunciation education is the lack of establishment of English pronunciation teaching methods. Systematic teaching material development aimed at English pronunciation teaching methods, teaching materials, and the fixation of pronunciation skills has not been carried out. And existing teaching methods and teaching materials do not have a systematic framework for learners to actually vocalize and acquire pronunciation techniques while training the articulatory organs through repeated practice.

[0007] In school education, there is a shared understanding that acquiring internationally understandable pronunciation for oral English communication is an essential basic skill. However, teachers on the ground currently lack the resources to dedicate to pronunciation education. There are time constraints in evaluating the readability of each student's pronunciation and pointing out areas for improvement in a whole-class setting. Teachers also need training to consistently evaluate the pronunciation of individual students according to a set standard. Furthermore, teachers themselves have no experience of systematically acquiring pronunciation in school education, making them reluctant to systematically incorporate English pronunciation into every lesson. As a result, learners have very few opportunities to acquire English pronunciation, and many end up not acquiring it at all.

[0008] A system has yet to be developed that allows learners to easily and affordably check their English pronunciation ability and the degree to which they have retained their practice. As a result, learners have no way to determine the level of their own pronunciation ability. Furthermore, they have no way to judge the results of their practice. Therefore, they continue practicing without knowing if they are improving. Moreover, even when they have difficulty being understood in actual English communication, they are unable to identify the cause of the inability to be understood (which sound) and do not know how to practice to correct it.

[0009] However, the proposal in Non-Patent Document 1 does not cover all the English sounds that Japanese native speakers need to practice. In addition, it does not present a systematic teaching method or materials tailored to the learning stages necessary for learners to use their articulation knowledge to actually articulate sounds and pronounce them stably.

[0010] This invention has been made in view of the problems of the prior art described above, and aims to provide a language teaching method that enables efficient and effective language learning and instruction. [Means for solving the problem]

[0011] The present invention is a language learning tool in which a computer performs the following steps: a first step of displaying a word containing a target sound for pronunciation of a word in a predetermined language to be learned; a second step of having a learner pronounce the word and have a speech recognition means recognize it as a word; a third step of determining whether the word displayed in the first step matches the word recognized in the second step; a fourth step of displaying the determination result from the third step to the learner; and a fifth step of displaying a comment field for the learner to input the reason for the mismatch for the word determined to be mismatched in the third step based on the determination result displayed in the fourth step.

[0012] Preferably, the fifth step displays the misrecognized word which is the word recognized in the second step and which was deemed mismatched in the third step.

[0013] Preferably, in the first, fourth, and fifth steps, a judgment result screen is displayed to the learner, the judgment result screen having: a learning word notation field for displaying a word containing the target sound of the pronunciation to be learned; a correct / incorrect field for indicating whether the spelling of the word obtained by the speech recognition means by recognizing the learner's pronunciation of the word matches the spelling of the word displayed in the learning word notation field; an incorrect / incorrect field for displaying the spelling of the incorrectly recognized word, which is the word recognized by the speech recognition means when an entry indicating a mismatch is made in the correct / incorrect field; and a comment field for the learner to input comments they noticed upon seeing the incorrectly recognized word displayed in the incorrect / incorrect field.

[0014] The present invention involves a computer performing the following steps: an 11th step of pre-learning speech recognition of the target sound of pronunciation to be learned by a learner of a word in a predetermined language; a 12th step of outputting articulation knowledge information for visually grasping the target sound of pronunciation to be learned of the word using an image or video; a 13th step of outputting the target sound of pronunciation to be learned of the word for auditory comprehension; a 14th step of displaying the word for which the learner will learn pronunciation using the image obtained by auditory comprehension in the 13th step; and a 15th step of post-learning speech recognition, wherein the 11th step and the 15th step are performed in the predetermined language This is a language teaching method in which a computer performs the following steps: a first step of displaying a word that contains the target sound of the pronunciation to be learned for the word; a second step of having the learner pronounce the word and have the speech recognition means recognize it as a word; a third step of determining whether the word displayed in the first step matches the word recognized in the second step; a fourth step of displaying the determination result from the third step to the learner; and a fifth step of displaying a comment field for the learner to input the reason for the mismatch for the word that was determined to be mismatched in the third step based on the determination result displayed in the fourth step.

[0015] Preferably, the fifth step displays the misrecognized word which is the word recognized in the second step and which was deemed mismatched in the third step.

[0016] Preferably, in the first, fourth, and fifth steps, a judgment result screen is displayed to the learner, the judgment result screen having: a learning word notation field for displaying a word containing the target sound of the pronunciation to be learned; a correct / incorrect field for indicating whether the spelling of the word obtained by the speech recognition means by recognizing the learner's pronunciation of the word matches the spelling of the word displayed in the learning word notation field; an incorrect / incorrect field for displaying the spelling of the incorrectly recognized word, which is the word recognized by the speech recognition means when an entry indicating a mismatch is made in the correct / incorrect field; and a comment field for the learner to input comments they noticed upon seeing the incorrectly recognized word displayed in the incorrect / incorrect field. [Effect of the Invention]

[0017] According to the present invention, it is possible to provide a language teaching method capable of efficiently and effectively learning and teaching languages. [Brief Description of the Drawings]

[0018] [Figure 1] FIG. 1 is a diagram for explaining the English teaching method according to the present embodiment. [Figure 2] FIG. 2 is a flowchart for explaining the English teaching method of the present embodiment. [Figure 3] FIG. 3 is a diagram for explaining the articulation knowledge information displayed in step ST12. [Figure 4] FIG. 4 is a diagram for explaining the listening screen displayed in step ST13. [Figure 5] FIG. 5 is a flowchart for explaining the pre-learning speech recognition process and the post-learning speech recognition process of the present embodiment. [Figure 6] FIG. 6 is a diagram for explaining the determination result screen 21 of the present embodiment. [Figure 7] FIG. 7 is a diagram for explaining the determination result screen 21 after learning. [Figure 8] FIG. 8 is a functional block diagram of the learner terminal device 5 according to the present embodiment. [Figure 9] FIG. 9 is a functional block diagram of the English learning tool 3 according to the present embodiment. [Figure 10] FIG. 10 is a diagram for explaining the English learning tool 103 according to the second embodiment of the present invention. [Figure 11] FIG. 11 is a diagram showing an overview and effects of the teaching method and teaching materials applied to the present invention. [Figure 12] FIG. 12 shows the configuration of the entire teaching material used by the learner. [Figure 13]Figure 13 shows the teaching procedure for an automated voice pronunciation activity adapted to this embodiment, with the ultimate goal of pronunciation practice being the development of self-monitoring and self-repairing abilities. [Modes for carrying out the invention]

[0019] The following describes an English learning tool and an English teaching method according to embodiments of the present invention. <First Embodiment> Figure 1 is a diagram illustrating the English teaching method according to this embodiment. As shown in Figure 1, the English learning tool 3 for implementing the English teaching method is connected to the learner terminal device 5 used by the learner via the network 9 in a communicative manner.

[0020] Figure 2 is a flowchart illustrating the English teaching method of this embodiment. Step ST11: English learning tool 3 performs pre-learning speech recognition processing. This pre-learning speech recognition process utilizes automatic speech recognition to pre-verify the learner's pronunciation of the learning words. The pre-training speech recognition process will be explained in detail later.

[0021] Step ST12: English learning tool 3 processes the display of articulation knowledge information on the learner terminal device 5, using images or videos to visually grasp the target sounds of pronunciation for English words that are the target of learning. Figure 3 is a diagram illustrating the articulation knowledge information displayed in step ST12. English learning tool 3 performs the process of displaying diagrams, images, or videos of mouth movements illustrating how to pronounce English words on the display of the learner terminal device 5, as shown in Figure 3.

[0022] Step ST13: English learning tool 3 causes the learner terminal device 5 to output audio to allow the learner to understand the target sounds of the pronunciation of the English words they are learning through listening comprehension.

[0023] Figure 4 is a diagram illustrating the listening screen displayed in step ST13. English learning tool 3 outputs audio of multiple words and phrases containing the target sound to the learner terminal device 5, and also displays a screen on the learner terminal device 5's display for the learner to input the words they hear, for example, as shown in Figure 4. The learner listens to the words and phrases output by the learner terminal device 5 and enters their spelling into the corresponding input field on the listening screen shown in Figure 4.

[0024] Step ST14: The learner terminal device 5, guided by instructions from the English learning tool 3, uses automatic speech recognition to allow learners to practice independently. Words that have been recognized are marked with circles or lines to indicate they are not recognized. Learners should check the pronunciation of words in step ST12 and try at least three times. When pronouncing words, it is easier to get recognition if you refer to the model sound and create the original image in your mind before pronouncing. Learners should analyze areas for improvement by referring to the parts that have been misrecognized. English learning tool 3 displays a screen on the learner terminal device 5 that allows the learner to identify the areas that have been misrecognized.

[0025] Step ST15: English learning tool 3 performs speech recognition processing after learning. In this post-learning speech recognition process, automatic speech recognition is used to verify the learner's pronunciation of the learned words. The post-training speech recognition process will be explained in detail later. Post-learning speech recognition is the speech recognition process after autonomous English pronunciation learning.

[0026] Figure 5 is a flowchart illustrating the pre-training speech recognition process and the post-training speech recognition process in this embodiment. Step ST21: English learning tool 3 displays the spelling of words (words, phrases, sentences, etc.) that contain the target sound (e.g., the 'r' sound) that is the target of the English vocabulary learning on the learner terminal device 5.

[0027] Step ST22: The learner looks at the screen of the learner terminal device 5 and uses the speech recognition tool to pronounce the words displayed on the screen. The speech recognition tool performs speech recognition on the learner's utterances and generates spelling data for the words that were recognized. English learning tool 3 displays the spelling indicated by the spelling data on the learner terminal device 5 (part of the judgment result screen 21).

[0028] Step ST23: English learning tool 3 compares the spelling data of the word displayed on the screen in step ST21 with the spelling data generated in step ST22 and determines whether they match or not. The judgment result screen 21 includes the judgment result.

[0029] Step ST24: English learning tool 3 displays a judgment result screen 21 on the learner terminal device 5, which includes the spelling of the word displayed in step ST21, the spelling data (misrecognized word) generated in step ST12 for the word determined to be inconsistent in step ST23, and a comment field. The comments section is used for learners to input their analysis of why words have spelled incorrectly.

[0030] The following describes the judgment result screen 21 displayed in steps ST11 and ST15, as shown in Figure 4. Figure 6 is a diagram illustrating the judgment result screen 21 of this embodiment. As shown in Figure 6, the judgment result screen 21 includes, for example, a learning target word field 31, a learning count field 33, a correct / incorrect field 35, a misrecognized word field 37, and a comment field 39. As shown in Figure 6, the judgment result screen 21 has the learning count column 33, the correct / incorrect column 35, and the misrecognized word column 37 arranged in a matrix. The "Number of Learning Counts" column (33) is arranged in multiple columns from left to right in the column report. Furthermore, corresponding to each learning count column 33, the correct / incorrect column 35 and the misrecognized word column 37 are arranged from top to bottom in the row direction. Furthermore, below the misrecognized word field 37 in the multiple learning count fields 33, a comment input field 39 is provided that spans across the multiple learning count fields 33. The content displayed in the comment input field 39 may be automatically generated by the English learning tool 3 based on the learner's learning status as described above.

[0031] To the left of the learning count column 33, there is a column 31 for words to be learned. Additionally, to the right of the learning count column 33, the match count column 41 and the first match count column 43 are displayed. The "Number of Matches" field 41 is for entering (writing in, displaying) the number of matches in the "Correct / Incorrect" field 35. The "Number of First Matches" field 43 is where you enter the number of times the initial match occurred in the "Correct / Incorrect" field 35. The learner's learning level can be checked based on the values ​​entered in the Match Count column 41 and the First Match Count column 43.

[0032] In the pre-practice confirmation step ST11 shown in Figure 2, the learner inputs information into the judgment result screen 21, for example, as shown in the lower part of Figure 6. After going through steps ST12, ST13, and ST14, in step ST15, the learner fills in the judgment result screen 21, for example, as shown in Figure 7. This allows for confirmation of learning outcomes.

[0033] The configuration of the learner terminal device 5 will be described below. Figure 8 is a functional block diagram of the learner terminal device 5 according to this embodiment. As shown in Figure 8, the learner terminal device 5 includes, for example, a display 51, an operation / input unit 54, a communication unit 55, a database 57, a memory 59, and a processing unit 61.

[0034] The display 51 displays an image based on the signal from the processing unit 61. The display 51 displays the screen to be shown on the learner terminal device 5 in the processing described above. Communications unit 55 communicates with the English learning tool 3. The operation / input unit 54 is an operating means such as a touch panel, keyboard, or mouse. Database 57 stores various data used by the processing unit 61. Memory 59 stores the program that the processing unit 61 will execute. The processing unit 61 executes the program PRG1 stored in the memory 59 to perform the processing of the learner terminal device 5 as defined in this embodiment. Based on the processing from the English learning tool 3, the processing unit 61 displays the judgment result screen 21 on the display 51, as shown in Figures 6 and 7.

[0035] The following describes the structure of English learning tool 3. Figure 9 is a functional block diagram of the English learning tool 3 according to this embodiment. As shown in Figure 9, the English learning tool 3 includes, for example, a communication unit 75, an input unit 77, a memory 79, and a processing unit 71.

[0036] The communication unit 75 communicates with the learner terminal device 5. The input section 77 is a terminal or similar device for inputting data from an external source. Memory 79 stores the program that the processing unit 71 will execute. The processing unit 71 executes the program PRG2 stored in memory 79 to perform the processing of the English learning tool 3 as defined in this embodiment.

[0037] As explained above, in this embodiment, learners can learn English efficiently and effectively by using the English learning tool 3.

[0038] <Second Embodiment> In the above-described embodiment, a case in which computer processing is used as the English learning tool 3 was illustrated. However, in this embodiment, a sheet-like English learning tool 103 (language learning material) such as paper and an English learning method using it will be described.

[0039] Figure 10 is a diagram illustrating an English learning tool 103 according to a second embodiment of the present invention. As shown in Figure 10, the English learning tool 103 has, for example, a field for words to be learned 31, a field for the number of times to learn 33, a field for correctness 35, a field for misrecognized words 37, and a field for comments 39. As shown in Figure 10, in the English learning tool 103, the learning count column 33, the correct / incorrect column 35, and the misrecognized word column 37 are arranged in a matrix. The "Number of Learning Counts" column (33) is arranged in multiple columns from left to right in the column report. Furthermore, corresponding to each learning count column 33, the correct / incorrect column 35 and the misrecognized word column 37 are arranged from top to bottom in the row direction. Furthermore, below the misrecognized word field 37 in the multiple learning count fields 33, a comment input field 39 is provided that spans across the multiple learning count fields 33.

[0040] To the left of the learning count column 33, there is a column 31 for words to be learned. Furthermore, to the right of the learning count column 33 are the match count column 41 and the first match count column 43. The "Number of Matches" column 41 is where learners input (write in, display) the number of matches in the "Correct / Incorrect" column 35. The "Number of First Matches" field 43 is where learners enter the number of first matches in the "Correct / Incorrect" field 35. The learner's learning level can be checked based on the values ​​entered in the Match Count column 41 and the First Match Count column 43. Learners fill in each section of the English learning tool 103 during the learning process.

[0041] The method of learning English using English learning tool 103 is the same as the flow shown in Figure 2, except that it does not involve the use of a computer. In other words, in steps ST11, ST14, and ST15 of the learning process shown in Figure 2, the learner uses the English learning tool 103 shown in Figure 10 to perform learning using speech recognition, and records the results in the respective fields of the English learning tool 103 using a writing instrument. Steps ST12 and ST13 involve displaying articulation knowledge information (understanding pronunciation methods) and outputting target sounds (practical practice) using the learner's terminal device 5, as described above in the first embodiment.

[0042] The teaching material in this embodiment is, for example, a book, which sequentially includes a first page explaining step ST11 shown in Figure 2, a second page explaining step ST12, a third page explaining step ST13, a fourth page explaining step ST14, and a fifth page explaining step ST15. At least the first and fifth pages contain the English learning tool 103. Learners may also use the English learning tool 3 of the first embodiment and the English learning tool 103 of the second embodiment in combination for their studies. For example, some of the screens displayed by the English learning tool 3 described in the first embodiment may instead instruct the user to refer to the corresponding section or page of the English learning tool 103, rather than displaying the screen itself. Furthermore, each page of the English learning tool 103 may include instructions to use the services of English learning tool 3 on the learner terminal device 5 for practice, etc. These instructions may include links to the screen. As described above, in this embodiment, learners can learn English efficiently and effectively by using the English learning tool 103.

[0043] The English pronunciation teaching method and materials using the English learning tool 3,103 of the present invention allow for instant and easy feedback on one's pronunciation, both in self-study and in group classes at elementary, junior high, high school, and university levels, based on a certain standard. Furthermore, it enables students to acquire the skill of self-analysis of this feedback (self-monitoring ability) and the skill of self-correction by practicing based on the explicit pronunciation method information presented in the teaching materials. In this respect, the English pronunciation teaching method and materials of the present invention can be said to be innovative and groundbreaking.

[0044] Furthermore, the effect of this embodiment is that learners can autonomously acquire English pronunciation through English pronunciation learning using a teaching method and materials that make speech recognition the core of pronunciation learning. In pronunciation learning with this teaching method and materials, learners can instantly and easily monitor their own pronunciation using conventional speech recognition. Then, by descriptively analyzing the recognition results themselves, learners acquire the skill (self-monitoring ability) to determine the applicability of their own pronunciation and the sounds that need improvement. Then, learners can proactively practice the sounds that they have identified that need improvement using the explanations of target sounds, diagrams, model pronunciation videos, and audio presented in the materials, and improve their pronunciation. As a result, they acquire the skill (self-repair) to correct their own pronunciation. These two abilities consist of "knowledge" and "skill". Enabling learners to acquire the two skills of self-monitoring and self-repair, which are important in pronunciation acquisition, allows learners to autonomously and efficiently improve their pronunciation ability. Many Japanese English learners lose confidence when they encounter situations where they cannot be understood in English. Moreover, they often don't understand why they are not understood. This teaching method and materials help learners overcome this situation and, as a result, gain confidence. Learners can analytically and diagnostically understand why they are not understood in various aspects of their English pronunciation and apply that knowledge in a prescribed manner. As a result, native Japanese learners of English can acquire international English pronunciation on their own. This teaching method and materials can be used by learners of all school levels and age groups to effectively acquire pronunciation in self-study and within school education. Furthermore, this teaching method and materials can be widely applied to acquiring pronunciation in languages ​​other than English.

[0045] A notable characteristic of the textbook's introduction was that more than half of the cases involved classes aimed at "specializing in English" or "training English teachers." This situation reflects the previous perception that pronunciation education was a field for developing limited, specialized abilities. Therefore, this invention was developed with the aim of promoting its introduction in a wider range of educational settings. We believed it was necessary to further enhance convenience and educational effectiveness for both instructors and learners.

[0046] This development focuses on cultivating self-monitoring and self-repair skills, which are deeply involved in learners' pronunciation acquisition. Through pronunciation learning using this teaching method and materials, learners will advance their pronunciation acquisition while simultaneously autonomously acquiring these two practical skills. Self-monitoring is the ability to analyze one's own English pronunciation and identify sounds that hinder communication. Self-repair is the ability for learners to correct the sounds that hinder communication that they have identified through self-monitoring. Acquiring these two skills makes it possible to identify sounds that were not understood when communication breaks down in real-life communication situations, self-correct, and continue the conversation. This teaching method and materials, which center on speech recognition activities, enable learners to autonomously acquire international English pronunciation by being used for different purposes during the practice process.

[0047] Figure 11 shows an overview and effects of the teaching method and teaching materials applied to the present invention. (1) Learning objectives, (2) Learner characteristics (analysis of learner needs), (3) Teaching methods and materials, (4) Positive changes in learners' psychology, and (5) Practical situations in which learners use acquired skills are illustrated.

[0048] (1) The instructor (instructions within the teaching materials) presents the learning objective 1 (pronunciation target, target sound, self-monitoring technique, and self-repair technique) that learners will acquire through learning when they begin learning English pronunciation. The ultimate goal for learners is to acquire pronunciation techniques that enable them to communicate smoothly in international English. Learners will acquire the ability to analyze their own pronunciation and correct their articulation using the self-monitoring technique, which is the greatest feature of this teaching method and teaching materials, to identify problems and difficulties with pronunciation during oral communication on a case-by-case basis, and the self-repair technique.

[0049] (2) Learner characteristics 2 is the result of an analysis of learners' needs regarding English pronunciation and pronunciation learning. Learners have the following characteristics: They have little to no experience with oral communication in English. They have no experience practicing English pronunciation. They think that practicing English pronunciation is difficult. They want to acquire understandable pronunciation, but they don't know how to practice it. It takes courage to speak English. They have a high psychological barrier to speaking English due to past experiences where their English conversations were not understood. However, they don't know how to overcome it. It can be seen that learners tend to have negative feelings about English pronunciation.

[0050] (3) The developed teaching method and teaching material 3 applied to this embodiment are autonomous learning materials for English pronunciation aimed at individual English learners. They consist of "one book" and "existing speech recognition functions installed in devices such as smartphones and PCs". It may also be an electronic book teaching material and a speech recognition device integrated into a mobile device such as a tablet.

[0051] Through a teaching method and materials centered on speech recognition activities, learners build and acquire knowledge and skills in pronunciation of target sounds in five steps. This teaching method and materials place speech recognition activities at its core. It has constructed a framework and system in which learners progress through pronunciation learning while actually vocalizing the target learning sounds. Learners can easily and instantly receive feedback on their own pronunciation at any time and perform self-monitoring. This teaching method and materials are characterized by the fact that learners improve their pronunciation systematically while actively thinking about English pronunciation learning, correcting their own pronunciation through self-repair.

[0052] The phonetic elements covered in this material are limited to those that will significantly improve the usability of English for first-language Japanese learners through pronunciation practice. The target sounds are 16 consonants and 17 other sounds, totaling 23 sounds. The strategy adopted is to introduce consonants first, as their articulation movements are easier to understand.

[0053] We also employed an explicit approach to help learners easily acquire knowledge of target sound pronunciation. Figure 10 was created to provide a step-by-step written explanation of articulation and a visual representation of the articulatory organs. In addition, we developed 110 audio clips and 12 videos to help learners auditorily and visually visualize the target sound and the movement of the articulatory organs required to produce it, and to enable them to imitate model pronunciations. These audio clips and videos are provided via QR codes (registered trademark) on the internet, allowing learners to access and view them anytime and as many times as they like.

[0054] Acquiring pronunciation skills requires actually moving the articulating organs. By repeatedly practicing and moving these organs, learners can achieve stable articulation. When learners begin practicing new sounds, they often tense their articulating organs and surrounding organs unnecessarily, which is noticeable to others. Through gradual, repetitive practice, the motor skills needed to effectively move the articulating organs are strengthened. Gradually, learners become able to move their articulating organs stably without excessive conscious effort.

[0055] This teaching method and materials are designed so that learners cannot complete the tasks in the materials without actually practicing speaking aloud through speech recognition activities. The materials were developed using a teaching strategy that encourages learners to take the lead, working on small activities step by step and building upon their progress.

[0056] Pronunciation practice can easily become monotonous and mechanical. However, repetition is essential for stabilizing articulation. This program incorporates mechanisms to make such pronunciation practice enjoyable and sustainable. We have designed several rhythm-based activities that have a positive effect on the learner's affective side.

[0057] The most distinctive feature of this teaching method and materials lies in the development of a method for evaluating learners' pronunciation. The speech recognition activities in this developed method allow learners to evaluate their own pronunciation against a set standard. Furthermore, it can be practiced easily anytime, anywhere, and as many times as needed, without requiring significant expense or time. Since it's not done with another person, there's no need to feel self-conscious. Through learning with the speech recognition activities presented in this method and materials, learners can improve their pronunciation and acquire self-monitoring and self-repair skills that are useful in practice. This is a systematic English pronunciation teaching method and materials that cultivate active thinking, foster awareness, and allow learners to autonomously control their learning while acquiring pronunciation abilities.

[0058] (4) This teaching method and materials also aim to bring about positive psychological changes in learners.4 By actually practicing pronunciation aloud, learners will increase their interest, curiosity, and motivation for English oral communication, fostering a desire to actually use English. At the same time, they will gain confidence in communicating orally in English. By acquiring self-monitoring and self-repair techniques to correct deviations in communication due to pronunciation when they encounter difficulties in practice, learners can also reduce the psychological burden of speaking English. Multiple self-assessment materials have also been designed with the aim of allowing learners to reflect on the psychological changes in their own English pronunciation and English communication.

[0059] (5) Practical Application Situation 5 for Learners' Acquired Skills shows situations in which learned pronunciation skills can be applied in practice. What becomes effective here are the pronunciation knowledge and skills acquired by learners through this teaching method and materials, as well as self-monitoring and self-repair techniques.

[0060] When learners experience difficulties communicating while using English in real-world situations, they self-monitor their speech and realize they need to correct their pronunciation. In scenario 5 of the learner's acquired skills practice, a learner orders vanilla ice cream abroad, but the shop assistant, unable to understand the learner's pronunciation, tries to use their cognitive abilities to find a word that sounds similar to what the learner uttered, attempting to communicate. However, the shop assistant perceives the ice cream as a different flavor than what the learner ordered.

[0061] Therefore, learners perform phonetic self-monitoring of the words they utter and the words the store clerk infers. Then, they use the pronunciation knowledge acquired during learning to identify areas for pronunciation correction. Finally, they perform self-repair, correcting the necessary pronunciation using the pronunciation skills they have learned. As a result, learners can engage in oral communication and achieve their objectives.

[0062] Figure 12 shows the overall structure of the learning materials used by learners. It serves to show learners the overall picture of the exercises they will be undertaking at the start of their learning. Throughout the teaching method and the materials, we have limited the use of phonetics and phonology terminology, which can often sound complex, and replaced it with easily understandable language. Explanations have been provided when technical terms are used.

[0063] This learning material consists of 16 chapters (Day 0-Day 15). The beginning of the book contains "Greetings" and "How to Use Audio and Video," while the end contains "Answers" to the practice problems in the main text and "Greetings." Learners should begin their studies by reading the "How to Use This Book" explanation on Day 0 to grasp the overall structure of the learning material.

[0064] The target sounds for learners are 16 consonants and 7 vowels, totaling 23 sounds. These target phonemes were carefully selected based on the author's field research with 43 native and non-native English speakers in the United States, as well as literature research. Only sounds that would significantly reduce the impairment of speech communication for Japanese speakers through training were included. Furthermore, a strategy was adopted to begin practice with consonants, whose articulatory organ movements are easily observable from the outside.

[0065] Furthermore, the supersegmental sounds—stress, rhythm, and intonation—are introduced in Coffee Break 5 using an explicit approach. To deepen learners' understanding and awareness of pronunciation, we developed teaching materials on "The Mechanism of English Pronunciation" and placed them in Coffee Break 4. The "Mechanism of English Pronunciation" learning materials consist of explanations of English pronunciation structure in Japanese and practice exercises.

[0066] Furthermore, review units were arranged to allow learners to self-assess their practice results in different ways, checking both their pronunciation knowledge and skills (Day 1, Day 5, Unit 8, Unit 11). These units involve learners recording and evaluating their own pronunciation.

[0067] In Coffee Break 1 and Coffee Break 6, we presented a section called "Common Misunderstandings," which showcases examples of miscommunication due to pronunciation in real conversations. This section aims to demonstrate how self-monitoring and self-repair techniques are useful in practice. We also created materials that encourage learners to think actively. By illustrating examples of miscommunication due to pronunciation, we developed materials that encourage learners to consider the reasons for the communication failure and how to correct it.

[0068] Figure 12 shows the teaching procedure for an automated speech pronunciation activity adapted to this embodiment, with the ultimate goal of pronunciation practice being the development of self-monitoring and self-repairing abilities. First, the instructor (instructions in the teaching materials) presents the learner with a word, phrase, or sentence containing the target sound. Here, the word "vanilla" is used as an example at the "word" level. The target sound to learn is / v / .

[0069] Learners are instructed to use speech recognition to check their pronunciation of the word "vanilla," which contains the target sound. If the learner's speech recognition result matches the word "vanilla" (which contains the target sound), the check is complete.

[0070] If there is a discrepancy, learners are instructed to note down and record the word "banana" that was misrecognized by speech recognition. They are then instructed to self-analyze the difference between the "word containing the target sound" (vanilla) and the "misrecognized word" (banana) from a phonetic perspective. As a result of their analysis, learners discover that the pronunciations of / v / and / l / are misrecognized and recognize that these two sounds need to be corrected.

[0071] Figure 13 shows the procedure for teaching English pronunciation, which aims to develop self-monitoring and self-repair skills, the ultimate goals of pronunciation practice adapted to this embodiment. This teaching method teaches learners how to pronounce target sounds in five stages. The sounds to be taught are supersegmental sounds, consisting of consonants and vowels.

[0072] Step 1 involves instructions to check the learner's ability to pronounce the target sounds at the word level before practice. Step 2 involves teaching articulation knowledge using an explicit approach to the target sounds of the English words being learned. Step 3 involves instructing the learner to practice the target sounds of the English words being learned. First, learners are instructed to understand the key points of articulation through a step-by-step explanation of articulation methods using text, and a visual presentation of articulatory organs and their locations using diagrams. Then, they are instructed to access videos via a QR code (registered trademark) to learn. By referring to the videos and sounds, learners grasp the image of pronunciation through the movement of articulatory organs and the sounds produced by those movements. Next, the text-based learning audio for the target sound is explained, along with tips on articulation methods, explanations of sounds that can be seen as substitute sounds in Japanese, and peripheral knowledge such as the relationship between the target sound and spelling. In Step 4, learners are instructed to practice and check their speech recognition of the target sounds of the pronunciations of the English words they are learning, progressing from words to phrases and sentences in stages. Finally, in Step 5, learners engage in speech recognition activities after practicing the target sounds of the English words they are learning. The words used for speech recognition are the same six words as in Step 1.

[0073] Figure 3 shows an example of pronunciation knowledge information presented in the teaching materials. Different learners have different methods for understanding articulation knowledge. By presenting information on articulation methods from multiple perspectives, we aimed to provide information tailored to each individual learner. The information includes text (step-by-step instructions for articulation methods using text), diagrams (visual representation of articulatory organs and sounds), videos and sounds (movements of articulatory organs and the sounds produced), and peripheral knowledge such as tips on articulation methods related to learning sounds, explanations of sounds seen as substitute sounds in Japanese, and the relationship between target sounds and spelling. Learners first read the textual explanation of articulation methods. Then, based on the information in the textual explanation, they deepen their understanding of articulation methods by looking at the diagrams. The points understood about articulation methods play a role in interpreting the diagrams when they view them.

[0074] Next, learners access the video via a QR code (registered trademark). Learners can access it anytime and as many times as they like. Learners repeatedly listen to the video and audio, and confirm the actual sounds and mouth movements to verify the actual movements of articulation. The video shows only the mouth movements necessary for articulation in a close-up. The purpose is to limit the points to focus on during viewing. During confirmation, learners use the articulation knowledge gained from text and diagrams to imitate. The pronunciation model is a speech-language pathologist who is a native American English speaker. In the video, the pronunciation model reads the learning sound for the unit five times, and then, if the new learning sound is a consonant, reads the consonant + / a / , or if it is a vowel, reads only the vowel. Then, the target learning sound is arranged at the beginning, middle, and end of a word and reads each three times. Captions for the sounds pronounced by the pronunciation model are displayed on the video screen. > Are there any other methods?

[0075] The instructor uses the text and diagrams in Figure 3, along with model audio and video accessible via a QR code (registered trademark), to instruct learners to review and practice pronunciation. In addition, the instructor instructs learners to use speech recognition to continuously check and correct their pronunciation during practice. Learners engage in independent study. They practice using speech recognition to ensure that the words containing the target sounds match the words they pronounce.

[0076] Figure 6 shows a speech recognition material for pronunciation self-monitoring applied to this embodiment. It presents easy English words with target sounds for the English words to be learned. For the first item, the learner writes ○ if the pronunciation of the target English word pronounced by the learner matches the pronunciation of the target English word as recognized by the speech recognition means; otherwise, they write the English word as recognized by the speech recognition means. This self-monitoring is performed multiple times and the results are recorded.

[0077] The system allows learners to record their recognition results three times for each word, labeling each attempt as the 1st, 2nd, and 3rd. A comment section is also provided for recording the recognition and analysis results of the learning process. Furthermore, a section to the right is provided for recording the number of recognition attempts for self-monitoring results after multiple runs, and a section for recording the first recognition attempt if recognition was successful from the beginning. By using this speech recognition material for pronunciation self-monitoring, learners can clearly see whether their current pronunciation ability is sufficient for the target English words and which phonemes require pronunciation correction practice.

[0078] Figures 6, 7, and 10 are teaching materials that explain to learners how to engage in speech recognition activities. When learning with this book, learners will refer to the examples to understand the method of filling out the forms using both text and diagrams.

[0079] The teaching materials for the self-monitoring activity were adapted to multiple formats to suit the teaching objectives and goals. Figure 10 shows one example. It is a speech recognition activity for assessing the current situation before starting practice of new sounds. As an example, we will consider a speech recognition activity with / r / as the target sound. The six words used for this speech recognition are word 1 rain, word 2 right, word 3 work, word 4 pray, word 5 ring, and word 6 grass. The words contain the sound / r / . Words with an easy vocabulary level and high frequency of use were selected. For each word, the learner completes the speech recognition activity using the example shown in Figure 10 and the procedure described above. The learner performs the recognition activity in the order of word 1 to word 6. Then, the learner records the results of their pronunciation recognition of the six sounds. The records include the total number of initial recognitions and the total number of recognitions for each of the six sounds. Finally, the learner records an analysis and impressions of the results of their own activity.

[0080] The speech recognition results, which form the core of this teaching method and materials, serve as a tool for learners to develop self-correction skills. "Misrecognized words," which learners record when the speech recognition results differ from their intended pronunciation, serve as material for cultivating self-correction abilities. The materials also contain information for acquiring articulation knowledge. Learners can refer to this information and practice correcting their pronunciation based on their self-monitoring results.

[0081] The teaching methods and materials applied in this embodiment incorporate not only the acquisition of articulation knowledge (textual explanations, diagrams, audio, and video), but also enjoyable repetitive articulation practice through rhythm-based, affective activities. Furthermore, practice problems are included to assess the degree of knowledge and skill acquisition. Learners solve the practice problems and check their answers at the end of the book. As a result, learners can judge the success or failure of their knowledge acquisition. If the answers to the practice problems are incorrect, they can review the pronunciation methods and explanations for the incorrect sounds. Once they understand, they can then move on to practice.

[0082] The teaching method and materials of this invention not only enable learners to acquire knowledge and visualize sounds, but also to improve their articulation accuracy by actually speaking aloud. Furthermore, the mechanism is designed so that the activity cannot be completed without actually speaking aloud. It establishes an autonomous learning style in which learners can easily and instantly receive feedback, write down misrecognized words, and record the process of analyzing the results, thereby advancing their learning. In self-study, even in monotonous pronunciation practice, learners can check their practice results, allowing them to continue practicing pronunciation efficiently and while maintaining motivation. This invention is a teaching method and materials that enhance convenience and educational effectiveness for both learners and instructors. It can promote the teaching of English pronunciation to a wider range of educational settings and learners. And through English pronunciation instruction, it improves the usability of English for native Japanese speakers and enables improvement in English oral communication.

[0083] The greatest novelty of this development lies in the fact that learners themselves perform speech recognition activities, record the results as their own recognition records, and use the acquired speech knowledge to extract and correct the sounds necessary for self-analysis and pronunciation improvement, thereby acquiring the skills to communicate effectively. This teaching method and materials are practical, creating a system where learners actually speak. Furthermore, the system that allows learners to record the results of this entire process makes the practice process and the progress of individual learners visible. This strategy allows learners to feel a sense of accomplishment when reflecting on their learning. This becomes a driving force for continuing to practice oral communication and further improve pronunciation.

[0084] By following the instructions in the learning materials and accumulating small activities, learners can check their progress step by step. This directly impacts learners' motivation. Instead of practicing without knowing if they're improving or simply making sounds aimlessly, learners feel a sense of accomplishment when they can confirm that they are definitely getting it right, even when practicing with a device. Furthermore, because the system can identify sounds that learners cannot pronounce, they can efficiently train the sounds they need.

[0085] This teaching method and materials help maintain interest, engagement, and motivation in English pronunciation through pronunciation practice. Furthermore, the ease of accumulating practical practice lowers the psychological barrier to pronunciation. There's no need to worry about not being understood in real conversations. You can easily repeat and check your pronunciation ability anytime and as many times as you like, without feeling self-conscious around your conversation partner.

[0086] The present invention is not limited to the embodiments described above. In other words, those skilled in the art may make various modifications, combinations, subcombinations, and substitutions with respect to the components of the embodiments described above, within the technical scope of the present invention or its equivalents.

[0087] For example, the embodiments described above illustrate the application of the present invention to English language learning, but the present invention may also be applied to the learning of languages ​​other than English. [Industrial applicability]

[0088] This invention is applicable to English language learning systems. [Explanation of symbols]

[0089] 3,103…English learning tools 5…Learner terminal device 21…Judgment result screen 31…Words to be learned section 33... Number of learning sessions column 35…Correct / false column 37…Misrecognized word column 41... Match count column 43...Number of first matches column

Claims

1. An eleventh step involves performing pre-learning speech recognition of the target sounds of pronunciations that will be learned by learners of words in a given language, A 12th step involves outputting articulatory knowledge information to visually grasp the target sound of the pronunciation of the aforementioned word using images or videos, A 13th step involves outputting the target sound of the pronunciation of the aforementioned word for comprehension through listening, A 14th step involves displaying the words that the learner will use to practice pronunciation using the images obtained by the learner through listening in the 13th step, The 15th step involves performing speech recognition after learning, The computer executes this, In the 11th and 15th steps, A first step of displaying a word containing the target sound of the pronunciation to be learned for a word in the predetermined language, A second step involves causing the learner's pronunciation of the word to be recognized as a word by a speech recognition means, A third step involves determining whether the word displayed in the first step matches the word recognized in the second step, A fourth step is to display the judgment result to the learner in the third step, A fifth step in which, based on the judgment result displayed in the fourth step, a comment field is displayed for the learner to input the reason for the mismatch for the word that was determined to be mismatched in the third step. A language teaching method performed by a computer.

2. The fifth step is, The misrecognized word, which is the word recognized in the second step, is displayed as the word that was deemed inconsistent in the third step described above. The language teaching method according to claim 1.

3. In the first, fourth, and fifth steps described above, the judgment result screen is displayed to the learner. The aforementioned judgment result screen is, A learning word notation field is provided for displaying words that contain the target sound of the pronunciation to be learned, A correct / incorrect column for indicating whether the spelling of the word obtained by recognizing the pronunciation of the word by the learner as a word using the speech recognition means matches the spelling of the word written in the learning word notation column. If an entry indicating a discrepancy is made in the aforementioned correct / incorrect field, the following is provided: a field for displaying the spelling of the misrecognized word, which is the word recognized as a word by the speech recognition means, A comment field for the learner to enter comments they noticed after seeing the misrecognized words listed in the aforementioned misrecognized word field, It has The language teaching method according to claim 2.

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