Language learning tools and language teaching methods

Abstract

A language learning tool and a language teaching method are provided that enable efficient and effective language learning and teaching. SOLUTION: Words containing target sounds of pronunciation to be studied for words in a specified language are displayed. The pronunciation of the words by the learner is recognized as words by a voice recognition means. It is determined whether the displayed words match the recognized words, etc., and the result is displayed. For words that are determined to be mismatched based on the determination result, a comment field is displayed in which the learner can input the reason for the mismatch.

Description

[Technical field]

[0001] The present invention relates to a language learning tool and a language teaching method that allow a learner to autonomously acquire pronunciation of English or the like through speech recognition. [Background technology]

[0002] Traditionally, a passive learning method has been adopted in which learners imitate English sounds based on the English pronunciation knowledge and sounds presented by instructors or teaching materials.

[0003] For this reason, teaching methods and teaching materials have been proposed to help learners autonomously acquire English pronunciation (see Non-Patent Document 1). [Prior art documents] [Patent documents]

[0004] [Patent Document 1] Patent Publication No. 2021-139995 Summary of the Invention [Problem to be solved by the invention]

[0005] In the field of second language acquisition research, the importance of phonetic aspects in language acquisition is widely recognized. However, curricula, teaching materials, and teaching methods are underdeveloped. As a result, the teaching of English pronunciation tends to be highly dependent on teaching materials. As a result, the effectiveness of the teaching materials greatly influences the success or failure of the teaching. Therefore, it is essential to develop established teaching methods and teaching materials based on those methods that can be effectively introduced in the classroom.

[0006] One of the reasons why English pronunciation education has not progressed is the lack of established methods for teaching English pronunciation. There has been no systematic development of methods and teaching materials for teaching English pronunciation, nor of teaching materials aimed at solidifying pronunciation skills. Furthermore, existing teaching methods and teaching materials do not provide a systematic framework for learners to actually speak out loud and master pronunciation techniques while training their articulatory organs through repetitive practice.

[0007] In school education, there is a shared recognition that acquiring internationally acceptable pronunciation is an essential basic ability for English oral communication. However, in reality, teachers in the field do not have the resources to teach pronunciation. There are time constraints in assessing the acceptability of each learner's pronunciation in a group lesson and pointing out areas for improvement for each individual. Teachers also need training to be able to consistently evaluate the pronunciation of each student using a set standard. Teachers themselves have no experience of systematically acquiring pronunciation in school education, and are therefore reluctant to systematically introduce English pronunciation into every lesson. As a result, learners have very few opportunities to acquire English pronunciation, and pronunciation remains unskilled.

[0008] There is still no development of an evaluation system that can easily and economically check the learners' English pronunciation ability and the degree to which practice has been retained. As a result, learners have no way to check the level of their pronunciation ability. And there is no way to judge the results of practicing after practicing. As a result, they continue practicing without knowing whether they are improving or not. And even if they have trouble communicating in real English and are unable to understand what they are trying to say, they are unable to identify the cause (which sound) of the problem, and they do not know how to practice.

[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 teaching materials that are tailored to the learning stage so that learners can use their articulatory knowledge to actually articulate and pronounce sounds stably.

[0010] The present invention has been made in consideration of the above-mentioned problems in the prior art, and has as its object to provide a language learning tool and a language teaching method that enable efficient and effective language learning and teaching. [Means for solving the problem]

[0011] The present invention is a language learning tool in which a computer executes the following steps: a first step of displaying words containing target sounds of pronunciation to be learned for words in a specified language; a second step of recognizing the pronunciation of the words by a learner as words using a voice recognition means; a third step of determining whether the words displayed in the first step match the words recognized in the second step; a fourth step of displaying the determination result in the third step to the learner; and a fifth step of displaying a comment field in which the learner can input the reason for the mismatch for the words determined to be mismatched in the third step based on the determination result displayed in the fourth step.

[0012] Preferably, the fifth step includes displaying misrecognized words which are words recognized in the second step that are unmatched in the third step.

[0013] Preferably, a judgment result screen is displayed to the learner through the first step, the fourth step, and the fifth step, and the judgment result screen has: a learning word notation column for notating a word including a target sound of the pronunciation to be learned; a correct / incorrect column for notating whether the spelling of the word obtained by having the learner's pronunciation of the word recognized as a word by the voice recognition means matches the spelling of the word notation column; a misrecognized word column for notating the spelling of the misrecognized word, which is the word obtained by having the voice recognition means recognize it as a word, when an entry indicating a mismatch is made in the correct / incorrect column; and a comment column for the learner to input any comments that he or she notices when looking at the misrecognized word notated in the misrecognized word column.

[0014] The present invention is a method for implementing a computer-implemented method comprising: an eleventh step of performing pre-learning speech recognition of a target sound of pronunciation to be learned by a learner of a word in a predetermined language; a twelfth step of outputting articulation knowledge information for visually grasping the target sound of pronunciation to be learned of the word using an image or a video; a thirteenth step of outputting the target sound of pronunciation to be learned of the word for grasping by listening comprehension; a fourteenth step of displaying a word for which the learner will perform pronunciation learning by using an image obtained by the learner through listening comprehension in the thirteenth step; and a fifteenth step of performing post-learning speech recognition, and in the eleventh and fifteenth steps, a second step of recognizing the pronunciation of the word by the learner as a word by a voice recognition means; 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 in the third step to the learner; and a fifth step of displaying a comment field in which the learner can input the reason for the mismatch for the word determined to be a mismatch in the third step based on the determination result displayed in the fourth step.

[0015] Preferably, the fifth step includes displaying misrecognized words which are words recognized in the second step that are unmatched in the third step.

[0016] Preferably, a judgment result screen is displayed to the learner through the first step, the fourth step, and the fifth step, and the judgment result screen has: a learning word notation column for notating a word including a target sound of the pronunciation to be learned; a correct / incorrect column for notating whether the spelling of the word obtained by having the learner's pronunciation of the word recognized as a word by the voice recognition means matches the spelling of the word notation column; a misrecognized word column for notating the spelling of the misrecognized word, which is the word obtained by having the voice recognition means recognize it as a word, when an entry indicating a mismatch is made in the correct / incorrect column; and a comment column for the learner to input any comments that he or she notices when looking at the misrecognized word notated in the misrecognized word column. Effect of the Invention

[0017] According to the present invention, it is possible to provide a language learning tool and a language teaching method that enable efficient and effective language learning and teaching. [Brief description of the drawings]

[0018] [Figure 1] FIG. 1 is a diagram for explaining the English teaching method according to the present embodiment. [Diagram 2] FIG. 2 is a flow chart for explaining the English teaching method of the present embodiment. [Diagram 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. [Diagram 5] FIG. 5 is a flowchart for explaining the pre-learning speech recognition process and the post-learning speech recognition process of this embodiment. [Figure 6] FIG. 6 is a diagram for explaining the determination result screen 21 of this embodiment. [Figure 7] FIG. 7 is a diagram for explaining the judgment result screen 21 after learning. [Figure 8] FIG. 8 is a functional block diagram of the learner terminal device 5 according to this embodiment. [Figure 9] FIG. 9 is a functional block diagram of the English learning tool 3 according to this embodiment. [Figure 10] FIG. 10 is a diagram for explaining an English learning tool 103 according to the second embodiment of the present invention. [Figure 11] FIG. 11 is a diagram showing an outline and effects of the teaching method and teaching materials applied to the present invention. [Figure 12] FIG. 12 shows the overall structure of the teaching materials used by learners. [Figure 13]FIG. 13 is a diagram showing the teaching procedure of the automatic voice pronunciation activity applied to this embodiment, the final goal of which is to develop self-monitoring and self-repair skills in pronunciation training. DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS

[0019] Hereinafter, an English language learning tool and an English language teaching method according to an embodiment of the present invention will be described. First Embodiment FIG. 1 is a diagram for explaining the English teaching method according to the present embodiment. As shown in FIG. 1, an English language learning tool 3 for implementing an English language teaching method is communicably connected via a network 9 to a learner terminal device 5 used by a learner.

[0020] FIG. 2 is a flow chart for explaining the English teaching method of the present embodiment. STEP ST11: The English learning tool 3 performs pre-learning speech recognition processing. The pre-learning speech recognition process utilizes automatic speech recognition to check the learner's pronunciation of the learning words in advance. The pre-learning speech recognition process will be described in detail later.

[0021] STEP ST12: The English language learning tool 3 performs processing for displaying on the display of the learner's terminal device 5 articulation knowledge information for visually grasping the target sounds of the pronunciation of the English words to be learned using images or videos. FIG. 3 is a diagram for explaining the articulation knowledge information displayed in step ST12. The English language learning tool 3 performs a process of displaying on the display of the learner's terminal device 5, for example, as shown in FIG.

[0022] STEP ST13: The English language learning tool 3 causes the learner terminal device 5 to execute voice output in order to understand, by listening, the target sounds of the pronunciation of the English words to be learned.

[0023] FIG. 4 is a diagram for explaining the listening screen displayed in step ST13. The English learning tool 3 outputs audio of multiple words and phrases containing the target sound to the learner's terminal device 5, and also displays a screen on the display of the learner's terminal device 5 for the learner to input the words, etc. that he or she has heard, as shown in Figure 4, for example. The learner listens to the word or phrase outputted aloud from the learner terminal device 5 and inputs its spelling in the corresponding input field on the listening screen of FIG.

[0024] STEP ST14: The learner terminal device 5 uses automatic speech recognition to have the learner practice independently according to instructions from the English learning tool 3. Words that have been recognized by speech are marked with a circle or line and are not recognized. The pronunciation method of the word is confirmed in step ST12, and the learner is asked to try it three or more times, for example. When pronouncing the word, the learner is more likely to recognize it if he or she refers to the model sound and creates an image of the original sound in his or her mind before pronouncing it. The learner performs a self-analysis to identify areas for improvement, referring to the parts that have been incorrectly recognized. The English language learning tool 3 displays on the learner's terminal device 5 a screen that enables the learner to grasp the parts that are being erroneously recognized.

[0025] STEP ST15: The English learning tool 3 performs speech recognition processing after learning. The post-learning speech recognition process utilizes automatic speech recognition to verify the learner's pronunciation of the learned words. The post-learning speech recognition process will be described in detail later. Post-learning speech recognition is a speech recognition process after autonomous English pronunciation learning.

[0026] FIG. 5 is a flowchart for explaining the pre-learning speech recognition process and the post-learning speech recognition process of this embodiment. STEP ST21: The English language learning tool 3 displays on the screen of the learner terminal device 5 the spelling of words (words, phrases, sentences, etc.) including a target sound (eg, r sound) of pronunciation to be learned in English words.

[0027] STEP ST22: The learner looks at the screen of the learner terminal device 5 and uses a voice recognition tool to speak the words displayed on the screen. The speech recognition tool recognizes the speech of the learner and generates spelling data for the recognized words. The English language learning tool 3 displays the spelling indicated by the spelling data on the learner's terminal device 5 (as a part of the judgment result screen 21).

[0028] STEP ST23: The English language 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 judges whether they match or not. The judgment result screen 21 includes the judgment result.

[0029] STEP ST24: The English language learning tool 3 displays on the learner terminal device 5 a judgment result screen 21 including the spelling of the word displayed in step ST21, the spelling data (incorrectly recognized word) generated in step ST12 for the word determined to be a mismatch in step ST23, and a comment section. The comment field is used by the learner to input the results of the learner's analysis of the reason for the mismatch in spelling of the word.

[0030] The determination result screen 21 displayed in steps ST11 and ST15 shown in FIG. 4 will now be described. FIG. 6 is a diagram for explaining the determination result screen 21 of this embodiment. As shown in FIG. 6, the judgment result screen 21 has, for example, a learning word field 31, a learning count field 33, a correct / incorrect field 35, an incorrectly recognized word field 37, and a comment field 39. As shown in FIG. 6, in the judgment result screen 21, a learning count column 33, a correct / incorrect column 35, and an incorrectly recognized word column 37 are arranged in a matrix. A plurality of learning count fields 33 are arranged in a row from left to right. Corresponding to each learning count column 33, a correct / incorrect column 35 and an incorrectly recognized word column 37 are arranged from top to bottom in the row direction. Further, below the misrecognized word field 37 of the plurality of learning count fields 33, a comment input field 39 is provided across the plurality of learning count fields 33. The contents to be displayed in the comment input field 39 may be automatically generated by the English learning tool 3 based on the above-mentioned learning situation of the learner.

[0031] To the left of the learning count column 33, a learning target word column 31 is arranged. Further, to the right of the learning count field 33, a match count field 41 and a first match count field 43 are displayed. The number of matches column 41 is a column for inputting (writing, displaying) the number of matches in the correct / incorrect column 35 . The first match count field 43 is a field for inputting the number of first matches in the correct / incorrect field 35 . Based on the values ​​entered in the match count field 41 and the first match count field 43, the learning level of the learner can be confirmed.

[0032] In the pre-practice confirmation in step ST11 shown in Fig. 2, the learner inputs information on the judgment result screen 21, for example, as shown in the lower part of Fig. 6, and after steps ST12, ST13, and ST14, in step ST15, the learner fills in the judgment result screen 21, for example, as shown in Fig. 7. This allows the learner to confirm the learning outcome.

[0033] The configuration of the learner terminal device 5 will be described below. FIG. 8 is a functional block diagram of the learner terminal device 5 according to this embodiment. As shown in FIG. 8, the learner terminal device 5 includes, for example, a display 51, an operation unit / 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 a signal from the processing unit 61. The display 51 displays a screen to be displayed on the learner terminal device 5 in the above-mentioned processing. The communication unit 55 communicates with the English learning tool 3 . The operation unit / input unit 54 is an operation means such as a touch panel, a keyboard, or a mouse. The database 57 stores various data used by the processing unit 61 . The memory 59 stores the program executed by the processing unit 61 . The processing unit 61 executes the program PRG1 stored in the memory 59 to perform the processes of the learner terminal device 5 defined in this embodiment. As a result of processing by the English language learning tool 3, the processing unit 61 causes the display 51 to display a judgment result screen 21 as shown in FIGS.

[0035] The configuration of the English language learning tool 3 will be described below. FIG. 9 is a functional block diagram of the English learning tool 3 according to this embodiment. As shown in FIG. 9, the English language 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 unit 77 is a terminal or the like for inputting data from the outside. The memory 79 stores the programs executed by the processing unit 71 . The processing unit 71 executes the program PRG2 stored in the memory 79 to perform the processing of the English learning tool 3 defined in this embodiment.

[0037] As described above, in this embodiment, by using the English language learning tool 3, a learner can learn English efficiently and effectively.

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

[0039] FIG. 10 is a diagram for explaining an English language learning tool 103 according to the second embodiment of the present invention. As shown in FIG. 10, the English language learning tool 103 has, for example, a learning word column 31, a learning count column 33, a correct / incorrect column 35, an incorrectly recognized word column 37, and a comment column 39. As shown in FIG. 10, in the English language learning tool 103, a study frequency column 33, a correct / incorrect column 35, and an incorrectly recognized word column 37 are arranged in a matrix. A plurality of learning count fields 33 are arranged in a row from left to right. Corresponding to each learning count column 33, a correct / incorrect column 35 and an incorrectly recognized word column 37 are arranged from top to bottom in the row direction. Further, below the misrecognized word field 37 of the plurality of learning count fields 33, a comment input field 39 is provided across the plurality of learning count fields 33.

[0040] To the left of the learning count column 33, a learning target word column 31 is arranged. Further, to the right of the learning count field 33 are a match count field 41 and a first match count field 43 . The number of matches column 41 is a column where the learner inputs (writes in, displays) the number of matches in the correct / incorrect column 35 . The first match count field 43 is a field for prompting the learner to input the number of first matches in the correct / incorrect field 35 . Based on the values ​​entered in the match count field 41 and the first match count field 43, the learning level of the learner can be confirmed. A learner fills in each field of the English learning tool 103 during the course of learning.

[0041] The method of learning English using the English learning tool 103 is the same as that shown in FIG. 2, except that a computer is not used. That is, in steps ST11, ST14, and ST15 of the learning process flow shown in FIG. 2, the learner uses the English language learning tool 103 shown in FIG. 10 to learn using voice recognition, and enters the results in each column of the English language learning tool 103 using a writing implement. In steps ST12 and ST13, the learner uses the learner's terminal device 5 to display articulation knowledge information (understanding pronunciation method) and output a target sound (practical practice), as described above in the first embodiment.

[0042] The teaching material of this embodiment is, for example, a book, which includes, in order, a first page explaining step ST11, 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, as shown in Fig. 2. At least the first and fifth pages include an English learning tool 103. A learner may study by using both the English language learning tool 3 of the first embodiment and the English language learning tool 103 of the second embodiment. For example, some of the screens displayed by the English language learning tool 3 described in the first embodiment may be instructed to refer to the corresponding parts or pages of the English language learning tool 103, rather than being displayed on the screen. Also, each page of the English language learning tool 103 may have a notation instructing the learner to use the services of the English language learning tool 3 on the learner terminal device 5 for practice, etc. The notation may be a link to a screen, etc. As described above, in this embodiment, by using the English language learning tool 103, a learner can learn English efficiently and effectively.

[0043] The English pronunciation teaching method and teaching materials using the English learning tool 3,103 of the present invention allow students to instantly and easily receive feedback on their pronunciation according to a certain standard, whether in self-study or in group classes at elementary, junior high, high school, or university. Students can then acquire the skills to analyze that feedback themselves (self-monitoring ability) and to practice on their own using the information base of the explicit pronunciation method presented in the teaching materials, thereby acquiring the skills to correct their pronunciation (self-repair ability). In this respect, the English pronunciation teaching method and teaching materials of the present invention can be said to be innovative and groundbreaking.

[0044] The effect of this embodiment is that the learner autonomously acquires English pronunciation by learning English pronunciation using a teaching method and teaching materials that place voice recognition at the core of pronunciation learning. In pronunciation learning using this teaching method and teaching materials, the learner can instantly and easily monitor his / her own pronunciation using conventional voice recognition. Then, the learner himself / herself writes and analyzes the recognition results, and acquires the skill (self-monitoring ability) to determine the validity of his / her own pronunciation and the sounds that need improvement. Then, the learner can independently practice the sounds that need improvement that he / she has identified using the explanations of the target sounds to be acquired and the diagrams, model pronunciation videos, audio, etc. presented in the teaching materials, and improve his / her pronunciation. As a result, he / she acquires the skill (self-repair) to correct his / her own pronunciation. These two abilities consist of "knowledge" and "skill". Enabling the learner to acquire the two skills of self-monitoring and self-repair, which are important in pronunciation acquisition, allows the learner to autonomously and efficiently improve his / her pronunciation ability. Many Japanese learners of English lose confidence when they encounter situations where their English is not understood. Moreover, they often do not know why it is not understood. This teaching method and materials will help learners overcome this situation and ultimately gain confidence. Learners will be able to analytically and diagnostically understand why their English is not understood from various aspects of their English pronunciation and can use this knowledge prescriptively. As a result, native Japanese learners of English will be able to acquire international English pronunciation on their own. This teaching method and materials will enable learners of all ages and school types to effectively acquire pronunciation in their own independent learning and in school education. These teaching methods and materials can also be widely applied to the acquisition of pronunciation in languages ​​other than English.

[0045] More than half of the textbooks have been introduced in classes aimed at "English specialists" or "English teacher training." This situation reflects the previous perception that pronunciation education was an area for cultivating limited, specialized abilities. This led to the invention, which aims to promote the introduction of the textbook in a wider range of educational settings. We felt it was necessary to further improve the convenience and educational effectiveness for both instructors and learners.

[0046] This development focuses on the training of self-monitoring and self-repair skills, which are deeply related to the learner's pronunciation acquisition. Through pronunciation study using this teaching method and teaching materials, learners will progress in pronunciation acquisition while autonomously acquiring these two skills that will be useful in practice. Self-monitoring is the technical ability to analyze one's own English pronunciation and identify sounds that impede communication. Self-repair is the technical ability to correct sounds that the learner has identified through self-monitoring that impede communication. By acquiring these two skills, learners will be able to identify the sounds that were not understood when communication did not go well in an actual communication situation, self-correct them, and continue the conversation. This teaching method and teaching materials, which are centered on speech recognition activities, can be used for different purposes in the practice process to enable learners to autonomously acquire international English pronunciation.

[0047] FIG. 11 shows an overview and effects of the teaching method and teaching materials applied to the present invention. It illustrates (1) learning objectives, (2) learner characteristics (student needs analysis), (3) teaching methods and materials, (4) positive psychological changes in learners, and (5) situations in which learners use the acquired skills.

[0048] (1) When a learner begins learning English pronunciation, the instructor (instructions within the teaching materials) begins instruction by presenting learning objective 1 (pronunciation goal, target sound, self-monitoring techniques, and self-repair techniques) that the learner will acquire through the study. The final goal is for the learner to acquire the pronunciation skills necessary for smooth oral communication in international English. The greatest feature of this teaching method and teaching materials is that the learner will acquire the ability to individually and specifically identify problems and difficulties caused by pronunciation during oral communication through self-monitoring techniques, and the ability to analyze their own pronunciation and correct their own articulation through self-repair techniques.

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

[0050] (3) The teaching method and teaching materials 3 applied to this embodiment are autonomous learning materials for English pronunciation targeted at individual English learners. They are composed of "one book" and "an existing voice recognition function installed in a device such as a smartphone or PC." An electronic book teaching material and a voice recognition device may be integrated into a mobile terminal such as a tablet.

[0051] Through learning using teaching methods and materials that are centered around speech recognition activities, learners build up and acquire knowledge and skills in the pronunciation of target sounds in five steps. These teaching methods and materials have speech recognition activities at their core. A framework and system have been created that allows learners to progress through pronunciation learning while actually speaking the target learning sounds. Learners can easily and freely receive instant feedback on their own pronunciation at any time and to self-monitor. These teaching methods and materials are characterized by the fact that learners systematically improve their pronunciation while thinking actively about learning English pronunciation as they correct their own pronunciation through self-repair.

[0052] The phonetic elements covered in this teaching material are limited to those that can be significantly improved in familiarity by English learners whose first language is Japanese through pronunciation practice. The target sounds are 23 sounds in total, including 16 consonants and 17 sounds. The strategy adopted was to start with consonants, whose articulatory movements are easy to understand.

[0053] We also adopted an explicit approach strategy to help learners easily acquire pronunciation knowledge of the target sounds. We created written explanations that explain the articulation method step by step, and a diagram (Figure 10) to visually present an image of the articulatory organs. In addition, we developed a total of 110 audio sources and 12 videos so that learners could auditorily and visually imagine the target sounds and the movements of the articulatory organs required to articulate the target sounds, and imitate the model pronunciation. Learners could access the audio sources and videos via the internet via QR code (registered trademark), and could watch them anytime and as many times as they wanted.

[0054] To acquire pronunciation skills, it is essential to actually move the articulatory organs. By repeatedly moving the articulatory organs and continuing to practice repetitively, students will be able to articulate stably. When students start practicing a new sound, they will be exerting unnecessary force on the articulatory organs and para-articulatory organs, and even a third party can see the awkwardness. By repeating the practice step by step, students will be able to train their motor skills to move the articulatory organs effectively. Then, gradually, they will be able to move the articulatory organs stably without being overly conscious of it.

[0055] This teaching method and teaching materials are designed so that students cannot complete the tasks in the materials unless they actually practice speaking out loud through speech recognition activities. The teaching materials were developed using a teaching strategy in which students take the initiative and work on small activities step by step, building up the learning process.

[0056] Pronunciation practice tends to be monotonous and mechanical. However, repeated practice is essential to stabilize articulation. We have incorporated a system that allows students to continue such pronunciation practice in a fun and reasonable manner. We have designed several rhythm-based activities that have a positive effect on the learners' emotional aspects.

[0057] The greatest feature of this teaching method and teaching materials is that it has developed a method to evaluate learners' pronunciation. The speech recognition activities of this developed teaching method allow learners to evaluate their own pronunciation using a certain standard. They can practice anytime, anywhere, as many times as they like, without spending a lot of money or time. Since they are not dealing with a human being, there is no need to be shy. By learning using the speech recognition activities presented in the developed teaching method and teaching materials, learners can also acquire the skills of self-monitoring and self-repair, which are useful for improving and practicing their pronunciation. This is a systematic English pronunciation teaching method and teaching materials that allows learners to acquire pronunciation ability while cultivating active thinking, becoming aware, and autonomously controlling their learning.

[0058] (4) The teaching method and materials also aimed to bring about positive psychological changes in learners. By having learners actually practice pronunciation out loud, they will increase their interest, motivation, and 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 pronunciation when they have trouble in practice, the psychological burden of speaking English can be reduced. We also designed multiple self-check materials to help learners reflect on their own English pronunciation and psychological changes in English communication.

[0059] (5) Practice of the acquired skills by learners Scene 5 shows a scene where learners can put the pronunciation skills they have acquired into practice. What is effective here is the pronunciation knowledge and skills, self-monitoring skills, and self-repair skills that learners have acquired through this teaching method and teaching materials.

[0060] When a learner is actually using English, the moment he or she feels that communication is not going well, he or she self-monitors their own speech and realizes that they need to correct their pronunciation. In scene 5, where the learner is practicing the use of acquisition skills, the learner orders vanilla ice cream overseas, but the interlocutor, who is a shop assistant, is unable to understand the learner's pronunciation, so the shop assistant uses the learner's cognitive functions to find a word that sounds close to the sound the learner made, in an attempt to make communication possible. However, the shop assistant recognizes that this is a different flavor from the one the learner ordered.

[0061] The learner then performs phonetic self-monitoring of the words he or she pronounces and the words the clerk guesses. Then, using the pronunciation knowledge acquired during the study, the learner identifies the pronunciation that needs correction. Then, using the pronunciation acquired during the study, the learner performs self-repair, correcting the parts of the pronunciation that need correction. As a result, the learner is able to establish oral communication and achieve the goal.

[0062] Figure 12 shows the overall structure of the learning materials used by learners. It serves to show learners an overall picture of the practice they will be working on at the start of their studies. Throughout the teaching methods and learning materials, we have limited the terminology used in phonetics and phonology, which can often sound difficult, and replaced it with easier-to-understand words. Explanations have been added when technical terms are used.

[0063] This teaching material is composed of 16 chapters (Day 0-Day 15). At the beginning of the book, there is a "greeting" and "How to use audio and video", and at the end, there are "answers" to the exercises in the main book and a "greeting". Students start their learning by reading the explanation of "How to use this book" on Day 0 and getting an overall picture of the learning.

[0064] The target phonemes for learners to master are 23 sounds in total, 16 consonants and 7 vowels. The target phonemes were carefully selected from the author's field interviews with 43 native and non-native English speakers in the United States and from literature research. The phonemes were limited to those that reduce the inhibition of speech communication in Japanese people through training. The strategy adopted was to start practice with consonants, which are easy for learners to observe the movement of the articulatory organs from the outside.

[0065] The suprasegmental stress, rhythm, and intonation are introduced using an explicit approach in Coffee Break 5. To deepen students' understanding and awareness of pronunciation, teaching materials on "How English Pronunciation Works" were developed and arranged in Coffee Break 4. The "How English Pronunciation Works" learning materials consist of explanations of English pronunciation structures in Japanese and practice questions.

[0066] In addition, we have arranged review units (Day 1, Day 5, Unit 8, Unit 11) to check both pronunciation knowledge and technique so that students can check the results of their practice in different ways. The activity involves students recording and evaluating their own pronunciation.

[0067] In Coffee Break 1 and Coffee Break 6, we presented an item called "Common things that don't get through," which introduces examples of pronunciation-related communication that did not go well in real conversations. This serves to show how self-monitoring and self-repair techniques can be useful in practice. We also created teaching materials that encourage learners to think actively. We developed teaching materials that give examples of pronunciation-related oral communication that did not work, and encourage learners to think about why communication did not go well and how to fix it.

[0068] Figure 12 shows the teaching procedure for the automated voice pronunciation activity, which is applied to this embodiment and aims to develop self-monitoring and self-repair skills in pronunciation practice. First, the instructor (instructions in the teaching materials) presents the learner with a word, phrase, or sentence-level example that includes the target sound. Here, the word "vanilla" is used as an example at the "word" level. The learning target sound is / v / .

[0069] The learner is instructed to use speech recognition to check the pronunciation of the word "vanilla" that contains the target sound. If the result of speech recognition of the learner's speech, "vanilla" which is the "word containing the learning target sound," matches "vanilla" which is the "word pronounced by the learner," then the check is complete.

[0070] In the case of a mismatch, the learner is instructed to take a note and record the word banana that was misrecognized by the speech recognition. The learner is then instructed to self-analyze the difference between the "word containing the learning target sound" vanilla and the "misrecognized word banana" from a phonetic perspective. As a result of the analysis, the learner discovers that the pronunciation of / v / and / l / has been misrecognized and realizes that two sounds need to be corrected.

[0071] Figure 13 is a diagram showing the procedure of the English pronunciation teaching method applied to this embodiment, which aims to develop self-monitoring and self-repair skills, which are the final goals of pronunciation training. This teaching method teaches learners how to pronounce target sounds in five stages. The sounds taught are suprasegmental consonants and vowels.

[0072] Step 1 is an instruction to check the learner's pronunciation ability of the target sound to be studied at the word level before practice. Step 2 is an explicit approach to teach articulatory knowledge of the target sound of the pronunciation of the English word to be studied. Step 3 is an instruction to practice the target sound of the pronunciation of the English word to be studied. First, the learner is given a step-by-step explanation of the articulation method using characters, and then a diagram is used to visually present the articulatory organs and their positions to help the learner understand the key points of articulation. After that, the learner is instructed to access the video via a QR code (registered trademark) and study. By referring to the video and sounds, the learner is able to get an idea of ​​pronunciation based on the movement of the articulatory organs and the sound that results from that movement. Next, peripheral knowledge such as tips on articulation method for learning sounds using characters related to the target sounds, explanations of sounds that can be seen as alternative sounds in Japanese, and the relationship between target sounds and spelling is explained. In step 4, the learner is instructed to practice and check the phonetic recognition of the target sounds of the pronunciation that will be the learning target of English words, gradually increasing the level from words to phrases to sentences. In step 5, a phonetic recognition activity is carried out after practice of the target sounds of the pronunciation that will be the learning target of English words. The words for which phonetic recognition is carried out are the same six words as in step 1.

[0073] Figure 3 is an example of pronunciation knowledge information presented in the teaching materials. Each learner has a different method that is easier to understand when understanding articulation knowledge. By presenting information on articulation methods to learners from multiple angles, information that suits each learner is presented. The information is stored in the form of letters (step-by-step instructions on articulation methods using letters), diagrams (visual presentation of articulatory organs and articulatory points), videos and sounds (movements of articulatory organs and sounds that come from the movements), tips on articulation methods for learning sounds using letters, explanations of sounds that can be seen as alternative sounds in Japanese, and peripheral knowledge such as the relationship between target sounds and spellings. Learners first read the text explanation of the articulation method. Then, based on the information in the text explanation, they deepen their understanding of the articulation method from the diagram. The points understood from the articulation method play a role in interpreting the diagram when looking at it.

[0074] Next, the learner accesses the video using a QR code (registered trademark). Learners can access the video any number of times. Learners listen to the video and sound repeatedly, and check the actual sound and mouth movements of sound and articulation. The video shows only the mouth, which is necessary for articulation, in a large area. The purpose is to limit the points to look at when watching. When checking, the learner imitates using articulation knowledge obtained from letters and diagrams. A native American English speaker who is a speech-language-hearing therapist serves as the pronunciation model. In the video, the pronunciation model reads out the learning sounds of the unit five times, and then, if the new learning sound is a consonant, he or she reads out the consonant + / a / , or if it is a vowel, he or she reads out only the vowel. After that, the target learning sounds are arranged at the beginning, middle, and end of the word, and are read out three times each. Captions of the sounds pronounced by the pronunciation model are displayed on the video screen. >Is another method okay?

[0075] The instructor uses the text and diagram explanation in Figure 3 and the model audio and video accessed through a QR code (registered trademark) to instruct the learner to check and practice the pronunciation. In addition, the instructor instructs the learner to use voice recognition to check and correct their own pronunciation as they practice. The learner is self-studying. The learner practices using voice recognition to match the "word containing the learning target sound" with the "word pronounced by the learner."

[0076] FIG. 6 shows speech recognition teaching materials for pronunciation self-monitoring applied to this embodiment. Easy English words are presented with target sounds for the pronunciation of the English word to be studied. The first item is to mark "O" if the pronunciation of the English word to be studied pronounced by the learner and the result of recognition by the speech recognition means matches the pronunciation of the English word to be studied, and if they differ, to enter the English word recognized by the speech recognition means. This self-monitoring is performed multiple times and the results are entered.

[0077] The speech recognition for one word is checked three times, and the learner can enter the recognition results for each check, referring to the first, second, and third time. There is also a comment field in which the recognition results and analysis results of this learning can be entered. Furthermore, there is a field to the right called "First Recognition" in which the number of recognitions as a result of self-monitoring after multiple runs is entered, and the self-monitoring results indicate that recognition was performed from the beginning. By using speech recognition teaching materials for self-monitoring of pronunciation in this way, the learner can clearly determine whether their current pronunciation ability is sufficient for the pronunciation of the English words they are learning, and which phonemes require practice in correcting their pronunciation.

[0078] Figures 6, 7, and 10 are teaching materials that explain to students how to carry out speech recognition activities. When students start learning with this book, they refer to the examples and understand how to fill them out through text and diagrams.

[0079] The materials for the self-monitoring activity were applied in multiple formats according to the teaching goals and objectives. Figure 10 shows one example. This is a speech recognition activity to grasp the current situation before starting the practice of new sounds. As an example, let us take a speech recognition activity with / r / as the target sound. The words used in this speech recognition are six words: 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 extracted. The learner completes the speech recognition activity for each word using the example shown in Figure 10 and the procedure explained above. The learner performs the recognition activity in the order of Word 1 to Word 6. The learner then writes down the results of the pronunciation recognition of the six sounds. The learner writes down the total number of times each of the six sounds was recognized for the first time and the total number of times it was recognized. Finally, the learner writes down his / her analysis and impressions of the results of his / her own activity.

[0080] The speech recognition results, which are positioned at the core of this teaching method and teaching materials, serve as material for learners to develop self-repair skills. The "misrecognized words" that learners enter when the speech recognition results show a pronunciation that is different from their intended pronunciation serve as material for cultivating self-repair skills. Information for acquiring articulatory knowledge is stored within the teaching materials. Learners can refer to this information and practice correcting their pronunciation based on the results of self-monitoring.

[0081] The teaching method and teaching materials developed for this example incorporate fun, repetitive articulation practice through rhythm-based activities with emotional effects, in addition to the acquisition of articulation knowledge (text explanations, diagrams, audio, and video). Also, in order to measure the degree of knowledge and skill acquisition, exercises to confirm knowledge are included. Learners solve the exercises and check the answers at the end of the book for themselves. As a result, learners can judge whether or not they have acquired knowledge. If the answers to the exercises are incorrect, the pronunciation method and explanation of the incorrect sound are checked again. Once the learners understand, it becomes an opportunity to put it into practice.

[0082] By using the teaching materials of the present invention, learners can not only acquire knowledge and imagine sounds, but also actually speak out loud, which has the effect of improving articulation accuracy. In addition, the system is such that the activity cannot be completed without actually speaking out loud. An autonomous learning style has been established in which learners can easily and instantly obtain feedback, record the process of writing down misrecognized words, and analyze the results, and proceed with their learning. In self-study, even in monotonous pronunciation practice, learners can check the results of their practice, which allows them to continue practicing pronunciation efficiently and with sustained motivation. The present invention is a teaching method and materials that increase convenience and educational effectiveness for both learners and instructors. It is possible to promote the teaching of English phonetics to a wider range of educational settings and learners. Furthermore, through English pronunciation instruction, the usability of English for Japanese native speakers has been increased, making it possible to improve English oral communication.

[0083] The greatest novelty of this development is that learners themselves carry out speech recognition activities, record the results as their own recognition records, and use the acquired phonetic knowledge to extract and correct the sounds necessary for self-analysis to improve their pronunciation, thereby acquiring the skills to establish communication. This teaching method and teaching materials are practical, with learners actually making sounds. The creation of a system in which learners keep records of the results of this series of processes makes it possible to visualize the practice process and the progress of each individual learner. This strategy allows learners to feel a sense of accomplishment when they reflect on their learning. This becomes a driving force for continuing to practice oral communication and further improve pronunciation.

[0084] Following the instructions in the teaching materials, students can accumulate small activities and check the results of their practice one by one. This directly motivates students. Students feel happy even when using a device because they can confirm that they are able to do the right thing, rather than just practicing and making sounds randomly, as they may not know if they are improving. In addition, the system can extract sounds that students cannot pronounce one by one, allowing them to efficiently train the necessary sounds.

[0085] By practicing pronunciation using this teaching method and teaching materials, you can maintain your interest, motivation, and curiosity in English pronunciation. In addition, the psychological barrier to pronunciation is lowered because it is easy to accumulate practical practice. There is no need to worry about not being able to understand in an actual conversation. There is no need to be shy about the person you are talking to, and you can check your pronunciation ability anytime, anywhere, and as many times as you like.

[0086] The present invention is not limited to the above-described embodiments. In other words, those skilled in the art may make various modifications, combinations, sub-combinations, and substitutions of the components of the above-described embodiment within the technical scope of the present invention or an equivalent scope.

[0087] For example, in the above embodiment, the present invention is applied to learning English, but the present invention may be applied to learning a language other than English. [Industrial Applicability]

[0088] The present invention is applicable to a system for learning English. [Explanation of symbols]

[0089] 3,103…English learning tools 5. Student terminal device 21…Judgment result screen 31…Target words column 33…Number of times studying 35…Correct / false column 37…Misrecognized word column 41…Number of matches 43…First Match Column

Claims

[Claim 1] A first step of displaying a word including a target sound of pronunciation to be learned for a word in a predetermined language; a second step of having a learner's pronunciation of the word recognized as the word by a speech recognition means; 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 a result of the determination made in the third step to the learner; a fifth step of displaying a comment field for the learner to input a 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, and displaying an erroneously recognized word that is a word recognized in the second step for the word determined to be mismatched in the third step; A language learning tool executed by a computer, comprising: displaying a judgment result screen to the learner through the first step, the fourth step, and the fifth step; The judgment result screen is a learning word notation field for notating words including the target sounds of the pronunciation to be learned; a correct / incorrect column for indicating whether or not the spelling of the word obtained by recognizing the pronunciation of the word by the learner as a word by the voice recognition means matches the spelling of the word indicated in the learned word indication column; an incorrectly recognized word column for indicating the spelling of the incorrectly recognized word, which is the word obtained by having the speech recognition means recognize the word, when an entry indicating a mismatch is made in the correct / incorrect column; a comment field in which the learner can input comments that the learner has noticed after looking at the misrecognized word written in the misrecognized word field; Possesses Language learning tools.

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