Sentence structure learning device and program

Abstract

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

Description

[Technical Field]

[0001] The present invention relates to a sentence structure learning device and program for learning sentence structure. [Background technology]

[0002] In language acquisition, grasping the semantic structure of a sentence—for example, reading a sentence containing a subject (hereinafter, a part (phrase) of a sentence containing a subject will be referred to as the "subject"), an object (hereinafter, a part (phrase) of a sentence containing an object will be referred to as the "object"), and a predicate (hereinafter, a part (phrase) of a sentence containing a predicate will be referred to as the "predicate") and identifying which words are the subject, object, and predicate—is not always easy. This is because sentences often contain not only subject, object, and predicate, but also words that modify them, and the order of these words and the nature of their parts of speech vary depending on the language. For learners of a language (hereinafter, "students"), simply correctly extracting the words that represent subject, object, and predicate can be difficult.

[0003] A sentence structure study notebook has been disclosed that visually shows the above-mentioned sentence structure, allowing students to easily understand the sentence structure and ultimately the meaning of the sentence (see Patent Document 1). [Prior art documents] [Patent documents]

[0004] [Patent Document 1] Patent No. 6403339 Summary of the Invention [Problem to be solved by the invention]

[0005] The above-mentioned "Sentence Structure Study Notebook" is suitable for learning sentence structure, and students can achieve learning effects by filling it out themselves. However, it is expected that the learning effect can be further improved by automatically changing the display without requiring students to fill it out, or by determining whether the student's operation is correct or incorrect and changing the display depending on whether it is correct or incorrect. The present invention is intended to solve the above-mentioned problems of the prior art, and has as its object to provide an apparatus and program for more effectively learning sentence structure. [Means for solving the problem]

[0006] [Brief description of the invention] In order to solve the above problems, the present invention 、 On the display screen, when the sentence progression direction is from top to bottom, from left to right, or from right to left, (1) the subject phrase display frame displaying the phrase representing the subject and the predicate phrase display frame displaying the phrase representing the predicate of the subject are arranged in this order in the progression direction. means to (2) A means for displacing the predicate word display frame and the object word display frame that displays the word representing the object of the predicate by displacing the object word display frame in the opposite direction to the direction of progression relative to the predicate word display frame, and in one of the directions intersecting the direction of progression. (3) A word display frame of one section that displays a word of an attributive modifier or a predicate modifier and a word display frame of another section that displays a modified word, which does not fall under either (1) or (2), is arranged by displacing the word display frame of the other section in the forward direction relative to the word display frame of the first section and displacing it in the other direction opposite to the one direction among directions that intersect with the forward direction. A sentence structure learning device having The display device includes a display means for displaying a problem sentence including a plurality of words at a first predetermined position on the display screen, a plurality of word display frames for displaying words in the problem sentence at a position different from the first predetermined position, and a connector connecting any two of the plurality of word display frames, a moving means for moving a word selected by a student to any one of the word display frames, and a determining means for determining whether or not a correct word has been moved to the word display frame, and the determining means displays that the answer is correct when it determines that the correct word has been moved to the word display frame, and when it determines that the answer is incorrect, arranges the correct word in the word display frame. The present invention provides a sentence structure learning device.

[0007] According to the sentence structure learning device of the present invention, a subject sentence, a phrase display frame for displaying the phrases in the subject sentence, and a connector connecting the two phrase display frames are displayed on the display screen. The subject phrase display frame and the predicate phrase display frame are arranged in this order in the sentence progression direction, and the object phrase display frame is arranged behind the predicate phrase display frame in the progression direction so as not to overlap with the subject phrase display frame. , and the correct or incorrect selected phrase is displayed, allowing students to visually understand the sentence structure. This allows for more effective learning.

[0010] The sentence structure learning device according to the present invention preferably further comprises means for displaying the word display frame for displaying the subject of the entire sentence and the predicate of the subject in a frame different from the other word display frames, among the word display frames for the subject and the predicate of the predicate. This allows the subject and predicate of the entire sentence to be clearly distinguished, making it easier for students to understand the flow of meaning in the sentence.

[0011] The sentence structure learning device according to the present invention preferably further comprises means for displaying connectors as solid lines, dashed lines or arrows, thereby visually indicating the meaning of each part of the sentence by using different connectors.

[0012] The sentence structure learning device according to the present invention preferably further comprises means for connecting the word display frame of the subject part and the word display frame of the object part with the connector displayed as a solid arrow pointing from the word display frame of the subject part to the word display frame of the object part, and means for connecting the word display frame of the object part and the word display frame of the predicate part with a connector displayed as a solid arrow pointing from the word display frame of the object part to the word display frame of the predicate part.It is also preferable that the device further comprises means for connecting the word display frame of the subject part and the word display frame of the predicate part with a connector displayed as a dotted line segment. By doing this, the flow from the subject clause to the object clause and predicate can be visualized. Although the subject clause and the object clause are not in a dependency relationship, by connecting them with the same connector as the one used between the object clause and the subject clause, the flow from the subject clause to the object clause and predicate can be made clear.

[0013] The sentence structure learning device according to the present invention preferably further comprises means for displaying the shape of a connector that connects the subject phrase display frame of a second or subsequent sentence (subsequent subject phrase display frame) with a connector pointing from the predicate phrase display frame of a sentence preceding the second or subsequent sentence to the subsequent subject phrase display frame, in a compound or complex sentence having two or more pairs of subject and predicate, and that is determined based on the causal relationship between the sentence preceding the second or subsequent sentence and the second or subsequent sentence. This allows the computer to visually display the causal relationship between the preceding sentence and the subsequent sentence in a compound or complex sentence.

[0014] The sentence structure learning device according to the present invention preferably further comprises means for displaying repetition in the subject word display frames, in a compound or complex sentence in which there are two or more phrases representing predicates corresponding to one subject, providing a subject word display frame for each of the first sentence and the second and subsequent sentences, arranging the subject word display frames and predicate word display frames of each of the two or more sentences side by side in the progression direction, and displaying the subject-predicate relationship visually by the computer for sentences in which the subject is omitted, even when there are two or more predicates for one subject.

[0015] The sentence structure learning device according to the present invention preferably includes task sentences in two languages ​​with the same meaning, and further comprises means for arranging word display frames and connectors in one pattern for one of the two languages, and for arranging word display frames and connectors in a pattern similar to the one for the other of the two languages. This makes it easier for students to study while being aware of semantic structures that are independent of language, since the arrangement of the word display frames and connectors indicates that the structures are the same regardless of language.

[0016] The sentence structure learning device according to the present invention preferably further comprises means for displaying a practice mode in which an initial display means displays a word display frame and a connector at a predetermined position on the display screen and a task sentence containing a plurality of words at a position different from the predetermined positions, a moving means moves a word selected by a student to the word display frame, and a determining means determines whether the correct word has been moved to the word display frame, and if correct, displays that the answer is correct, and if not, places the correct word in the word display frame. This helps students easily understand sentence structure because it determines whether the placement of the word display frame in the practice mode is correct or not.

[0017] The sentence structure learning device according to the present invention preferably further comprises means for displaying a learning mode in which the initial display means displays word display frames and connectors at predetermined positions on the display screen, the correct answer display means arranges the correct words to be placed in each word display frame, and the words are read out automatically in a voice. In the learning mode, students can deepen their own thinking.

[0018] The sentence structure learning device according to the present invention preferably further comprises means for displaying a test mode in which an initial display means displays a word display box and a connector at a predetermined position on the display screen, and a question sentence and an answer selection box at a position different from the predetermined positions, a test execution means determines one answer selection box selected by a student, a determination means determines whether the one answer selection box is correct or not, and displays whether the answer is correct or incorrect so that the student can understand. In the test mode, students can learn correct sentence structure through visual stimulation. In order to solve the above problems, the present invention provides a sentence structure learning program that causes a computer to function as the sentence structure learning device according to the present invention. [Effects of the Invention]

[0019] By using the sentence structure learning device and program of the present invention, the subject and predicate are arranged in a progressive manner, and the parts that modify these parts are arranged to the side, so that the flow of subject and predicate, which is the main flow of meaning in a sentence, is visually indicated. , and the correctness of the selected phrase is displayed. This allows students to learn sentence structure more effectively. [Brief explanation of the drawings]

[0020] [Figure 1] FIG. 1 is a diagram showing the configuration of a sentence structure learning device according to the present invention. [Figure 2] FIG. 2 is a diagram illustrating an initial state of the display screen according to the first embodiment. [Figure 3] FIG. 3 is a diagram showing the display screen after phrases have been arranged. [Figure 4] FIG. 4 shows the initial state of the display screen when the assignment text is in English. [Figure 5] FIG. 5 shows the display screen when the assignment text is in English. [Figure 6] FIG. 6 shows a display screen containing a bilingual sentence. [Figure 7] FIG. 7 is a diagram illustrating an initial state of a display screen according to the second embodiment. [Figure 8] FIG. 8 is a diagram showing the display screen after phrases have been arranged. [Figure 9] FIG. 9 shows a display screen in test mode with questions attached. [Figure 10] FIG. 10 shows how connectors are used depending on how the conjunctive modifier works. [Figure 11] FIG. 11 shows the use of connectors in compound sentences. [Figure 12] FIG. 12 shows phrase display frames and connectors in a complex sentence. [Figure 13] FIG. 13 shows examples of repeated omitted subjects in compound and complex sentences. [Figure 14] FIG. 14 is a diagram showing a screen display of clause data and connector data. [Figure 15] FIG. 15 shows an example of a compound sentence on the practice mode screen for arranging phrases. [Figure 16] FIG. 16 shows an example of a complex sentence on the practice mode screen. [Figure 17] FIG. 17 is a diagram showing the structure of a program according to the present invention. [Figure 18] FIG. 18 is a diagram showing the configuration of the assignment sentence DB and the learning record DB. [Figure 19] FIG. 19 shows the transition of the display screen when the answer is correct in the practice mode. [Figure 20] FIG. 20 shows the transition of the display screen when an incorrect answer is given in the practice mode. [Figure 21] FIG. 21 is a diagram showing variations in means of transportation. [Figure 22] FIG. 22 shows the transition of the display screen in the learning mode. [Figure 23] FIG. 23 shows the transition of the display screen when the answer is correct in the test mode. [Figure 24] FIG. 24 shows the transition of the display screen when an incorrect answer is given in the test mode. [Figure 25] FIG. 25 is a flowchart showing the flow of the language type and task sentence selection process of the present invention. [Figure 26]FIG. 26 is a flowchart showing the process flow of the practice mode of the present invention. [Figure 27] FIG. 27 is a flowchart showing the process flow of the learning mode of the present invention. [Figure 28] FIG. 28 is a flowchart showing the flow of processing in the test mode of the present invention. DETAILED DESCRIPTION OF THE INVENTION

[0021] Embodiments of the present invention will now be described, by way of example only, with reference to the accompanying drawings. The detailed embodiments illustrate the best mode known to the inventors and support the invention as claimed. However, they are merely exemplary and should not be used to interpret or limit the scope of the claims. Their purpose is to provide instruction to those skilled in the art. Elements and processes distinguished by ordinal phrases such as "first" and "second" do not necessarily define any order or ranking.

[0022] The concepts of subject, object, and predicate relate to the objects expressed in language and exist regardless of language. Sentence 1 always contains a subject, or a phrase representing the subject, and a predicate, or a phrase representing an action, state, existence, or the "what" part of "what (subject) what (predicate)," except when an independent word or the subject is omitted. Note that the object, or a word representing an object, may not be included. If the predicate is a verb, an object exists if the verb is transitive, but if the verb is intransitive, the action can occur even without an object. Also, if the predicate is an adjective or represents the "what" part, there is no object.

[0023] Some sentences have multiple pairs of subject and predicate, such as when two actions are expressed using a conjunctive pause in Japanese, or when one subject and action modify another using a relative pronoun in English. By visually showing one or more "groups of subject, predicate, and (if present) object" contained in a sentence, the "groups" can be easily understood, helping to understand the structure of the sentence and ultimately the meaning of the sentence. In addition, by visually showing the relationship between words other than those expressing subject, predicate, and object clauses and other words in the sentence, it becomes easier to understand the structure of the sentence.

[0024] The term "part" used in the above explanation will now be explained in more detail. In a sentence, how a subject, for example, is expressed, depending on the combination of parts of speech, strictly depends on the language. For example, in English, it is expressed as a noun that serves as the subject. On the other hand, in Japanese, for example, it is possible to understand that the noun that serves as the subject represents the subject, or that a clause to which the noun is attached with a case particle indicating that it is the subject represents the subject. These different ways of understanding can be selected optimally depending on the educational policy and the strengths and weaknesses of the student. Therefore, in this specification, the parts of a sentence that are understood as the subject, action, object, etc. are referred to as the subject part, predicate part, and object part, respectively. Furthermore, the part of a sentence that modifies the subject is called the attributive modifier, and the part of a sentence that modifies the predicate is called the predicate modifier.The concepts of attributive modifier and predicate modifier are also classified as functional modifiers, regardless of the traditional grammatical classification of parts of speech, and are adjusted according to educational purposes. In this specification, "clause" is sometimes referred to as "phrase", and they have the same meaning.

[0025] The relative relationship between the two parts is classified as follows: (1) The relationship between the subject and the predicate. (Subject and predicate in Japanese) (2) The relationship between the object and the predicate. (In Japanese, verbs are objects and predicates.) (3) A relationship that expresses a subject and an object through a predicate. (4) The relationship between the attributive modifier and the subject, which is the modified word. (5) The relationship between the conjunctive modifier and the predicate it modifies. (6) A relationship between two or more predicates that are paralleled equally. (7) The relationship between the predicate, which is a modifier, and the subject or object, which is the modified word.

[0026] Here, a note about (3) is necessary. When considering the so-called "dependency" relationships found in many languages, the others are in dependency relationships, but (3) is not. Regarding (6) and (7) above, the first sentence will be referred to as the "first sentence" and the second sentence will be referred to as the "second sentence." Regarding (6), depending on the relationship between the first and second sentences, there are cases of simple parallelism, sequential conjunction, chronological conjunction, adversative conjunction, the second sentence being the reason for the first sentence, etc. Regarding (7), there are cases where the first sentence modifies the subject or object of the second sentence, or where the second sentence modifies the subject or object of the first sentence. The same applies if there is a third sentence or later. Note that the first and second sentences together are one sentence, and the "first sentence" and "second sentence" are not strictly expressed as "sentences." However, since they are given the same meaning as "sentences" by the words that represent the predicate, they are called the "first sentence" and the "second sentence." Hereinafter, embodiments of the present invention will be described with reference to the drawings. In the drawings, the same or corresponding components are designated by the same reference numerals, and repeated description may be omitted.

[0027] [Configuration of a device for learning sentence structure] (Figure 1) 1 shows the configuration of a sentence structure learning device 10 according to an embodiment of the present invention. In this embodiment, the sentence structure learning device 10 is a computer used by students to learn sentence structure, and includes electronic devices such as tablet computers, laptop computers, desktop computers, and smartphones. As shown in FIG. 1, the sentence structure learning device 10 includes a CPU (Central Processing Unit) 11, a storage unit 12, an input unit 13, and a display unit 14.

[0028] The CPU 11 includes, for example, at least one microprocessor, performs calculations by referring to an operating system and other programs, and displays the calculation results on the display unit 14. The storage unit 12 includes a main storage unit (for example, RAM) and an auxiliary storage unit (for example, non-volatile semiconductor memory) for storing programs and data. It may also include an auxiliary storage unit such as a hard disk drive or solid state drive.

[0029] The input unit 13 is composed of, for example, a touch panel, a keyboard, a mouse, etc., and is used by students to input answers to questions, etc. The input unit 13 may be configured so that students can input using voice or gestures. The display unit 14 includes, for example, a liquid crystal display panel or an organic EL display, and displays a screen according to instructions from the control unit 11. Note that the input unit 13 and the display unit 14 do not have to be built into the device 10, and may be external devices connected to the device 10 by wire or wirelessly.

[0030] The programs and data described as being stored in storage unit 12 may be supplied to a server (not shown), for example, via a network. Device 10 may also include components for reading programs or data stored on an information storage medium (e.g., an optical disk or a memory card). The programs and data may then be supplied to device 10 via the information storage medium. [Example]

[0031] This embodiment illustrates the basic structure of sentence structure learning by exemplifying a screen (display screen 1) displayed on the display unit 14 of the sentence structure learning device 10. (Figure 2) 2 shows the initial state of the display screen (before phrases are displayed in the phrase display frames) according to Example 1. A question sentence 2 is displayed on the display screen 1, and the display screen has phrase display frames 3 (3A, 3C, 3O, 3S, and 3V: the reference numerals with a letter after "3" indicate the phrase display frames 3; the same applies below) for displaying one phrase from the question sentence in each frame, and connectors 4 (4A, 4C, 4O, 4S, and 4SO: the reference numerals with a letter after "4" indicate the connectors 4; the same applies below).

[0032] In the example shown in Figure 2, the assignment sentence is in Japanese, so the student breaks assignment sentence 2 down into phrases, considers the meaning of each phrase, and enters each phrase into word display box 3 so as to correctly show the relationship between the phrases. The phrase display frames 3S and 3V are thick rectangles, while the other phrase display frames are thin rectangles. This allows the subject and predicate of the entire sentence to be visually grasped (by the thick lines). In this example, the connector 4 is a solid arrow and a dashed line. The shape of the connector 4 also aids in visual understanding. There are shapes other than a solid arrow or a dashed line, and details will be described later.

[0033] (Figure 3) Figure 3 shows the display screen after the phrases of the assignment sentence have been placed in the word display frame. The text shown in Figures 2 and 3 is written in horizontal Japanese. The progression direction is the direction in which assignment sentence 2 moves, that is, from left to right. The progression direction is preferably the direction from the beginning of the sentence to the end when the language of the assignment sentence is written. When Japanese, Chinese, etc. are written vertically, the progression direction is from top to bottom, while in many horizontally written languages ​​such as European languages, the progression direction is from left to right, and in some languages ​​such as Arabic, the progression direction is from right to left.

[0034] The meaning of the arrangement of the phrase display frames will be explained below with reference to Figure 3(A). Phrase display frame 3S is a subject phrase display frame that displays a phrase representing a subject, and phrase display frame 3V is a predicate phrase display frame that displays a phrase representing a predicate. Phrase display frames 3S and 3V are arranged next to each other in this order in the direction of progression. For this reason, connector 4S connecting phrase display frames 3S and 3V, which are in a subject-predicate relationship, is a line facing the direction of progression. Furthermore, because phrase display frames 3S and 3V are the subject and predicate of the entire sentence, they are clearly distinguished from the other phrase display frames by a thick line. In other words, the phrase display frames that represent the subject of the entire sentence and the predicate of that subject are thicker than the other phrase display frames.

[0035] Phrase display frame 3O is a target part word display frame that displays a word that represents a target part. Phrase display frame 3O is located between phrase display frames 3S and 3V in the forward direction, and below phrase display frames 3S and 3V in the direction crossing the forward direction. In Figure 3(A), phrases are entered in the word display box, but as shown in Figure 3(B), part of a case particle can also be entered with a connector. The case particle makes it easier to understand whether a phrase is a subject or an object. Whether or not to add a case particle to a connector can be decided by the educator based on the student's learning level, learning objectives, etc. Also, since many languages ​​other than Japanese do not have case particles, what to add to a connector can be chosen based on educational objectives, etc.

[0036] (Figure 4) Figure 4 shows an example of the display screen when the task sentence is in English. The initial state before phrases are placed in the phrase display frame is shown. The task sentence is an English sentence with the same meaning as the Japanese sentence in Figure 2. The phrase display frame 3 and connector 4 are arranged in the same way as in Figure 2. This is because the semantic structure of the sentence is the same regardless of the language (based on word order and parts of speech). The same is true for languages ​​other than English.

[0037] (Figure 5) Figure 5 shows the display screen (before and after phrase placement) when the task sentence is in English. Figures 5(A) and (B) are the same as Figure 3, so redundant explanations will be omitted. In Figure 5(B), a preposition has been added to the connector to match the English equivalent of what words should be added to the connector.

[0038] (Figure 6) Figure 6 shows a display screen containing sentences in two languages, after words have been entered into the word display boxes. As explained using Figures 2 to 4, sentence structure is the same regardless of language. Therefore, when sentences in two languages ​​are displayed side by side, as in Figure 6, it is easy to visually understand that the sentence structures are the same. Figure 6 shows the display of two different language task sentences with the same content, with the same word display frames and connectors arranged side by side. Japanese and English are shown here, but in principle, this can be applied to all languages ​​due to the "universal grammar" described below. It is expected that Japanese students learning English and foreign students learning Japanese will be able to promote their understanding of foreign languages ​​based on an understanding of sentence structure. [Example]

[0039] This example shows details of the display screen using vertically written Japanese as an example. In this example, "phrases representing subject parts," "phrases representing predicates," and "phrases representing object parts" are also called "subjects," "predicates," and "objects" to indicate their meaning in a generalized understanding of Japanese grammar based on English grammar. In addition, using the concept shown in Example 1, a sentence structure learning device similar to this example can be configured for languages ​​other than Japanese.

[0040] In the following explanation, we will assume that phrases are placed in the phrase display frames as shown in Figure 3(A). However, as shown in Figure 3(B), case particles can also be added to connectors. In this example, the direction in which the problem sentence progresses, that is, from top to bottom, is the direction of progression, and the phrase display frame for the object part is positioned to the left of the phrase display frames for the subject part and the predicate part.

[0041] (Figure 7) 7 shows the initial state of the display screen according to Example 2. A question sentence 2 is displayed on the display screen 1, and the display screen has phrase display frames 3 (3A, 3C, 3O, 3S, and 3V: the symbol with a letter after "3" indicates the phrase display frame 3; the same applies below) for displaying one clause of the question sentence in each frame, and connectors 4 (4A, 4C, 4O, 4S, and 4SO: the symbol with a letter after "4" indicates the connector 4; the same applies below).

[0042] (Figure 8) Figure 8 shows the display screen after the phrases of the task sentence have been placed in the phrase display frames. As shown in Figure 8, subject phrase display frame 3S, which displays phrases containing subjects, is placed directly above predicate phrase display frame 3V, which displays phrases containing predicates. For this reason, connector 4S, which connects phrase display frames 3S and 3V, which are in a subject-predicate relationship, is a straight line parallel to the direction of progression, i.e., a vertical line. Furthermore, because phrase display frames 3S and 3V are the subject and predicate of the entire sentence, they are emphasized by a thick line more than the other phrase display frames.

[0043] The other word display frames are positioned with the object word display frame 3O shifted to the left and the other word display frames shifted to the right relative to word display frames 3S and 3V. For this reason, all connectors except for connector 4S, which connects word display frames 3S and 3V in a subject-predicate relationship, are diagonal lines, that is, straight lines that intersect with the direction of progression. As described above, the word display frames for the subject and predicate of the entire sentence are highlighted, the subject-predicate relationship is represented by a vertical line, and other dependency relationships are represented by diagonal lines, allowing the sentence structure to be visually grasped. The connector 4SO connects clauses that are not directly related to each other, and indicates the relationship between the subject and the object, since the subject acts on the object.

[0044] 7 and 8, the phrase display frame for a phrase including an object is placed to the left of the phrase display frames 3S and 3V, and other phrase display frames 3 having a dependency relationship are placed to the right of the phrase display frames 3S and 3V. In this way, it is preferable to determine in advance whether the phrase display frame 3 should be placed on the left or right based on the meaning of the phrase relative to other phrases, and in particular to place the phrase display frame 3 on the left-right opposite side of the other words so that the object can be clearly distinguished from the other words.

[0045] Comparing Figures 7 and 8 with Figures 2 and 4, the phrase display frame 3 and connector 4 shown in Figures 7 and 8 are rotated 90 degrees clockwise from those shown in Figures 2 and 4. Although they are rotated 90 degrees because the direction of travel is different by 90 degrees, the relative positions of the phrase display frame 3 and connector 4 are the same. This is because the sentence structure is the same.

[0046] (Figure 9) Figure 9 shows the test mode display screen with questions. Compared to Figure 7, question 5, which asks about the meaning of phrases and their dependency relationships, and answer selection box 6 are additionally displayed. Furthermore, numbers 1, 2, and so on are written in circles within word display box 3. Students can choose an answer to question 5 from among the multiple answer selection boxes 6.

[0047] The connector shapes are explained below. Connectors 4SO and 4O are solid arrows, while other connectors are dashed line segments or dashed arrows. Connectors 4SO and 4O are emphasized more than other connectors. This makes it easier to visually grasp the flow of the sentence: subject, object, then predicate. Regarding connectors other than clauses containing objects, one of the features of the present invention is that the meaning of the conjunctive modifier is visually shown by using different connectors connecting the phrase display frame 3C relating to the conjunctive modifier that modifies the predicate and the phrase display frame 3V relating to the predicate.

[0048] Figure 9 shows how connectors are used depending on how the predicate modifier acts. Figure 9(A) shows a case where the predicate modifier indicates the destination location. In this case, the subject acts on the object represented by the independent word in the predicate modifier, so connector 4C1 is shown as a solid arrow, just like in the case of the object, and connector 4SC1 is shown to connect clauses that are not directly related by dependency. In Figure 9(B), the predicate modifier indicates a location where there is no movement. In this case, the predicate modifier indicates the location where the action or behavior expressed by the entire sentence takes place, rather than modifying the predicate. Therefore, it does not represent a connector 4. However, since the phrase in the predicate modifier is directly related to the predicate, phrase display frame 3C2 is placed to the upper right of phrase display frame 3V (and to the lower right of phrase display frame 3S).

[0049] (Figure 10) In Figure 10(C), the conjunctive modifier expresses time. In this case, the conjunctive modifier can be interpreted as defining the entire sentence. Therefore, without showing the connector 4, the phrase display frame 3C3 is placed at the top right of the phrase display frame 3S. This is for the challenge sentence "Inu ni yuru wa yuru" (dogs bark in the evening). In the case of the challenge sentence "Inu ni yuru wa yuru" (dogs bark in the evening), it is preferable to use the format shown in Figure 10(C), but it is also possible to use the format shown in Figure 10(B).

[0050] In addition to the above, there are cases where a word simply modifies a predicate, such as the phrase "slowly" in the task sentence "The dog walks slowly." In these cases, too, the phrase display box for the phrase in the conjunctive modifier and the phrase display box for the phrase in the predicate are connected by a dashed connector. As described above, the semantic relationship (sentence structure) between phrases can be visually grasped based on the presence or absence and shape of connectors. Next, connectors in the case of compound sentences will be explained.

[0051] (Figure 11) Figure 11 shows how connectors are used in compound sentences. Figure 11(A) shows two sentences that are simply parallel. In this case, there is no special relationship between the two sentences, so connector 4 is not used. In Figure 11(B), the first sentence is sequentially connected to the second sentence. In this case, to simplify the connection, phrase display frame 3V1 relating to the phrase containing the predicate of the first sentence and phrase entry 4S2 relating to the phrase containing the subject of the second sentence are connected by a connector 4A in the shape of a solid arrow (not simply an arrow at the end of a line segment, but an arrow with an area). Note that, although phrase display frame 3V1 and phrase display frame 3V2 are connected in terms of dependency, because this is a relationship between the entire first sentence and the entire second sentence, phrase display frame 3V1 and phrase display frame 3S2 are connected to give the appearance of connecting the sentences.

[0052] In Figure 11(C), some time has passed between the first sentence and the second sentence. In this case, they are simply connected, but because the semantic connection between the first and second sentences is weaker than in the case of sequential connection, they are connected by a dashed arrow-shaped connector 4T. 11(D) shows a case where the first sentence is inversely connected to the second sentence. In this case, they are connected by a connector 4P in the shape of a V-shaped arrow, for example.

[0053] In Figure 11(E), the second sentence is the reason for the first sentence. In this case, the relationship between the first and second sentences is reversed from that in Figure 11(B), which shows a sequential connection, so they are connected by, for example, a U-turn arrow-shaped connector 4R. In addition to the above, any suitable shape of figure can be used depending on the meaning of the relationship between the first and second sentences. In the case of a complex sentence, unlike a compound sentence, the predicate of the first sentence has a clear dependency relationship with one of the words contained in the first or second sentence. For a complex sentence, we use the general visual representation shown in Figure 8.

[0054] (Figure 12) Figure 12 shows the phrase display frames and connectors in a compound sentence. Figure 12(A) is for the question sentence "The dog I keep is white." The predicate "kateiru" (to keep) in the first sentence is in the attributive form and modifies the subject "inu" (dog) in the second sentence. A regular dashed connector 4A connects the phrase display frame 3V1 for the phrase containing the predicate of the first sentence and the phrase entry 4S2 for the phrase containing the subject of the second sentence.

[0055] Figure 12(B) is for the task sentence "The dog noticed that I had returned." The predicate "returned" in the first sentence modifies the noun "thing." Therefore, we present a connector 4A, which is similar to a normal sentence, rather than a compound sentence. Here, the word display frames of "I" and "I keep" in FIG. 12(A) and the word display frames of "I" and "I returned" in FIG. 12(B) are in a subject-predicate relationship but are not outlined in bold.

[0056] (Figure 13) Figure 13 shows the phrase display frames when a repeated subject is omitted for a sentence with two or more predicates. Figure 13(A) is for the target sentence "The dog stopped and barked" (a compound sentence). There is a time lapse between the actions of "stopping" and "barking," and it is similar to Figure 11(C). However, since the subject of the second sentence, "the dog is," is missing (omitted), a phrase display frame 3Sx is provided and "(the dog is)" is written in parentheses to clearly indicate the subject-predicate relationship of the second sentence. In this way, the fact that 3Sx is repeated is displayed in parentheses in the phrase display frame of the subject.

[0057] Figure 13(B) is about the target sentence "The dog crawled into the hole it had dug" (compound sentence). The predicate "digged" and the object "into the hole" have a modifier-modified relationship, just like Figure 12(B). However, since the subject of the second sentence, "the dog is," is missing (omitted), a phrase display frame 3Sx is set up and "(the dog is)" is written in parentheses to make the subject-predicate relationship of the second sentence clear. In this way, the fact that 3Sx is repeated is displayed in the phrase display frame of the subject, for example, in parentheses. This alleviates the difficulty for students in understanding the subject-predicate relationship that occurs when the subject is omitted. Although compound and complex sentences have been explained using examples of two sentences, even when there are three or more sentences, the whole can be constructed by constructing two related sentences in the same way as explained above.

[0058] (Figure 14) Figure 14 shows the screen display of phrase data and connector data. The task sentence is displayed surrounded by phrases in the phrase display area 2. The phrase display frame 3S is positioned directly above the phrase display frame 3V, which contains the phrase containing the predicate. Therefore, the connector 4S connecting the phrase display frames 3S and 3V, which are in a subject-predicate relationship, is a line that connects 3S and 3V and is parallel to the direction of progression, i.e., a vertical line. The other phrase display frames are positioned offset to the left or right of the phrase display frames 3S and 3V. Therefore, all connectors other than the connector 4S connecting the phrase display frame 3S and 3V, which are in a subject-predicate relationship, are diagonal lines. As shown above, the subject-predicate relationship is represented by a vertical line, and other dependency relationships are represented by diagonal lines, allowing the structure of the sentence to be grasped visually. Note that the connector 4SO connects clauses that are not directly related to each other in dependency relationships, and indicates the relationship between subject and object, as the subject acts on the object represented by the object.

[0059] (Figure 15) FIG. 15 shows an example of a compound sentence on the practice mode screen for arranging phrases. In the case of a complex sentence, unlike a compound sentence, the predicate of the first sentence has a clear dependency with one of the clauses contained in the first or second sentence. For a complex sentence, we use the general visual representation shown in Figure 8.

[0060] (Figure 16) FIG. 16 shows an example of a complex sentence on the practice mode screen. The basic display content has been explained above. Below, we will explain the program that displays this content and further changes the display.

[0061] [Program Structure] (Figure 17) 17 shows the configuration of a sentence structure learning program according to the present invention. The sentence structure learning program 40 comprises a question selection means 42, an initial display means 44, a moving means 46, a test execution means 48, a determination means 50, a correct answer display means 52, a next question selection means 54, a question sentence database 56, and a learning record database 58. The question selection means 42 selects a question to be selected in response to a student's instruction. The initial display means 44 displays all phrase data, phrase display frames, and connectors of the assignment sentence in their initial positions on the computer's display unit. The movement means 46 moves a phrase of the assignment sentence in the phrase display area 2 (see Figure 14) to one of the phrase display frames and displays it.

[0062] The test execution means 48 administers a test for the student. The determination means 50 determines whether the word display frame moved by the moving means 46 matches the correct answer data stored in the question sentence database 56. In the learning mode, the program 40 determines the destination word display frame, so the determination means 50 is not used. The next question selection means 54 selects the next question sentence to be displayed.

[0063] (Figure 18) 18 shows the configuration of the assignment sentence database and the learning record database. The assignment sentence database 56 is configured by referencing assignment sentence data 56a from clause data 56d, connector data 56e, test question data 56f, and learning record data 58a in the learning record database 58, and is organized by level and language type. The database is characterized by the fact that assignment sentences of the same content are written in multiple languages ​​and are composed of data categorized by level.

[0064] The level data 56b indicates the level (difficulty) of the sentence structure of each assignment sentence. The language data 56c holds information about the language used in the program. Since the layout direction on the display screen differs between horizontal and vertical writing, data on the writing direction (left horizontal, right vertical, right horizontal, left vertical) is held.

[0065] The phrase data 56d holds data on all phrases that make up one question sentence in record format, and holds data on each phrase (phrase), phrase type (subject, predicate, etc.), and display position of the phrase display frame. These data are used by the initial display means 44 as placement position data and by the determination means 50 as correct answer data. The connector data 56e holds information about all connectors in one question sentence in record format, and holds data about the start and end points of the phrase display frames connected by each connector and the type of line segment. This data is used by the initial display means 44.

[0066] The learning record database 58 has learning record data 58a and student data 58b. The learning record data 58a holds correct / incorrect data on the learning results of the assignment text. The correct / incorrect practice data indicates whether or not the student correctly moved the phrase to the phrase display frame in practice mode, and the correct / incorrect test data indicates whether or not the student correctly selected the option in test mode, and are created and updated by the determination means 50. The learning record data 58a is linked to the student data 58b and is referenced as a learning history. The following describes changes in the display screen displayed on the display unit by the program according to the present invention. [Example]

[0067] (Figure 19) FIG. 19 shows the transition of the display screen when a student answers correctly in practice mode. FIG. 19(A) shows the initial display. Next, (B) shows that the student clicks on the phrase (hereinafter referred to as "phrase") "owl's" of the assignment sentence in the phrase display area 2 and on the phrase display frame 3, causing the phrase "owl's" to be displayed in the phrase display frame 3. (C) shows that the student then performs the same operation as above on the phrases "eyeballs" and "round" in the phrase display area 2, causing the phrases to be displayed in all three phrase display frames. (D) shows that the student performs an operation to move to the next screen (clicking on the "next" display), causing the determination means 50 (not shown; see FIG. 17) to display a "○" (circle) on the screen, indicating the correct answer.

[0068] (Figure 20) Figure 20 shows the screen transition when a student gives an incorrect answer in practice mode. Figure 20(A) shows the state where movement to all word display frames has been completed, as in Figure 19(C). However, some incorrect positions are included. Figure 20(B) shows that the student has performed an operation to move to the next screen, causing the judgment means 50 to display an "X" (cross) on the screen to indicate an incorrect answer. Students can concentrate on thinking without having to waste time writing with a writing implement. Furthermore, because they can immediately tell whether their answer is correct or incorrect, they can deepen their thinking and continue learning on their own, even without a teacher present.

[0069] (Figure 21) Figure 21 shows variations in the means of movement. In Figure 21(A), when moving a phrase from the assigned sentence in the phrase display area 2 from its initial position to the phrase display frame, the initial display is erased by drag-and-drop, and the phrase is moved to the phrase display frame and displayed anew. In (B), after the move, the phrase "owl" is displayed again in its initial position in the phrase display area 2. This is done so that students can check the entire assigned sentence and can start over if they notice a mistake. For example, drag-and-drop operations allow students to learn sentence structure while gaining a visual and action-oriented experience.

[0070] (Figure 22) FIG. 22 shows the transition of the display screen in learning mode. In the learning mode screen that appears after the practice mode is completed, the correct answer display means 52 automatically displays words in the word display frames without any input from the student. All words are correctly placed in each word display frame, and the entire assignment sentence is read aloud from the beginning by an automated voice. In FIG. 20(A), the background color of word display frame 3a changes. At this time, the automated voice reads out "owl's." In (B), the background color of word display frame 3a returns to its original color, and instead the background color of word display frame 3b changes. At this time, the automated voice reads out "the eyeballs." In (C), the background color of word display frame 3b returns to its original color, and instead the background color of word display frame 3c changes to indicate the state. At this time, the automated voice reads out "round." In (D), the state (still screen) in which the background colors of all word display frames have returned to their original color. This allows students to be impressed with correct sentence structure through visual and auditory cues.

[0071] (Figure 23) Figure 23 shows the transition of the display screen when a student gives a correct answer in test mode. Figure 23(A) shows the initial display. On this display screen 1, when the student clicks on answer selection frame 6 "What is XX?" (correct answer), the background color of the selected answer selection frame 6 changes. In (B), when the student then performs an operation to move to the next screen, the determination means 50 displays a "○" (circle) on the screen indicating the correct answer, and the color of the answer selection frame 6 changes to a thick red frame indicating the correct answer.

[0072] (Figure 24) Figure 24 shows the transition of the display screen when a student gives an incorrect answer in test mode. Figure 24(A) shows the initial display. On this display screen 1, when the student clicks on the answer selection frame 6a "What will XX do?" (incorrect answer), the background color of the selected answer selection frame 6a changes. In (B), when the student then operates to move to the next screen, the judgment means 50 displays an "X" (cross) on the screen to indicate an incorrect answer. After this, the display returns to the initial display screen 1 of (A).

[0073] When a student clicks on the answer selection box 6b "What is XX?" (incorrect answer) on the initial display screen 1 in (A), the background color of the selected answer selection box 6 changes (see (C)). In (D), when the student then operates to move to the next screen, the judgment means 50 displays an "X" (cross mark) on the screen to indicate an incorrect answer. If the student also gets the wrong answer the second time, there is no third chance to answer, and the color of the correct answer selection box 6c changes to a thick red frame, revealing the correct answer (not shown). This visual stimulus is expected to impress upon the student the correct sentence structure. [Example]

[0074] (Figure 25) FIG. 25 is a flowchart showing the process flow for selecting a language type and a task sentence according to the present invention. Each step shown in FIG. 25 is performed by the question selection means 42 (see FIG. 17). In step S1, a menu screen is displayed. The student can then select the language to study and its display direction. For example, the student can select 1 from the displayed language types "1. Japanese 2. English 3. German 4. Arabic," and select 1 from the displayed display directions "1. Left-to-right horizontal writing 2. Right-to-left vertical writing 3. Right-to-left horizontal writing 4. Left-to-right vertical writing." Based on the student's selection, the first language is determined in step S2.

[0075] Next, the student can select a second language, or if they do not want to learn a second language at the same time, they can select "Do not select." Depending on the student's selection, the second language and its display direction are determined in step S3, or they proceed to the next step without determining them. In step S4, a question is asked as to whether a second language is available. If "Yes," proceed to step S5, and if "No," proceed to step S7. In step S5, a question is asked as to whether the display directions of the first and second languages ​​match. If "Yes," proceed to step S7, and if "No," proceed to step S6. In step S6, an error message is displayed indicating that the first and second languages ​​have not been combined, and the process returns to step S2. In step S7, a level selection screen is displayed. Then, in step S8, the level of the assignment text is selected according to the student's instructions. In step S9, a task text selection screen for the first language is displayed, and in step S10, the assignment text is selected according to the student's instructions. This completes the question selection and transitions to practice mode. [Example]

[0076] (Figure 26) FIG. 26 is a flowchart showing the process flow of the practice mode of the present invention. In step S21, the determination means 50 (see FIG. 17) sets the initial value of a variable used for an incorrect answer counter that records the number of times the student has incorrectly selected a movement position to 0. In step S22, the initial display means 44 (see FIG. 17) displays the phrase display frame and connector in their initial positions. Next, in step S23, the initial display means 44 displays the assignment sentence in the phrase display area. At this time, for phrases to which irregular grammar that is not suitable for the sentence structure is applied, a display area adjustment process is performed for each language. For example, in the English notation in FIG. 5, the article "a" is positioned before "small" in the assignment sentence, but is positioned before "dog" in the phrase display frame 3S shown in FIG. 5. In such a case, to prevent confusion among students, a separate notice is given on how to handle articles, and the article "a" is not displayed in the phrase display area.

[0077] Next, in step S24, the moving means 46 (see FIG. 17) performs a process of moving the phrase selected by the student in the phrase display area to the phrase display frame. In step S25, the moving means 46 moves the moved phrase to the phrase display frame and displays it. For phrases to which irregular grammar that is not suitable for the sentence structure is applied, the above-mentioned display adjustment process is performed for each language (see step S23). In step S26, the moving means 46 determines whether the movement has been completed. If "Yes", the process proceeds to step S27. If "No", the process returns to step S24. In step S27, the determination means 50 determines whether all of the moved words have been moved to the correct word display frames. If the answer is "yes," the process proceeds to step S28, where a "○" (circle) symbol indicating the correct answer is displayed on the screen. If the answer is "no," the process proceeds to step S29, where a "×" (cross) symbol indicating the incorrect answer is displayed on the screen.

[0078] In step S30, the word displayed in the layout display frame is erased, and in step S31, 1 is added to the variable that records the number of incorrect answers. Next, in step S32, a question is asked as to whether the number of incorrect answers is 2 or not. If "No," the process returns to step S24. If "Yes," the process proceeds to step S33, where the word is displayed in the correct word display frame. In step S34, learning record database 58 records and updates the correct or incorrect results of this learning, and practice mode ends, and the process transitions to learning mode. [Example]

[0079] (Figure 27) FIG. 27 is a flowchart showing the process flow of the learning mode of the present invention. In step S41, the correct answer display means 52 (see FIG. 17) sets the variable N, which counts the places where the background color of the word display frame is changed for learning, to an initial value of 0. In step S42, the number of phrases (hereinafter referred to as "words") in the entire challenge sentence is recorded as a constant, and in step S43, 1 is added to the variable N. In step S44, the correct answer display means 52 changes the background color of the Nth word / phrase display frame, reads the word / phrase aloud automatically, and returns the background color to its original state when reading is complete. Next, in step S45, a question is asked as to whether the confirmation display of the word / phrase has been completed. If "Yes," proceed to step S46; if "No," return to step S43. In step S46, when the student selects to move to the next screen, learning mode ends and the system transitions to test mode. [Example]

[0080] (Figure 28) FIG. 28 is a flowchart showing the process flow of the test mode of the present invention. In step S51, the determination means 50 sets the initial value of a variable used for an incorrect answer counter that records the number of times the student has incorrectly answered the movement position to 0. In step S52, the test execution means 48 displays the question text and an answer selection box. In step S53, the test execution means 48 determines box 1 of the answer selection boxes 6 (see FIG. 9) based on the student's selection, and in step S54 changes the background color of the selected box. Next, in step S55, the determination means 50 determines whether the correct box was selected. If "Yes," the process proceeds to step S56. If "No," the process proceeds to step S57.

[0081] In step S56, the judgment means 50 displays a "○" (circle) symbol on the screen indicating that the answer is correct. In step S57, the judgment means 50 displays an "×" (cross) symbol on the screen indicating that the answer is incorrect. In step S58, 1 is added to the variable that records the number of incorrect answers. Next, in step S59, a question is asked as to whether the number of incorrect answers is 2 or not. If "Yes," the process returns to step S53. If "No," the process proceeds to step S60. In step S60, the judgment means 50 changes the frame of the correct answer selection frame 6 to a thick red frame, indicating the correct answer to the student. Next, when the student selects to move to the next screen in step S61, the learning record database 58 records and updates the current learning result (whether correct or incorrect) in step S62. In step S63, the student is asked whether or not to select the next question. If "Yes," the program proceeds to step S64. If "No," the program ends. When the next assignment sentence is selected in step S64, the program moves to practice mode.

[0082] As explained in detail above, by using the sentence structure learning device and program of the present invention, it is possible to obtain a higher learning effect. For example, in practice mode, the device judges whether the operation by the student is correct or incorrect, and if it is correct, a display indicating that it is correct is displayed, and if it is incorrect, a display indicating that it is incorrect is displayed, and then the learning mode screen is displayed with the correct arrangement, making it easier to learn without the teacher's instructions.

[0083] The correct / incorrect practice data and correct / incorrect test data in the learning record database 58 (see Figure 16) indicate whether the student has learned each sentence structure or not, so depending on whether the student selects a "correct" or "incorrect" assignment sentence, the next assignment sentence selected can be tailored to the student's strengths / weaknesses. The sentence structures vary in difficulty, with more difficult ones being at a higher level (level_id in level data 7b). The assignment sentences can be selected in order from lowest to highest level, allowing for adjustments to the student's learning progress.

[0084] Sentence structure is based on the subject-predicate relationship, and the difficulty increases in the order of complexity of the modifier and modified, compound sentence structure, and complex sentence structure. A written language system with such a sentence structure, even if it is one's native language, is a "learning language" that cannot be acquired without newly learning it, and is clearly distinguished from the "communication language" used on a daily basis. By repeatedly understanding the basics of sentence structure, brain circuits that can instantly analyze sentence structure are formed, making it easier to read texts at that level and enabling learning at the next level.

[0085] For example, if the textbooks used in the curriculum for group classes make extensive use of compound sentences, but many of the students do not reach the reading level of those sentence structures, the students will not understand the meaning of the sentences, which can lead to learning delays.In addition, many countries have the problem of "illiteracy," where students are unable to read simple sentences, and one of the main reasons for this is the lack of level-based learning of sentence structures. The sentence structure learning device and program of the present invention uses a separate level determination program to determine the student's reading level, allowing them to start learning at an appropriate level, and the level of sentence structure to be learned can be gradually increased from easy to difficult, so there is a high probability that students will reach the level of difficult sentence structures.

[0086] Chomsky has proposed that there is an innate framework for sentence structure, known as "universal grammar," a basic grammar inherent in humans. Because the sentence structure used in this invention is based on this "universal grammar," it is believed that a level of understanding of sentence structure achieved in one language can be linked to the same level of understanding of sentence structure in other languages. This characteristic enables students to understand the sentence structure of languages ​​other than their native language, i.e., languages ​​foreign to them. With the above features, the present invention can be used to configure a device and program for learning sentence structures not only for Japanese but for all languages. It also enables efficient learning of sentence structures in languages ​​other than the student's native language, i.e., foreign languages. [Industrial Applicability]

[0087] The sentence structure learning device and program according to the present invention are highly effective in learning sentence structure, and therefore are expected to be used by many educational institutions and individuals. [Explanation of symbols]

[0088] 1 Display screen 2 Phrase display area 3,3a,3b,3c Word display frame 4 Connectors 5 Question text 6, 6a, 6b, 6c Answer selection box 10. Sentence structure learning device 11 CPU 12 Storage section 13 Input section 14 Display section 40 Sentence Structure Learning Program 42 Problem Selection Methods 44 Initial display means 46 Transportation 48 Test execution methods 50 Judgment means 52 Correct answer display method 54 Next problem selection method 56 Assignment Text Database 58 Learning Record Database

Claims

1. When the direction of travel on the display screen is from top to bottom, from left to right, or from right to left, (1) A means for arranging a subject phrase display frame for displaying a phrase representing a subject and a predicate phrase display frame for displaying a phrase representing a predicate of the subject in this order in the direction of progression; (2) A means for displacing the phrase display frame of the preceding descriptive part and the phrase display frame of the object part that displays the phrase representing the object part of the predicate in a direction opposite to the direction of progression relative to the phrase display frame of the preceding descriptive part, and displacing the phrase display frame of the object part in one of the directions intersecting the direction of progression; (3) In the case of a word display frame of one section that displays a word of an attributive modifier or a predicate modifier and a word display frame of another section that displays a modified word, which does not fall under either (1) or (2), a means for displacing the word display frame of the other section in the forward direction relative to the word display frame of the first section and displacing it in the other direction opposite to the first direction among directions that intersect with the forward direction is used. A sentence structure learning device having: a display means for displaying a question sentence including a plurality of words at a first predetermined position on the display screen, a plurality of word display frames for displaying the words in the question sentence at a position different from the first predetermined position, and a connector connecting any two of the plurality of word display frames; a moving means for moving a word selected by a student to one of the word display frames; and A determination means for determining whether or not a correct word has been moved to the word display frame. The determination means comprises: If it is determined that the correct word or phrase has been moved to the word or phrase display frame, it displays that the answer is correct, and if it is determined that the answer is incorrect, it places the correct word or phrase in the word or phrase display frame. A sentence structure learning device characterized by:

2. A learning mode in which the correct phrase to fit in each of the word display frames is displayed and the phrase is read aloud automatically.

2. The apparatus for learning sentence structure according to claim 1, further comprising:

3. further comprising test administration means for determining one answer choice selected by the student; the display means displays a question sentence and a plurality of answer selection frames at a second predetermined position on the display screen, and a plurality of word display frames and the connector at a position different from the second predetermined position; The determining means determines whether the answer selection box is correct or not, and displays whether it is correct or incorrect.

2. The sentence structure learning device according to claim 1.

4. the display means displays the word display frame for displaying the subject of the entire sentence and the predicate of the subject, among the word display frame for the subject and the word display frame for the predicate, with a frame line different from that of the other word display frames; 4. The sentence structure learning device according to claim 1.

5. 5. The sentence structure learning device according to claim 1, wherein said display means displays said connectors as solid lines, dashed lines or lines including arrows.

6. the display means connects the phrase display frame of the subject part and the phrase display frame of the client part with the connector including an arrow pointing from the phrase display frame of the subject part to the phrase display frame of the client part, and connects the phrase display frame of the client part and the phrase display frame of the preceding description part with the connector including an arrow pointing from the phrase display frame of the client part to the phrase display frame of the preceding description part, 6. The sentence structure learning device according to claim 5.

7. 7. A sentence structure learning device according to claim 5, wherein said display means connects the word display box of said subject part and the word display box of said antecedent part with said connector displayed as a dotted line segment.

8. 8. The sentence structure learning device according to claim 5, wherein the display means connects the subject phrase display frame (subsequent subject phrase display frame) of a second or subsequent sentence with a connector pointing from the preceding description phrase display frame of a sentence before the second or subsequent sentence to the subsequent subject phrase display frame, in a compound or complex sentence having two or more pairs of subject and predicate, and displays the shape of the connector determined based on the causal relationship between the sentence before the second or subsequent sentence and the second or subsequent sentence.

9. The display means further comprises: In a compound sentence or complex sentence in which there are two or more phrases representing predicates corresponding to one subject, a phrase display frame for the subject is provided for each of the first sentence and the second sentence and thereafter, Arranging the word display frame of the subject part and the word display frame of the preceding description part of each of the two or more sentences side by side in the progression direction; a notation indicating repetition is displayed in the word display frame of the subject; 9. The sentence structure learning device according to claim 8.

10. The display means further comprises: The problem sentence contains sentences with the same meaning in two languages, The phrase display frames and the connectors are arranged in one pattern for one of the two languages; and arranging and displaying the word display frames and the connectors for the other one of the two languages ​​in the same pattern as the first pattern.

10. The sentence structure learning device according to claim 1.

11. A program that causes a computer to function as the sentence structure learning device according to any one of claims 1 to 10.

Images