Method and Server for Foreign Language Learning

Abstract

The present invention relates to a foreign language learning method and a learning server. A foreign language learning method according to an embodiment of the present invention comprises: a sentence analysis step for separating a sentence of a language to be learned into pre-set components; a language card generation step for generating a language card in which the language is displayed by distinguishing the components with different colors; and a learning level judgment step for determining the learning level based on whether the learner completes a sentence of the language using the language card.

Description

Technology Field

[0001] The present invention relates to a foreign language learning method and a learning server, and more specifically, discloses a technology that enables foreigners to easily learn a foreign language. Background Technology

[0002] Recently, interest in learning foreign languages ​​among non-native speakers has been increasing. However, they often face difficulties in learning foreign languages ​​because the word order differs from that of their native languages. For example, people whose native language follows a subject-object-verb order struggle to learn foreign languages ​​that follow a subject-verb-object order.

[0003] In addition, there is not much content available for learning foreign languages, and many content styles are standardized, leading to frequent instances where people easily lose interest. Therefore, there is a need for technology that enables people in countries with native languages ​​that have different word orders to learn foreign languages ​​while maintaining their interest.

[0004] Among the prior art, Korean registered patent No. 10-1939923 (published on January 17, 2019) relates to an English learning system and an English learning method using the same, and is characterized by providing a learning card that allows learning English using a card on which English vocabulary is written, and an English learning method using the same.

[0005] However, the above-mentioned conventional technology involves learning English while playing card games offline, which has limitations in online learning and in learning English alone. The problem to be solved

[0006] The technical problem to be solved by the present invention is to provide a foreign language learning method and a learning server that provide matching of sentence components and colors to overcome linguistic barriers caused by differences in word order.

[0007] In addition, the purpose is to provide foreign language learning methods and a learning server that can enhance the effectiveness of foreign language learning by providing video clips to increase learners' interest and understanding.

[0008] In addition, the purpose is to provide a foreign language learning method and a learning server that can improve foreign language learning ability by adjusting learning participation and difficulty levels through games among multiple learners. means of solving the problem

[0009] A foreign language learning method according to an embodiment of the present invention comprises: a sentence analysis step for separating a sentence of a learning language to be learned into pre-set components; a language card generation step for generating a plurality of language cards in which the learning language is displayed by distinguishing the components with different colors; and a learning level judgment step for determining the learning level based on whether a learner completes a pre-set sentence of the learning language using the language cards.

[0010] In addition, it may further include a learning video generation step of generating and providing a learning video containing sentences of the above-mentioned learning language.

[0011] In addition, the learning level judgment step can recognize the learner's voice, sort the matching language cards in order, and determine whether the sorted language cards match a sentence of the pre-set learning language.

[0012] Additionally, the method may further include a game progression stage in which a winner is determined by the order in which multiple learners using languages ​​with different word orders combine the language cards describing the situation information.

[0013] Meanwhile, a foreign language learning server according to another embodiment of the present invention includes a communication unit, a processor, a database, and an input / output unit, separates a sentence of a learning language to be learned into pre-set components, generates a plurality of language cards in which the learning language is displayed by distinguishing the components with different colors, and determines the learning level based on whether the learner completes a sentence of the pre-set learning language using the language cards. Effects of the invention

[0014] Accordingly, sentence components and colors can be matched to overcome linguistic barriers caused by differences in word order.

[0015] In addition, providing video clips can enhance the effectiveness of foreign language learning by increasing learners' interest and understanding.

[0016] In addition, foreign language learning ability can be improved by adjusting learning participation and difficulty levels through games among multiple learners. Brief explanation of the drawing

[0017] FIG. 1 is a configuration diagram of a foreign language learning server according to an embodiment of the present invention. Figure 2 is a flowchart of a foreign language learning method of a foreign language learning server according to Figure 1. Figure 3 is an example diagram illustrating the creation and arrangement of language cards in a foreign language learning method according to Figure 2. Figure 4 is an example diagram illustrating the arrangement of language cards in a state where situational information is presented in the foreign language learning method according to Figure 2. Figure 5 is an example diagram illustrating the generation of a learning video in a foreign language learning method according to Figure 2. Figure 6 is an example diagram illustrating a game played by multiple learners in a foreign language learning method according to Figure 2. Figure 7 is an example diagram illustrating how to proceed with a game using selection information in a foreign language learning method according to Figure 2. Specific details for implementing the invention

[0018] Hereinafter, embodiments of the present invention will be described in detail with reference to the attached drawings. The terms used are selected considering the functions in the embodiments, and their meanings may vary depending on the intent of the learner or operator, or case law. Therefore, the meaning of the terms used in the embodiments described below shall follow the definitions specifically defined in this specification if such definitions exist, and in the absence of specific definitions, shall be interpreted according to the meaning generally recognized by those skilled in the art.

[0020] FIG. 1 is a configuration diagram of a foreign language learning server according to an embodiment of the present invention.

[0021] Referring to FIG. 1, a foreign language learning server (100) according to an embodiment of the present invention includes a communication unit (110), a processor (120), a database (130), and an input / output unit (140).

[0022] The communication unit (110) communicates with other devices or communication networks and can be implemented with various communication technologies. That is, Wi-Fi, WCDMA (Wideband CDMA), HSDPA (High Speed ​​Downlink Packet Access), HSUPA (High Speed ​​Uplink Packet Access), HSPA (High Speed ​​Packet Access), Mobile WiMAX, WiBro, LTE (Long Term Evolution), Bluetooth, infrared communication (IrDA, infrared data association), NFC (Near Field Communication), Zigbee, wireless LAN technology, etc. can be applied.

[0023] For example, the communication unit (110) enables the processor (120) to communicate with the learner terminal (10) and transmit and receive various data. In addition, when providing services connected to the Internet, it may follow TCP / IP (Transmission Control Protocol / Internet Protocol), which is a standard protocol for information transmission on the Internet.

[0024] The processor (120) may be a general-purpose CPU (Central Processing Unit), a microprocessor, an ASIC (Application-Specific Integrated Circuit), or one or more integrated circuits for controlling program execution in the solution of the present application. The processor (120) generally controls the communication unit (110), the database (120), and the input / output unit (140). Here, the processor (120) may be connected to the communication unit (110), the database (120), and the input / output unit (140) using a communication bus such as a Peripheral Component Interconnect (PCI) bus, an Extended Industry Standard Architecture (EISA) bus, etc.

[0025] The database (130) stores and collects various types of data used to provide a foreign language learning method according to an embodiment of the present invention. This database (130) may include at least one type of storage medium among flash memory type, hard disk type, multimedia card micro type, card type memory (e.g., SD or XD memory), RAM (Random Access Memory, RAM), SRAM (Static Random Access Memory), ROM (ReadOnly Memory, ROM), EEPROM (Electrically Erasable Programmable ReadOnly Memory), PROM (Programmable ReadOnly Memory), magnetic memory, magnetic disk, and optical disk, but is not limited thereto and may include any medium capable of storing data.

[0026] The input / output unit (140) specifically includes an output device and an input device, and the output device communicates with the processor (120) and can display information or output voice in a plurality of ways. For example, the output device may be an LCD (Liquid Crystal Display), an LED (Light Emitting Diode) display, an OLED (Organic Light Emitting Diode) display, a speaker, etc. The input device communicates with the processor (120) and can receive input from a learner in a plurality of ways. For example, the input device may be a mouse, a keyboard, a touch screen, or a sensing device.

[0028] FIG. 2 is a flowchart of a foreign language learning method of a foreign language learning server according to FIG. 1, FIG. 3 is an example diagram explaining the creation and arrangement of language cards in the foreign language learning method according to FIG. 2, and FIG. 4 is an example diagram explaining the arrangement of language cards in a state where situational information is presented in the foreign language learning method according to FIG. 2.

[0029] Referring to FIGS. 1 to 4, the foreign language learning method according to an embodiment of the present invention is a process implemented in a foreign language learning server (100). In this case, specifically, it corresponds to a processing step implemented in a processor (120). Specifically, the foreign language learning method includes a sentence analysis step (S110), a language card generation step (S120), and a learning level judgment step (S130).

[0030] The sentence analysis step (S110) separates a sentence written in the learning language into components based on grammatical or semantic criteria. Here, the learning language refers to the language the learner intends to study, encompassing languages ​​from various countries such as Korean, English, Chinese, and Japanese. For example, it identifies grammatical elements such as the subject, verb, and object in an English sentence, or divides it into specific semantic units such as phrases or clauses to enable the learner to understand it more easily. This process can be automated using natural language processing techniques or rule-based algorithms, allowing the learner to intuitively understand the structure.

[0031] Additionally, the sentence analysis step (S110) analyzes the word order of the language used and the language being learned, as set by the learner. In this process, the differences in grammatical structure and word order between the two languages ​​are compared to identify major linguistic differences that the learner may encounter. For example, since there are differences in the basic word order of sentences between a language with a subject-verb-object (SVO) structure and a language with a subject-object-verb (SOV) structure, strategies to aid the learner's understanding based on this are required.

[0032] For example, if the language used is a subject-verb-object (SVO) structured language (English) and the language being learned is a subject-object-verb (SOV) structured language (Korean, Japanese), the difference in word order between the two languages ​​is likely to affect sentence comprehension and construction. In this case, since the positions of the subject, verb, and object must be understood and expressed differently depending on the difference in word order, it is necessary to clearly distinguish this and reflect it in the learning process.

[0033] Furthermore, in this stage, differences in word order are analyzed for various sentence types, such as complex, interrogative, and negative sentences, to consider all grammatical situations that learners may encounter. Based on this, a foundation is laid to systematically generate sentence patterns of the learning language in the next stage. As such, the sentence analysis stage (S110) plays a key role in designing systematic and customized learning strategies to enable learners to acquire the foreign language more effectively.

[0035] Next, the language card generation step (S120) visually distinguishes the analyzed components by different colors and generates a language card (201) with the learning language displayed based on these visual indications. The language card (201) is a tool to assist the learner's visual learning, and the colors assigned to each component are designed to enable the learner to intuitively understand and remember sentence structures. The language card (201) may be provided in digital media or printed form, and the learner uses it to conduct interactive learning.

[0036] For example, the language card (201) may display the subject in blue, the verb in red, and the object in green. This color distinction allows the learner to more easily grasp the grammatical structure of the language and practice correct sentence construction from the early stages of learning. The number or types of colors set on the language card (201) may vary according to the learner's settings. These language cards (201) enable the learner to understand the language more intuitively through training that matches colors with the components of the language.

[0037] Additionally, the language card generation step (S120) can provide a group of multiple language card (201) candidates by color by distinguishing the components of multiple learning sentences. For example, components corresponding to subjects such as "I," "you," and "we" can be provided as language cards (201) of the same color. Components corresponding to verbs such as "eat," "wear," "enjoy," and "go" can be provided as language cards (201) of the same color. These multiple language cards (201) of different colors are provided to the learner and used to allow them to select some of them to complete the learning sentence.

[0038] As another example, the learning language can generate sentence patterns with an SOV structure. The English sentence "I eat an apple" is translated into the Korean language of learning as "I eat an apple." Here, the English word order (SVO) is subject (I), verb (eat), and object (an apple), but Korean, which is an SOV word order language, appears in the order of subject (I), object (apple), and verb (eat). Therefore, at this stage, language cards (201) are generated and provided so that the learner can learn the basic Korean word order of "subject + object + verb."

[0039] Additionally, the language card generation step (S120) generates sentence patterns such as "I go" and "I eat" using a subject + verb structure. In this case, it is also possible to expand the sentence patterns to a subject + object + verb structure to provide sentence patterns such as "I read a book" and "I drink coffee." Furthermore, it is possible to generate sentence patterns in the form of questions and negative sentences, such as "Do I eat ~?" and "I do not eat ~."

[0040] Additionally, the language card generation step (S120) may change the combination of situational language cards (201) using the learner's environment information. In this case, the learner's location information may use location information set by the learner or GPS information of the learner terminal (10). For example, if the environment information set as an airport is set, the language card generation step (S120) may provide language cards (201) associated with the environment information. This is to enable the learner to acquire various vocabulary related to the environment information. The language card generation step (S120) may also change this environment information in real time by reflecting the learner's location information.

[0041] Additionally, the language card generation step (S120) may also generate language cards using images stored on the learner's terminal (10) or images taken by the learner. In this case, additional textual language may be generated in the language card. For example, if a learner generates language cards using an image of a person dancing on the street, a learning language is automatically generated using a Large Language Model (LM), and multiple language cards can be generated. In this case, various content can be utilized by automatically generating a learning language by analyzing the image using an LLM.

[0043] Next, the learning level judgment step (S130) determines the learning level based on whether the learner completes a pre-set sentence of the learning language using the language card (201). In this case, the learner may complete the sentence based on the information displayed on the language card (201), or select or input missing components by filling in the blanks. The learner's answer is compared with the pre-set correct answer to evaluate accuracy, thereby allowing the learner's current learning level to be determined. Here, the learning level can be displayed in various forms, such as a score, accuracy rate, or learning progress, and is provided to the learner as feedback. This process improves the learner's language ability through repetitive learning and, in particular, systematically enhances the understanding of sentence structure through component-specific learning.

[0044] Additionally, the language card generation step (S120) may change the combination of language cards (201) according to the learner's level of learning. This is to enable level-based learning according to the learner's level of learning. The language card generation step (S120) may change the language cards (201) to a lower level and provide them if the level of learning during a preset number of times is below a preset value. In this case, the level of the language cards (201) may be preset by the learner. For example, they may be provided categorized into elementary school level vocabulary, middle school level vocabulary, high school level vocabulary, university level vocabulary, etc.

[0045] Additionally, the learning level judgment step (S130) may also determine the learning level by recognizing the learner's voice. In this case, the learner may record the voice speaking while looking at a learning sentence, convert it into text, and compare it with the learning sentence. The learning level judgment step (S130) may require the learner to repeatedly speak the learning sentence of the learning language. The learning level judgment step (S130) may arrange language cards (201) according to the learner's speech and determine whether the pre-set learning sentence is completed. In this case, it is preferable that the language cards (201) match the learner's voice be arranged in order on the learner terminal (10). Accordingly, the learning level can be determined while reading and speaking are performed simultaneously.

[0046] Additionally, the learning level judgment step (S130) can determine whether the learner completes a learning sentence explaining the situation information (202) by combining language cards (201) and providing situation information (202) to the learner using a pre-set image or video. Here, the situation information (202) may be randomly extracted from a learning video (203) or random images may be generated using artificial intelligence. In this case, multiple candidate groups of language cards (201) may be provided according to each color, and the learner may generate a learning sentence by selecting and arranging one language card (201) for each color.

[0048] Figure 5 is an example diagram illustrating the generation of a learning video in a foreign language learning method according to Figure 2.

[0049] Referring to FIG. 5, a foreign language learning method according to an embodiment of the present invention further includes a learning video generation step. The learning video generation step generates and provides a learning video (203) containing sentences of the language to be learned. This is intended to enable the learner to learn the language not only through linguistic information but also in a visual context by generating and providing a learning video (203) that combines sentences of the language to be learned with visual elements. Sentences of the language to be learned are clearly displayed on the main screen of the learning video (203), or language cards (201) are displayed in a graphic form, and each sentence component is distinguished by different colors to provide visual clarity.

[0050] For example, in FIG. 5(a), the sentence “I am reading a book” can be displayed on language cards (201) where “I” is blue, “am reading” is red, and “a book” is green. A real-life situation or background where the learning sentence can be used is included in the learning video (203). For example, the sentence “I am reading a book” is displayed along with a scene of a person reading a book, helping the learner to understand the meaning of the sentence contextually. Additionally, within the learning video (203), the learning language sentence is read aloud in the voice of a native speaker or the learner’s native language, allowing the learner to learn pronunciation and intonation simultaneously.

[0051] In addition, the learning video (203) visually explains the sentence structure of the language being learned and enhances the learning effect by providing pronunciation and context along with the text. For example, when learning the pattern sentence "eats" as in Fig. 5 (b), a video clip containing the sentence "The child is eating food" is provided, allowing the learner to intuitively understand the sentence structure and the meaning of the word. This helps the learner retain the information longer than simple text learning and connects it to practical expressions that can be used in real life.

[0052] Furthermore, if the learning language is Korean, which has an SOV structure, a video clip of the sentence "I eat rice" can be provided in relation to the sentence pattern "I eat ~". In this case, it is desirable to provide Korean subtitles along with the video clip. The learning video generation stage can provide various video clips containing the sentence pattern "I eat ~". For example, video clips containing sentence patterns such as "I eat watermelon" and "I eat ice cream" are automatically provided. Accordingly, learners can easily check various usage examples of the sentence pattern along with the video.

[0053] The learning video generation step can generate a learning video (203) using artificial intelligence. When a sentence of the language to be learned is input, a background or scene suitable for the context of the sentence is selected or automatically generated. Sentence components are distinguished by different colors and displayed within the video. The sentence is converted into speech using native speaker pronunciation or TTS (Text-to-Speech) technology and inserted into the video. The sentence, background, and speech data are integrated to produce a final video to be provided to the learner. This can improve the speed of generating the learning video (203) and prevent the risk of copyright infringement.

[0055] FIG. 6 is an example diagram illustrating multiple learners playing a game in a foreign language learning method according to FIG. 2, and FIG. 7 is an example diagram illustrating playing a game using selection information in a foreign language learning method according to FIG. 2.

[0056] Referring to FIGS. 6 and FIGS. 7, a foreign language learning method according to an embodiment of the present invention may further include a game progress step.

[0057] The game progression stage can determine the winner by providing situation information (202) using a pre-set image or video, and by having multiple learners combine language cards (201) that explain the situation information (202). Here, the situation information (202) can be randomly extracted from a learning video (203) or a random image can be generated using artificial intelligence. In this case, multiple candidate groups of language cards (201) may be provided according to each color, and learners can generate learning sentences by selecting and arranging one language card (201) for each color.

[0058] In this case, multiple learners may be learners who use languages ​​with different word order structures. For example, a learner who uses an SVO structure as a learning language, as in FIG. 6 (a), and a learner who uses an SOV structure as a learning language, as in FIG. 6 (b), may participate in the game. In this case, language cards (201) in the opposite learning languages ​​are exposed to each learner. This is intended to enable global language learning and games by involving learners who use various languages.

[0059] For example, in the game progression stage, the first learner may be provided with language cards (201) marked with "I" in blue, "am reading" in red, and "a book" in green, and the second learner may be provided with language cards (201) marked with "I" in blue, "reads" in red, and "a book" in green. In the game progression stage, it is also possible to increase the difficulty level of the vocabulary of the language cards (201) as the game progresses. Accordingly, learners using different languages ​​can play the game using learning sentences with the same meaning.

[0060] Additionally, the game progression stage may provide a reward to the learner when the learner aligns the language cards (201) and the voice spoken is recognized, thereby identifying a pre-set learning sentence. Here, the reward may include monetary rewards such as points, coupons, or virtual currency. The game progression stage may allow the winner of the game to accumulate the reward. It is also possible to allow the learner to use these rewards as a substitute for cash to purchase various goods or services. Accordingly, the learner's participation in the game can be encouraged and entertainment interest can be provided.

[0061] Additionally, the game progression stage may also be performed using selection information (204). For example, when some of the language cards (201) are provided through the learner terminal (10) along with situation information (202), selection information (204) is provided to swap or touch the subsequent language card (201). For example, this game can be used as a method to unlock the lock screen of the learner terminal (10). In this case, if the user selects the correct answer among the selection information (204), the screen is unlocked, and if the user selects the incorrect answer, the lock is not unlocked. This allows the user to repeatedly learn a foreign language in their daily life.

[0063] Although the present invention has been described above with reference to preferred embodiments described with reference to the drawings, it is not limited thereto. Accordingly, the present invention should be interpreted by the description of the claims, which is intended to encompass obvious variations derivable from the described embodiments. Explanation of the symbols

[0064] 100 : Foreign language learning server 110 : Communications Department 120 : Processor 130 : Database 140 : Input / Output Section 201 : Language Cards 202 : Situation Information 203 : Learning Video 204 : Selection Information

Claims

Claim 1 A foreign language learning method comprising: a sentence analysis step for separating a sentence of a learning language to be learned into pre-set components; a language card generation step for generating a plurality of language cards in which the learning language is displayed by distinguishing the components with different colors; and a learning level judgment step for determining the learning level based on whether the learner completes a pre-set sentence of the learning language using the language cards. Claim 2 A foreign language learning method according to claim 1, further comprising a learning video generation step of generating and providing a learning video including a sentence of the learning language, Claim 3 In claim 1, the learning level judgment step is a foreign language learning method that recognizes the voice of the learner, sorts the matching language cards in order, and determines whether the sorted language cards match a sentence of the pre-set learning language. Claim 4 A foreign language learning method according to any one of claims 1 to 3, further comprising a game progression step in which a winner is determined in the order in which a plurality of learners using languages ​​with different word orders combine the language cards describing the situation information. Claim 5 A foreign language learning server comprising a communication unit, a processor, a database, and an input / output unit, wherein the processor separates a sentence of a learning language to be learned into pre-set components, generates a plurality of language cards in which the learning language is displayed by distinguishing the components with different colors, and determines the learning level based on whether the learner completes a pre-set sentence of the learning language using the language cards.

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