Method for learning foreign language

Abstract

The present invention relates to a foreign language learning method that enables children to naturally acquire a foreign language after learning by repeating and following chants, rhythms, songs, and movements, using content composed of material frequently encountered in children's living spaces such as homes, kindergartens, and playgrounds, through devices capable of playing content such as computers, smartphones, and smartpads. By providing a balanced language learning process consisting of four strands—learning through meaning-centered input, learning through intentional interest in language items and linguistic features, learning through meaning-centered output, and developing fluent usage ability regarding language items and linguistic features across four skills: listening, speaking, reading, and writing—the invention provides a foreign language learning method that can systematically provide a foreign language acquisition environment most suitable for children aged 5 to 7 that is similar to the method of acquiring a native language.

Description

Technology Field

[0001] The present invention relates to a foreign language learning method, and more specifically, to a foreign language learning method that enables the natural acquisition of a foreign language after learning by repeating and following chants, rhythms, songs, and movements, using content composed of material frequently encountered in children's living spaces such as homes, kindergartens, and playgrounds, through a device capable of playing content such as a computer or a smartphone. Background Technology

[0003] In foreign language learning, the most difficult part in an EFL (English as a Foreign Language) environment is mastering the intonation, rhythm, stress, and duration—the fundamental elements that form the basis for acquiring listening and speaking skills in spoken language.

[0004] When young children acquire their native language, their physical, sensory, and cognitive development is structured to facilitate the acquisition of vocal prosody, allowing them to learn it effectively. In other words, because their eyesight is very poor and they cannot see clearly, they rely more on their hearing. It is only around the age of 5 or 6, when language acquisition is complete, that young children achieve adult-level vision of 1.0 to 1.5. Furthermore, their hearing becomes limited to high-pitched sounds rather than low-pitched ones, leading them to listen to high-pitched speech that clearly reveals prosodic characteristics. Consequently, caregivers speak to these children using a voice that clearly displays high-pitched, prosodic features.

[0005] Because the voices of pre-pubescent children are high-pitched, they use rhythm when speaking. Additionally, cognitive development before the age of two is primarily based on sensory and motor learning, so they intuitively acquire rhythm through sensation and movement without paying attention to the complex meanings or rules of words.

[0006] However, as age increases after acquiring one's native language, it becomes difficult for the acquisition of foreign language prosody to occur automatically through listening. When speaking one's native language, the prosody is already automated and internalized, so attention is focused only on content and meaning; this native language speaking habit is unconsciously applied to listening to a foreign language, causing one to focus on understanding the content rather than the prosody when listening to a foreign language.

[0007] Therefore, for children aged 5 to 7, who can hear even low-pitched sounds and thus cannot fully focus on the prosodic features occurring in high-pitched sounds, and who begin to show a tendency to acquire language by understanding rules based on written language as their visual and cognitive abilities develop, it is necessary to systematically provide a foreign language acquisition environment similar to the way they acquire their native language.

[0008] Conventional techniques for learning foreign language prosody mainly utilize auditory and visual means, such as listening and practicing in the form of songs, chanting that uses musical instruments as background sounds to awaken prosodic features, and methods that visually display the prosodic features of the language through waveform curves, scales, and notes.

[0009] However, since the prosody of language is much more complex and variable than the melody and rhythm of music, it is difficult to acquire linguistic prosody through music; furthermore, background sounds from instruments pose a problem by interfering with the ability to focus on listening to actual speech. Additionally, acquiring prosody through sight is also difficult because visual perception is sensorially more distinct than auditory perception; this interferes with auditory concentration, hindering the acquisition of prosody through listening and making effective prosody acquisition challenging.

[0010] Therefore, there is a problem in that existing learning methods, which rely solely on visual and auditory input, are ineffective for foreign language learners who unconsciously mimic the speaking habits of their native language. Prior art literature

[0012] KR Patent Registration No. 10-0554891 Registration Date 2006.02.17. KR Patent Publication No. 10-2000-0030782 Publication Date 2000.06.05. KR Patent Publication No. 10-2002-0008940 Publication Date 2002.02.01. The problem to be solved

[0013] Accordingly, the inventors of the present invention, while making strenuous efforts to develop a language acquisition method most suitable for children aged 5 to 7 by comprehensively considering the aforementioned matters and focusing on solving the limitations and problems of existing foreign learning methods, came up with the present invention as a result of continuous research.

[0014] Therefore, the technical problem and objective of the present invention is to provide a foreign language learning method that can provide a balanced language learning process in which four strands are appropriately balanced: learning through meaning-centered input, learning through intentional interest in language items and linguistic features, learning through meaning-centered output, and developing fluent use ability of language items and linguistic features across four skills: listening, speaking, reading, and writing.

[0015] In addition, it provides a foreign language learning method that enables the verification of learning effectiveness through a comparison process using AI learning algorithms.

[0016] The technical problems and objectives that the present invention aims to solve are not limited to those mentioned above, and other unmentioned technical problems and objectives will be clearly understood by those skilled in the art from the description below. means of solving the problem

[0018] A foreign language learning system according to the present invention for achieving the above-mentioned purpose comprises: a control unit that generally controls the foreign language learning system; an input unit that receives a learning request from a learner; a video display unit that displays an image on a screen according to the learner's learning request; a voice output unit that outputs voice through a speaker according to the learner's learning request; a character display unit that displays characters on a screen according to the learner's learning request; a database that stores learning content including an image and characters output on a screen according to the learner's learning request and voice output through a speaker; and a link unit that retrieves external content playable via the Internet according to the learner's learning request.

[0019] At this time, in the foreign language learning system according to the present invention, the database is characterized by storing learning content related to chants, songs, movements, and phonics, respectively.

[0020] In addition, a foreign language learning method according to the present invention for achieving the aforementioned purpose comprises: a textbook selection step in which a learner selects a textbook of a desired level; a Chant 1 learning step in which, when the display of the image and the word are completed and the voice of a native speaker is displayed on the screen, the pronunciation of the word is output in a format where the teacher reads it and the child repeats it in turn, and background music having a rhythm that creates a sense of rhythm for the pronunciation of the word is repeatedly played together; and when the display of the image and the word and the voice output are completed, a phrase capable of forming a sentence that conveys meaning together with the word and a sentence combining the image, the phrase, and the word are displayed, and a first voice and a second voice are output in turn in a format where the teacher reads the pronunciation of the sentence and the phrase and the child repeats it in turn, and background music having a rhythm that creates a sense of rhythm for the pronunciation of the word, the phrase, and the sentence is repeatedly played together; and a Chant 2 learning step in which the word, the phrase, and the sentence are displayed on the screen and the corresponding pronunciation is output in a form where the second voice is removed from the Chant 1 learning step. A Chant 3 learning step in which the word, phrase, and sentence are displayed on the screen in a form with the first voice removed in the Chant 2 learning step, and background music having a rhythm that creates a sense of rhyme in the pronunciation of the word, phrase, and sentence is repeatedly played together so that the learner can say the word, phrase, and sentence in accordance with the background music; and a Song learning step in which the word, phrase, and sentence of Chant 3 are displayed on the screen, and the sentence and phrase are output as lyrics in the second voice in accordance with the melody of the song so that the learner can sing along.and a rhythm learning stage in which a native speaker child corresponding to the second voice appears and plays a video in which the child sings the sentence and phrase as lyrics while performing rhythmic movements in accordance with the melody of the song learned in the song learning stage, thereby enabling the learner to follow the rhythmic movements while singing the song;

[0021] In addition, the foreign language learning method according to the present invention for achieving the above-mentioned purpose preferably includes a review stage 1 that plays content of the Chant 2 learning stage of the level two levels prior to the current level, a review stage 2 that plays content of the Chant 2 learning stage of the level immediately prior to the current level, and a review repetition learning stage that plays content of the review stage 2; and an external rhythm and song learning stage that plays external content playable via the internet, thereby enabling children to learn words, phrases, and sentences not only through sight and hearing but also through the body. Effects of the invention

[0023] As described above, the present invention can provide a foreign language acquisition environment most suitable for children aged 5 to 7 by providing a four-strand balanced language learning process that includes learning through meaning-centered input, learning through intentional interest in language items and linguistic features, learning through meaning-centered output, and developing fluent use ability of language items and linguistic features across four skills: listening, speaking, reading, and writing.

[0024] In addition, the present invention can systematically provide a foreign language acquisition environment similar to the way a native language is acquired to children aged 5 to 7, who, because they can hear even low-pitched sounds, cannot fully concentrate on the prosodic features occurring in high-pitched sounds, and whose visual and cognitive abilities are developing and who are beginning to show a tendency to acquire language by understanding rules based on written language. Brief explanation of the drawing

[0026] FIG. 1 is an example of a screen showing a foreign language learning system according to the present invention providing a content list. FIGS. 2 and FIGS. 3 are example diagrams of a basic screen for a foreign language learning system according to the present invention to provide selected content when one of the contents of FIG. 1 is arbitrarily selected. FIG. 4 is an example of a word learning screen using a chant of a foreign language learning system according to the present invention. FIG. 5 is an example diagram of a word-linked sentence learning screen using a chant of a foreign language learning system according to the present invention. FIG. 6 is an example diagram of an internal rhythm and song providing screen of a foreign language learning system according to the present invention. FIG. 7 is an example diagram of an external rhythm and song provision screen of a foreign language learning system according to the present invention. FIG. 8 is a block diagram of a foreign language learning system according to the present invention. FIG. 9 is a diagram illustrating a foreign language learning method through a foreign language learning system according to the present invention. Specific details for implementing the invention

[0027] Hereinafter, embodiments of a foreign language learning method according to the present invention will be described in detail with reference to the drawings. The embodiments described below are provided to fully inform those skilled in the art of the scope of the invention, and the present invention is not limited to the embodiments disclosed below and can be implemented in various forms.

[0028] Unless otherwise defined, all terms used herein, including technical or scientific terms, are defined in consideration of their functions in the present invention and should be interpreted in accordance with concepts consistent with the technical spirit of the present invention and the meanings commonly accepted or recognized in the relevant technical field.

[0029] Meanwhile, in describing the present invention, if it is determined that a detailed description of related known functions or configurations could obscure the essence of the invention, such detailed description is omitted.

[0030] Identical components in the drawings are denoted by the same reference numerals wherever possible. Specific details are provided in the following description to aid in a more comprehensive understanding of the invention and are not intended to limit the invention to specific embodiments; rather, it should be understood that the invention includes all modifications, equivalents, and substitutions that fall within the spirit and scope of the invention.

[0031] Furthermore, the attached drawings are illustrated with exaggerated or simplified portions for the convenience and clarity of explanation, understanding, and understanding of the configuration and operation of the technology, and it is stated that each component does not exactly correspond to its actual size and shape.

[0032] Terms such as "first," "second," etc., may be used to describe various components, but said components are not limited by said terms. These terms are used solely for the purpose of distinguishing one component from another. For example, without departing from the scope of the present invention, the first component may be named the second component, and similarly, the second component may be named the first component.

[0033] Furthermore, when it is stated that a certain part includes certain components, this means that, unless specifically stated otherwise, it does not exclude other components but may include additional components; and the term "part" refers to a unit or module form that processes at least one function or operation, and this may be implemented in hardware, software, or a combination of hardware and software.

[0034] Combinations of each block in the attached block diagram and each step in the flowchart may be executed by computer program instructions. Since these computer program instructions may be loaded into the processor of a general-purpose computer, a specialized computer, or other programmable data processing equipment, the instructions executed through the processor of the computer or other programmable data processing equipment create a means to perform the functions described in each block of the block diagram or each step of the flowchart.

[0036] In foreign language learning, word selection is very important, and one must learn the four strands of input, output, vocabulary / grammar, and fluency evenly.

[0037] To explain in more detail the four strands that need to be learned in a balanced manner in foreign language learning, first, learning through meaning-centered input—that is, learning that takes place when the learner listens or reads with interest in the ideas or messages conveyed by the language.

[0038] Second, learning must be achieved through intentional attention to language items and linguistic features—that is, by paying deliberate attention to the pronunciation and spelling of the language, direct vocabulary learning, grammar practice and explanation, and the characteristics of discourse.

[0039] Third, learning should be achieved through meaning-centered output; that is, it should be learning that takes place when the learner speaks or writes with an interest in conveying ideas or messages to others.

[0040] Finally, fourth, the development of fluent use ability regarding language items and linguistic features across the four skills of listening, speaking, reading, and writing—that is, learning should be done to become fluent in expressing what is already known.

[0041] The foreign language learning method according to the present invention is designed so that the four strands of learning described above are in appropriate balance. Hereinafter, the learning environment provided by the foreign language learning system according to the present invention will be described in detail with reference to FIGS. 1 to 7, and then the foreign language learning method according to the present invention will be described in detail with reference to FIGS. 8 and 9.

[0042] First, FIG. 1 is an example of a screen in which a foreign language learning system according to the present invention provides a list of contents, and FIG. 2 and FIG. 3 are example of a basic screen in which a foreign language learning system according to the present invention provides selected content when one of the contents of FIG. 1 is arbitrarily selected.

[0043] Referring to FIGS. 1 to 3, the foreign language learning system according to the present invention provides a foreign language learning environment through a display screen of a device capable of playing content, such as a computer, smartphone, or smartpad. As shown in FIG. 1, the foreign language learning system according to the present invention provides stages divided according to difficulty levels in accordance with learning progress through a learning level display unit (10), and each learning level display unit (10) provides a learning content list (20) including a plurality of contents (21) divided into multiple levels. Page turning buttons (22, 23) provided on the screen are for moving to the next stage or the previous stage of the content list (20).

[0044] The content (21) provided in the foreign language learning method according to the present invention consists of content that children frequently encounter in their living spaces, such as their homes, kindergartens, and playgrounds, and is provided as a content list (20) to allow children to read about 1,000 words that they use most often in their daily lives through repetitive sentence patterns and phonics.

[0045] FIGS. 2 and FIGS. 3 are examples of basic screens (30) for learning provided by a foreign language learning system according to the present invention, which are displayed when the content of the first level (#L1-1) and the content of the second level (#L1-2) are selected, respectively, from the content list (20) of FIG. 1. As shown in FIGS. 2 and FIGS. 3, a learning menu (40) is displayed in a part, and a player (50) is displayed in the remaining part.

[0046] In the learning menu (40), the level (41) of the currently selected content is displayed, and the currently selected content (21) is displayed in the form of a cover with the title exposed, identical to the content (21) constituting the content list (20) of FIG. 1, and the title of the content and an explanation (42) of the learning content are displayed. In addition, each learning step (43) to be proceeded in order according to the foreign language learning method according to the present invention is configured in the form of buttons such as Chant #1, Chant #2. Content movement buttons (22, 23) are further provided to the left and right of the content (21) that was selected in the previous step and is currently waiting to be learned.

[0047] The player (50) plays the content selected in the learning phase (43) in the form of a series of pages or videos.

[0048] When comparing FIG. 2 and FIG. 3, FIG. 2 is a basic screen for learning the first content (21) provided by the foreign language learning system according to the present invention, so a content movement button (23) for moving to the previous content is not displayed, and there is no review button for reviewing the previous content in the learning stage (43), whereas FIG. 3 is a basic screen for learning the second content (21), so a content movement button (23) for moving to the previous content is displayed together with a content movement button (22) for moving to the next content, and review buttons (Review #1, #2, Repeat) for reviewing the previous content are displayed in the learning stage (43). To distinguish the content constituting the learning stage (43), the unique content of the foreign language learning system according to the present invention is displayed as a circular button, the button for calling external content is displayed as a pentagonal button, and the buttons for review are displayed as a hexagonal button.

[0049] A balanced foreign language learning method provided by the foreign language learning system according to the present invention is achieved through sequential learning of contents constituting a learning stage (43). First, learning of Chant 1 to 3 stages by the Chant #1, Chant #2, and Chant #3 buttons is explained in detail with reference to FIGS. 4 and 5.

[0050] FIG. 4 is an example of a word learning screen using a chant of a foreign language learning system according to the present invention, and FIG. 5 is an example of a word-linked sentence learning screen using a chant of a foreign language learning system according to the present invention.

[0051] Referring to FIGS. 4 and 5, the first stage of the chant is as shown in FIG. 4, in which an image (51) and a word (52, e.g., 'mom', 'dad', 'grandma', 'grandpa', 'sister', 'brother', 'teacher', 'puppy') are displayed on the player (50), and a native speaker's voice flows out in sequence as a teacher's voice and a child's voice, and the pronunciation of the word (52) is heard in the form of the teacher reading it and the child repeating it. At this time, background music having a rhythm that creates a sense of rhyme with the pronunciation of the word (52) is played repeatedly along with it. A control bar (60) is provided at the bottom of the player (50) to allow the playback of the content, volume, and screen size to be adjusted.

[0052] When the playback of the previously configured image (51) and word (52) is completed, as shown in FIG. 5, a phrase (53, e.g., 'Hi') that can form a sentence capable of conveying meaning together with the word (52, e.g., 'Mom') is displayed, and the image (51) is displayed as is, corresponding to the previously heard word. At the top, a sentence (54, e.g., 'Hi, Mom') is displayed, in which the previously heard word (mom) is combined with the phrase (53) and the image (51). Additionally, a native speaker's voice flows out in sequence as a teacher's voice and a child's voice, and the teacher reads the pronunciation of the word (52) and the child repeats the sentence (54), and then the teacher reads only the phrase (53) and the child repeats the pronunciation of the phrase (53). At this time, background music with a rhythm that creates a sense of rhyme with the pronunciation of the word (52), phrase (53), and sentence (54) is repeatedly played together.

[0053] Chant Stage 2 is the same as Chant Stage 1 in that the screens of FIGS. 4 and FIGS. 5 are displayed sequentially, but while Chant Stage 1 involves a native speaker's voice reading and the child repeating, Chant Stage 2 presents words (52), sentences (54), and phrases (53) using only the teacher's voice.

[0054] Chant Stage 3 is the same as Chant Stages 1 and 2 in that the screens of FIGS. 4 and 5 are displayed sequentially, but the native speaker's voice is removed, and background music with a rhythm that makes the pronunciation of words (52), phrases (53), and sentences (54) feel rhythmic is played repeatedly. That is, Chant Stage 3 is a stage that allows children to speak the words (52), sentences (54), and phrases (53) learned in Chant Stages 1 and 2 on their own, to the background music with a rhythmic rhythm that makes them feel rhythmic.

[0055] The song learning stage located to the right of the chant stage 3 is a learning stage in which the screen of FIG. 5 is displayed sequentially in the same way as in the chant stages 1-3, and sentences (54) and phrases (53) are presented as lyrics in the melody of a song in the voice of a native speaker child, and children are made to sing along.

[0056] The rhythmic movement stage located to the right of the song learning stage is a stage in which a video is played in which a native speaker child appears and sings a sentence (54) and phrase (53) as lyrics while performing a rhythmic movement to the tune learned in the previous song learning stage, and by having children sing and perform the movement, it is a learning stage that allows them to learn words (52), phrases (53), and sentences (54) not only through sight and hearing but also through the body.

[0057] Phonics Level 1 is a learning stage in which, in Level 1-1, one or more of the alphabets to be learned in this stage (preferably three in the order of Aa, Bb, and Cc) are displayed on the screen, and in Level 1-2, the corresponding alphabets are read one by one in order while displaying uppercase and lowercase letters, as well as related words and images, on the screen, while playing background music with a rhythm that creates a sense of rhyme. Subsequently, in Level 1-3, the corresponding alphabets are read one by one in order while displaying uppercase and lowercase letters, as well as related words and images, on the screen with the background music removed, and in Level 1-4, all the uppercase and lowercase letters and related words being learned in this stage are drawn into images related to daily life and displayed on the screen, while the alphabets are read one by one in order to the melody of a song, and the related images within the images related to daily life are emphasized.

[0058] Phonics Level 2 is a learning stage where one or more additional words and images related to the alphabets shown and read aloud on the screen are added to the list from Phonics Level 1, and then displayed and read aloud.

[0059] Meanwhile, when the phonics learning of the alphabet is completed, the phonics stage 1 of the next level of learning (43) provides a learning stage in which, starting from a among the vowels (a, e, i, o, u) of the alphabet, one or more alphabets from a and consonants are combined after a, and the shape, partial pronunciation, and combined pronunciation are displayed and heard, and words containing the letters combined with a are displayed and heard along with associated images. For example, the alphabets combined with a are n, p, etc., and the combinations can be an and ap, and the words containing them can be man and cap.

[0060] Next, Phonics Level 2 provides a learning stage that displays and plays words (man, fan, van, can; cap, lap, map, nap) containing the combined alphabets (an, ap) from Phonics Level 1, along with their associated images, accompanied by background music with a rhythm that evokes a sense of rhyme. Additionally, Phonics Level 2 provides a learning stage that displays one or more words and images related to the combined alphabets being learned in this stage within images related to daily life, plays the displayed words as lyrics in time with the melody of the song, and emphasizes the associated images within those images related to daily life.

[0061] Meanwhile, once learning for words combining consonants with all vowels is completed, three-alphabet combinations are formed by combining a vowel with a two-alphabet combination (vowel-consonant-vowel), and the learning stages for words containing these combinations are provided in the same way as the learning stages for words containing two-alphabet combinations (vowel-consonant).

[0062] The learning of the aforementioned song learning stage, rhythm stage, and phonics stages 1 and 2 is provided as an internal rhythm and song providing screen of the foreign language learning system according to the present invention, as shown in FIG. 6.

[0063] Furthermore, the buttons for Rhythm #1, #2, #3 and Song #1, #2, indicated by pentagons, are intended to play external content that can be played via the Internet in addition to the unique content of the foreign language learning system according to the present invention, thereby allowing children to encounter a variety of external content related to what they have learned in this stage. The learning of Rhythm 1, 2, 3 and Song 1, 2, indicated by the pentagon buttons, is provided through the external rhythm and song provision screen of the foreign language learning system according to the present invention, as illustrated in FIG. 7.

[0064] Meanwhile, regarding the hexagonal buttons indicating buttons for review among the contents constituting the learning stage (43) shown in FIG. 3 but not in FIG. 2, the review stage 1 is a stage that plays the content of the chant stage 2 of the learning stage (43) of the previous level in the content list (20) of FIG. 1 to review the learning of the previous level, the review stage 2 is a stage that plays the content of the chant stage 2 of the learning stage (43) of the previous level to review the learning of the previous level, and the review repetition stage is a learning stage that plays the content of the review stage 2 repeatedly to review the learning of the previous level.

[0065] Hereinafter, a method for learning a foreign language using a foreign language learning system according to the present invention will be described in detail with reference to FIGS. 1 to 9. FIG. 8 is a block diagram of a foreign language learning system according to the present invention, and FIG. 9 is a diagram illustrating a method for learning a foreign language through a foreign language learning system according to the present invention.

[0066] As illustrated in FIG. 8, the foreign language learning system (100) according to the present invention comprises a control unit (110) that controls the system overall, an input unit (120) that receives a learning request from a learner, a video display unit (130) that displays a video on a screen according to the learning request from a learner, a voice output unit (140) that outputs voice through a speaker according to the learning request from a learner, a character display unit (150) that displays characters on a screen according to the learning request from a learner, a database (160) that stores learning content including a video and characters output on a screen according to the learning request from a learner and voice output through a speaker, and a link unit (170) that retrieves external content (200) that can be played via the internet according to the learning request from a learner.

[0067] As illustrated in FIG. 9, the foreign language learning method according to the present invention is characterized by proceeding in the order of a textbook selection step (301) in which a learner selects a desired textbook, a chant 1 learning step (303), a chant 2 learning step (305), a chant 3 learning step (307), a song learning step (309), and a rhythm learning step (311), and it is preferable that the review 1 step (313), review 2 step (315) and review repetition learning step (317), the external rhythm and song learning step (319), and the phonics 1 learning step (321) and phonics 2 learning step (323) be performed selectively by the learner.

[0068] Referring to FIGS. 1 to 9, when a learner accesses (logs in to) the foreign language learning system according to the present invention through a device capable of playing content, such as a computer, smartphone, or smartpad, the control unit (110) controls the image display unit (130) and the character display unit (150) to provide a list of content (20) for step-by-step learning according to the learning level as shown in FIG. 1, so that the learner can view it on the display screen of the device.

[0069] Next, when a learner selects content (21) from the content list (20), the control unit (110) detects this through the input unit (120) and controls the image display unit (130) and the character display unit (150) to provide a basic screen (30) corresponding to the selected content (21) on the display screen of the device as shown in FIG. 2 or FIG. 3.

[0070] According to the provided screen, the learner can check the level (41), title, and description (42) of the content selected from the learning menu (40) and start learning by pressing the desired button in the learning stage (43), but preferably, according to the foreign language learning method according to the present invention, the learner starts learning (303) from Chant 1 by pressing the Chant #1 button, and when the learning of the corresponding stage is finished, the learner moves to the button on the right and proceeds with learning in the order of Chant 2 stage, Chant 3 stage, song learning stage, rhythm learning stage, phonics 1 stage, phonics 2 stage, external rhythm and song learning stage, and review stage.

[0071] When a learner selects one of the learning stages (43) from the learning menu (40), the control unit (110) detects this through the input unit (120) and controls the image display unit (130), voice output unit (140), and character display unit (150) to provide content corresponding to the learning selected in the learning stage (43) through the player (50) as shown in FIGS. 4 to 7 (303 to 323).

[0073] As described above, the foreign language learning method according to the present invention enables children to naturally acquire a foreign language after learning by repeating and following chants, rhythms, songs, and movements, which are composed of content frequently encountered in children's living spaces such as homes, kindergartens, and playgrounds, in the provision of learning content.

[0074] Accordingly, the foreign language learning method according to the present invention can provide a balanced language learning process in which four strands are appropriately balanced: learning through meaning-centered input, learning through intentional interest in language items and linguistic features, learning through meaning-centered output, and developing fluent use ability of language items and linguistic features across four skills of listening, speaking, reading, and writing.

[0075] Additionally, it may further include a learning information storage unit that learns and stores the learner's chant, song, movement, and voice-related learning content through an AI learning algorithm, and a learning display unit that outputs the learning process to the learner's phone via an app so that it can be checked in real time.

[0076] Meanwhile, although the detailed description of the present invention has been specifically described with reference to preferred embodiments indicated by the attached drawings, it is understood that various modifications are possible within the scope of the present invention. Therefore, the scope of the present invention should not be limited to the described embodiments, but should be defined by the claims set forth below as well as equivalents thereof. Explanation of the symbols

[0078] 10: Learning Level Display Section 20: Learning Content List 30: Main screen 40: Learning menu 50: Player 60: Control Bar 100: Foreign language learning system 110: Control unit 120: Input section 130: Image display section 140: Voice output unit 150: Character display unit 160: Content DB 170: Link Section 200: External content

Claims

Claim 1 delete Claim 2 delete Claim 3 A textbook selection step in which the learner selects a textbook of the desired level; a Chant 1 learning step in which, once the display of the image and the word representing it are completed, a native speaker's voice is output in the form of the teacher reading the pronunciation of the word and the child repeating it in turn, while background music with a rhythm that creates a sense of rhyme with the pronunciation of the word is repeatedly played; and once the display of the image and the word and the voice output are completed, a phrase capable of forming a sentence that conveys meaning along with the word, and a sentence combining the image, the phrase, and the word are displayed, and a first and second voice are output in the form of the teacher reading the pronunciation of the sentence and the phrase and the child repeating it in turn, while background music with a rhythm that creates a sense of rhyme with the pronunciation of the word, the phrase, and the sentence is repeatedly played; a Chant 2 learning step in which the word, the phrase, and the sentence are displayed on the screen and their corresponding pronunciations are output in a form in which the second voice is removed from the Chant 1 learning step; and in the form in which the first voice is removed from the Chant 2 learning step A Chant 3 learning stage that displays the word, the phrase, and the sentence on the screen and repeatedly plays background music having a rhythm that creates a sense of rhyme with the pronunciation of the word, the phrase, and the sentence, thereby enabling the learner to speak the word, the phrase, and the sentence in accordance with the background music; a Song learning stage that displays the word, the phrase, and the sentence of Chant 3 on the screen and outputs the sentence and the phrase as lyrics in accordance with the melody of the song using the second voice, thereby enabling the learner to sing along; and a Rhythm learning stage that plays a video in which a native speaker child corresponding to the second voice appears and sings the sentence and phrase as lyrics in accordance with the melody of the song learned in the Song learning stage while accompanying the movements, thereby enabling the learner to follow the movements while singing the song.A foreign language learning method further comprising: a review stage 1 for playing content of the Chant 2 learning stage of the level prior to the current level; a review stage 2 for playing content of the Chant 2 learning stage of the level immediately preceding; and a review repetition learning stage for playing content of the review stage 2; and an external rhythm and song learning stage for playing external content playable via an internet connection.;

Images