Tools for improved language learning

Abstract

The present invention improves upon established methods for learning foreign languages. The invention as disclosed and claimed provides an educational system that is easily mobile, unlike traditional bulky textbooks, is visually-based, unlike common audio-based language instruction, and involves a wearable component. The invention encompasses educational kits comprising sets of paired learning items, such as stickers or nail decals that can be affixed to or worn on the hands. The paired learning items can be paired stickers, decals, buttons, emblems, tags, tapes, caps, stamps, tags, labels, tokens, tabs, papers, stubs, nail wraps, and other small items that can be affixed to the hands by appropriate means.

Description

[0001] TOOLS FOR IMPROVED LANGUAGE LEARNING

[0002] BACKGROUND OF THE DISCLOSURE

[0003] Learning a new language is a challenging endeavor that takes years of study and practice to become proficient. Learning words and phrases is a difficult and time-consuming process. Most written languages are alphabetic / phonetic. Some written languages, such as Chinese hanzi and Japanese kanji, are logographic, rather than alphabetic. Prior art tools for learning languages include flash cards, books, computer programs, or smartphone apps providing instruction. In some instances, templates have been provided for tracing and copying words, phrases, and logographic language characters in workbooks.

[0004] Existing tools for learning languages suffer from an important drawback, which is the need for the learner to have access to a computer, book, smartphone, or other external source which presents the word(s), phrase(s), or logographic character(s) to be learned. Millions of language-learners around the world do not own, cannot afford, or are too young to own and operate a smartphone or other small device. For those learners, and even for many others who do own a smartphone, learning is often limited by the requirement for situations, such as classrooms and the home environment, where a learner has access to a computer, book, or other large external source presenting the character(a), word(s), or phrase(s) to be learned. In addition, prior art learning methods suffer from being boring and tedious. There is a need for improved tools for language learning that do not suffer from these drawbacks.

[0005] Statistics & Data (www.statisticsanddata.org) reports that the most-spoken languages in the world are English, Mandarin Chinese, Hindi, Spanish, French, Modern Arabic, Portuguese, and Russian. Many schoolchildren around the world learn more than one language. According to America's Languages, a report prepared by the American Academy of Arts and Sciences (AAAS) 20% of all American school children are learning a foreign language. In Asian countries such as China and Japan, memorizing logographic characters is required from the first grade until the senior year of high school; thus, the market for educational products for learning languages, including character-based languages, encompasses children of all school ages, as well as adults who may wish to learn a second (or third, or fourth) language. Asian characters have been used in nail art and other decorative arts; however, the use of such ephemeral decorative objects as a systemic learning tool is not disclosed in the prior art.

[0006] According to data and analysis company Mintel, 97% of girls between the ages of 9 and 14 use nail products — making it the most popular cosmetic item among teen girls. 14% of all teen and tween girls use nail products on a daily basis. Disclosed is a new method and system that puts learning literally at one’s fingertips.

[0007] BRIEF SUMMARY OF THE DISCLOSURE

[0008] Novel tools for learning languages, including logographic characters, words, and phrases are disclosed. The tools comprise words, characters, and phrases adapted for connection to small surfaces such as, but not limited to fingernails such that words, logographic characters, or phrases, and translations thereof, are visible and available for study, memorization, copying, and learning at all times. The disclosed tools and methods can be applied in the context of learning logographic or character-based languages. In a preferred embodiment, one or more nail stickers displaying a logographic word or phrase are paired with one or more stickers displaying a corresponding translation or non-language symbol (for example, a star symbol or emoji). In a further preferred embodiment, a kit is provided that comprises detachable stickers together with media for practicing writing words or characters.

[0009] The system comprises sets of graphic based characters for the one hand, and corresponding phonetic equivalents and icons to apply to the other hand, so the wearer has a constant reminder of the characters to be learned.

[0010] BRIEF DESCRIPTION OF THE FIGURES

[0011] FIG. 1A shows a student learning the Japanese Kanji character for “Star” by studying a sticker for the Kanji character for “star” placed on the fingernail of one hand and a “star” symbol sticker placed on a fingernail of the other hand.

[0012] FIGs. 1B-1D depicts different Japanese Kanji characters placed on the fingernail of one hand and the corresponding symbol sticker placed on a fingernail of the other hand.

[0013] FIG. 1E-1F depicts different Japanese Kanji characters placed on the fingernail of one hand forming complex words or concepts.

[0014] FIG. 2A shows an embodiment of a set of paired instructional stickers or nail caps. FIG. 2B shows an alternative embodiment of a set of paired instructional stickers or nail caps.

[0015] FIG. 2C shows an alternative embodiment of a set of paired instructional stickers or nail caps.

[0016] FIG. 3A shows an alternative embodiment of a set of paired instructional stickers or nail caps and a paired workbook.

[0017] FIG. 3B shows an alternative embodiment of a set of paired instructional stickers or nail caps and a paired workbook.

[0018] FIG. 3C shows an alternative embodiment of a set of paired instructional stickers or nail caps and a paired workbook.

[0019] FIG. 3D shows an alternative embodiment of a set of paired instructional stickers or nail caps and a paired workbook and writing instrument.

[0020] FIG. 4A shows an embodiment of a kit containing a set of paired instructional stickers or nail caps and at least a paired workbook and writing instrument.

[0021] FIG. 4B shows an embodiment of a kit containing a set of paired instructional stickers or nail caps and at least a paired workbook and writing instrument.

[0022] FIG. 4C shows an embodiment of a kit containing a set of paired instructional stickers or nail caps and at least a paired workbook and writing instrument.

[0023] FIG. 4D shows an embodiment of a kit containing a set of paired instructional stickers or nail caps and at least a paired workbook and writing instrument.

[0024] FIG. 5 shows an embodiment of a kit containing a set of paired instructional stickers or nail caps.

[0025] FIG. 6 shows an alternative embodiment of a set of paired instructional stickers or nail caps.

[0026] FIG. 7 shows the relationship between location of the instructional stickers and the corresponding symbol provided in a workbook .

[0027] FIG. 8 shows a top down view of hands showing an embodiment of a set of paired instructional stickers or nail caps.

[0028] FIG. 9 shows a top down view of hands showing an embodiment of a set of paired instructional stickers or nail caps.

[0029] DETAILED DESCRIPTION OF THE DISCLOSURE

[0030] The inventor has created a new learning system that is useful and educational, helps to achieve higher fluency in foreign language study, and is more enjoyable for school-aged children, particularly school-aged girls. The disclosed invention brings together creativity, beauty, and language learning into one fun and educational activity. Disclosed is a system for learning logographic characters, such as Japanese Kanji, Japanese hiragana or katakana, Chinese Hanzi, and Korean Hanja or Hangul characters, using nail art and other decorative practices. Repetition and practice are keys to learning a language. The invention herein establishes a novel learning system for character-based languages that keeps learning “close at hand.”

[0031] Novel tools for learning characters, words, and phrases are disclosed. The tools described include a pair of learning tools. This pair of learning tools includes a first detachable item that can be affixed to a fingernail of one hand and a second detachable item that can be affixed to the corresponding fingernail of the opposite hand. In one arrangement, a logographic character is depicted on the first detachable item, and corresponding visual or phonetic equivalent to this logographic character is depicted on the second detachable item. In one arrangement, these learning tools can be implemented as stickers or caps that are removably attached to the nail of the wearer.

[0032] It will be understood that the described learning tools include stickers or other caps adapted for detachable connection to nails and other surfaces, such that words, graphicbased language characters, or phrases, and translations thereof, are visible and available for study, memorization, copying, and learning at all times. In a preferred embodiment, one or more caps displaying a logographic word or phrase are paired with one or more caps displaying a corresponding translation or non-language symbol (for example, a heart symbol). In a further preferred embodiment, a kit is provided that comprises novel detachable caps together with media for receiving and recording handwriting motions.

[0033] In one embodiment, the detachable caps are formed of a flexible material such as neoprene or other skin-safe materials that are flexible or deformable and to which the stickers may be attached.

[0034] The present invention improves upon established methods for learning foreign languages. The invention as disclosed and claimed provides an educational system that is easily mobile, unlike traditional bulky textbooks, is visually-based, unlike common audio-based language instruction, and involves a wearable component. The invention encompasses educational kits comprising sets of paired learning items, such as stickers or nail decals that can be affixed to or worn on the hands. The paired learning items can be paired stickers, decals, buttons, emblems, tags, tapes, caps, stamps, tags, labels, tokens, tabs, papers, stubs, nail wraps, and other small items that can be affixed to the hands by appropriate means.

[0035] The system comprises sets of logographic characters for a firsthand (here the left hand), and corresponding visual or phonetic equivalents and icons to apply to the other hand (here the right hand), so the wearer has a constant reminder of the characters to be learned.

[0036] In one or more arrangements, a kit is co-packaged with the products described. For example, the kit can include ultrafine nail art markers or paintbrushes with instructions for creating pairs of learning words. In a further arrangement, the described kit can include top and / or base coat. Here, the one or more detachable elements lack the graphic and logographic character element. In this case, the user is able to illustrate their own graphic elements and logographic character elements using the markers or paintbrushes. In a further arrangement, the kit provided includes pocket-sized review and educational books. The educational system and kit can further comprise small booklets or journals to review and / or practice writing the characters. In one embodiment, the booklet / journal is pocket-sized for increased portability and on-the-go practice. The booklets provided can have any dimensions and sizes suitable for use with, and in, the kits described herein. For example, the booklets are A6 sized. However, other sizes are understood and appreciated. Characters and symbols depicted in the paired learning items are also depicted in the workbook, so that the user may write out the designs displayed on paired learning items into the workbook to reinforce the memorization process. In accordance with an instructed or self-directed learning plan, the user will apply the paired learning items and practice tracing in the workbook. After the user has memorized the character, the user can change the paired learning items to go on to memorize a new language character. In a further arrangement, the paired learning items are used in conjunction with other audio-visual and interactive media, such as instructional websites, podcasts, social media posts, and the like, which are used to reinforce learning through pronunciation prompts, games, and exercises.

[0037] In one arrangement, the one detachable graphic image element and one detachable logographic character element thereon are made of vinyl, pvc (polyvinylchloride), or plastic. In another arrangement, the paired learning items are provided as parts of a blank template sheet. As mentioned, the user or wearer can customize the content of the paired learning items using markers. However, in some arrangements the custom content can be printed using a printer, such as a home or commercial grade printing device. In a particular configuration, the paired learning items include using Japanese kanji for the logographic character element. Japanese kanji can include, for example, some or all of the 1,026 characters of the kydiku kanji (a list of kanji prescribed by the Japanese Ministry of Education for learning by Japanese schoolchildren in the first through sixth grades) paired with associated images or words. In certain embodiments, the kydiku kanji incorporated paired learning items are arranged according to grade levels as prescribed by the Ministry of Education. The paired learning items can also include some or all of the 2,136joyo kanji (the 1,026 characters of the kydiku kanji plus 1,130 additional kanji taught in higher grades), paired with the associated images or words. In certain embodiments, the joyo kanji used in paired learning items are arranged according to grade levels as prescribed by the Ministry of Education. It is also an aspect of the present invention that the user may wish to learn or visualize kanji characters that are less common but still of interest to the user; accordingly, the use of paired learning items for kanji characters falling both within and outside of thejoyo kanji is encompassed by this disclosure.

[0038] In a further arrangement, the paired learning items incorporate Chinese hanzi characters as the logographic character element. The paired learning items for learning Chinese hanzi characters can include some or all characters listed in the Tongybng Gutfan Hanzi Biao (Table of General Standard Chinese Characters) published by the government of the People’s Republic of China and containing about 8,100 standard Chinese characters, paired with associated images or words. Paired learning items for learning Hanzi characters preferably include some or all of the 3,500 characters designated as “frequent” in the Tongybng Gutfan Hanzi Biao. Hanzi characters can be in “simplified” form, as they are presented in the Tongybng Gutfan Hanzi Biao', however, hanzi can alternatively be in the more elaborate “traditional” character form, depending on the needs or preference of the user. It is also an aspect of the present invention that the user may wish to learn or visualize hanzi characters that are not standard Chinese characters but still of interest to the user; accordingly, the use of paired learning items for hanzi characters falling both within and outside of the Tongybng Gutfan Hanzi Biao is encompassed by this disclosure.

[0039] In a further arrangement, the paired learning items can include Korean hanja characters as the logographic character element. The paired learning items for learning Korean hanja characters can include some or all of the approximately 1,800 hanja taught in South Korean schools between grades 7-12. In a further arrangement, the Korean hanja characters falling outside of the commonly taught hanja are also encompassed by this disclosure.

[0040] In one or more implementations, the described learning kit is provided in packaging. In one example, the package is configured to encase or contain one or more of the sheets described. For instance, in one arrangement, the packaging is used to aid in the distribution of a single sheet that contains detachable logographic elements as well as detachable symbolic elements. In another example, the packaging includes multiple sheets, with each sheet containing either one or more detachable logographic elements or symbolic elements. This packaging can be made from any material, substance, or product commonly used in the art for the distribution, shipping, or handling of sheets of material. In yet another example, the logographic character sheets, symbol sheets, associated workbooks, and other learning accessories are provided in packaging that encapsulates these materials to prevent wear.

[0041] The packaging may be made of polyethylene, low-density polyethylene, linear low- density polyethylene, or high-density polyethylene. In alternative constructions, polypropylene is used. In one arrangement, the packaging is made of a flexible material, such as PVC or thermoplastic polyurethane. In another arrangement, the packaging is made of a rigid material. In one particular arrangement, the packaging is made of a transparent material, such as acrylic or polycarbonate. In one or more configurations, the packaging is made from a combination of these materials.

[0042] FIG. 1A shows an embodiment of paired logographic language learning items applied to hands and nails. As shown, a first logographic character element (102) depicts a Japanese Kanji character for “star” (fi)), and a second piece (104) presents a second element (e.g., visual equivalent of the Japanese character) corresponding to the first element. Here, the second element depicts a star symbol (☆) which is a visual equivalent or “translation” of the Kanji character. Additional examples can be found in FIGs. 1B-1D, where a kanji is provided as well as the corresponding symbol. Here, the left hand includes the first logographic character element, and the right hand provides the second element. In the illustrated embodiments of FIGs. 1B-1D, the user can reference a workbook 311 as an additional study aid.

[0043] These embodiments can be replicated to build upon the initial round of characters to create more complicated words and phrases; this is to say, multiple characters can be used to create more complex words or represent a single concept. Turning to a specific example of building onto the initial ring finger coordination into three characters, FIG. IE provides the characters for meaning “music”.

[0044] As shown in FIG. IE and IF the logographic characters are set onto two (2) fingers of the left hand. As shown in FIG. IF, a graphic representation of “music” (here a musical note) is provided on the right hand, using a symbol to represent the complex phrase. Therefore, it will be appreciated that groups of logographic characters (such as can be paired with one or more visual elements (the “musical note” symbol). In this matter, the learner is able to construct complex concepts using one or more discrete symbolic elements and pair these symbolic elements with particular combinations of logographic characters.

[0045] As the wearer becomes more advanced, they may opt out of using the graphic sticker caps on the opposite hand and simply use the character sticker caps on each hand to memorize more words.

[0046] Turning now to FIG. 2 A, a plurality of nail sticker caps 102 and 104 are provided on a single sheet 202. The sheet 202 can be stored in a package 206 for sale or distribution.

[0047] As shown in FIG 2B, a sheet 204 with the plurality of nail sticker caps 102 and 104 is provided. The sheet 204 includes a scored center line that permits folding for ease of storage or transport.

[0048] FIG. 2C provides a plurality of the first nail sticker caps 102 on a first logographic sheet 302. A second symbolic sheet 304 is provided with a plurality of corresponding nail sticker caps 104. Both the first logographic sheet 302 and a second symbolic sheet 304 can be secured in a package 306 for ease of sale or distribution.

[0049] As shown in FIG. 3A, a workbook 303 is provided that includes exercises that match the logographic script to specific symbols. Additionally, a storage sheet 305 that includes both the logographic nail caps 102 and the symbolic nail caps 104 is also provided. The storage sheet 305 can be stored in a package 307 for ease of sale or distribution.

[0050] As shown in FIG. 3B, a workbook 311 is provided that includes exercises that match the logographic script to specific symbols. Additionally, a storage sheet 313 that includes both the logographic nail caps 102 and the symbolic nail caps 104 is also provided. The storage sheet 313 can be stored in a package 314 for ease of sale or distribution.

[0051] FIG. 3C provides a plurality of the first nail sticker caps 102 on a first logographic sheet 302. A second symbolic sheet 304 is provided with a plurality of corresponding nail sticker caps 104. Both the first logographic sheet 302 and a second symbolic sheet 304 can be stored in a package 306 for ease of sale or distribution. A workbook 311 is also provided that includes exercises that match the logographic script to specific symbols. FIG. 3D provides a plurality of first nail sticker caps 102 on a first logographic sheet 302. A second symbolic sheet 304 is provided with a plurality of corresponding nail sticker caps 104. Both the first logographic sheet 302 and a second symbolic sheet 304 can be stored in a workbook 311 that also includes exercises that match the logographic script to specific symbols.

[0052] FIG. 4A provides a package 307 that includes sheet 305. The package 307, a writing instrument 320, and the workbook 311 are stored in a kit 315.

[0053] FIG. 4B provides a package 314 that includes sheet 313. The package 314, a writing instrument 320, and the workbook 311 are stored in a kit 315.

[0054] FIG. 4C provides a package 306 that can include sheets 304 and / or 306. The package 306, a writing instrument 320, and the workbook 311 are stored in a kit 315.

[0055] FIG. 4D provides sheets 304 and 306 stored in the workbook 311. A writing instrument 320, and the workbook 311, with stored sheets 306 and 304 are stored in a kit 315.

[0056] FIG. 5 provides the contents of a kit that includes sheets 304 and 306, a writing instrument 320, and the workbook 311. The particular workbook 311 page illustrates, at least, the relationship between sheets 304 and 306.

[0057] FIG. 6 provides sheets 304 and 306 and the workbook 311. The particular workbook 311 page illustrates the relationship between location of the nail sticker caps 102 and 104 on the respective hands of the wearer.

[0058] FIG. 7 provides a particular workbook 311 page that illustrates the relationship between location of the nail sticker caps 102 and the corresponding symbol provided in the workbook 311.

[0059] FIG. 8, provides a first nail sticker cap 102 that depicts a concept or word in a logographic language affixed to a given nail of the user on a given hand. A corresponding nail sticker cap 104 is provided on the same nail, but on the opposing hand.

[0060] FIG. 9, provides a first nail sticker cap 102 that depicts a concept or word in a logographic language is affixed to a given nail of the user on a given hand. A corresponding collection of nail sticker caps 902 and 904 are provided on multiple nails on the opposing hand. These multiple nail sticker caps 902 and 904 collectively represent the same concept or word provided in the first nail sticker cap 102, but in a different script, language, or symbolic representation.

Claims

What is claimed is:

1. A packaged language learning tool, comprising: a package; at least one sheet having at least one detachable graphic image element and one detachable logographic character element thereon, wherein the detachable logographic character element denotes a language description of the detachable graphic image element, and wherein the detachable graphic image element and the detachable logographic character element are adapted to be removed from the sheet and placed on human fingernails.

2. The language learning tool of claim 1, wherein the package surrounds at least a portion of the at least one sheet.

3. The language learning tool of claim 1, wherein the package is formed of a flexible material.

4. The language learning tool of claim 4, wherein the package is formed of a transparent material.

5. The language learning tool of claim 1, wherein two or more detachable logographic character elements denote a single concept when combined, and two or more detachable graphic image elements denote the same single concept when combined.

6. The language learning tool of claim 1, wherein the logographic character elements are characters of a language, and graphic image elements are visual or phonetic equivalents that corresponds to the character.

7. The language learning tool of claim 1, wherein the language is a logographic language selected from the group consisting of Chinese, Japanese, and Korean.

8. The language learning tool of claim 1, wherein the detachable elements are stickers.

9. A language learning tool, comprising: at least one sheet having at least one detachable graphic image element and one detachable logographic character element thereon, wherein the detachable logographic character element denotes a language description of the detachable graphic image element, and wherein the detachable graphic image element and the detachable logographic character element are adapted to be removed from the sheet and placed on human fingernails.

10. The language learning tool of claim 9, wherein the at least one sheet is provided in a workbook, wherein the workbook has additional blank sheets, that are configured for manually writing the logographic character element.

11. The language learning tool of claim 9, further comprising a package configured to at least partially encase the workbook and the at least one sheet.

12. The language learning tool of claim 9, wherein the logographic character elements are characters of a language, and graphic image elements are visual or phonetic equivalents that corresponds to the character.

13. The language learning tool of claim 9, wherein the language is a logographic language selected from the group consisting of Chinese, Japanese, and Korean.

14. The language learning tool of claim 9, wherein the detachable elements are stickers.

15. A kit for language learning, comprising: a package; a workbook; a plurality of sheets, said sheets having a plurality of different detachable graphic image elements and a plurality of detachable logographic character elements thereon, wherein on the sheets there are detachable logographic character elements that denote a language description of detachable graphic image elements on the sheets, and wherein the detachable graphic image elements and the detachable logographic character elements are adapted to be removed from the sheets and placed on human fingernails.

16. The kit for language learning according to claim 15 wherein the package surrounds at least a portion of the plurality of sheets.

17. The kit for language learning according to claim 15, wherein the logographic character elements are characters of a language, and graphic image elements are visual or phonetic equivalents that corresponds to the character.

18. The kit for language learning according to claim 15, wherein the language is a logographic language selected from the group consisting of Chinese, Japanese, and Korean.

19. The kit for language learning according to claim 15, wherein the detachable elements are stickers.

20. The kit for language learning according to claim 15, wherein the graphic image elements are selected from the group consisting of a symbol, sign, mark, picture, image, icon, drawing and emoji.

21. The kit for language learning according to claim 15, wherein the logographic character elements are translations of the character, said character being translated to a language with which the learner is familiar.

22. The kit for language learning according to claim 15, wherein the detachable elements are interchangeable on fingernails.

23. The kit for language learning according to claim 15, wherein the logographic character elements are configured to be attached to fingernails of one hand, and the graphic image elements are configured to be attached to fingernails of the other hand corresponding to the fingernail to which the logographic character elements attached.

24. The kit for language learning according to claim 15, wherein the logographic character elements are provided on a sheet that is different from a sheet on which the graphic image elements are provided.

25. The kit for language learning according to claim 15, wherein a logographic character element is a formula or table, and a graphic image element is a numeric or symbolic equivalent that corresponds to logographic character element.

Images