TEACHING AID:PHONETI-PEUTER MOBILE

Abstract: This teaching kit separates into clear and identifiable components the spoken form and written form of any language irrespective of dialects or accents of the language. The kit extracts from the written script of a language its phonetic vowels and consonants by using displaceable units which can be of any figuration or formation. In the preferred embodiment, specified phonetic symbols are designated by colours, shapes and designs. The language to which it is applied is the Roman alphabet of the English language. The kit can be utilized for the Romanized Japanese language as an example of another language. In its application, the kit extracts in a tangible and introspective way the pronunciation of a language unifying the various written scripts of the one phonetic sound unit.

Description: TEACHING AID PHONETI-PEUTER MOBILE This invention relates to a method and apparatus for the teaching of languages and in particular relates to a method and apparatus for teaching the reading, spelling and pronunciation of a language. The majority of written and spoκen languages comprise series of words that are made up of a combination of letters of- an alphabet. There is however a problem in learning the language in that the letters of the alphabet are pronounced quite differently depending upon their use in combination. The combination of letters of the alphabet, including certain single uses of letters, are phonetically characterized and with a majority of languages the students must not only know the written script of the language but must know how to pronounce the language in its phonological form. There are a number of systems for teaching languages and in particular the English language, which incorporates the use of both alphabetical notations and phonological methodolo¬ gies, i.e. it relates to phonetics. One such system for item- " izing and selecting various combinations of linguistic sound units to assist students in a particular language to effect¬ ively read and pronounce is the International Phonetic Alphabet (I.P.A.) . Another system is the Daniel Jones English Pronun¬ ciation System, which incorporates phonemes, i.e. a minimum significent sound unit, comprising vowels and consonants. When students and particularly young children learn to read and write a language, there is a problem of identifying the phonological characteristics of the language in a manner that the child can readily single out from the alphabetical notations of the language the phonetical pronunciation. Letters of the alphabet are fairly distinctive and have such common usage that it does not take long for a child or student to learn to recognize each letter. However, the pronunciation within the variations of the alphabetical transcriptions is not so easily conceivable and has no common representation which a child would readily comprehend when learning to read or pronounce. This fusion of the phonetical pronunciation and alphabetical transcriptions which becomes a difficulty and problem for the learner to cognitively develop his linguistic abilities to read and pronounce readily can be broken down by this invention, which usns a teaching aid as a device to draw out the embedded phonetic pronunciation of the 'language from its alphabetical notations dividing the phonetic pronunciation and the alphabetical notations clearly into two distinguish¬ able and identifiable components: the phonological form and the written form. The present invention will now be described by way of example only with reference to the accompanying drawings in which:- Fig. " I is an illustration of tiles representing the phonetic vowels and, Fig. II is a structured illustration of a possible .variation in shapes of tiles for use representing different phonetic consonants and di-graphs In one embodiment of the present invention 3 sets of small rectangular or square tiles are provided. The tiles are preferably of wood, plastic or metal and may incorporate on the inner face thereof a magnetic device so that the tiles may be magnetically secured to a vertical display board. A first set of 26 tiles are used to represent the upper case and lower case of the 26 letters of the Roman Alphabet and each tile prominantly displays each letter of the alphabet. In Fig. I, a second set of rectangular or square tiles of similar design are used to represent the phonetic vowels that is the 11 long vowels, 7 short vowels and 1 neutral vowel. A different colour is used for each tile so the student, by recognizing the colour, can distinguish one phonetic vowel from the other. The designated phonetic vowels in application to Daniel Jones phonetic notations are: "1 short vowels: /_€, e, i, o, Λ, u, a/ 11 long vowels: / α:, a:, i:, o:, u: , ei, ai, oi, ou, au, ju:/ One side of the tiles would carry the symbol whilst the other side of the tile would carry the coloured surface so that the teacher and/or student can simply utilize a vo * .-. * el sound by selecting a particular colour. The selection of colours may vary according to particular preferences of the user of the kit, full-tone colours being used for the long vowels, the half-tone colours being used for the short vowels. (Ref to Fig . I ) In Fig. II, other phonetic symbols of consonants are repre¬ sented by the third set of tiles which are of a different shape to the previous two sets and may or may not incorporate a variation in colours. In the preferred embodiment, diff¬ erent shapes are used for each of the specified consonants illustrated in the accompanying drawings (See Fig. II.) , and, also, in application to the Daniel Jones phonetic notations, the designated phonetic consonants are: 6 voiceless consonants: / t " f f,k,t, Q/ ' 3 voiceless consonants: / d , ? , d/ 2 semi-vowels :/w, _/ The use of individual tiles act as a unifying element of the various spelling forms of the one phonetic sound to assist students in recognizing each of the phonetic vowels and consonants by concentrating on the colours and/or shapes of the sets of tiles. The use of the coloured tiles and separately shaped tiles assists both the teacher and student in readily recognizing particular phonetic symbols in the similar manner as that of the tiles of the alphabet are recognizable by their distinctive form, so in use, the kit can be utilized to illustrate word or combination of words of a language by combining the letters of the alphabet and the phonetic symbols and by interchanging the letters of the alphabet with the phonetic symbols. The kit can be utilized to demonstrate the difference between the written form and spoken form of a language. The kit can also demon¬ strate readily how the various combination of letters of the alphabet have entirely different pronunciations by the use of the distinctive tiles representing the phonetic symbols, To further illustrate the use of the kit described above, reference is made to the following example in which the phonetic vowels are represented as follows: Accordingly, the phonetic vowel /ei/ as in the* word "day" may be represented by the alphabet letter 'd' which is phonetically pronounced as /d/ and the red tile representing the phonetic sound /ei/• together with a white tile or neutral tile which is used to indicate the existence of a letter, but, r.- _{ which is not pronounced: ( d ei = cav) . Similarly, white (dei the word "maid" could be ■ ■ ormed of the alphabet letter ' m 1 , which is phonetically pronounced /m/ , the red tile , a white tile and the letter ' d ' phonetically pronounced /d/.: > red (meid) ι ( m ei d I = maid) . The phonetic vowel /i:/ as in white the word 'meet' could be represented by the letter 'm' or phonetically / /, a dark blue tile, a white tile and the letter 't' or /t/: dark blue In contrast ( m l : - - = meet) . (mi:t) white the word 'police' would comprise a combination of the letter • p'-z/p/, a light purple tile =/ Θ /, the letter ' 1' =/l/, a dark blue tile = /i:/, the letter ζgj = /s/ and a white tile which, although is not pronounced, does indicate that a letter exists: police) As a further example the word 'use would be represented by a bright orange tile representing /ju/, the letter 's' = /s/ and the white tile which can represent any letter which is not pronounced: bright orange whilst the word (ju:s) ( = use) w ite 'new' would be represented by the letter 'n' = /n/ and again the bright orange tile 'ju' with the white tile: bright orange ( n ~~ 3 u ; 1 new) white (nju: ) It can be seen that by varying the use of the phonetic tiles and the letters of the alphabet and replacing the various forms of spelling the one phonetic vowel unit of the alphabet by phonetic tiles the phonological characteristics can be distinguished from the alphabetical notations of the written script of the language and the otherwise fusion of the written form and spoken form is quite distinct from each other, thus, therefore, demonstrating to the student that he can readily determine the phonological characteristics from * ' In Fig. II various tiles representing di-graphs are illustrated and numbered 1 to 11. As a further illustration examples of the phonetic consonants are listed below: 1. j shop 2. tC chair 3. 7 pleasure 5. k back 6. f phone 7. t laughed 8. d .. * rained 9. ) thing j 10. w suade semi-vowels *v_ -l,l,. 3 ....*.... ,be,haviour 01 ' Lho kit, Lli.' i tin. Lhrco y t_ of tiles, one: sot to illuutraLo the alphabet, the second set the phonetic vowels and the third set the phonetic consonants-, other displaccablo units may be used, such as objects as puppets instead of tilos or cartoon illustrations instead of the alphabet or any other concievable form which readily assists the students in their ability to develop their spoken and written skills of a language. Such examples of use would be in the area of primary 0 teaching, remedial work, second languages learning, speech therapy, braille, linguistics and other areas of this nature and where the kit can be applied. It is, therefore, understood that many variations or modifications fall within the scope of the present invention 5 and the present invention is not restricted to the use of tiles or any particular range of colours, sizes, shapes and dimensions . As a teacher's aid it is understood that the use of the blocks, cards or tiles may be the appropriate form to 0 represent the alphabet and phonetic symbols. It is further understood that any combination of phonetic symbols may be used and that the invention is not restricted to the Daniel Jones system. Furthermore, the choice of displaceable units of tiles used in the embodiment is entirely arbitrary and can '-5 be varied to suit the particular group of students, and the choice of colours and/or other representations on the tiles are also arbitrary and can be varied to suit the particular group of students. It is understood that the system can be used to • 0 teach any language including languages which use a combination of the alphabet and phonetic symbols such as the Romanized Japanese language. It is further envisaged that this invention may be incorporated into any keyboard system such as that of a type- ■5 writer or a solid state electronic circuitry so that the user can simply feed in a signal, forexample, via keyboard to produce the printout or digital printout that is interposed (interjected) by the displaceable units of the alphabet and 8. phonetic symbols which effectively serve the purpose of the displaceable tiles . In other forms of the invention, the tiles may be provided with specially profiled symbols which can be touched by blind people so that they can readily differentiate the ■phonology from the v/ritten script to assist their efficiency in reading. Other modifications and variations include the use of the " displaceable units in the form of tiles or cards to reflect the intonation, punctuation stress, syllabry and other detailed features of a language. It is also envisaged that this kit could be incorporated in a form to teach local dialects and inflexions for assistance in elocution. To briefly outline, this invention is a teaching aide of dis¬ placeable units which differentiates, as in this example of the English language, the written form and spoken form of a language into clear and identifiable components by extracting from the written form of the language its phonological char¬ acteristics, and simultaneously unifies coherently the pro¬ nunciation of the various written scripts of the one phonetic sound. The testing kit is devised .for the Roman alphabet and comprises: a) The upper and lower case of the Roman alphabet b) Phonetic vowels of designated colours c) Consonants and di-graphs of the designated shapes and designs. d) Charts and manuals are at present being compiled , The number of units per kit is based on the frequency of occurance of approximately a 25 - 30 word reading passage. Two or more kits can be combined for extended usage in build-up and follow-up work. The units are magnetized to adhere to a board for display and on the inner facing of the units there may be placed, if necessary, the representation of its phonetic symbol per colour, shape and design of the specified vowels, consonants and di-graphs. This is to assist in phonetic recognition although the charts are also for this purpose. The units are devised to move freely and independently of each other to alternate in combination to form words, sentences, or to be singled out individually from the other units. The displaceable units, in functioning as a visual focal point for pronunciation of the various written forms of the one phonetic sound would assist students, in one aspect, to learn English as a second or foreign language. For example, the letter "a" /ei/ -10- as in words "make" / eik/,"day" /αei_/, "maid" /meid/ or "a" also pronounced /as/ as in words "apple" /ae_pl/, "plait" / plae ^ t/ have been mispronounced when not being previously taught although the students were familiar with the basic pronunciation of the Roman alphabet of the English language. The unit /ei/ is designated red and /ae/ is the colour pink. The displaceable units would function as in the following examoles: • m a k e d a m a 1 d __. 1 g h t /mei k/ /dei/ / eiα / / 'ei t/ ■ - -x * (disp. units) ** (spelling vari .) *** (phonetic symb.) The v/hite unit, although can be omitted, indicates the letters of a word which are not pronounced, but adds to the formation of the word. Similarly, the other designated phonetic symbols, shown in Fig. I and Fig. 2, function in the same way. Unlike migrant children who have problems in pronunciation/com¬ prehension, young primary children also find the pronunciation of the various v/ritten words difficult to pronounce correctly, despite being familiar with the words orally and aurally. However, with the aide, the scripted forms would be easily pronounced simply by automatically recognizing the colours, signs ana designs of the displaceable units. Build-up and follow-uD can be developed by combining the kits and programmed in print with one page the pronounced form and the other page its v/ritten form or both placed on the one page in combination. SUBSTITUTE SHEET Inversely, the aid can be utlized to assist children in the transitional stages of their learning ability to spell. This functions by way of colour.and pattern formation as in the example below and appl es to the commonly occuring spelling forms: red white red white Is [ l j k μ make d ! = day d maid plain red white red white Λ ed white _ • • •// -b ! r |c ! race s |t I 1 1 i = stay 11 i 1 1 ! d laid Sentence structures for drills on pronunciation can be built up: yellow i h e r a i n i n S p a i n light le a l l s m a i n l y i n t he red white ! ' . if D ! 1 p 1 a i n Grammatical syntax can be visually patterned in a similar way progressively building up from an elementary stage to an advanced stage. SUBSTITUTE SHEET O PI The examples below are indications of application in languages other than English: /a:/ designated the colour rust. Language j °^ Roman Eng . Phonetic Form Equiv . Symbol wh te Engl ish c car car Aa:/ rust Chinese ta he /ta :/ ru Ξt French tabl e tabl e /ta. bl/ green Japanese a to after /a: to:/ Spanish arbol tree /a :rbo: l / rust With the mobility and independency of each unit, words can be divided, into syllables. Other such linguistic applications of a language as stress, intonation, rhythm and so on can also be clearly indicated and emphasised. There are many other examples where the displaceable units can be applied, which I haven't yet mentioned, but, most importantly, the kit can -jive t e student the opportunity to gain, at his will, auton¬ omously and independently, the pursuit of his interests in any language iπdescrimiiiate of dialect or accents of that language. SUBSTITUTE SHEET WIPO

Claims: THE CLAIMS DEFINING THE INVENTION ARE AS FOLLOWS: 1. A method of teaching the pronunciation and spelling of a language comprising the steps of: (a) using a first set of displaceable units to individ¬ ually represent either visually or tangibly the letters of the alphabet of the language, (b) using a second set of displaceable units to individ¬ ually represnt either visually or tangibly the phonetics of the language, (c) selecting the first and second sets to be visually and tangibly distinct, and (d) teaching pronunciation and spelling of words of the language by interposing the alphabet units and phonetic units. 2. The method according to claim 1 comprising using tiles or cards to represent the letters of the alphabet and individually coloured cards or tiles to represent the phonetics of the language. 3. The method according to claim 2 comprising using tiles or cards of different shapes to represent specific phonetic consonants and digraphs of the language. 4. The method according to claim 3 comprising teaching the pronunciation and spelling of the language by interposing the tiles or cards to represent both the alphabetical spelling of a word and any combination of the alphabet letters and the phonetics of the word. 5. A teaching aid for teaching the pronunciation and spelling of a language comprising: (a) a first set of displaceable units each visually or tangibly representing a letter of the alphabet of the language, (b) a second set of displaceable units each visually or tangibly representing a phonetic of the language, the first and second sets being separately visually or tangibly distinguishable so that, in use, the units of the sets may be interchanged to represent any combination of the letters of the alphabet and phonetics to illustrate the spelling and pronunciation of a word ' of the language. 6. A teaching aid according to claim 5, wherein the first set of displaceable units are tiles or cards each prominently carrying a letter of the alphabet. 7. A teaching aid according to claim 5 wherein the second set of displaceable units are tiles or cards some of which are separately coloured to represent a phonetic vowel, the others being of different shapes to separately indicate the phonetic digraphs and consonants. 8. A teaching aid according to either claim 5 or 6 , wherein the tiles or cards are arranged to be secured to a board which can be placed on a wall to assist the user of the aid in teaching the pronunciation and spelling of a language. 9. A teaching aid according to claim 5 wherein the displaceable units are constituted by the digital printout of an illuminated .screen or control panel and associated circuitry being provided to select and vary the desired combination of units. 10. A teaching aid according to claim 5, wherein the displaceable units are tiles or cards which are distinguish¬ able by touch so that a blind person can distinguish the separate letters of the alphabet and phonetics of the alphabet. 11. A method of teaching the pronunciation and spelling of a language substantially as described herein with referenceto and as illustrated in the accompanying drawings. 12. A teaching aid for teaching the pronunciation and spelling of a language substantially as described herein with reference to and as illustrated in the accompanying drawings.

Inventors: SAKAI M
Applicants: SAKAI M
Application year: 1980
Main classification: G09B17
IPC codes: G09B17, G09B19