Abstract:
A system is provided for acquiring increased proficiency in a new or target language by enabling frequent repeated hearing and mimicking of discrete audio sound bites in the target language, wherein the sound bites and their frequency of repetition may be easily selected by the user before or during use. The sound bites may be played singly or in sequential groups or user defined groups, and automatically repeated as necessary or desired to achieve audio imprinting of the sound bites by simply listening and repeating the sounds without substantial intellectual effort or attempts at memorization. The system enables user selected or sequential hearing and mimicking of specific sound bites or groups of sound bites repeatedly in each use session in the context of meaning, without requiring dedicated language learning time, and thereby helps reproduce the natural process of initial native language acquisition which occurs without substantial intellectual effort and memorization.

Description:
CROSS-REFERENCE TO RELATED APPLICATIONS 
       [0001]    This application claims priority to U.S. provisional application Ser. No. 61/183,294, filed Jun. 2, 2009, the entire contents of which are incorporated herein by reference. 
     
    
     BACKGROUND OF THE INVENTION 
       [0002]    At very young ages, people acquire verbal communication skills and learn spoken languages easily and naturally, without any direct intellectual effort. Children learn spoken languages by simply hearing very frequent repetition of words, phrases, and sentences that are spoken by others. This process of audio imprinting occurs without any direct analytical effort or intellectual learning and memorization. The key to this process is the very frequent repetition of sounds that occur in the context of the same repeated actions, situations or events which provide meaning, which are then naturally subconsciously associated with the sounds (words, phrases, and sentences). In this way, both the sounds (words, phrases and sentences) and their meaning are naturally acquired without trying to remember, memorize or analyze anything. The sounds are imprinted through very frequent repetition, and are thereby internalized, similar to musical tunes which are effortlessly remembered after frequent repetition. Humans can very easily accurately mimic a short group of sounds that they hear, if there is no simultaneous conscious attempt to analyze or decipher the sounds. The accurate mimicking of the sounds is easily done if there is no other conscious process interfering, such as the attempt to analyze the sounds for meaning, or see the spelling of the words in their mind, etc. This is the way children naturally learn to mimic sounds and acquire spoken language. The sound and pronunciation of each word, phrase, or sentence is not acquired through effort or memorization. It is acquired through very frequent exposure to repetition of sounds as sounds, without any purposeful analytical effort to decipher meanings, spellings or other simultaneous conscious intellectual processes. The meaning of the sounds is acquired subconsciously through the repeated exposure of the sounds and groups of sounds in the same context. The human brain naturally associates the sounds with the context, and naturally subconsciously figures out the meaning of individual words and sentences. Children do not try to remember or memorize anything, yet they very effectively acquire spoken language with very little intellectual capability. For example, at age 3, children generally have a speaking vocabulary of approximately 900 words. At age 4, children generally have a speaking vocabulary of about 1500 words and can easily communicate verbally with adults. They have also naturally acquired the basics of grammar and other mechanics of spoken language to effortlessly communicate basic ideas and everyday conversations. This process of verbal language acquisition is something that everyone is able to do relatively effortlessly, not only as a child to acquire their first language, but also as an adult to acquire a second language. The problem has been that there has been no device or method which can be utilized within the context of an adult individual&#39;s daily routine to effectively enable this natural language learning process for acquiring additional languages as an adult. 
         [0003]    Many adults and school-aged children currently learn a new language using methods that require substantial amounts of direct effort at memorization and other intellectual effort. In other words, programs for teaching people new languages do not present learning materials in a way that recreates the natural way that children learn to speak, through repeatedly providing audio words, phrases, and sentences in a context providing meaning, and then simply hearing and repeating them very often without trying to understand, analyze or memorize them at all. 
         [0004]    Some programs for teaching new languages are implemented in classroom or school settings, often teaching students both the spoken and written new languages at the same time. This approach is highly academic, typically follows a pre-established content, and requires substantial intellectual efforts. In these classroom settings, students often will deliberately try to visualize, for example, word-for-word translation of content, trying to memorize content and then consciously recall the information from memory. In addition to trying to translate content in this way, users of these programs also try to consciously resolve any grammatical or other structural-type differences between the native and target language versions. This is a complex way of learning which requires dedicated classroom and/or other time from the users of these programs. In addition, successfully using such programs can be difficult for busy people or people that are otherwise unable to attend the sessions regularly. 
         [0005]    In addition, the process of trying to analyze what is being spoken actually interferes with the natural human capability to easily mimic sound bites accurately. In other words, when students try to “see” what they are saying in their mind and analyze meaning, grammar etc., their mind is distracted from the task of simply repeating the sounds they heard. However, if the person just speaks the words over and over, the process of audio imprinting and muscle memory naturally takes over, and the sounds become a natural part of the person&#39;s library of sounds that they can reproduce effortlessly. If the general meaning or context is provided at the same time, the meaning of the words is acquired naturally, subconsciously over time without any intellectual effort. Current devices and methods for acquiring new languages do not enable this approach. 
         [0006]    Other current programs and systems have been provided that are “self-taught” alternatives to the classroom programs and which are commonly referred to as “personal language programs.” Typical personal language programs currently available are audio programs or have audio containing formats for learning new languages. Personal language programs include computer-based programs, internet-based programs, CDs, and tapes that contain audio content, all of which provide information for learning, and audio content for reference and practice. 
         [0007]    Some known computer-based personal language programs are modeled, at least to some extent, to the classroom programs, but allow users to study within their own residences. Various “language lab”—type programs have been provided as computer-implemented software that allows users to study content through their own computers and record their own pronunciations for later analysis. Similar to classroom programs, users of these systems try to memorize what they are hearing and have to devote dedicated blocks of time per session, for example, an hour or two at a time, while interacting with their computers. Many adults do not have the opportunity in their daily routine to devote such large amounts of dedicated time to acquire a new language. These programs are often complex and have contents that are pre-established by the writers of the software and are reflected in how the software lays out the program, the predetermined progress of the program, and how the users interact with the software to implement the program. These systems require substantial amounts of user interaction with the users&#39; computers during time that is devoted to the dedicated language learning sessions, whereby successfully using such programs can be difficult for busy people or people that are otherwise unable or unwilling to dedicate time to computer or book based learning. 
         [0008]    Other known computer-based personal language programs, having relatively less in common with classroom program contents, have been gaining popularity recently. Examples of these include the Rosetta Stone programs and other such programs. The Rosetta Stone program content presents, for example, computer-based visual and audio representations of virtual immersive environments, such that users see visual images or video scenes that are displayed through their computer screens in addition to audio content. Such programs are complex and have contents that are pre-established by the writers of the software and are reflected in how the software presents the video scenes of the virtual immersive environments and other content. These systems require substantial amounts of user interaction with and input into the users&#39; computers during large blocks of time that are devoted to the dedicated language learning sessions, whereby successfully using such programs can be difficult for busy people or people that are otherwise unable to devote time to dedicated language learning sessions. Many people buy such programs, try them a few times, and then stop using them because they cannot afford the time required or do not feel like sitting in front of their computers for an hour or two each day in order to learn a new language. In addition, importantly, the device, content and method of use do not enable the natural process of acquiring a spoken language by allowing the user to repeatedly hear and repeat sound bites as desired many, many times in a row in each session of use, for the natural process of audio imprinting to occur. They are based instead upon an intellectual process of memorization with only a few repetitions of such sound bites per session, and integrate writing and reading which impair the natural audio imprinting process. 
         [0009]    Other personal language programs are audio based, so that a computer is not required for presentation of the content of these programs, but are instead delivered through CDs, tapes, and/or other audio storage media such as, for example, in MP3 format that is playable on iPods or other MP3 players. For the sake of convenience and in the interest of brevity, CDs, tapes, MP3 format, and/or other audio storage media are simply referred to as “CDs” hereinafter. Popular examples of audio-based personal language programs are the Pimsleur and Berlitz programs which are delivered through CDs. The Pimsleur programs deliver material by, for example, presenting conversations, dialogues, or other content within travel or other fictional audio scenes and which are occasionally reintroduced in smaller segments, periodically throughout the programs as determined by the pre-established content by the authors of the CD content. The organization and presentation of the audio content in such programs makes it very difficult for users to repeat specific sound bites of the content many times in a row for audio imprinting to be enabled. The CD content is arranged and divided so that, in order to repeat content, users must stop the CD or tape or audio file, rewind, find the same spot at the beginning of the desired phrase or sentence, and replay it. This is too much of an inconvenience and most users do not bother doing all of these steps in order to repeatedly hear and mimic specific sound bite(s) many times, which greatly decreases the usefulness of the learning session. Instead, users tend to let several phrases or sentences go by, not understanding them or bothering to try to repeatedly practice them. This decreases the effectiveness of the instructional materials, leading to less effective learning. With such current devices and methods, it is virtually impossible for someone to utilize the natural audio imprinting process efficiently and effectively, and hear and repeat user selected sound bites many times, for example, 25-100 times, throughout the day, 
         [0010]    Prior art programs for teaching people new languages tend to require large blocks of time that are dedicated to the language learning session, in front of a computer or by physically attending classes, reducing the practicality of these systems for many busy people or people that are otherwise not interested in spending substantial amounts of time in front of computers or attending classes. 
         [0011]    Prior art language programs that are audio based and utilize CD&#39;s, tapes and MP3 files allow someone to use the program in their car CD player, carry an iPod or some other less dedicated language learning session, but the presentation, organization and functionality of such devices and methods do not enable the audio imprinting process effectively because the user is not exposed to small groups of sound bites that are repeated many, many times, and the sound bites cannot be easily user selected and organized and repeatedly heard and mimicked many times, say 25-100 times per day or more, in order for the audio imprinting process to occur efficiently without any need for intellectual effort and memorization. 
         [0012]    Prior art programs for teaching people new languages tend to present material in ways that require memorization or other substantial intellectual efforts, which can prove frustrating for users and fails to take advantage of how people naturally learn a first spoken language. 
         [0013]    Prior art programs for teaching people new languages tend to follow pre-established contents and/or provide content organization and division that frustrates efforts to customize these programs while trying to address particular learning needs or desires of individual users. 
         [0014]    Prior art programs for teaching people new languages provide content that is not arranged, divided, or organized in a manner that allows for easily repeated playing of a specific word, phrase, or sentence as desired by a particular user, whereby repeating requires cumbersome stop, rewind, hunt, and find processes which are prohibitively laborious and obstacles to learning. 
         [0015]    Known portable audio playing devices such as iPods, MP3 players, and/or others, have been provided only with the prior art programs for teaching people new languages and therefore also provide content that is not arranged, divided, or organized in a manner that allows for easily repeated playing of a specific sound bites, that is, words, phrases, or sentences, as desired by a particular user, whereby repeatedly hearing specific content requires cumbersome stop, rewind, hunt, and find processes to control content delivery on an as-desired basis by the user, which are prohibitively laborious and obstacles to learning. 
       SUMMARY OF THE INVENTION 
       [0016]    In light of the foregoing, a system for learning a new or target language is desired that improves the state of the art by overcoming one or more of the aforesaid problems of the prior art. 
         [0017]    In accordance with an aspect of the invention, at least one of these desires is fulfilled by providing a system for learning a target language by the particular configuration of one or more of (i) the functionality of a device that is implemented to deliver content; (ii) the particular content itself, and (iii) the organization of the content, with the system being configured to enable very frequent repetition and exposure to specific sound bites in a normal daily routine, while providing progressive content and frequent daily opportunity for practice and exposure thereto, as desired by the user. 
         [0018]    In accordance with another aspect of the invention, the system provides for frequent exposure to and repeated mimicking of specific sound bites in the target language within the user&#39;s normal daily routine, or while performing routine daily activities, such as making meals, getting dressed, doing housework, driving to work, exercising, etc., while providing progressive content and frequent daily opportunity for practice and exposure thereto, as desired by the user. The invention enables specific sound bites, that may be user selected and organized, to easily be heard and mimicked repeatedly many times throughout the day, in order for the natural process of audio imprinting to occur. 
         [0019]    In accordance with another aspect of the invention, the system provides for integration of the target language exposure and practice into users&#39; normal daily routines, allowing the user to acquire a new spoken language without having to dedicate substantial amounts of time to such language acquisition. 
         [0020]    In accordance with another aspect of the invention, the system does not require daily dedicated time in front of a computer, stereo, or book, and minimizes reliance on memorization as a learning component. 
         [0021]    In accordance with another aspect of the invention, the system exposes the user to the target language in a manner that closely corresponds to the way in which people naturally learn a first or native spoken language, by audibly presenting discrete sound bites that can include words, and/or phrases, and/or sentences, in very high repetitions in the target language while providing at least a general context of corresponding meaning or definition to help provide understanding, and allowing the user to mimic corresponding sounds. This general context may be provided by an audio file in the person&#39;s native language, or a video file, or any combination of audio, visual media. 
         [0022]    In accordance with another aspect of the invention, the system provides content by way of sounds and groups of sounds that are repeated often through the day so as to duplicate a natural process of hearing and repeating sounds spoken by others, or like repeating a short musical phrase that is heard many times, instead of requiring intellectual efforts. 
         [0023]    In accordance with another aspect of the invention, the system provides discrete sound bites that are words, phrases, or sentences, that are easily individually identified and replayed for many repetitions at a given time or throughout an entire day, in a manner that facilitates natural, relatively more effortless language acquisition. 
         [0024]    In accordance with another aspect of the invention, the system provides ways of easily repeating specific segments of audio content, allowing repeated hearing and repeating of such specific segments of audio content according to the individual user&#39;s needs. 
         [0025]    In accordance with another aspect of the invention, the system provides sound bites that include words, phrases, or sentences that are easily and immediately repeated over and over as desired by each given user, until the user feels comfortable that he or she has mastered the particular sound bite(s), and decides to advance to another sound bite or sound bites. The system correspondingly provides discreet sound bites that can be mastered individually or in small groups, and easily individually replayed and repeated as desired by a given user, without requiring the user to rewind and hunt for a particular word, phrase or sentence in a dialogue, conversation, or other presentation that the user did not quite understand, or when the user wants to practice repeating more times right at that moment. 
         [0026]    In accordance with another aspect of the invention, the system includes a portable or other electronic device that is configured to store audio-based content thereon or access audio-based content therethrough for teaching a user of the system a new or target language. The audio-based content includes multiple sound bites and each of the sound bites may have (i) a native language audio segment defined by at least one of a word, phrase, or sentence that is audibly rendered or played in a native language to the user; and (ii) a target language audio segment that is an audible rendering or playable representation of the native language audio segment in the target language being learned by the user. The sound bite may further include a silent audio segment that is provided after the target language audio segment and has a duration that is sufficiently long to allow a user to mimic and repeat the target language segment one or more times. Such silent audio segment may be provided as part of each of the sound bites, as a discrete audio file that is between sound bites, or otherwise stored on or accessible through the device. 
         [0027]    In accordance with another aspect of the invention, the sound bites are relatively short audio events, and may be discrete audio files. Each of the sound bites may have a total duration of not more than about 15 seconds. Or, at least one of the components of the sound bites can have a duration of not more than about 15 seconds, whereby at least one of the native language audio segment, target language audio segment, and optional silent audio segment, may have a duration not more than about 15 seconds. 
         [0028]    In accordance with another aspect of the invention, the system includes a user interface that interacts with the portable device and has a selector that is configured to individually select one of the sound bites, or a preset group of sequential sound bites, or a user-defined group of sound bites so as to provide a user-defined during use. The user-defined session content can be easily dynamically changed or dynamically redefined, so as to accommodate changes in the user&#39;s preferences or objectives at any given time. 
         [0029]    In accordance with another aspect of the invention, the sound bite or group of sound bites may be repeated during the learning session. A repeat mode selector may be provided that allows the user to determine how many times the sound bite or group of sound bites will be repeated. The repeat mode selector may also be used before the use session begins so as to predetermine how many times a sound bite or group of sound bites will be repeated during use. The repeat mode selector may be used or changed during the practice session to dynamically redefine how many times a sound bite or group of sound bites will be repeated during the remainder of use at a particular time. An individual repeat selector may be provided that allows the user to instantaneously repeat a sound bite or group of sound bites that is currently being audibly rendered or has previously been audibly rendered, one or more times. A repeat-once setting may be provided that, when used, repeats the chosen sound bite or group of sound bites a single time. A repeat-five-times setting may be provided that, when used, the sound bite or group of sound bites selected is automatically repeated five times in a row. A repeat-continuously setting may be provided that, when used, the sound bite or group of sound bites is repeated continuously until the user commands the device to cease audibly rendering the sound bite or group of sound bites of the user-defined session content. 
         [0030]    In accordance with another aspect of the invention, the device may include a button or switch that when activated automatically advances the device to a new or sequential group of preselected or user defined sound bites, allowing the user to easily advance to new content, as, for example, after the user has heard and repeated a given sound bite or group or sound bites many times, and would like to advance to a new sound bite or group of sound bites. This process may be repeated by the user. 
         [0031]    In accordance with another aspect of the invention, the sound bites are discrete audio files that are individually tagged, queued, or otherwise associated with a unique identifier, so to allow their individual selection for being played, placed into one or more user-defined or other groups, and repeated. Optionally, the sound bites function as though they were discrete and individually tagged audio files, but are instead components of a single audio file that are tagged, queued, or otherwise associated with a unique identifier so as to be individually selectable segments of the single file. 
         [0032]    In accordance with another aspect of the invention, the system provides more than one play mode that establishes more than one play characteristic of the sound bite or group of sound bites. The more than one play mode can be implemented by way of more than one play button, each of which is assigned a corresponding play mode that differs from the others. 
         [0033]    In accordance with another aspect of the invention, the system provides at least about 100 sound bites that are stored thereon or accessible therethrough. The system may include at least about 1000 sound bites that are stored thereon or accessible therethrough. 
         [0034]    Various other features, embodiments and alternatives of the present invention will be made apparent from the following detailed description taken together with the drawings. It should be understood, however, that the detailed description and specific examples, while indicating preferred embodiments of the invention, are given by way of illustration and not limitation. Many changes and modifications could be made within the scope of the present invention without departing from the spirit thereof, and the invention includes all such modifications. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWING(S) 
         [0035]    Preferred exemplary embodiments of the subject matter disclosed herein are illustrated in the accompanying drawings in which like reference numerals represent like parts throughout, and in which: 
           [0036]      FIG. 1  is a schematic view of a system for learning a new or target language in accordance with the present invention; 
           [0037]      FIG. 2  is a schematic view of an electronic device of the system shown in  FIG. 1 ; 
           [0038]      FIG. 3  is a front elevation view of a variant of the electronic device shown in  FIG. 2 ; 
           [0039]      FIG. 4  is a schematic view of a portion of the audio content, taken generally along the dashed oval labeled “FIG.  4 ” in  FIG. 1 ; 
           [0040]      FIG. 5  is a schematic view of a sound bite of the audio content shown in  FIG. 1 ; 
       
    
    
       [0041]    In describing the preferred embodiments of the invention which are illustrated in the drawings, specific terminology will be resorted to for the sake of clarity. However, it is not intended that the invention be limited to the specific terms so selected and it is understood that each specific term includes all technical equivalents which operate in a similar manner to accomplish a similar purpose. For example, the word “connected”, “attached”, or terms similar thereto are often used. They are not limited to direct connection but include connection through other elements where such connection is recognized as being equivalent by those skilled in the art. 
       DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENT 
       [0042]    As discussed in the “Summary” section above, the invention relates to a system for learning a foreign, new, or other target language. Various embodiments of a system for learning a target language will now be described that achieve at least some of these and many other goals, it being understood that other configurations may be provided that fall within the scope of the present invention. Such exemplary embodiments of the system of the present invention are illustrated in the accompanying drawings in which like reference numerals represent like parts throughout. 
         [0043]    1. System Overview 
         [0044]      FIG. 1  schematically shows a system  5  for learning a new or target language. The system includes an electronic device  10  that has audio content  100  stored on it or accessible through it. For the sake of convenience and in the interest of brevity, audio content  100  that is stored on the device  10 , as well as audio content  100  that is accessible through the device  10 , are simply referred to as being “stored” herein, whereby the audio content  100  may instead be accessible through the internet, stored on removable memory or memory that is not directly provided within the device, or memory within a computer that is separate from but in communication with the device  10 , base on the particular desired end-use configuration of the system  5 . The audio content  100  is organized in a way that facilitates easy selection of small or discrete portions thereof, as well as allowing for easy user manipulation and/or repeated playing thereof by the user, through the device, as explained in greater detail elsewhere herein. 
         [0045]    The system  5  provides for frequent repetition and exposure as needed or desired to sound bites in the target language in a manner that allows a user to acquire or learn the new language during learning sessions that can be fully integrated into users&#39; normal daily routines. In this way, the system  5  presents the practice session so that it is implemented as a secondary or background activity, when compared to tasks (primary activities) being performed within the daily routine of the user. The system  5  accomplishes this by presenting material in a way that closely resembles the way in which people naturally learn a first or native spoken language, through very frequent presentation of sounds within a context of meaning, and by enabling frequent repeated mimicking of those sound bites so as to imprint the same within the memory of the user without requiring substantial, conscious, intellectual efforts. 
         [0046]    The preferred system  5  presents material from the audio content  100  as discrete sound bites  110  that are complete words, and/or phrases, and/or sentences that can be easily played, selected, repeated, grouped together for playing, repeating, or sequentially progressing through, while allowing a user to dynamically reconfigure the content being played and its delivery as desired, whereby content of a use session can be user-defined and dynamically redefined, as desired. 
         [0047]    2. Electronic Device 
         [0048]    Referring now to  FIG. 2 , electronic device  10  of system  5  has various components that are operably connected to each other by way of electrical and/or data conductors or connectors in a known manner. The device  10  includes a power supply  14  that can be a battery, rechargeable or disposable, or can include a cord that conveys power from, for example, an AC outlet or a USB or other port of a computer. The power supply  14  provides power to a processing block  15  which includes suitable memory  20 , processor(s)  25 , and software  30  for performing the system logic. 
         [0049]    Still referring to  FIG. 2 , processing block  15  communicates with a display system  35  that includes, for example, a visual display device  36  that can be any one of a variety of suitable visual display devices, including liquid crystal displays (LCDs), organic light-emitting diode (OLED) displays, fast super-twisted nematic (FSTN) displays or super-twisted nematic displays (STN), and/or others. An audio display device  37  is provided within the display system  35  that is configured to convey audio information to the user, for audio rendering or playing the audio content  100 . Audio display device  37  includes, for example, speakers, headphone jack, or other device can audibly render or conveys information to users, making the sounds that the user hears when the processing block  15  plays the sound bite or bites  110  of the audio content  100 . 
         [0050]    Still referring to  FIG. 2 , processing block  15  also communicates with and receives instructions from a user interface system  40  that is configured to allow users to control operations of the device  10 . The user interface system  40  includes general controls  42  (shown in  FIG. 3 ) for controlling general operations and functions of the device  10 . 
         [0051]    Referring now to  FIG. 3 , the general controls  42  in this non-limiting embodiment include volume buttons  44 , a power button  45 , a play button  46 , a stop button  47 , a pause button  48 , and a list button  49 . The general controls  42  perform corresponding functions, with the volume buttons  44  controlling the volume at which the speakers, headphone jack, or other component of the audio display device  37  emits or transmits an audio rendering of the audio content  100 . The power button  45  turns the device  10  on or off, and the play, stop, and pause buttons  46 ,  47 ,  48  start, stop and pause delivery of the audio content  100 , respectively. The embodiment of  FIG. 3  includes three play buttons,  46 A,  46 B, and  46 C that allow for quick activation of three different content delivery modes that can be used in a staged progression of how the audio content  100  is presented to the user. For example, the three play buttons  46 A,  46 B, and  46 C can activate different repeat modes and/or other modes of the device  10  as described in greater detail elsewhere herein. 
         [0052]    The list button  49  is used to display an index or other list-like representation that displays on the visual display device  36 , for example by listing the sound bites  110  that are stored on the device  10  or are within a particular user-defined or other group of sound bites  110 . 
         [0053]    The general controls  42  in some embodiments further include the other controls that are typically found on portable audio devices, such as MP3 and/or other portable audio players, including but not limited to a shuffle or random button, skip ahead or behind buttons, and/or others which are operably connected to the processing block  15  which may be usable for controlling various functions of the device  10  during learning session but also to allow the device  10  play songs or other popular culture audio files when the device  10  is not being used for language learning. 
         [0054]    Referring yet further to  FIG. 3 , the user interface system  40  includes a selecting system  50  that is configured for allowing the user to control, define, and redefine various play modes and/or other operating parameters of the device  10 . Selecting system  50  includes a sound bite selector  55 , a speed mode selector  60 , a progression mode selector  65 , and a repeat mode selector  70 . The sound bite selector  55 , speed mode selector  60 , progression mode selector  65 , and repeat mode selector  70  in this embodiment are illustrated schematically as distinct keys, buttons, or switches. However, in some embodiments, the sound bite selector  55 , speed mode selector  60 , progression mode selector  65 , and repeat mode selector  70  all part of a single keypad or are different options that are accessible as navigable menus that are displayed on the visual display device  36  and are manipulated by a common set of keys, buttons, or switches. 
         [0055]    Referring still to  FIG. 3 , in this embodiment, the sound bite selector  55  includes a keypad having numbered keys or buttons that allow the user to enter one or more numbers into the device. In some embodiments, the sound bites  110  are sequentially numbered and the user picks one or more of the sound bites  110  to play by entering the number or numbers that correspond to the sound bite or bites  110  through the sound bite selector  55 . Stated another way, sound bite selector  55  allows the user to at least partially define content for a particular use session by selecting, for example, which sound bite or sound bites  110  to play, which sound bite  110  to begin sequentially playing from, and/or which sound bites  110  will be in a user-defined group  112  (shown in  FIG. 4 ) for playing, which is explained in greater detail elsewhere herein. In this embodiment, the sound bite selector  55  includes individual keys or buttons, with exemplary labels of “GROUP”, “ADD”, and “CLEAR” that cooperate with processing block  15  and other numbered keypad of the sound bite selector  55  to facilitate formation and modification of the user-defined group  112  (shown in  FIG. 4 ). 
         [0056]    Still referring to  FIG. 3 , speed mode selector  60 , progression mode selector  65 , and repeat mode selector  70  of this embodiment are all separate buttons that are electrically connected to and interact with the processing block  15  (shown in  FIG. 2 ). The speed mode selector  60  controls whether a slow or natural speed version of a sound bite  110  or part thereof is played. The progression mode selector  65  controls whether and to what extent the audio content  100  is automatically progressed through during a study session. The repeat mode selector  70  controls whether and to what extent portions of the audio content  100  are repeated during a study session. The repeat mode selector  70  can include the three play buttons  46 A,  46 B, and  46 C 
         [0057]    Referring now to  FIGS. 2 and 3 , preferably, the device  10  is configured as a relatively small and highly portable handheld device. All of the power supply  14 , processing block  15  and its cooperating components, display system  30 , and user interface system  40  of this embodiment are held within a housing  11 . In at least one embodiment, the housing  11  is about 2-4 inches wide, about 3-6 inches in height, and about ½-1 inch thick, with the height and width dimensions are interchangeable and while noting that other dimensions or ranges of dimensions can be used, depending on the intended end-use configuration of the device  10 . A mounting system  12  is attached to housing  11  and is configured to allow the device  10  to be removably mounted to a variety of surfaces. For example, in this embodiment, the mounting system  12  includes a reversible suction cup, that allows reversible attachment of the device  10  to a wall surface, appliance surface such as a refrigerator, or car dashboard. The mounting system  12  is preferably detachable from the housing  11  so as to allow easy placement of the device  10  in a pocket, on a table, or for more comfortably holding the device  10  in the user&#39;s hand, as when jogging or walking. 
         [0058]    In yet other embodiments, the device  10  is not handheld but is, instead, incorporated into a personal computer such as a stand-alone personal computer or a more portable laptop computer. In these embodiments, the look of the device  10  or portions thereof may be graphically replicated for display on the graphical user interface of the computer. In these embodiments, the power supply  14 , processing block  15  and its cooperating components, display system  30 , of the device  10  are provided by the power supply, processing system, and monitor of the computer. The selecting system  50  is then implemented through appropriate software so as to allow the computer to include sound bite selector  55 , speed mode selector  60 , progression mode selector  65 , and repeat mode selector  70 , and to store the audio content  100  thereon, for implementation as language learning system  5 . 
         [0059]    3. Audio Content 
         [0060]    Referring now to  FIGS. 1 and 4 , the audio content  100  includes multiple discrete sound bites  110  that convey a complete word, phrase, or sentence. The sound bites  110  are electronic audio files that are stored on the memory  20  (shown in  FIG. 2 ) of or elsewhere on the device  10  so as to be in a readily retrievable and playable format. The sound bites  110  can be preloaded onto the device  10  by the manufacture/distributor. Additional sound bites  110  and/or other audio content  100 , similarly or otherwise arranged, may be added to the device  10  through downloading such content from a website via the internet or other audio data transfer methods, as may be made available by the manufacturer/distributer of the device  10  for sale or distribution to device  10  owners and users. This allows the audio content  100  to be supplemented, modified, fully replaced, and/or otherwise manipulated either by the user of the device  10  or as permitted by the manufacturer/distributer of the device  10 . 
         [0061]    Still referring to  FIGS. 1 and 4 , the number of sound bites  110  that are stored on the device  10  at any given time is preferably large, whereby the device  10  can store at least about 100, at least about 500, at least about 1000, or more, on its memory  20  or elsewhere. The particular number of sound bites  110  that is stored on the device  10  is a function of both the storage size of the memory  20  and the particular file size of each of the sound bites that will be at least partially influenced by which type of audio file is used for making the sound bites  110 . The sound bites  110  can be any of a variety of suitable electronic audio files, including, but not limited to, MPEG-1 Audio Layer 3 (MP3), Windows Media Audio (WMA), Waveform Audio (WAV), Music Instrument Digital Interface (MIDI), Advanced Audio Coding (AAC), Adaptive Differential Pulse Code Modulation (ADPCM), Advanced Streaming Format (ASF), Vector Quantization Format (VQF), and/or others. 
         [0062]    Referring now to  FIGS. 1-4 , each sound bite  110  is electronically tagged, queued, or otherwise associated with a unique identifier to easily label each of the sound bites  110 . The sound bites  110  of this embodiment are sequentially numbered, allowing the user select and, for example, play or group together one or more particular sound bites  110 , such as, Sound Bite: 1 , Sound Bite: 2 , or Sound Bite: 3 , into a group  112  (shown in  FIG. 4 ) by entering the desired number associated with that sound bite  110  using the keypad buttons of the sound bite selector  55  (shown in  FIG. 3 ) of the user interface system  40 , which is explained in greater detail elsewhere herein. 
         [0063]    Referring now to  FIG. 5 , each sound bite  110  includes a native language audio segment  115  and a target language audio segment  120 . The native language audio segment  115  conveys the word, phrase, or sentence, in a native or known language to the user, so that it is understood by the user and provides context form the associated target language audio segment  120 . The target language audio segment  120  of this embodiment includes two versions, a slow speed version  120 A and a natural speed version  120 B. The slow speed version  120 A provides a relatively slower pronunciation for improved comprehension by the user, while the natural speed version  120 B provides a relatively quicker or more realistic pace of pronunciation for realism and additional practice. Preferably, the natural speed version  120 B is, itself, individually tagged, queued, or uniquely identified within the sound bite  110  so as to allow the user to either play the natural speed version  120 B or not play and therefore skip over the natural speed version  120 B, by using the speed mode selector  60  to include or exclude the natural speed version  120 B while playing the sound bite  110 . Even more preferably, each of the segment of the sound bite  110 , that is the (i) native language audio segment  115 , (ii) target language audio segment slow speed version  120 A, and (iii) the target language audio segment natural speed version  120 B is, individually tagged, queued, or uniquely identified within the sound bite  110  so as to allow the user to either play the not play the particular segment, as desired and depending on the particular play mode of the device  10 . 
         [0064]    Still referring to  FIG. 5 , in this embodiment, the sound bite  110  further includes a silent audio segment  130 , which is preferably arranged after the target language audio segment  120 . Silent audio segment  130  has a duration that is sufficiently long to allow a user to practice pronouncing the target language segment one or more times. In another embodiment, the silent audio segment  130  is provided as its own file which is separate from the sound bite  110 , but can be arranged for play directly after the sound bite  110  to again provide adequate time for pronunciation practice. 
         [0065]    Referring now to  FIGS. 1 ,  4 , and  5 , preferably, each sound bite  110  has a total duration of not more than about 15 seconds. In some embodiments, each sound bite  110  has a total duration of less than about 18 or 20 seconds, but in any event, preferably being no longer than about 30 second. In yet another embodiment, one or more of the components of the sound bite  110  such as the native or target language audio segments  115 ,  120  and/or the silent audio segment  130  has a duration that is less than about 15 while the entire sound bite  110 , itself, may have a somewhat longer duration. 
         [0066]    4. System Use 
         [0067]    Referring now to  FIGS. 1-3 , system  5  is preferably used in the following way. Initially, the user presses the list button  49 , or otherwise evaluates the overall collection of sound bites  110  within the audio content  100 . If the user wants to change the audio content  100  in any way, for example, by completely changing the content to provide study of a different target language, to switch the particular sound bites  110  in the same target language that will be saved on the device  10 , or to supplement or add to the collection of sound bites  110  that are saved on the device  10 , the use can do so before starting a learning session. Accordingly, before beginning a learning session, the user may download from a website or from a computer, or otherwise transfer audio content  100  to the device  10 . When the user is satisfied with the particular audio content  100  on the device  10 , the user at least partially defines a session content by manipulating the selecting system  50  or by delivering the audio content  100  in a particular way by pressing three play buttons  46 A,  46 B, and  46 C without using the selecting system  50 . 
         [0068]    Referring now to  FIGS. 3 and 4 , for embodiments of device  10  that include three play buttons  46 A,  46 B, and  46 C, the user can initially define the session content by selecting which three play buttons  46 A,  46 B, and  46 C to press and, correspondingly, which of the corresponding delivery modes to implement. In one embodiment, pressing the top play button  46 A, begins a learning session of a group  112  of the first five sound bites  110  and plays the group  112  of the first five sound bites in its entirety, three times in a row. 
         [0069]    Referring now to  FIGS. 3-5 , in other words, when the user presses the top play button  46 A, the native language audio segment  115  (for example, in English) of the first sound bite  110  in the group  112  plays once and then the target language audio segment  120  (for example, in French) plays three times in a row, allowing the user to hear it and repeat it three times. After the user hears the (e.g., French) target language audio segment  120  each time, there is a pause afterward while the silent audio segment  130  plays, to allow the user to repeat and practice pronouncing the (e.g., French) target language audio segment  120 . After the first target language sound bite  110  of the group  112  plays three times, the device  10  advances to the second sound bite  110  within the group  112 . Subsequent use of the top play button  46 A of this embodiment automatically rewinds or otherwise starts over at the first sound bite  110  within the group  112  of five sound bites  110 . So if the user is playing Sound Bite: 1 -Sound Bite: 5  of the group  112 , the device will return to Sound Bite: 1  and start playing it when the user presses the top play button  46 A. This top play button  46 A is particularly useful when the user is initially learning the sound bites  110  and/or the target language and allows the user to remain in control of the user-defined session content. 
         [0070]    Referring now to  FIGS. 3 and 5 , when the user presses the middle play button  46 B, the device  10  plays the (e.g., French) target language audio segment  120  three times, without playing the (e.g., English) native language audio segment  115 . This middle play button  46 B is used when the user has heard the sound bite  110  enough so that the user generally knows what it means in English or another native language, and just needs to keep hearing it and repeating it in (e.g., French) the target language. Subsequent use of the middle play button  46 B also automatically rewinds or otherwise starts over at the first sound bite  110  after playing all five sound bites  110  of the group  112 , so the user can easily keep practicing the same group  112  of sound bites, such that the user remains in control of the user-defined session content. 
         [0071]    Referring still to  FIGS. 3 and 5 , the bottom play button  46 C plays each (e.g., French) foreign language audio segment  120  of each of the sound bites  110  in the group  112  once. Such bottom play button  46 C is particularly useful for a final listen and practice of a group  112  of sound bites  110  before the user moves on to the next group  112  of sound bites  110 . This play button does not rewind or otherwise start over to the first sound bite  110  played and, instead, when the user presses any play button  46 A,  46 B,  46 C, after using the bottom play button  46 C, the device  10  starts with the next consecutive group  112  of sound bites  110 , in this example, the next group  112  including Sound Bite: 6 -Sound Bite: 10 , whereby the user is able to dynamically redefine the user-defined session content, as desired, by advancing through the audio content  100  a group  112  at a time. 
         [0072]    Referring again to  FIGS. 3-5 , the user can further initially establish or modify the user-defined session content by way of the selecting system  50 , either before the learning session has started or while the learning session is underway. Sound bite selector  55  can be used to initially define or dynamically redefine which particular sound bites  110  are in the group  112 . For example, a user can select a single sound bite  110 , whereby the group  112  is the selected sound bite  110 , alone, which can be played using play button  46 A to play both the native language audio segment  115  and target language audio segment  120  three times in a row. Then the user can replay the same sound bite  110  three more times by pressing the play button  46 A again, can advance to the next sound bite  110  within the audio content  100 , which may be one number larger, or choose other content to practice. 
         [0073]    Still referring to  FIGS. 3-5 , otherwise, the sound bite selector  55  can be used to initially define a group  112  of more than one sound bites  110  for a particular session content, for repeated practice. For example, if after learning the first fifty sound bites  110  a user decides that he or she is having particular trouble with Sound Bite: 7 , Sound Bite:  12 , Sound Bite:  20 , Sound Bite: 34 , Sound Bite: 40 , Sound Bite: 41 , and Sound Bite: 42 , then the user selects these particular sound bites by entering the corresponding numbers into the keypad of the sound bite selector  55  and defines them collectively as a group  112 . The device  110  then plays this user-defined group  112 , for example, according to the procedures and play/repeat characteristics described above with respect to the functions of play buttons  46 A,  46 B,  46 C, only with this particular user-defined group  112  instead of the numerical first five sound bites  110  of the audio content  100  as was described above. The user-defined group  112  may be dynamically redefined using the sound bite selector  55  during the learning session and may be saved onto the memory  20  of the device  10  for later practice of the same user-defined group  112 , as desired. 
         [0074]    To yet further control and/or customize the session content, the user manipulates the speed mode selector  60  to control whether the slow speed version  120 A and/or natural speed version  120 B of the target language audio segment  120  is played while playing the sound bite  110 . Selecting a slow-only mode plays only the slow speed version  120 A of each sound bite  110  as it is being played. Selecting a natural-only mode plays only the natural speed version  120 B of each sound bite  110  as it is being played. Selecting a slow and natural mode plays both the slow speed version  120 A and the natural speed version  120 B of each sound bite  110  as it is being played. This allows the user to control how the target language audio segment  120  is presented while using the above described play/repeat characteristics associated with the corresponding functions of play buttons  46 A,  46 B,  46 C. 
         [0075]    Still referring to  FIGS. 3-5 , as another example of how the user controls and/or customizes the session content, the user manipulates the progression mode selector  65  to determine or influence how the device  10  might advance through the audio content  100  during the learning session. For example, the progression mode selector  65  allows the user to select whether, (i) the device  10  plays one sound bite  110  and stops, (ii) plays more than one, such as five, sound bites  110  in sequence and then stops, (iii) plays all sound bites  110  in sequence continuously until the end, and/or (iv) other progression sequences, such as, for example, defining a particular number of sound bites  110  played in a row before stopping can be selected by the user. 
         [0076]    In some embodiments, the progression mode selector  65  is used to implement a play-and-repeat sequence or return mode in which the device  10  plays a user-selected sound bite  110  or bites  110  of a group  112  and then rewinds or otherwise starts over at the beginning of the first sound bite  110  played for easy repeat practice by, for example, subsequently pressing the progression mode selector  65  or one of the play buttons  46 A,  46 B,  46 C. The progression mode selector  65 , in some embodiments, is used to implement a progress sequence or mode in which the device  10  plays a user-selected sound bite  110  or bites  110  of a group  112  and then the device  10  advances or progresses to the next sound bite  110  or bites  110  of a group  112 . The return and progress sequences or modes can be simultaneously made available to allow the user to decide whether to repeat the sound bite  110  or bites  110  of a group or advance to the next sound bite  110  or bites  110  of a group  112 . This can be done by, for example, assigning the return mode to top play button  46 A and progress mode to middle play button  46 B so that the user pushes the particular play button  46 A or  46 B that corresponds to the desired task of returning or progressing. This allows the user to easily immediately switch between (i) repeating or returning to a particular sound bite  110  or bites  110  of a group  112  bites for repeated practice, or (ii) advancing or progressing to the next sound bite  110  or group  112  of sound bites  110 , so as to dynamically redefine the user-defined session content. 
         [0077]    Referring still to  FIGS. 3-5 , repeat mode selector  70  allows the user to control and/or customize the session content, namely, by allowing the user to choose how many times in a row each sound bite  110  is played before stopping or advancing to the next sound bite  110 . Repeat mode selector  70  can be used to implement a repeat-once mode in which the device  10  plays a sound bite  110  or bites  110  of a group  112  and then repeats the sound bite  110  or bites  110  of a group  112  a single time before stopping or advancing to the next sound bite  110  or group  112 . A repeat-twice mode can be implemented through the repeat mode selector  70 . When the device  10  is operating in the repeat-twice mode, the sound bite  110  or group  112  of sound bites  110  is repeated two times before stopping or advancing to the next sound bite  110  or group  112 . 
         [0078]    In some embodiments, the repeat mode selector  70  can further implement a repeat-continuously mode in which the device  10  repeatedly plays the sound bite  110  or group  112  of sound bites until the user stops the playing. Optionally, the repeat mode selector  70  allows the user to define the particular number of times that the sound bite  110  or group  112  is repeated, for example, ten times and then later redefine the number of repeated plays of the sound bite  110  or group  112  to be twelve, twenty, or any other number of times that the user may want to repeatedly play and correspondingly dynamically redefine the session content. 
         [0079]    Referring still to  FIGS. 3-5 , preferably, device  10  is configured to initially establish or modify the user-defined session content by using various combinations of the above-discussed implementations of the selecting system  50 , either before the learning session has started or while the learning session is underway. In other words, different combinations of the various functions, settings, and/or modes may be set at the same time. As just one example, a user may set the device  10  at (i) both slow and natural speed for the target language audio segment  120 , (ii) progressively play five sound bites  110  starting at Sound Bite: 6 , and (iii) repeat continuously. With the device  10  set up in this way, the device  10  will play Sound Bite: 6 , Sound Bite: 7 , Sound Bite: 8 , Sound Bite  9 , and Sound Bite  10  in that order. Within each of the sound bites, the device  10  plays the native language audio segment  115 , the target language audio segment slow speed version  120 A, the target language audio segment natural speed version  120 B, and then the silent audio segment  130  to give the user an opportunity to pronounce the particular word, phrase, or sentence of that sound bite  110  before progressing to the next. After the device  10  has played the entire group  112  and therefore after playing Sound Bite: 10 , the device  10  automatically rewinds or otherwise starts over at the Sound Bite: 6  and this is repeated again and again until the user stops the playing of the sound bites  110 . Yet other combinations of the various functions, settings, and/or modes may be set at the same time or individually, based on the particular session content that the user wants to establish or redefine for a given learning session. 
         [0080]    Still referring to  FIGS. 3-5 , in one preferred use of the system, the user will use the selector means to choose  5  consecutive sentences to hear and repeat in a given use session which, for example, are sentences  51 - 55 . The user will choose to play each sentence one time in their native language, followed by 3 times in the target language, and will choose to play the entire group of five sentences sequentially 25 times before stopping. The user will use the device and system this way while getting dressed in the morning, while driving to work, and while making dinner. The next day, the user will review this same group of sentences while getting dressed but will not play the native language sentence, and then advance to sentences  56 - 60  for practice as was done for sentences  51 - 55 , while driving to work, while driving home, and while making dinner. Using the device in this manner, the user makes no attempt to memorize the target language sentences or translate them directly or word for word. They simply repeat the sounds they hear and have a general idea of the meaning from the native language sentence provided, but do not refer back to this sentence or try to recall it while repeating the sound of the target language sentence. This is reinforced when the sentences are reviewed again without the native language sentences. The user may repeat this process as many times as desired for any of the sentences (sound bites). At no point is there any direct attempt to memorize the sentences or translate them. They are simply heard and repeated to allow the audio imprinting process to occur. The general meaning of the sentences is acquired naturally through the process of repetition in the context of the native language sentence without any direct effort at memorization or translating individual words. The selector means are configured to easily permit the user to set the device to play the chosen sentences in the chosen manner. The system is uniquely designed to enable this process of multiple repetition of sound bites for natural audio imprinting and acquisition of spoken language and meaning without attempts at memorization or analytic effort. 
         [0081]    Many changes and modifications may be made to the present invention without departing from the spirit thereof. The scope of some of these changes is discussed above. The scope of others will become apparent from the appended claims.