Abstract:
Interaction in a target language among students and native speakers of the language is effected by providing a learning community having a set of language activities in a plurality of languages, including the target language. The activities include communications with others. A student is permitted full access to activities in the target language, while a native speaker in the target language is given access to a subset of activities in a language of his choice in exchange for having carried on a communication with a student in the target language.

Description:
BACKGROUND OF THE INVENTION 
       [0001]    The present invention relates generally to language teaching systems and, more particularly, concerns a method and system for effecting communication between students and skilled individuals in a target language. 
         [0002]    In learning a foreign language, much is to be gained by a student from communicating with a native speaker of the language. Not only does the student learn a natural style of communication, but he becomes immersed in the rhythm and flow of the language. This is particularly true when it comes to verbal communication. When the student travels to another country, immersion in the target language is achieved easily. However, when engaging in on-line language learning, for example, it is difficult to find a sufficient number of native speakers or to motivate them to communicate with the student attempting to learn the language of the native speaker. 
         [0003]    Another problem with immersing students in a foreign language with the use of native speakers is that the native speakers&#39; language level is far above that of the student. This makes it relatively difficult for the student to participate in a meaningful conversation with the native speaker. A methodology is needed to bring the native speaker “down” to the level of the language learner in the learner&#39;s target language. One methodology for doing this is disclosed in copending U.S. patent application Ser. No. 12/436,268, owned by the assignee of the present invention. It involves monitoring the native speaker&#39;s communication and suggesting changes when it contains words or phrases beyond the student&#39;s understanding. 
         [0004]    Another issue is that simply providing unstructured conversation with a native speaker is less than optimal. Instead, for the language learner to learn, it is best to engage in a set of structured language and conversational exercises that are optimized for the language learning, and often customized for the particular learner. It is not easy to find native speakers to engage in such structured two way exchanges to assist language learners. 
         [0005]    Therefore, there exists a need to find, attract and motivate native speakers to communicate with language students, and to do so in a manner that causes the native speaker to speak at the level of the learner. 
       SUMMARY OF THE INVENTION 
       [0006]    In accordance with one aspect of the present invention, interaction in a target language (i.e.; the language the student is learning, but which is native to the native speaker) is effected by providing a learning community having a set of language learning activities in a plurality of languages, including the target language. The activities include language learning games implemented via software. The activities are preferably divided into two different subsets. 
         [0007]    A first subset of premium activities includes teaching or pedagogic (“tutorial”) activities that are structured and controlled. For example, the activities are selected to use words in the target language, chosen by the native speaker in conversing with the student, that are relatively predictable and within the scope of what the student is expected to know. Optionally, the activities may also be customized to the level of the language learner. These activities may largely consist of those offered in connection with a structured customized lesson plan for computerized or on-line language learning. Hence, a productive conversation for the student can occur. 
         [0008]    The second subset of activities is generally unstructured, and allows for more fluent, free flowing conversation. This set of activities permits a language learner to practice a language in which he has some proficiency and speaks relatively fluently, but which is still somewhat foreign to him. So, these types of activities may be items such as “Discuss your vacation last summer . . . ” or similar vague types of unstructured language activities. Hence, the native speaker is permitted some unstructured language practice in a language in which he has some proficiency or is an advanced learner. 
         [0009]    A student is permitted full, premium access, including the first subset of activities in his target language, while a native speaker in the target language is given free access to only the second subset of activities in a language of his choice, such as the student&#39;s native language. Thus, for example, an English speaking student, who pays for a language learning course in Japanese, may learn that language by engaging in structured, learning activities with a native Japanese speaker in Japanese. In exchange, the native Japanese speaker, who may not be interested in paying for a course in English, can nonetheless practice his English via access to a limited set of language activities that he can execute with the native English speaker or others. Alternately, he might be given access to participate in a limited set of language activities with one or more other people speaking Italian, German, or some other language of his choice. 
         [0010]    In the ensuing description, the learning community will be described as a site on the Internet, the World Wide Web, which would be a preferred method of realizing it presently. However, those skilled in the art will appreciate that it could be achieved in numerous ways, including private networks, kiosks, and the like. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0011]    The foregoing brief description and further objects, features and advantages of the present invention will be understood more completely from the following detailed description of a presently preferred, but nonetheless illustrative, embodiments in accordance with the present invention, with reference being ahead to the accompanying drawings in which: 
           [0012]      FIG. 1  is a functional block diagram illustrating an embodiment of a learning community  10  in accordance with the present invention; and 
           [0013]      FIG. 2  is a flow chart illustrating a preferred process for handling access to a chat module in an online learning community in accordance with the present invention. 
       
    
    
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS 
       [0014]    Turning now to the drawings,  FIG. 1  is a functional block diagram illustrating a learning community  10  embodying the present invention. Via a network  12 , preferably the Internet, learning community users or members, including a plurality of students S 1  . . . SN and a plurality of native speakers N 1  . . . NN in various languages, communicate by means of computing devices, with a learning community server  14 . Typically, a student or native speaker would be communicating by means of a personal computer, but those skilled in the art will appreciate that many other types of computing devices could be used, including, but not limited to, a smart telephone, a personal digital assistant (PDA), a pocket computer, or a laptop computer. The communications may be by text, verbally, or any other method. 
         [0015]    Server  14  provides access for members to a plurality of service modules  16 . Although these modules are shown herein as co-located with server  14 , those skilled in the art will appreciate that they may, themselves, be websites to which server  14  redirects members. Among the available service modules, there is a tutorial or pedagogical teaching module  18 , which provides intensive online training in a plurality of languages. Module  18  may operate in conjunction with a language teaching program running on a student&#39;s computing device. 
         [0016]    A game module  20  provides a variety of games and language activities offering verbal and written training in various languages; and a reference module  22  provides a collection of dictionaries, thesauruses, and similar references in various languages. Video and audio entertainment in various languages is offered by an entertainment module  24 . A chat module  26  permits typed and verbal chats in various languages among members. 
         [0017]    In a preferred embodiment, paying users, such as students, may enter a username and login, and are given access to all of the language activities in their target language. Those activities include a variety of interactive exercises and games that may be done with a native speaker in the target language. The activities are preferably structured, so that the usable vocabulary is limited to those words that the language learner can be expected to understand in the target language. 
         [0018]    Preferably, the student will be presented with array of graphics and images related to an inquiry to immerse the student in the subject matter and enhance learning and retention of information. A method and apparatus for doing so is disclosed in copending U.S. patent application Ser. No. 12/412,472, owned by the assignee of the present patent application. Additionally, such activities may be customized to the paying language learner, and may use any of the techniques and teaching methodologies described in copending application Ser. Nos. 11/618,485, 11/846,188 or 12/052,435. Prior art techniques of language learning and customization may be employed as well. 
         [0019]    As it is desirable to have activities that involve conversational interaction with native speakers, it is necessary to obtain native speakers with whom the language learners can interact. For example, if an English speaker trying to learn Japanese pays for the right to engage in the structured activities that involve interaction with a Japanese native speaker, there must be a manner in which to motivate Japanese speakers to spend time conducting structured activities with English speakers. While the obvious manner to do so might be to have the English speaker similarly engage the Japanese native speaker, the problem is that the Japanese speaker may not wish to pay to learn English if he already speaks basic English. Moreover, allowing the Japanese speaker to be similarly engaged in English without paying would require the structured language learning activities to be given away free to all users in various languages. 
         [0020]    The solution to this embodied in the present invention is to realize that there are likely many Japanese users that, while not willing to pay to learn English using a structured language course, may nonetheless be willing to donate some time in structured communications or playing structured language games and activities with a learner of Japanese in exchange for some basic, unstructured conversation in English, for example with a native English speaker, or another language, to practice their language skill. Hence, the English part of the activities between the Japanese native speaker, and the paying Japanese language learner, may be simply a photograph to discuss, or some other non structure language exercises. 
         [0021]    In such a situation, if the Japanese native speaker wishes to learn English “from scratch” the methodology will not work—he will have to pay for the language learning course. However, if he wishes to simply practice English to fine tune his skills, he can do so for free by engaging in language learning for a short time that will assist the English learner. 
         [0022]    Thus, the premium activities are those that are structured to teach a target language to a student in a curriculum, for example, with the system controlling what words will constitute proper responses to the language activities based specifically upon what words the student knows, or potentially a customized or semi-customized curriculum for language learning. On the other hand, the “free” language activities are a set of unstructured, non-customized activities, such as “Discuss this photograph” or “Explain what you do at work”. These types of activities are not well suited for practicing specific words of a customized or semi-customized curriculum. 
         [0023]    In addition, rather than the Japanese native speaker being given an opportunity to practice only in the English language with the English speaker, he can practice in any language with any speaker. In this regard, this application hereby incorporates by reference the entirety of copending and commonly owned U.S. application Ser. No. 12/143,148, entitled Economic Language Learning System. In the &#39;148 application, a system of economics is disclosed where native speakers may exchange practice time with language learners in various languages, and wherein speaking time, time of day, language and other parameters are used to “value” learning time to practice sessions can be exchanged among users. In adding the teachings of the present invention, an additional parameter in the valuation can be whether the user is a paying or free user as described herein. 
         [0024]      FIG. 2  is a flow chart illustrating an exemplary preferred process for handling access to the chat module  26  in the preferred embodiment  10  of a learning community in accordance with the present invention. The process starts at block  100 , after a member requests access to the chat module  26 , and, at block  102 , the member requesting access selects the language for the chat. 
         [0025]    Students purchase paying privileges in advance, and may purchase such paying privileges in one or more languages. Moreover, while only two levels are used herein—premium and non-paying—the same techniques can be applied to plural levels of student, with each level costing more and giving access to more capabilities, and better language practicing and learning techniques. 
         [0026]    At block  104 , a test is performed to determine whether the member requesting access is a student (a premium or paying member) in the selected language. It should be understood that a member may be a student in one or more languages and a native speaker in one or more other languages. For example, an individual who is a native speaker in the English language could be a student in the Spanish language. The nature of his access to the chat module therefore depends upon the language that he selected. If it is determined at block  104  that the member is a student for the present language, control is transferred to block  106 , where the student is given full access to the chat module. On the other hand, if it is determined at block  104  that the member is not a student for the present language, control is transferred to block  108 , where the member is given limited access to the chat module. 
         [0027]    At block  110 , accessed only by members with full access, a test is performed to determine whether the full-access member (student) has requested a premium chat. If not, the member is transferred to a public chat room at block  112 , where he remains until he signs out, at which time the process ends at block  114 . 
         [0028]    While in the public chat room, a member may carry on typed or spoken communications with other members. A student receives a notification on the screen of his computing device of all native speakers who are available for chat, with an indication of those that are qualified to carry on premium chats. It is contemplated that native speakers would be qualified for premium chats, for example, by means of a test. In the preferred embodiment, the student may issue an invitation to a private chat which can be accepted by any qualified native speaker and they can make arrangements for a premium chat. However, it would also be possible to permit the student to invite particular native speakers whom he is familiar with. During the present chat, the student could click a prescribed area of his screen to authorize the chat, and be presented with a window in which he can authorize the chat and be presented with authentication information to be given to the native speaker. When the student authorizes the chat, a private message is sent to the native speaker with all the scheduling and authentication information. The student can terminate the public chat room session and reenters the chat module for a premium chat. 
         [0029]    It should be appreciated that a student could also make arrangements for a premium chat, for example, by e-mail, after which he could authorize the chat. 
         [0030]    If it is determined in the test at block  110  that the student has requested the start of a premium chat, control is transferred to block  116 , where a premium chat room is opened for the student and a list of his authorized premium chats is displayed, from which he may select the intended session for the present premium chat. If his chat partner is not present, the student may simply wait for him to sign in. 
         [0031]    On the other hand, the student may be presented with a list of members who are in the public chat room who are qualified to carry on premium chats, and he can momentarily carry on a private chat with one of them and invite him into the premium chat room. In doing so, he would click on the appropriate authorization area of the screen and enter the necessary information to authorize the premium chat. This information is sent privately to the selected native speaker. 
         [0032]    When the student terminates the premium chat, the process ends at block  118 . The accounting must also be updated, meaning the system then must reflect that the native speaker who engaged in the premium chat (but who is not a paying customer n the target language of that premium chat) t is now entitled to a certain amount of “credit” in another language of his choice. 
         [0033]    In other embodiments, the public chat room is eliminated entirely, and the native speaker, at the time of the premium chat, immediately follows with a non-paying activity in the native language of the paying customer. In this embodiment, all chats are set up with two portions, a paying part of the structured language games, and corresponding non-paying part with the unstructured, non-premium services in the native language of the paying user. 
         [0034]    Returning to  FIG. 2 , after a member is given limited access at block  108 , control is transferred to block  120 , when the member must indicate whether this is a response to an invitation to a premium chat. If he indicates that it is not, control transfers to block  112  with the members given access to the public chat room. On the other hand, if the member indicates that this is a response to an invitation to a premium chat, control transfers to block  122 , where the member must provide authentication information for the premium chat. 
         [0035]    If at block  122  authentication fails after a given number of attempts, control transfers to block  124 , where a message is sent to the member informing him that authentication has failed, and control transfers to block  112  where the member is given access to the public chat room. If the authentication at block  122  is successful, control transfers to block  116  whether members is given access to the premium chat room for the authorized chat. 
         [0036]    While in a premium chat, a native speaker earns participation credits, which he may “spend” to gain access to services not normally available to him. For example, a native speaker&#39;s access to games or entertainment may be severely limited. However, he may use participation credits to gain access to a subgroup of games our entertainment that would normally not be available to him. The number of credits a native speaker earns may be determined by such factors as the length of his premium chat and the availability of native speakers in his language. A native speaker in an uncommon language might receive substantially more credits per minute and a native speaker in a common language. 
         [0037]    As a further example of how a native speaker might be rewarded, his chatting activities might normally be limited to his native language. However, in exchange for participation credits, he could be permitted to chat in another language of his choice. For example, a native Spanish speaker might be permitted to chat in a chat room in the English language in order to practice his English. 
         [0038]    In still other embodiments, it is possible to earn enough credit by participating as a native speaker in premium chats with a language learner to even get enough credit for access to premium chat capabilities in a different language. 
         [0039]    Although preferred embodiments of the invention have been disclosed for illustrative purposes, those skilled in the art will appreciate that many additions, modifications, and substitutions are possible without departing from the scope and spirit of the invention as defined by the accompanying claims.