 |
Description  |
|
|
The present invention relates to a method and a device for teaching foreign
languages through the use of comparative recordings prepared and presented
diphonically, and to the recordings so prepared and presented for use in
the method, either most conveniently in the form of magnetic tapes, or in
any other equivalent form.
Previously existing methods of teaching foreign languages by use of
comparative magnetic tape recordings have all been based on the principle
of an "instructor" track, which is protected from erasure by the learner,
and an accompanying "learner" track, which can be recorded and erased at
will. During playback, these two tracks are read simultaneously and
reproduced monophonically in the two earphones of the learner's headset.
It has been found that the methods based on this technique do not in
themselves enable a learner to attain proper linguistic proficiency,
however vigorous or prolonged individual efforts to do so may be. It has
likewise been found with the technique concerned that phenomena of boredom
and purely mechanical response arise most detrimentally to any normal
progression of the desired language learning process.
The present invention provides a new method of teaching foreign languages
by means of recordings which enable the learner, within definable and
comparatively short time limits, to attain satisfactory levels of passive
and active competence in understanding a given foreign language and
expressing himself in it. Through its speed and the variety of its
possibilities, the method avoids the danger of boredom and purely
mechanical response.
The method assumes three broad skills as basic in language learning:
(A) THE ABILITY TO UNDERSTAND THE FOREIGN LANGUAGE WITHOUT REFERENCE TO THE
MOTHER TONGUE;
(B) THE ABILITY TO PRODUCE CORRECT STIMULATED FORMS OF EXPRESSION IN THE
FOREIGN LANGUAGE WITHOUT REFERENCE TO THE MOTHER TONGUE;
(C) THE ABILITY TO PRODUCE CORRECT, SPONTANEOUSLY GENERATED FORMS OF
EXPRESSION IN THE FOREIGN LANGUAGE.
The method itself is characterized by the following five principles:
(1) IT EMPLOYS A BINAURAL SOUND SYSTEM WITH TWO INDEPENDENT EARPHONES PER
HEADSET AND DIPHONIC RECORDINGS WHOSE TWO CHANNELS CAN BE USED EITHER
INDEPENDENTLY IN MONOPHONIC MODE OR IN CONJUNCTION IN DIPHONIC MODE;
(2) IT EMPLOYS A TECHNIQUE OF AUDIO STIMULATION FOLLOWED BY A CORRESPONDING
COMPARATIVE PERFORMANCE; AN ESSENTIAL CHARACTERISTIC OF THE METHOD IS THAT
THIS PERFORMANCE IS SUPPLIED TO THE LEARNER WITH ONLY THE DELAY TIME
NEEDED BY A NATIVE SPEAKER TO RESPOND TO THE STIMULATION CONCERNED;
(3) IT PROVIDES FOR THE REGULAR PAIRING OF LEARNERS;
(4) IT REQUIRES A CONSIDERABLE MASS OF LINGUISTIC MATERIAL TO BE PRESENTED
IN RELATIVELY SHORT PERIODS OF TIME AND INVARIABLY AT A NORMAL SPEED OF
UTTERANCE FOR THE LANGUAGE CONCERNED;
(5) IT REQUIRES LATER VERIFICATION TO BE MADE OF THE LEARNER'S
SPONTANEOUSLY GENERATED FORMS OF EXPRESSION, WHICH MUST THUS BE RECORDED
EN BLOC.
"Diphony" and its derivatives are to be taken throughout the present
description as referring to independent diphony, defined as the
simultaneous production by two distinct and separate channels of two
sounds or sound continua, each of which constitutes a separate, different
and autonomous sound entity; by "monophony" and its derivatives is here
always meant double monophony, defined as the simultaneous production by
two distinct and separate channels of one and the same sound or sound
continuum.
The invention also comprises the recording required for practical
application of the method. This is a synchronized twin channel recording
in which each channel provides a succession of recorded zones alternating
with unrecorded zones in respect of the forward motion of the recording as
a whole. In one version of this recording, the first channel carries the
series of audio stimuli, and the second channel the corresponding
comparative performances, the time lag between the stimuli on channel one
and the performances on channel two corresponding, at normal playback
speed, to the reaction time of the average native speaker to the stimuli
concerned. In a second version of the recording, both channels provide
audio stimuli together with the corresponding comparative performances,
the material being recorded in such a way that the performance required by
channel one completes the partial stimulus provided by channel two. In
this latter version, the time lag between stimulus and comparative
performance on channel one is as already described; on channel two
however, it corresponds to the time needed for the performance required by
channel one, plus the reaction time of the average native speaker to the
double stimulation involved.
The invention further comprises an installation for teaching foreign
languages by means of the recordings described above within the general
framework of the method of the invention.
The recordings referred to, and an embodiment of the requisite teaching
installation, here presented as non exhaustive and non limitative examples
of the techniques involved, are shown diagrammatically as follows:
FIG. 1 illustrates a twin channel recording for vocabulary transfer;
FIG. 2 illustrates a twin channel recording for language pattern drills;
FIGS. 3a and 3b illustrate a twin channel recording for cued conversation
practice with FIG. 3b being a continuation of FIG. 3a;
FIG. 4 gives a schematic view of an installation as specified by the
invention to provide twelve learner positions at three tables;
FIG. 5 is a wiring diagram of the junction boxes (8) shown in FIG. 4;
FIG. 6 is a synoptic diagram of the switching, mixing and amplifying device
(6) shown in FIG. 4; and
FIG. 7 is the circuit diagram of a device to actuate the relays (40, 41,
42, 43) shown in FIG. 6.
As shown by FIG. 4, an installation for the teaching of foreign languages
specified in the invention consists basically of an instructor station (1)
connected to a number of paired learner stations (2, 3). The instructor
station (1) comprises two twin channel recording-playback machines (4, 5)
and a switching, mixing and amplifying device (6) to supply the learner
stations (2, 3) through connecting lines (7) and junction boxes (8) in
accordance with the various steps of the teaching process. The learner
stations are each equipped with a headset having two independent earphones
(9). Two mobile microphones (10, 11) may be connected to the microphone
input sockets (12, 13) provided on the switching, mixing and amplifying
device (6) and on each of the junction boxes (8). One of the
recording-playback machines (4 or 5) is used to reproduce the various work
recordings, and the other (5 or 4) to re-record these recordings, to
re-record them with input mixed in from the microphones, or to record the
latter microphone input alone, as is required. Playback and/or recording
on either or both of the recording-playback machines (4, 5) may be
monitored over the loudspeakers of these machines (14, 15, 16, 17).
The connecting lines (7) between the switching, mixing and amplifying
device (6) and the junction boxes (8) consist of an insulated cable with
four separately shielded conductors for the headset lines, and an
insulated cable with two separately shielded conductors for the microphone
lines. In each cable the shielding constitutes the return line. There is
no shield connection from one cable to the other.
The junction boxes shown in FIG. 5 are each provided with two symmetrical
input-output sockets (18, 19) for two separate lines of headsets
containing two independent earphones each, two symmetrical input-output
sockets (20, 21) for two separate microphone lines, two output sockets
(22, 23) for headsets with two independent earphones connected in parallel
to one of the headset lines, two output sockets (24, 25) for headsets with
two independent earphones connected in parallel to the other headset line,
and two microphone input sockets, one (12) connected to the left
microphone line, and the other (13) to the right microphone line. In order
to prevent crosstalk, all wiring in the headset circuits is shielded in
the same way as in the microphone circuits.
The switching, mixing and amplifying device shown in FIG. 6 is provided
with an input-output socket (26) for the first recording-playback machine
(4), an input-output socket (27) for the second recording-playback machine
(5) an input socket (28) for two microphone lines, an input socket for the
left microphone (12), an input socket for the right microphone (13), and
an output socket (29) for the two lines of headsets with two independent
earphones each. Switching prior to power amplification is effected by the
three relays (40, 41, 42) on the left-hand side of the figure. The first
of these relays (40) switches connections to the recording-playback
machines (4, 5) so that either one may be used as the playback machine,
the remaining machine then being automatically available as the recording
unit. The work position of this relay shown in the diagram connects the
playback output of the left channel (30) and the playback output of the
right channel (31) of the first machine (4), and the recording input of
the left channel (36) and the recording input of the right channel (37) of
the second machine (5). The rest position of the relay, on the contrary,
connects the playback output of the left channel (34) and the playback
output of the right channel (35) of the second machine (5), and the
recording input of the left channel (32) and the recording input of the
right channel (33) of the first machine (4). The second relay (41) is a
channel reverse switch to enable the first and second channels of a
diphonic recording to be reversed in relation to the left and right
earphones of a headset with independent earphones. It is shown in the
non-reversing position. In association with the mode switching relay (42)
described below, this relay (41) also enables the first or the second
channel of a diphonic recording to be selected during playback of a single
channel. In association with the systems switching relay (43) described
below, and with the mode switching relay (42) set to the diphonic
position, it further enables the signals sent respectively over one line
of headsets and the other to be reversed. The work position of this relay
is the reversed channel position. The third relay (42) is a mode switch
which enables a diphonic recording to be played back either diphonically
or channel by channel in monophony. It is shown in the diagram in the work
position, corresponding to diphonic reproduction. In monophonic
reproduction, the channel heard over the earphones is channel one or
channel two according to the setting chosen for the channel reverse switch
(41) described above.
Signals from the playback machine (4 or 5) and input from the microphone
lines (38, 39), previously amplified by the FET-type microphone
preamplifiers (44, 45), are mixed as available, gain control being
provided on all sources (46, 47, 48, 49). The resulting signal, mixed or
not as the case may be, is then used to drive the two power amplifiers
(50, 51) simultaneously with the input circuits of the machine (5 or 4)
connected in as the recorder by the connection switching relay (40)
already described. It should be noted that the three relays (40, 41, 42)
ahead of the mixing circuits have no effect on any input the microphone
lines may supply.
Power amplification and distribution of the signals so switched and mixed
are represented together to the right of FIG. 6. Each of the power
amplifiers (50, 51) permanently drives one side of one of the lines of
headsets, the left side (52) of the first line in the case of amplifier
50, and the right side (55) of the second line in the case of amplifier
51. The systems switching relay (43) then enables the remaining side of
each line, viz. the right side (53) of the first line and the left side
(54) of the second line, to be supplied with signals from one or other of
the two amplifiers. In the work position shown, the systems switching
relay (43) connects up a common program system: both headset lines (52-53,
54-55) receive the same signals, which are monophonic or diphonic
according to the position of the mode switching relay (42). In the rest
position, the systems switching relay (43) connects up a separate program
system: with the mode switch (42) here necessarily set to the diphonic
position, the first headset line (52-53) is supplied monophonically with
one of the channels by amplifier 50, and the second headset line (54-55)
is supplied monophonically with the other channel by amplifier 51, the two
channels being reversable at all times through use of the channel reverse
relay (41). It is to be noted that, in both cases, the left microphone
line can be heard only over the first headset line (52-53), and the right
microphone line only over the second headset line (54-55).
FIG. 7 shows the control device used to effect the switching operations
described above. The coil (56) of the connection switching relay (40) of
the recording-playback machines is controlled by a sliding single-pole
double-throw switch (65). The red indicator lamp (60) glows only when the
relay is in the rest position; it then shows that the second
recording-playback machine is connected in as the playback machine. The
coil (57) of the channel reverse relay (41) is similarly controlled by a
sliding single-pole double-throw switch (66). The yellow indicator lamp
(61) glows when the relay is in the rest position; it then shows that the
playback channels are not reversed. The coil (58) of the mode switching
relay (42) and the coil (59) of the systems switching relay (43) are
controlled simultaneously by a device comprising five transistors (70, 71,
72, 73, 74). Since the relays are both of the double-throw type, their use
together offers four different possibilities, viz. relay 1 thrown one way,
and relay 2 the other; the reverse of this; both relays thrown one way;
both relays thrown the other way. Of these four configurations, the first
three are employed here to control respectively the common monophonic
mode, the separate program system and the common diphonic mode.
The control device for this selection is basically a classical application
of two asymmetrical bistable circuits. It will be recalled that a
transistor may be either saturated, in which case it is a conductor, or
clamped, in which case it is a non-conductor, in a bistable, or
"flip-flop," association, one of two transistors is saturated and thereby
clamps the second transistor, the arrangement being a stable but
reversable one. In the first flip-flop (70, 71) of FIG. 7, the second
transistor (71) is clamped if the first (70) is saturated, and the first
transistor (70) is clamped if the second (71) is saturated. The same is
true of the second flip-flop transistor (73, 74). In this way, if the
monophonic mode push-button (67) is used to trigger the device, transistor
70 is saturated and transistor 71 clamped; similarly, transistor 73 is
saturated via pilot diode 82, and transistor 74 clamped. Transistors 70
and 73 are now conductors, so that the green indicator lamp (62) lights up
and the systems switching relay sets to its work position. The red
indicator lamp (64) in these conditions is unlighted and the mode
switching relay (42) is in its rest position. If, on the other hand, the
separate program push-button (69) is used to trigger the device,
transistor 74 is saturated and transistor 73 clamped; similarly,
transistor 71 is saturated via pilot diode 83, and transistor 70 clamped.
Transistors 74 and 71 are now conductors, so that the red indicator lamp
(64) lights up and the mode switching relay (42) sets to its work
position. The green indicator lamp (62) in these conditions is unlighted
and the systems switching relay (43) in its rest position. Finally, if the
diphonic made push-button (68) is used to trigger the device, transistor
71 is saturated via diode 85, and transistor 73 is saturated via diode 84;
the two relays (42, 43) are thereby set to their work positions, while the
previously lighted indicator lamp (62 or 64) is extinguished. Transistor
72, which is an n-p-n type transistor, is in turn saturated by transistors
71 and 73 through resistors 80 and 81 in series with resistor 79; it
therefore lights up the yellow indicator lamp (63), which can only operate
if transistor 71 and transistor 73 are together saturated. The bias
resistors of transistors 70, 71, 73 and 74 are numbered respectively 75,
76, 77 and 78 in the diagram. The four by-pass diodes numbered 86, 87, 88
and 89 protect the respective relay coils (56, 57, 58, 59) from induction
cut-off voltages.
As specified by the invention, the teaching installation thus described is
designed to supply the learner headsets in such way as to apply the
different principles and techniques of the teaching method. It therefore
enables the instructor to choose at will from the following three
connection and supply systems:
(a) single channel connection (monophonic mode): this system is controlled
by push-button 67 in FIG. 7 and shown to be in operation by the green
indicator lamp (62). The mode switching relay (42) of FIG. 6 then being in
the rest position, and the systems switching relay (43) in the work
position, as earlier described, the two power amplifiers (50, 51) are
driven by the same signal source, this being either the first channel of
the diphonic recording or the second, depending on the setting of the
channel reverse relay (41). In this way, the learner hears the teaching
material from a single channel in both earphones of his headset. Simple
switching of relay 41 thus enables each channel of a diphonic recording to
be used separately.
(b) twin channel connection (diphonic mode): this system is controlled by
push-button 68 and shown to be in operation by the yellow indicator lamp
(63). The mode switching relay (42) and the systems switching relay (43)
are then both in the work position, as stated earlier, so that power
amplifier 50 is driven by one signal source and power amplifier 51 by a
second signal source, such signal sources being respectively the first and
second channels of the diphonic recording, or the second and first,
depending on the setting of the channel reverse relay (41). Amplifier 50
then supplies both the left-hand lines of earphones (52, 54), and
amplifier 51 both the right-hand lines (53, 55). In this way, learners
hear one channel of the recording in their left earphone, and the other
channel in their right earphone. The two channels of a diphonic recording
can thus be used jointly.
(c) twin channel connection (separate program system): this system is
controlled by push-button 69 and shown to be in operation by the red
indicator lamp (64). The mode switching relay (42) is then in the work
position and the systems switching relay (43) in the rest position, as
earlier described, so that power amplifier 50 is driven by one signal
source and supplies the left and right earphones of headset line 52-53,
and power amplifier 51 is driven by another signal source and supplies the
left and right earphones of headset line 54-55, the signal sources being
respectively the first and second channels of the diphonic recording, or
the second and first, according to the setting of the channel reverse
relay (41). One member of a learner pair thus hears the teaching material
from one channel of the recording in both earphones of his headset and the
other member the material from the other channel. The two channels of a
diphonic recording can, in this way, be used independently, each one by
half the paired learners.
Use of the two mobile microphones makes it possible in all cases to mix in
on one or other of the channels input from the instructor, from a learner,
from the instructor and a learner, or from two learners; all such input
may additionally be recorded whenever the instructor wishes.
The teaching method will now be disclosed, it being clearly understood that
reference to the recordings and to the switching, mixing and amplifying
device described above is made solely to present a clearer description of
the method, and is not to be taken in any limiting sense.
Connection and supply systems (a) above enables monophonic or diphonic
recordings to be reproduced monophonically, thereby rendering the
installation compatible with all existing teaching systems and material.
In addition, as will be later shown, it makes possible the work of
preparation, of verification and of correction which is an essential part
of the method according to the invention.
Connection and supply system (b) above enables the diphonic recordings
previously described to be used diphonically. With such recordings, the
system enables the learner to hear in succession the audio stimuli from
the first channel followed by the corresponding comparative performances
from the second channel, all stimuli being received on one side of the
headset and all comparative performances on the other side. This separate
location in space of the stimulus-performance sequence quickly enables the
learner to acquire a technique by which he is able to respond himself to
stimulation at the same time as he hears the response supplied by the
second channel of the recording. In this way, each learner receives the
correct response to a given stimulus and can compare it with his own
response without having to play back a recording. Since any correction is
an immediate one, it will be appreciated that language learning by the
method of the invention is far more speedy and effective than by
previously existing methods.
It is in this manner that connection and supply system (b) is used for
vocabulary transfer in conjunction with twin channel recordings of the
type shown in FIG. 1 below, wherein a succession of words in the base
language on channel one alternate with their semantic equivalents in the
target language on channel two. In such conditions, the learner hears
successively each word in the base language on one side, followed by its
foreign-language equivalent on the other side, the time lag between each
word and its equivalent corresponding to the reaction time allowing the
learner, once he has distinguished the word in the base language, to
pronounce aloud its foreign-language equivalent at the same time as he
hears the correct equivalent recorded on channel two.
Similarly, it is connection and supply system (b) which is used with twin
channel recordings of the type shown in FIG. 2 below for language pattern
drills: in the case considered, the imperative-negative imperative
pattern. In this kind of drill, called a "transformation drill," the
recordings on both channels are in the target language, and the
transformation of the sentence recorded on channel one into that recorded
on channel two has been previously explained by the instructor. The
transformation drill is then done in the conditions described for
vocabulary transfer, i.e. learners pronounce aloud the transformed
sentences at the same time as they hear the correct transformations
recorded on channel two.
Connection and supply system (c) above enables diphonic recordings of the
type shown in FIG. 3 below to be used with separate dispatching for an
absolutely new kind of cued conversation practice. With such recordings,
the system connects one member of a learner pair to one of the prerecorded
channels and the other member to the other, each of the two channels
providing successively both stimuli and their corresponding comparative
performances. One member of a learner pair is thus cued from channel one
of the recording, and addresses his response to this stimulus, in the form
of a question for example, to the second member, who has not heard this
cueing. The second member has, however, been cued from channel two to
answer the question put, and is so able to supply a response to it.
Sustained conversation is established in this way between the learner
pair, each of whom is unaware either of the question he will be asked or
of the answer he will receive. In both cases, the learner hears the
correct formulation of his question or answer in accordance with the same
principle as before. This technique requires each learner to use one
earphone only in order to hear his teammate at the same time; the unused
earphones are then set to zero by their individual volume controls, as are
the instructor's monitoring speakers.
Connection and supply systems (b) and (c) are fundamental elements of the
method, but connection and supply system (a) is no less essential for work
in preparing, verifying and/or correcting learner performance. Thus,
before transformation drills, sentences on channel one, followed by those
on channel two, may be repeated to familiarize the learners with the two
opposing patterns. Similarly, it is with the (a) system that vocabulary
transfer and command of language patterns is checked. In this case, the
learners hear only stimuli, and are called upon to supply the
corresponding performances. Gaps or difficulties are then immediately
apparent to the learner and his instructor, who are thus able to take
quick remedial action. Checks of this kind, moreover, are a normal and
effective way for learners to see for themselves progress resulting from a
given work period. Finally, when so needed, the (a) system makes possible
the repetition of the words of a vocabulary list recorded in the target
language, at which time the instructor can quickly correct errors of
pronunciation, intonation or stress.
It will be readily appreciated that these three basic types of recordings
comprising either one channel recorded in the base language and another
channel recorded in the target language, or two channels recorded in the
target language, will permit a specialist in the matter to develop a
graduated series of lessons based upon them to enable the learner to
acquire rapidly an extensive vocabulary, which he is in a position to use
without hesitation in the normal linguistic structures of the language in
question. It is to be mentioned here that experience shows that vocabulary
series of up to one hundred twenty words per recorded unit, and pattern
drills of two hundred forty sentences per recorded unit, can be worked
without difficulty, the time taken to play back such units ranging from
two and a half to four minutes for vocabulary units, and from six to
twelve minutes for drill units. The teaching material thus fully complies
with principle (4) of the method. Because of the normal progression rate
of a group, from the outset provision can be made as part of the method
for a basic vocabulary of some four thousand words, covering ninety-five
percent of normal needs in spoken and written expression in European
languages, for example.
Mention must also be made of the positive contribution paired learning
represents in this method; since a language is basically an interactive
means of communication between persons, the pairing technique leads to the
simulation of real-life use of the target language by learners. Numerous
variations are possible, enabling the instructor to develop the
distinctive conditions of "human communication" sought and favored by the
method. Thus, from the beginning, learners are divided up into pairs, each
member of a given pair hearing a different channel of a diphonic recording
and addressing to the other his response to the stimuli perceived, such
response being initially limited to simple repetition of the stimuli
received. At a later stage, one member of the pair repeats stimuli from
the recording for the benefit of his teammate, who then carries out a
transformation, working without a headset directly from the stimuli
received from the first learner. A still later stage puts two learners
without headsets diagonally across the table from their teammates; the two
learners with headsets supply stimuli direct to their opposite numbers,
who then carry out a transformation which they address simultaneously and
synchronically to each other. As before, the unused earphones and the
monitoring speakers are set to zero for these exercises. In this way,
progress is steadily made toward the more advanced cued conversations,
stimulated conversations and spontaneous expression, where the instructor
is involved only with the recorded version of such conversation or
expression, in accordance with principle (5) of the method.
It must be noted in conclusion that, since all the learners are called upon
to work and talk without pause, long teaching sessions are not a
necessity, periods of an hour or an hour and a half per day being
generally enough. Since the learners continually work at the same speed
imposed on them by the recordings, they all speak in unison, thereby
enabling a skilled instructor to supervise the work of all the members of
a group simultaneously.
* * * * *
|
|
 |
|
 |
Description |
|
