DETAILED DESCRIPTION OF THE EMBODIMENTS

[0057] In one exemplary embodiment, the software portion of the invention is stored on four CD-ROM discs, each disc containing 15 weeks of lessons stored as executable software, to be used for approximately 30 minutes per day, five days per week, for a total of 4045 hours per disc. In this scenario, the four exemplary discs are as follows: The software of an exemplary first disc explicitly teaches about 1350 vocabulary words and phrases, as well as implicitly teaching the sound and spelling system and basic grammatical structures of the language. It is intended to move learners out of the novice level of proficiency in listening, speaking, reading, and writing. The software of an exemplary second disc is intended for the intermediate learner, will introduce another about 1300 vocabulary words and phrases, enhancing academic vocabulary, and move the learner through more complex grammatical structures and expressions. The software of an exemplary third disc will again include over about 1000 new vocabulary words and expressions, including idiomatic expressions, and is intended to allow the working adult the opportunity to function in the second language. The software of an exemplary fourth disc, with another about 1000 words, is intended for the advanced language learner. For ESL/EFL students, it will also prepare them for the Test of English as a Foreign Language (TOEFL) Examination, a standardized test widely used to measure the English-language proficiency of foreign students wishing to enter American universities. In this embodiment, the software may contain various types of presentations corresponding to each lesson, e.g., vocabulary and structure presentations, auditory presentations, visual presentations, and combinations of the foregoing. The software may be used alone or with a workbook (which may enhance effectiveness due to continued exposure to the materials trained in each lesson, thereby strengthening the long-term retention of the language), An exemplary weekly lesson begins with a presentation of 90 new vocabulary items, which total 1,350 when compounded over an exemplary 15-week program. New words and phrases may always be presented in the same manner, so the learner is quickly familiar with the method, thus lowering he anxiety often associated with foreign language learning.

[0058] In a method consistent with the invention, the same program teaching English in the U.S. as a second language can be used globally to teach English as a foreign language. As demonstrated by research, a piece of information requires approximately 16 to 20 repetitions to be committed to long-term memory. With the computer as the platform for instruction instead of an instructor, this large number of repetitions can be quickly and easily achieved, which greatly accelerates the learning process. The computer also allows for multiple speakers that pronounce each word so that students understand a range of slightly different pronunciations for a word.

[0059] Advantageously, the method of the present invention places the onus of teaching on the materials, which may be embodied in one or more of the following media: computer systems, other hardware and/or software-based systems, paper-based textual materials (e.g., flash cards, workbooks), videocassettes, video discs, DVDs, multimedia (e.g., Microsoft PowerPoint™), slides, recorded digital and/or analog audio (e.g., DAT, audio cassette, compact disc, compressed digital audio files), etc. The responsibility of presentation is thereby removed from the individual(s) overseeing the process (e.g., professor or teacher). The method is further characterized in that it is not directed at different learning styles, since research supports that functional communication in any language is dependent on specific automatic processes. Automatic recognition of small subcomponents (e.g., sounds, and then words) leads to the ability to combine them into larger grammatical structures (e.g., phrases), which leads to the ability to create sentences, and so on.

[0060] First Principle Underlying the Invention: Sufficiency of Core Vocabulary

[0061] Learning one's native language is rarely difficult or problematic: children just do it. In general, all they need is exposure to a language and they learn it. By the age of six, they have a vocabulary of roughly 13,000 words and have mastered the “rules of grammar”. This is not the experience, however, of most second language learners. After some “critical age”, learning a second or foreign language is tedious, frustrating, and even after many years, rarely results in native-like proficiency. Thus, there is a stark contrast between successful learning of the first language and only marginally successful learning of a second language. There are some obvious differences between the two situations: the age of the learner, the needs of the learner, and the communicative context of learning. Those in the business of teaching a second language have taken this latter point seriously. Currently in vogue is the strategy of teaching language in the “context of communication”, using whole texts or dialogues, following the rationale that this is how children learn. The rationale is that children are not presented with random vocabulary words; they hear sentences and they hear them in the context of some event in the world that they are able to perceive.

[0062] However, the problem in using this approach with second language learners is that it is too often done without enough exposure to vocabulary; the second language learner is bombarded by a series of unfamiliar words and ultimately gets very little out of the experience, as they can neither learn the new vocabulary words nor the grammar structures that contain them. The point about first language acquisition that many language teaching practitioners have failed to appreciate is that although young children do indeed hear full sentences in context, they have already had at least a year of very rich exposure to the core vocabulary and sound system of the native language. The importance of building a foundation of spoken words has support from researchers, who have argued that the greatest impediment to good listening skills in a second language is poor vocabulary. Language learners need a firm foundation of spoken words before they can get anything out of entire narratives or texts, and this belief is reflected in the approach of the present invention. In exemplary initial lessons consistent with the invention, 90-100 words per week are taught, and each word is repeated 16-21 times, thereby building a solid base of spoken words.

[0063] Second Principle Underlying the Invention: Avoiding Translation

[0064] A second major problem with current language pedagogy is that too much reliance is often placed on translation. In language classes, second language vocabulary is typically paired with translations into the learner's native language. Software packages for language instruction make the same mistake: the native language is used as a teaching tool. Recent research has shown that the use of the native language interferes with the use of a second language, and the present invention omits the native language from the teaching process altogether, thereby avoiding “competition” from the native language.

[0065] Third Principle Underlying the Invention: Automatic Processing

[0066] A third problem with conventional language acquisition relates to failures of automatic processing. When people converse in their native language, there are many subconscious processes that come into play. Listening and understanding comprises the steps of identifying words (given an unbroken stream of speech), combining their meanings, taking into account various “grammatical” aspects of the utterance (e.g., the order of words), and so forth. Much of this work is performed quickly and without thinking, which is fortunate, since this allows time to think about the meaning of an utterance (extracting and conveying meaning is, after all, the goal of communication; language is just the medium used).

[0067] Psycholinguistics, as a field, has developed an enormous number of techniques for examining sentence production and comprehension (“sentence processing”) during processing, using timing measures, for example, to examine the time it takes to initiate an utterance, to recognize a word, or to understand a complex sentence. One assumption behind much of the work in this area is that years of speaking and understanding have resulted in the automaticity of the cognitive routines that are required to comprehend language (that is, to recognize the words in an unbroken stream of speech, to understand what each word means, and to figure out what the particular sequence of words means) and to produce language (given an intended meaning, to find the appropriate words and put them in the right order). This automaticity allows one to focus one's attention on the content of what one says and hears, just as automaticity in driving a car allows one to focus one's attention on the surrounding traffic and turns in the road, rather than on the proper way to shift gears.

[0068] In short, for most people, the mechanics of language have become automatic. The only way for processes to become automatic, whether it is communicating in a new language or learning to drive a car, is through practice and repetition. Therefore, the present invention provides the learner with many more exposures to the same words and phrases (and eventually sentences, dialogues, texts) than they are typically given in other language learning situations, so as to develop automatic recognition of base components of the target language.

[0069] Fourth Principle Underlying the Invention: Initial Emphasis on Listening

[0070] A fourth problem with conventional language acquisition methods is an emphasis on speaking. Ultimately, of course, learners need to practice speaking before they will perform adequately in everyday communicative contexts. Initially, however, learners may find it difficult and embarrassing to utter new sounds and words, and this could impede the learning process. At the early stages of learning, the emphasis need not be on speaking, because honing listening skills carries over to production. For example, research has demonstrated that training people to discriminate the foreign sounds they hear not only improves how well learners hear the sounds of the new language, but also improves how well they say the new sounds. For this reason, the present invention principally emphasizes listening skills from the outset, thereby improving production by improving perception.

[0071] General Methodology

[0072] Following the foregoing four principles, the present invention comprises a training method that, in one embodiment, begins with the presentation of pictures of basic vocabulary items. At first, the pictures are paired with auditory tokens of the new labels so that students can learn the spoken versions before they see the printed version. This is important for two reasons: (a) many target learners know how to read in their native language and will be tempted (unconsciously) to read the second language word with their native language pronunciation; and (b) for European languages (including English), the sound systems differ more than the alphabetic (or “orthographic”) systems, so students need more exposure to spoken language. By following the spoken version with the spoken+written version, students are implicitly taught how to read in the second language.

[0073] Throughout the learning process, students are encouraged to utter the words they hear, not to focus on their productions, but because vocalizing facilitates learning. During this initial period of intensive vocabulary training, students have regular opportunities to test their knowledge. Self-testing may occur (e.g., at the beginning of a session, on the fourth day of each five-day session), or may not occur at all, since the method of the present invention does not require any form of testing in order for the method to succeed. In a method consistent with the invention, it may be desirable for students to be tested “cold”, i.e., after at least a day's absence, since, if they have just been practicing the vocabulary to be tested, these items may still be in what is referred to as “short term memory”, rather than “long term memory”. Students may be presented with three different ways to self-test vocabulary: (1) a number of icons appear visually (e.g., on a computer screen), and students are asked to say the word corresponding to each icon; (2) a word is presented auditorily (e.g., through headphones), and students must match it to one of a number of icons; and (3) a word is presented visually (e.g., on a computer monitor), and students must match it to one of a number of icons. After training a base of 90 words, combinations of these words are presented in short phrases and sentences, and then students may be allowed to self-test again, using the same or similar methods as for the words. One or more of the methods may require modification, e.g,, since any given icon could conceivably correspond to an infinite number of multi-word descriptions, and the learner should not be expected to determine which is appropriate without being provided a list from which to choose. (E.g., a graphic of an exhausted-looking man sitting at a typewriter might be used to represent “he is working” or “the man is typing” or “the businessman is tired”, etc.)

[0074] Exemplary Five-Session General Embodiment

[0075] An exemplary language acquisition program or method consistent with the invention comprises one or more (e.g., 15) lessons. Each lesson is subdivided into a number of sessions to be used at predetermined intervals (e.g., a lesson comprising five days, to be used daily during five different days). Each lesson is designed to teach a set of core vocabulary words (e.g., 90), alone or in phrase and/or sentence combinations, as well. The core vocabulary words for the lesson are used in all of the sessions of that lesson, and the teaching of those words become the base for the implicit teaching of grammatical structures. The learner's native language is never used, and the fact that the words of the lesson are taught without reference to or need for the learner's native language facilitates faster processing (recognition, identification) of the new language vocabulary by eliminating interference from the native language.

[0076] In the fist session of this exemplary embodiment, the core vocabulary words are taught using simultaneous, sequential, and rapid presentation of all of the words (e.g., 90 words/phrases in 3 minutes). For example, the learner sees (e.g., on a computer screen) a graphic of a dog and hears, “a dog” (e.g., through a speaker or headphones) at same time. Students are presented with “a dog” in the auditory presentation, so that the phrasal structure (article+noun), for example, is taught implicitly while explicitly teaching the new label (the word “dog”). For languages with gender, such as Spanish and most European languages, this facilitates gender identification implicitly and automatically. The learner hears all of the core vocabulary words for that lesson spoken by a first speaker, while viewing graphics corresponding to those words. Next, the learner hears all of the core vocabulary words for that lesson spoken by a second speaker, while viewing graphics corresponding to those words, and the same may be repeated for a third speaker, fourth speaker, etc. Because there is variability between native speakers of every language, each word is spoken by multiple speakers so that the learner's brain adapts to the multiple regional accents and personal speech styles or anomalies of native speakers. The set of words may then be presented several more times (e.g., 3), in the same manner, or alternatively, with randomization of order of presentation and speaker. During the first session, the written form is not presented to the learner, so as to prevent potential interference of native language orthography/sound relationship. It is advantageous to the learning process if each word is heard by the learner about 7 times during the first session, and if the session comprises at least 4 native speakers speaking approximately 90 words, over approximately 30 minutes. In this manner, the learner develops a new lexicon.

[0077] In the second session of this exemplary embodiment, the language acquisition techniques of the first session are repeated in a similar manner, i.e., the core vocabulary words are taught using simultaneous, sequential, and rapid presentation of all of the words (e.g., 90 words/phrases in 3 minutes). The main difference in the second session is the integration in the second session of written forms of the core vocabulary words. The learner sees the written form of the words (e.g., on a computer screen) for the first time, for all vocabulary words in the lesson. The written form of each word/phrase heard is displayed along with the graphic, while the learner hears the word spoken. Presentation of the words and speakers may be random in the second session, or may be ordered, as in the first session. As with the first session, the learner hears all words spoken a number of times, e.g., (hearing each of 90 words 7 times, over about 30 minutes). The written form is added in the second session to help learners begin to learn the relationship between the orthography (spelling) and the sound system of the language. The goal of the present invention, in its various embodiments, is to make the base components of language “automatic”. This is done with the understanding that those who must stop and think before understanding what they hear are not functional in the language, much less competent. Native speakers of all language speak quickly (at a rate of about 3-4 words per second), and thus, in order for second language learners to function in that language, they must process language quickly.

[0078] In the third session of this exemplary embodiment, the language acquisition techniques of the second session may be repeated in a similar manner, wherein learners see the graphical representation of a word/phrase plus the corresponding written word/phrase on the screen, while hearing it being spoken (e.g., through headphones). Again, multiple speakers (e.g., 4) may be used, each repeating each word/phrase a number of times (e.g., 7), over approximately 30 minutes. This additional repetition for reinforcement is based, in part, on research that indicates students need to be exposed to a new vocabulary word 20 times for it to become part of long-term memory. Additionally, although students are not instructed to repeat what they hear in the first three sessions (and repetition is not an explicit component of the present invention), a pilot study employing software enabling a method consistent with the invention showed that people naturally do so anyway, as all 24 participants in the study were observed repeating what they heard without explicitly being instructed to do so.

[0079] The fourth session of this exemplary embodiment is for self-testing, whereby a learner may find out whether or not he or she has learned the words. The self-testing may comprise one or more of the following three tests: listening comprehension test, reading comprehension test, and pronunciation test. For the listening comprehension test, the learner matches words/phrases heard to the corresponding graphic (e.g., on a computer screen). For example, the learner may be instructed to click on a generic graphic appearing on one side of the screen to hear a word, and then click on the icon on the other side of the screen matching that word. Words might be grouped according to how they sound so that students would be required to know fully precisely what each word sounds like. If the match is correct, the learner is given proper feedback, e.g., by making the generic and corresponding graphics disappear, or by otherwise distinguishing the correctly identified graphic. This is done for all the words in the lesson to test the learner's auditory recognition of each word. For the reading comprehension test, the learner matches written words/phrases (e.g., displayed on screen) to the corresponding graphic (e.g., displayed on a computer screen). For example, the learner may be instructed to click on a written word/phrase appearing on one side of the screen to hear a word, and then click on the icon on the other side of the screen matching that word, or drag the word/phrase onto the appropriate graphic. If the match is correct, the learner is given proper feedback, e.g., by making the written word/phrase and corresponding graphics disappear or the graphic would change in some standardized way. This is done for all the words in the lesson to test the learner's written recognition of each word. For, the pronunciation test, the learner is given the opportunity to pronounce words/phrases displayed (e.g., on a computer screen) along with the corresponding graphic (e.g., on a computer screen). For example, the learner may be presented with a set of graphics corresponding to words/phrases being tested, and may be instructed to click on the appropriate graphics to eliminate those words/phrases with which the learner is already familiar. The learner is given the opportunity to pronounce “out loud” the graphics representing the words he or she is eliminating, at which point the corresponding icon “disappears” from the screen. This is done for all the words in the lesson to test the learner's pronunciation of each word. One or more of the foregoing tests may comprise a review component, wherein, a learner may select an option for reviewing the words missed, or not recognized, using one or more techniques from the first, second, and/or third sessions. The foregoing testing sequence is based on the principle that knowing a language means: auditory recognition, written recognition, and the ability to say the word. Testing may also occur by pen and paper, e.g., using materials such as workbooks or standardized tests. While the inventors of this method believe that perceptual skills must precede production skills in language acquisition, and that automatic use of the language is necessary for functional communication, it should be understood that testing may be omitted altogether in certain embodiments of the present invention and is not central to the success of the present invention, but is explained herein only by way of example.

[0080] The fifth session of this exemplary embodiment is used to place the words/phrases of each lesson (and any of preceding lessons) in larger texts. As with the individual words/phrases of Days 1-3, short sentences and/or short phrases comprising the core vocabulary words of Days 1-3 are taught using simultaneous, sequential, and rapid presentation of all of the words (e.g., 60 phrases/short sentences in 3 minutes). The sentences/short phrases are displayed (e.g. on a computer screen) to the learner while displaying a corresponding graphic and playing a recording of a native speaker speaking the sentence/short phrase. In this manner, grammatical structures (e.g., phrasal structures, verb tenses, pronouns, question forms, and comparisons) may be taught. Additionally, small dialogues reinforce the use of the structure and vocabulary (e.g., so that first and second person can be used). The use of longer texts, such as paragraphs, or short stories incorporating the vocabulary, may be included. The fifth session typically comprises solely vocabulary that has been explicitly taught in the current or previous lessons, except for vocabulary that has no concrete sense. For example, grammatical words like prepositions, pronouns, and conjunctions must be taught in context, as well as a verb such as “loves”, or other abstract words having no graphic easily identifiable to the learner. Such new words, not previously presented to the learner, may be used (sparingly) in the fifth session with the support of previous lessons and sessions, so as to make them logical and self-explanatory.

[0081] Specific Exemplary Embodiment—Fifteen-Week, Five-Days-Per-Week Cycle

[0082] Another exemplary embodiment of a language acquisition method consistent with the invention comprises one or more CD-ROMs containing 15 weeks of lessons comprising around 1350 words and phrases, which is roughly equivalent to the information one would experience in the first year of a university language class, or two years of high school language classes. In this embodiment, using the software requires a minimal time commitment of 30 minutes of time per day, 5 days per week, each day corresponding to a “session”, as set forth in the foregoing described embodiment. The “Dolch” word list (or “Dolch Basic Sight Vocabulary”) may be employed, which is a list of 220 words consisting mainly of function words that have little meaning on their own, but which show grammatical relationships of the words in sentences. Included in this list are conjunctions, prepositions, articles, and pronouns, as well as commonly used verbs, adjectives, and adjectives. From 50 to 75 percent of all words used in school textbooks, library books, newspapers, and magazines are in the Dolch list.

[0083] Overview of Fifteen-Week Five-Days-Per-Week Cycle

[0084] Turning now to FIG. 1, a flowchart 100 illustrates an overview of an exemplary multi-week, five-days-per-week language acquisition program consistent with the present invention. As shown, the program, comprising five-day weeks, begins at step 102. In this exemplary embodiment, on Days 1-3 of each weekly lesson, the learner builds vocabulary, learns phrasal structures, and becomes exposed to the sound system of the language. Initially, on Day 1 of the week, pictures of basic vocabulary items are paired with auditory pronunciations rapidly displayed/played (e.g., 90 words in 3 minutes), at step 104. As time progresses, on Days 2 and 3 of the week, auditory pronunciations and vocabulary icons are paired with written words in the target language, at steps 106 and 108, and are rapidly displayed/played (e.g., 90 words in 3 minutes). On Day 4, self-testing occurs, at step 110, to ensure that the information has been retained in long-term memory. On Day 5, the words from prior lessons are introduced at sentence level or above (text, dialogue, etc.), so as to teach grammar and syntax, at step 112, which occurs in a manner similarly to Days 1-3, with rapid display/play of the sentences/phrases/graphics (e.g., 60 sentences/short phrases in 3 minutes). At step 114, if it is the last week of the program, as determined at step 114, the program ends, at step 116. If further weeks of the program remain, the learner advances to the next week of the program, at step 118, and this five-day cycle repeats in this manner from week to week, each week introducing about 90 new words and phrases.

[0085] Day 1 of Fifteen-Week Five-Days-Per-Week Cycle

[0086] FIG. 2 is a flowchart 200 illustrating the steps of an exemplary Day 1 of a multi-week language acquisition program consistent with the invention. Day 1 comprises the presentation of vocabulary by category at phrase level. This means that, for example, where acceptable as determined by native speakers, vocabulary words are presented with a determiner, such as a definite article, indefinite article, or quantifier. This has multiple functions: First, phrases will readily be combined to form sentences: e.g. “a boy”+“is eating”=“a boy is eating”. Second, this type of presentation provides information about the use of singular and plural nouns (e.g. “a book” vs. “pants”). This day's lesson includes presentation of the vocabulary by category (food, transportation, etc.) and by speaker. Learners hear all the vocabulary, by category, pronounced by the first speaker, then the second, third, etc. The learner is thus exposed to 90 new words (e.g., “dog”, “dogs”) and phrases (e.g., “a dog”, “some grapes”). Specifically, this is accomplished by playing an audio clip of the word or phrase being spoken, while simultaneously visually presenting a pictorial representation (an “icon”) to the learner, one word/phrase at a time, rapidly (e.g., 90 words in 3 minutes). Each word or phrase is spoken by five different native speakers, and each speaker says all 90 words before the next voice is heard. This entire process is repeated seven (or another predetermined number of) times.

[0087] As shown, the day begins at step 202. The first (or next) native speaker is selected from the group of five native speakers, at step 204. The first (or next) word or phrase is selected from among the Day 1 group comprising 90 new words and phrases, at step 206. The icon corresponding to the selected word or phrase is shown, at step 208, and simultaneously, a recording is played for the learner, the recording comprising the selected native speaker saying the selected word or phrase, at step 210. If all 90 words/phrases have not yet been displayed and spoken by the currently selected native speaker, which determination is made at step 212, control returns to step 206 for selection of the next word or phrase. If all 90 words/phrases have been displayed and spoken by the currently selected native speaker, as determined at step 212, a further determination is made whether recordings of all five native speakers have been played, at step 214. If not, control returns to step 204 for selection of the next native speaker. If recordings of all five native speakers have been played, as determined at step 214, a further determination is made whether seven (or another predetermined number of) repetitions of 90 words/phrases and five native speakers per word/phrase have occurred, at step 216. If not, control returns to step 204, and the entire foregoing process repeats in its entirety. If all 90 words/phrases have been spoken by five native speakers per word/phrase, as determined at step 216, Day 1 ends, at step 218.

[0088] Day 2 of Fifteen-Week, Five-Days-Per-Week Cycle

[0089] FIG. 3 is a flowchart 300 illustrating the steps of an exemplary Day 2 of a multi-week language acquisition program consistent with the invention. Day 2 comprises exposing the learner to the same 90 words and phrases as Day 1, again by playing an audio clip of the word or phrase being spoken, while simultaneously visually presenting an icon to the learner. Unlike Day 1, while the icon is shown to the learner, the written form of the word or phrase is simultaneously displayed, rapidly (e.g., 90 words in 3 minutes). As with Day 1, each word or phrase is spoken by five different native speakers, and each speaker says all 90 words before the next voice is heard. This entire process is repeated seven (or another predetermined number of) times.

[0090] As shown, the day begins at step 302. The first (or next) native speaker is selected from the group of five native speakers, at step 304. The first (or next) word or phrase is selected from among the Day 1 group comprising 90 new words and phrases, at step 306. At step 308, the icon corresponding to the selected word or phrase is shown, the written word/phrase is displayed on screen, and simultaneously, a recording is played for the learner, the recording comprising the selected native speaker saying the selected word or phrase, at step 310. If all 90 words/phrases have not yet been displayed and spoken by the currently selected native speaker, which determination is made at step 312, control returns to step 306 for selection of the next word or phrase. If all 90 words/phrases have been displayed and spoken by the currently selected native speaker, as determined at step 312, a further determination is made whether recordings of all five native speakers have been played, at step 314. If not, control returns to step 304 for selection of the next native speaker. If recordings of all five native speakers have been played, as determined at step 314, a further determination is made whether seven (or another predetermined number of) repetitions of 90 words/phrases and five native speakers per word/phrase have occurred, at step 316. If not, control returns to step 304, and the entire foregoing process repeats in its entirety. If all 90 words/phrases have been spoken by five native speakers per word/phrase, as determined at step 316, Day 2 ends, at step 318.

[0091] Day 3 of Fifteen-Week, Five-Days-Per-Week Cycle

[0092] FIG. 4 is a flowchart 400 illustrating the steps of an exemplary Day 3 of a multi-week language acquisition program consistent with the invention. Day 3 comprises exposing the learner to the same 90 words and phrases as Day 1, again by playing an audio clip of the word or phrase being spoken, while simultaneously visually presenting an icon to the learner, rapidly (e.g., 90 words in 3 minutes). In certain embodiments, while the icon is shown to the learner, sometimes the written form of the word or phrase is simultaneously displayed, and sometimes the written form of the word or phrase is not displayed at all. Unlike Days 1 and 2, the words and phrases are spoken by different speakers, and the order of words/phrases, as well as the speakers, are selected at random from among the 5 native speakers. This entire process is repeated seven (or another predetermined number of) times.

[0093] As shown, the day begins at step 402. The first (or next) native speaker is selected at random from the group of five native speakers, at step 404. The first (or next) word or phrase is selected from among the Day 1 group comprising 90 new words and phrases, at step 406. At step 408, the icon corresponding to the selected word or phrase is shown, and sometimes the written word/phrase is also displayed on screen. Simultaneously, a recording is played for the learner, the recording comprising the selected native speaker saying the selected word or phrase, at step 410. If all 90 words/phrases have not yet been displayed and spoken by the currently selected native speaker, which determination is made at step 412, control returns to step 406 for selection of the next word or phrase. If all 90 words/phrases have been displayed and spoken by the currently selected native speaker, as determined at step 412, a further determination is made whether recordings of all five native speakers have been played, at step 414. If not, control returns to step 404 for selection of the next native speaker. If recordings of all five native speakers have been played, as determined at step 414, a further determination is made whether seven (or another predetermined number of) repetitions of 90 words/phrases and five native speakers per word/phrase have occurred, at step 416. If not, control returns to step 404, and the entire foregoing process repeats in its entirety. If all 90 words/phrases have been spoken by five native speakers per word/phrase, as determined at step 416, Day 3 ends, at step 418.

[0094] Day 4 of Fifteen-Week Five-Days-Per-Week Cycle

[0095] FIG. 5 is a flowchart 500 illustrating the steps of an exemplary Day 4 of a multi-week language acquisition program consistent with the invention. As shown in the flowchart 500, Day 4 comprises a self-assessment exercise. In this exercise, three self-assessment exercises are presented to the learner. First, nine icons at one time appear on the screen, and the learner is instructed to click on the icons he or she is already familiar with. The icons not selected are then represented auditorily, in icon form and in word form, as review. After all 90 icons are offered for review, the learner may self-test his or her listening comprehension, as follows: Nine speaker icons appear to the left of the screen while nine icons corresponding to words/phrases to be tested appear to the right, and the learner presses first on a speaker icon to hear a word and then presses on the icon that matches what he or she heard. Finally the learner may self-test his or her reading comprehension, as follows: nine words or phrases appear to the left of the screen while nine icons appear to the right, and the learner must drag each of the words/phrases over to the matching icon.

[0096] As shown, the day begins at step 502. Words/phrases are selected, nine at a time, from among the Day 1 group of 90 words/phrases, at step 503, and the first segment of the Day 4 session takes place, which begins with step 504, in which the learner is shown icons representing the selected group of 9 words/phrases (or, the remaining words/phrases from the group of 9), and the learner is asked to eliminate (and, optionally, to pronounce) those words/phrases from the group of 9 that he/she already knows. At step 506, a determination is made whether the learner as eliminated all words/phrases from the group. If so, a determination is made at step 510 whether all groups of 9 words/phrases have been shown to the learner. If not, control returns to step 503, and the next group of 9 words/phrases is selected. If, at step 506, it is determined that the learner has not eliminated all words from the group, i.e., one or more words/phrases remain that the learner does not know, then the first (or next) word/phrase is selected from among the non-eliminated words/phrases, at step 512. Next, at step 514, the icon corresponding to the selected word/phrase is shown, along with the written form of the word/phrase. At step 516, a recording is played of a randomly selected native speaker saying the selected word/phrase while the icon and written form are displayed At step 518, a determination is made whether all non-eliminated words/phrases from the group of 9 have been displayed in icon and written form and heard. If not, control returns to step 512 for selection of the next word/phrase. If so, then control returns to step 504 for repetition of the presentation to the learner of the remaining words/phrases from the group of 9, for elimination/pronunciation.

[0097] If, at step 510, a determination is made that all groups of 9 have been shown to the learner, the second segment of the session takes place, which begins at step 520, wherein the first (or next) group of words/phrases from among the Day 1 group comprising new words/phrases is selected. At step 522, on one side of the screen, a group of 9 identical icons (e.g., an icon of a speaker) is shown to the learner, each icon corresponding to one of the group of 9 selected words/phrases. On the other side of the screen, at step 524, the appropriate icons corresponding to the 9 selected words/phrases are shown. For each of the 9 words/phrases, at step 526, as the “speaker” icon on one side of the screen is clicked by the learner, a recording of the associated word/phrase is played (e.g., by a randomly selected native speaker), and the learner is given the opportunity to select the icon displayed on the other side of the screen that matches the word/phrase played. Optionally, at step 527, a recording may be played of a native speaker selected at random saying each of the missed words/phrases, while the corresponding icon and written form of each is displayed. At step 528, a determination is made whether all 90 words/phrases have been tested auditorily. If not, control returns to step 520 for selection of the next group of 9 words/phrases for auditory testing.

[0098] Once all 90 words have been auditorily tested, as determined at step 528, the third segment of the session takes place, which begins at step 530, wherein the first (or next) group of words/phrases from among the Day 1 group comprising new words/phrases is selected. At step 532, on one side of the screen, the written words/phrases corresponding to each of the group of 9 selected words/phrases are displayed to the learner. On the other side of the screen, at step 534, the appropriate icons corresponding to the 9 selected words/phrases are shown For each of the 9 words/phrases, at step 536, the learner is given the opportunity to select the icon displayed on the other side of the screen that matches the word/phrase played (e.g., as each word/phrase from one side of the screen is dragged to the other side of the screen onto the corresponding icon, or by sequentially clicking on the written word/phrase, then the corresponding icon). Optionally, at step 537, a recording may be played of a native speaker selected at random saying each of the missed words/phases, while the corresponding icon and written form of each is displayed. At step 538, a determination is made whether all 90 words/phrases have been tested for reading comprehension. If not, control returns to step 530 for selection of the next group of 9 words/phrases for reading comprehension testing. Once all 90 words have been tested for reading comprehension, as determined at step 538, the day ends, at step 540.

[0099] Day 5 of Fifteen-Week, Five-Days-Per-Week Cycle

[0100] FIG. 6 is a flowchart 600 illustrating the steps of an exemplary Day 5 of a multi-week language acquisition program consistent with the invention. As shown in the flowchart 600, Day 5 differs from the other days, in that the words/phrases previously taught, trained, and self-assessed in Days 14 are now incorporated into short phrases and sentences, instead of isolated presentation of the words/phrases themselves. In a first segment of Day 5, as with the individual words/phrases in Days 1-3, there is multiple presentation of icons depicting each sentence/short phrase, and learners hear the sentences spoken by several native speakers. The sentences/short phrases may be presented both with and/or without the written words, and, as with Days 1-3, the presentation occurs rapidly (e.g., 60 sentences/short phrases in 3 minutes). Day 5 may also comprise a second, self-assessment segment for the short phrases and sentences, including one or more assessment methods from Day 4.

[0101] As shown, the day begins at step 602. The first segment of Day 5 begins with step 604, wherein the first (or next) native speaker is selected at random from the group of five native speakers. The first (or next) word or phrase is selected from among the group of sentences/short phrases comprising combinations of words/phrases from Days 1-3, at step 606. At step 608, the icon corresponding to the selected sentence/short phrase is shown, and the written sentence/short phrase is also displayed on screen. Simultaneously, a recording is played for the learner, the recording comprising the selected native speaker saying the selected sentence/short phrase, at step 610. If all of the sentences/short phrases have not yet been displayed and spoken by the currently selected native speaker, which determination is made at step 612, control returns to step 606 for selection of the next sentence/short phrase. If all of the sentences/short phrases have been displayed and spoken by the currently selected native speaker, as determined at step 612, a further determination is made whether recordings of all five native speakers have been played, at step 614. If not, control returns to step 604 for selection of the next native speaker. If recordings of all five native speakers have been played, as determined at step 614, a further determination is made whether seven (or another predetermined number of) repetitions of all of the sentences/short phrases and five native speakers per sentence/short phrase have occurred, at step 616. If not, control returns to step 604, and the entire foregoing process repeats in its entirety. If all of the sentences/short phrases have been spoken by five native speakers per sentence/short phrase, as determined at step 616, the second segment of Day 3 takes place.

[0102] Step 618 begins the second segment of Day 5, wherein sentences/short phrases are selected, nine at a time, from among the new phrases/sentences presented in the first segment. At step 620, the learner is shown icons representing the selected group of 4 sentences/short phrases (or, the remaining sentences/short phrases from the group of 4), and the learner is asked to eliminate (and, optionally, to pronounce) those sentences/short phrases from the group of 4 that he/she already knows. At step 622, a determination is made whether the learner as eliminated all sentences/short phrases from the group. If so, a determination is made at step 632 whether all groups of 4 sentences/short phrases have been shown to the leaner. If not, control returns to step 618, and the next group of 4 sentences/short phrases is selected. If, at step 622, it is determined that the learner has not eliminated all sentences/short phrases from the group, i.e., one or more sentences/short phrases remain that the learner does not know, then the first (or next) sentence/short phrase is selected from among the non-eliminated sentences/short phrases, at step 624. Next, at step 626, the icon corresponding to the selected sentence/short phrase is shown, along with the written form of the sentence/short phrase. At step 628, a recording is played of a randomly selected native speaker saying the selected sentence/short phrase while the icon and written form are displayed. At step 630, a determination is made whether all non-eliminated sentences/short phrases from the group of 4 have been displayed in icon and written form and heard. If not, control returns to step 624 for selection of the next sentence/short phrase. If so, then control returns to step 620 for a repetition of the presentation to the learner of the remaining sentences/short phrases from the group of 4, for elimination/pronunciation. If, at step 632, a determination is made that all groups of 4 have been shown to the learner, Day 5 ends at step 634.

[0103]