Abstract

With the development of globalization, people pay more and more attention to English learning. And children’s lowest age of learning English is also becoming smaller, many of whom are even exposed to English at about 3 in some Children's English training classes. But their easy distraction and curious, active and playful natures bring about inapplicability of the teaching methods for adult, which greatly highlights the significance of applying interesting class games. This article aims at discussing the game’s application in children’s (refers to children at the age of 3-6) English teaching on the basis of realization of the meaning, classifications and designing principles of children’s English teaching games.

Keywords: Games; Children; English; Teaching; Application

Contents

Abstract

摘  要

1. Introduction-4

1.1-Background of the study-4

1.2 Purpose and significance of the study-4

2. Literature Review-5

2.1 The definition of game-5

2.2 Advantages of game teaching-5

2.3 Relevant studies on game teaching at home and abroad-5

2.3.1 Relevant studies on game teaching abroad-5

2.3.2 Relevant studies on game teaching at home-6

3. Theoretical Framework-8

3.1 The characteristics of children-8

3.2 Arousal seeking theory-8

3.3 Piaget’s theory of cognitive development-9

3.4 Krashen’s second language Acquisition Theory-9

3.4.1 The acquisition-learning hypothesis-9

3.4.2 The input hypothesis-9

3.4.3 The affective filter hypothesis-10

4. Game Application-11

4.1 Observational method-11

4.2 Classifications of English teaching games-11

4.2.1 Cognitive classification-11

4.2.2 Social classification-11

4.2.3 Purpose classification-12

4.3 Principles for Designing and Applying Games in Children’s English Classes-12

4.3.1 Principles for designing games-12

4.3.2 Principles for applying games-12

4.3 Game application in class-12

5. Conclusion-20

5.1 Implications for game application in children’s English teaching-20

5.2 Limitations of the study-20

References-21