游戏在英语的作用

1绵阳师范学院本科毕业论文题目UsingGamesinPrimaryEnglishTeaching游戏活动在初级英语教学中的运用姓名刘丽班级2009级4班指导教师尹国杰副教授专业英语院系名称外国语学院答辩时间2013年6月绵阳师范学院学位委员会办公室制中国·绵阳2游戏活动在初级英语教学中的运用学生姓名:刘丽指导教师:尹国杰摘要:新英语课程标准指出小学阶段英语课程的目的是激发学生学习英语的兴趣。而现在由于一些教师对小学生英语教学目的认识不清，对小学生的心理了解不够，在教学中不能有效激发学生的兴趣，使小学的英语教学陷入了困境。而英语游戏教学是英语学习的有效途径且正符合小学生的生理和心理特点，有助与调动学生学习积极性、主动性，从而提高教学效率。本文试对游戏活动在初级英语教学中的运用的意义及教学原则做一点探索。关键词:兴趣；英语游戏教学；初级英语3UsingGamesinPrimaryEnglishTeachingUndergraduate:LiuLiSupervisor:YinGuojieAbstract:TheNewEnglishCurriculumStandarddescribesthattheaimofprimaryEnglishteachingistofosterstudents'interestinlearningaslearningEnglish.However,someEnglishteacherscan’tpreciselyrealizetheaimofEnglishteachingandthedevelopmentofpupils’physiologicalandmentalcharacteristics,whichcan’teffectivelymotivatechildren'sinterest.Therefore,itmessesupprimaryEnglishteaching.PlayinggameinEnglishisoneoftheeffectivewaysinEnglishstudyanditissuitableforthedevelopmentofpupils’physiological,whichcanarousestudents’positivityandinitiative.Thus,teachingefficiencyisenhanced.ThispapertriestomakesomeexplorationofusinggamesinEnglishclassonthesenseandprinciplesinprimaryEnglishteaching.KeyWords:interest;Englishgameteaching;primaryEnglish4Contents1.Introduction..................................................................................................................51.1Anintroductiontogames.......................................................................................51.2Thehistoryandpresentsituationsofgameteaching.............................................51.2.1Froebel’sgameteaching.................................................................................61.2.2Thetheoryandthepracticeofcontemporarygameteaching.........................61.2.3Theproblemsofgameteaching......................................................................72.Thenecessityofusinggamesinlanguageteaching....................................................82.1Thetheoreticalbackground.........................................................................................82.1.1Psychologicalbackground………………………………………………………82.1.2Linguisticbackground……………………………………………………………..82.2Theadvantageofusinggames...............................................................................93.Theprinciplesofusinggame.....................................................................................113.1Purpose...................................................................................................................113.2Enlightening...........................................................................................................113.3Diversified..............................................................................................................123.4Flexibility...............................................................................................................124.Conclusion.................................................................................................................12Bibliography..................................................................................................................14Acknowledgement.........................................................................................................1551.Introduction1.1AnintroductiontogamesWhataregamesinanEFL/ESLenvironment?TheanswergivenbytheLongmanDictionaryofLanguageTeachingandAppliedLinguistics(Richards,Plat,1995)is:Agame(inlanguageteaching)isanorganizedactivitythatusuallyhasthefollowingproperties:“a.aparticulartaskorobjectives;b.asetofrules;c.competitionbetweenplayersd.communicationbetweenplayersbyspokenorwrittenlanguage.”Languagegamesarenotactivitiesmainlyaimedtobreaktheicebetweenstudentsortokilltime.Byrne(1995)gavethedefinitiontogamesasaformofplaygovernedbyrules.Theyshouldbeenjoyedandfun.Theyarenotjustadiversion,abreakfromroutineactivities,butawayofgettingthelearnertousethelanguageinthecourseofthegame.Similarly,JillHadfield(1990)definedgamesas“anactivitywithrules,agoalandanelementoffun.”Fromtheabove,wecansafelydrawnaconclusionthat“game”inlanguageteaching(teachinggame)canbedefinedasanorganizedactivitythatusuallyhasthefollowingproperties:A.aparticulartaskorobjective;B.asetofrules;C.competitionbetweenplayers;D.communicationbetweenplayersbyspokenorwrittenlanguage.Thereisawidely-heldlaybeliefthatyoungersecondlanguagelearnersgenerallydobetterthanolderlearners.Childrenexerciseagooddealofbothcognitiveandaffectiveeffortinordertointernalizebothnativeandsecondlanguages.Moreover,oneofmostessentialthingthatteachersteachingchildren’sEnglishshouldmakeallmeanstomotivatetheirspiritandsustaintheirinterestinlearningEnglish.Therefore,mostofthoseteacherschosethemethodbyusinggamesintheteachingprocess,becausegamesusingiscloselyrelatedtocharacteristicsofchildrenfortheirageandtheirfeaturesofpsychology.However,justasweknow,languagelearningisnoteasywork.Inaword,gamescanhelpandencouragemanylearnerstosustaintheirinterestandtheyplayanimportantroleinlanguageteaching:1.2ThehistoryandpresentsituationsofgameteachingGameteachingis