游戏在幼儿英语教学中的应用

The Application of Games in English Teaching

in Kindergartens

游戏在幼儿英语教学中的应用研究

Contents

Chapter One Introduction1

Chapter Tow Literature Review1

2.1 Game in Teaching1

2.1.1 Definitions of Games1

2.1.2 Definitions of Game Teaching2

2.1.3 Advantages of Using Game Teaching3

2.2 Theoretical Foundations4

2.2.1 Krashen’s Second Language Acquisition Theory………………………..4

2.2.2 Game relaxation…………………………………………………………4

2.2.3 The theory of elasticity…………………………………………………5

2.3 Relevant Studies on Game Teaching at Home and Abroad5

2.3.1 Relevant Studies on Game Teaching Abroad5

2.3.2 Relevant Studies on Game Teaching at Home6

Chapter Three Methodology 7

3.1 Research Questions7

3.2 Participants7

3.3 Research Instruments7

3.3.1 Tests7

3.3.2 Class Observation Sheets8

3.4 Research Procedure9

3.4.1 The Stage of Preliminary Research9

3.4.2 The Stage of Pre-test and Teaching Experiment9

3.4.3 The Stage of Post-test and Data Analysis9

Chapter Four Conclusion10

5.111

Abstract

近年来，幼儿英语教育在我国得到了越来越多的关注。家长的期望，小学入学的压力以及幼儿园自身发展的需要，使得在幼儿园开展幼儿教育呈现普通化趋势。然而，幼儿英语教育在我国起步不久，缺乏统一的标准，加之英语教师自身的能力水平的限制以及家长过高的

期望，使得幼儿园教育忽视幼儿身心发展特点和幼儿园教育目标，仿照小学英语课堂教学发放，幼儿园英语教育呈现“小学化”倾向。同时。幼儿园英语教育目标没有的得到更好的认识和贯彻。实际上，很多幼儿园英语教学中过分重视幼儿掌握多少单词，不重视幼儿听说能力和英语学习兴趣的培养。

综合幼儿的身心发展特点和幼儿英语教学目标，游戏是最实用最合适的教学手段。尽管这种观念已为大多数幼儿园英语教师所知悉，但在很多幼儿园英语课堂中，游戏只是愉悦儿童身心、活跃课堂气氛的工具，并未真正与幼儿英语教育目的相结合。更不用说实现帮助儿童从玩中学的英语教学目标。目前关于游戏教学的研究多集中于游戏在小学英语教学的应用和幼儿园游戏教学的现状、问题以及对策上。对于游戏教学应用于幼儿园英语教学所进行的实证研究比较少见。

In recent years, preschool English teaching has been attached more and moreimportance to in China. Due to parents’ expectations to be enrolled in key elementaryschools and the developmental needs of kindergartens themselves, it has beenpopularized to carry out preschool English education in kindergartens in China.However, since there is no unified standard for preschool English education, and theteachers’ teaching skills are limited, teaching models and methods in elementaryschools are copied in English classes of many kindergartens without consideringchildren’s physical and psychological traits. Meanwhile, English teaching aims inkindergartens are improperly understood and implemented, with more importanceattached to vocabulary children memorize than to children’s listening, speaking andlearning interest.

Given children’s physical and mental characteristics and preschool Englishteaching aims, games are the most suitable teaching means. Although it is known tomost English teachers in kindergarten, in a large number of actual English classes,games are used as a time-filler, an instrument to cheer children up instead ofachieving English teaching aims. At present, studies on the game teaching mainlyfocus on either application in English teaching of primary schools, or on the currentsituations, problems and corresponding strategies on the game teaching inkindergartens. Few empirical researches are conducted to explore the relationshipbetween the game teaching in preschool English class and English teaching effects.

Chapter One Introduction

随着经济的发展和社会的进步，学英语已经成为一种社会潮流和趋势。成人在学英语、学生在学英语、幼儿也在学习英语。其中。幼儿的英语学习比较有特殊意味，教育要从小抓起，幼儿是祖国的花朵，需要用心培养。幼儿英语的教育现象一般是3—12岁的孩子，在这个阶段的孩子好奇心强，也比较好动、好玩、好胜、善于模仿。这个阶段的英语学习，主要依靠孩子的兴趣。爱因斯坦曾经说过：“兴趣是最好的老师”。游戏因其形式活泼，符合孩子的天性，有利于激发幼儿英语学习的兴趣。英语游戏教学是现在幼儿英语课堂教学的一种重要而常用的教学模式。因此，本文通过阐述教游戏与游戏教学的概念，并分析其优点；其次介绍游戏教学的相关理论基础以及国内外的研究。还通过调查研究，了解幼儿当前幼儿教学中运用游戏教学的现状以及影响。最后选取美羊羊幼儿园的小朋友为实验对象，将教学设计运用于教学中，让学生在游戏教学中进行英语知识的学习，使学生在游戏中找到学习英语的兴趣，做到“寓教于乐”

With the development of economy and the progress of the society, English has become a trend of the society. Adults are learning English, students are learning English, and children are learning English. Among them, Children's English learning has more special means that education

should start from childhood, children are the flowers of the motherland and it need to cultivate. Children's English education phenomenon is generally 3 - 12 year old children, in this stage the children are curious and active, fun and competitive, and is good at imitating. This stage of English learning, mainly rely on the child's interest. Einstein once said: "interest is the best

teacher". The game is in the form of lively, in accordance with the child's nature and is conducive to stimulate interest in learning English. English game teaching is a kind of important and

commonly used teaching mode in English teaching. Therefore, this article describes the concept of teaching games and game teaching, and analyzes its advantages. Secondly, it introduces the relevant theoretical basis and domestic and foreign research. And knowing the situation and the influence of game teaching that is getting through investigation and research .Finally selected Ruihai kindergarten kids as the experimental object, the teaching design was applied to the teaching, students' knowledge of English learning in the teaching of the game, make students find learning English interest in the game, do "edutainment"

Chapter Tow Literature Review

2.1 Game in Teaching

2.1.1 Definitions of Games（维基百科）

A game is structured playing, usually undertaken for enjoyment and sometimes used as an educational tool.[1] Games are distinct from work, which is usually carried out for remuneration, and from art, which is more often an expression of aesthetic or ideological elements. However, the distinction is not clear-cut, and many games are also considered to be work (such as professional players of spectator sports or games) or art (such as jigsaw puzzles or games involving an artistic layout such as Mahjong, solitaire, or some video games).

Key components of games are goals, rules, challenge, and interaction. Games generally involve mental or physical stimulation, and often both. Many games help develop practical skills, serve as a form of exercise, or otherwise perform an educational, simulational, or psychological role.

2.1.2 Definitions of Game Teaching

According to Dictionary of Education, game teaching is an instructional method, which combines teaching content and interesting games in compliance with teaching syllabus.

Definitions of game teaching are quite similar, most scholars reached an agreement that game teaching is an instructional method which integrate fun of games into teaching process, which can change monotonous language knowledge and teaching procedure into vivid, interesting and fascinating games and thus construct harmoniously communicative context or fierce competition. In this kind of teaching activities, students can learn and grasp knowledge or skills unconsciously. Not only can game teaching help achieve instructional aims more easily and more efficiently, but it can also make it possible for children to learn from fun under the guidance of teachers.

2.1.3 Advantages of Using Game Teaching（张静）

1. 有效的调动幼儿学习英语的动机

对于幼儿来说，其性格和学习方式都是影响学习效果的重要因素，因此，教师应该充分考虑到幼儿的特点，在课程设置的过程中结合幼儿的特性来进行。幼儿的学习就是建立在游戏的基础上，所以，教师应该保持整个课程气氛的自由，提升课程的趣味性，让幼儿对英语产生浓厚的情趣，这样才可从根本上调动幼儿的学习动机，提升教学的水平。

1. Games can remove the motivation of learning English effectively.For kindergartens, their personality and learning style are important factors that affect the learning effect. Therefore, teachers should take full consideration of the characteristics of young children, and combine the characteristics of the children in the process of curriculum setting. The children's learning is built on the foundation of the game. Therefore, teachers should maintain the freedom of the whole atmosphere of the curriculum and promote course interesting, let the children to get more interesting in learning English, so as to remove children's learning motivation and improve the teaching level fundamentally.

2. 有利于形成和谐的教学关系

从幼儿英语教学中可以看出，教师和学生之间的关系是相对比较基础的关系类型之一，在实际的教学工作中，教师应该根据每个学生的特点来有针对地进行课程的设置，同时还应该在学生们面前树立相对比较良好的形象。将以人为本的思想融入到课程的教学工作中。在教学的过程中，还需要不断激发学生们学习的潜能。这些学习目标的实现都以建立科学融洽的教学气氛为基础和前提。要让幼儿学生们感受到人格的平等，这样才可以激发学生们学习的主观能动性。

2. Games aregood at getting the harmonious teaching relationship.That can be seen from Englishteaching in kindergartens that the relationship between teachers and students is one of the basic types of relations. In the practical teaching, teachers should obey the characteristics of each student to set up the curriculum, andmake good example in front of the students. Integrate the idea of people oriented to the teaching of the course. In the course of teaching, it also needs to stimulate the students' learning potential. The realization of these learning objectives is based on the establishment of a harmonious teaching atmosphere. To let the children feel the equality of personality, so that students can stimulate the subjective initiative of learning.

3. 通过合作来提升幼儿的交往能力

从现如今的幼儿英语教学工作中可以看出，主要以合作的形式来进行，这也是新课标的基本要求。通过幼儿之间的合作，可以提升学生们之间的交往能力。在实际的教学过程中，教师往往会将幼儿们分成不同的小组来进行学习和讨论，这本身就是游戏教学的一种模式，在实际的应用中，幼儿之间必须要进行合作才能够完成教学任务。可见这种教学手段和传统的教学模式之间存在着严重的差异。长此以往，幼儿的交往能力必然会得到较大的提升，幼儿在掌握更多英语知识的同时，还可以提升自身的交往能力。同时，在现实生活中还能够加强和别人的沟通，可见，采用游戏教学法的作用比较明显。

3. Games make childrengettingthrough cooperation to enhance the ability of communication. It can be seen from English teaching work in kindergartens, it mainly in the form of cooperation, this is the basic requirements of the new curriculum standards. It can improve the communication of children by getting through the cooperation. In the actual teaching process, children will be divided into different groups to study and discussion, which is a model of game teaching. In the practical application, the children must cooperate to complete the teaching task. There are serious differences between the

teaching method and the traditional teaching mode. Continuously for a long time, children's communication ability will getmore promotion. And it not only make the children master more knowledge of English, also can improve their communication ability. At the same time, in real life, it is also able to strengthen communication with others. Thus it can be seen, the role of the game teaching method is more obvious.

4. 有利于幼儿心理素质的培养

在采用游戏教学的过程中，幼儿一直都处于相对比较轻松和自由的氛围内，在这一环境中获得更多的英语知识，不仅可以有效的提升幼儿对知识的掌握能力，还可以在学中玩，培养自身的心理素质。在实际的教学工作中，游戏教学法的实施具有较为明确的目标，可以在教学中包含着各种不同的游戏。不仅可以激发学生们的学习兴趣，还可以实现专业知识和素质教育的高效结合，进而推动幼儿英语教学的高效发展。

4, Games are conducive to cultivate children's psychological quality. In the course of the teaching of the game, the child has been in a relatively relaxed and free atmosphere. It not only can get more English knowledge, also can enjoy learning by playing and training themselves psychological quality in this environment. In the actual teaching work, the game teaching method of the implementation of a more clear goal, it can be including a variety of games in teaching. And not only can stimulate students' learning interest, but also can realize the efficient combination of professional knowledge and quality education, and promote the efficient development of English teaching in kindergartens.

2.2.1Krashen’s Second Language Acquisition Theory

美国学者蒂芬·克拉申（Stephen D·Krashen），毕生致力于第二语言习得的研究，他的理论主要由五个假说构成。其中一下三个假说为本研究提供了重要的理论基础：

American scholar Stephen Krashen Stephen D. Krashen, has devoted his life to research the second language acquisition theory. His theory ismainly composed of five hypotheses, three of which provide an important theory basis for this study:

第一，语言习得—学得区别假说。在克拉申的五项主要假说中，第一项便是语言习得与学得假说。语言习得就是在自然的交际情景中使用语言而发展语言能力。言语的习得是在一种无意识的、自然而然的状态下发生的，这一发生的过程和婴儿沐浴能力的发展过程相类似，是在日程生活交际中不知不觉掌握第二语言的过程。而语言的学得，在于了解规则，自觉地了解语法，并有意识的去记忆和理解所学语言。克拉申认为，语言习得对发展交际能力较之学习更重要。而习得又只有在理解所学语言的信息时才会产生，因此，不能被学习者理解的输入对语言的习得是没有帮助的。依据此理论，幼儿园英语教学应注重在幼儿的日常生活中潜移默化的使幼儿习得外语，同时也应考虑到幼儿本身对第一语言的掌握程度，避免不理解的输入情况发生。

Firstly, the acquisition—learning distinction. In the five main hypotheses of the carat, the first one is the hypothesis of language acquisition and learning. Language acquisition is the ability to use language and develop language in the context of natural communication. The acquisition of language is in a non conscious, natural state, which is similar to the development of baby shower ability, and it is a process of mastering the second language in the schedule. The language of learning, is to understand the rules, and consciously understand the grammar, and a conscious memory and understanding of the language. Krashen believes that language acquisition is more important than the development of communication skills. Acquisition and only in the understanding of the

language of the information will be generated, so can not be learned to understand the input of language acquisition is not helpful. According to this theory, English teaching should pay attention to the children's daily life in the influence of learning to make children learn a foreign language, but also should take into account the level of children's mastery of the first language, to avoid the occurrence of non understanding input.

第二，输入假说。克拉申认为，习得者接触的应是“可理解的语言输入”，即略高于其现有语言技能水平的第二语言输入，同时习得者又能将注意力集中在对意义或信息的理解，而不是对形式的理解时，才会产生习得。这种习得不需要人为地故意去提供，只要习得者能理解输入，同时又具备足够的输入量是，就自动地提供了这种输入。在克拉申看来，理想的输入应具备可理解性、即有趣又有关、非语法程序安排、要与足够的输入量四个方面。由此看来，幼儿园英语教学中，教师在向幼儿输入可理解性的语言信息的同时，还要考虑到教学实施的趣味性，做到轻松教学，快乐教学，并有意识地为幼儿创造丰富的语言环境。

Second, input hypothesis.Krashen believes that the acquisition of the acquisition should be "comprehensible language input", which is slightly higher than the existing language skills of the second language input, while the acquisition of the ability to focus on the understanding of the meaning or information, rather than on the form of understanding, will produce. This acquisition does not need to be artificially provided, as long as the learners can understand the input, and at the same time, with sufficient input, the input is automatically provided. In the carat, the ideal input should be comprehensible, interesting and relevant, non - procedural arrangements, and sufficient input for four aspects. From this, the teacher in the kindergarten English teaching, the teacher in the kindergarten can understand the language information, but also take into account the teaching implementation of the fun, so easy teaching, happy teaching, and consciously create a rich language environment for children.

第三，情感性过滤假说。此假说认为，有大量可理解输入的环境并不意味着可以学好目的语，第二语言的习得过程要受到情感因素的影响。语言输入必须通过情感过滤才可能变成真正意义上的语言“吸收”。克拉申认为影响语言习得的情感因素有：动力、性格、和情感状态。一个轻松、愉快、有趣的教学方式对输入效率的高低起着非常重要的作用。足见，在幼儿园英语教学实施过程中，游戏教学方式的采用是颇为重要的。

Third, affective filter hypothesis. This hypothesis holds that there is a large amount of comprehensible input of the environment does not mean that you can learn the target language, the second language acquisition process to be influenced by the emotional factors. Language input must be filtered through the emotion that can become a real sense of language ". Krashen believes that the emotional factors that influence language acquisition are: motivation, character, and emotional state. A relaxing, enjoyable and interesting teaching method plays a very important role in the efficiency of input. Then, in the implementation of the kindergarten English teaching process, using the game teaching method is quite important.

2.2.2游戏松弛说

游戏松弛说的代表人物是德国学者拉察鲁斯（M·Lazarus）和帕特克里（Patrick）。主要论点是，认为游戏不是剩余精力的发泄，而是为了精力的恢复。人类在脑力和体力劳动中都会感到疲劳，为了消除疲劳、恢复精力，就产生了游戏。对于幼儿来说，由于身心发展水平的限制及生活经验的缺乏，而对复杂的外部世界难于适应，很容易产生疲劳，这就需要游

戏来使其轻松一下，以便恢复精力。因此，一种教学方式方法是否有效适宜，不能脱离教学主体、尤其是学习者的特点来评价和判断。对于幼儿来说，让幼儿在“玩”中学习的效果可能远胜于让幼儿像成年人那样静坐听讲。

2.2.2 Game relaxation

The representative of game relaxation is the German scholar M·Lazarus andPatrick. The main argument is that the game is not the rest of the energy of the vent, but the recovery of energy. Human mental and physical work will feel tired, in order to eliminate fatigue, restore energy,the game is coming. For kindergartens, due to the limitations of the physical and mental development level and the lack of life experience, and difficult to adapt to the complex external world, it is easy to produce fatigue, which requires the game to make it easy, in order to restore energy. Therefore, a teaching method is effective and feasible, and cannot be separated from the characteristics of the teaching body, especially the learner. For kindergartens, making them learning by playing may be better than only sit in listening as adults.

2.2.3大脑弹性理论

在第二语言习得的研究中，有神经生理学家Penfield和Roberts于1959年提出的大脑弹性理论通常被用来当作解释第二语言学习年龄越小越好的生物学基础。大脑“可塑性”这一观点的由来源自对失语症儿童的研究，该类病患儿童由于创伤或疾病，导致大脑受损，使其丧失了部分或全部的语言能力，或是充分理解口语和书面语的能力。由该病症所造成的大脑受损，如发生在孩提时期，大脑本身会对其各区域功能进行重新组织，将一个脑区域的功能转换到另一个脑区域中，这一理论表明，儿童的大脑中有一部分组织是专门用来支持语言习得的。这种对语言习得的支持，是由于大脑中部分组织具有可塑性和顺应性功能，而这种功能又被一种生物钟所控制，随着年龄的增长，生物钟改变了部分组织的可塑性，由此同时也就降低了生物体学习语言的能力。因此，Penfield和Roberts认为，学习第二语言的最佳年龄段应在4岁到8岁之间，因为这个阶段的大脑更具可塑性。

2.2.3 The theory of elasticity

In the study of second language acquisition, a neuropsychologist Penfield and Roberts propose the theory of elasticity in 1959. It is often used as the explanation of second language learning on the biological basis of the younger the better. The origin of the idea of brain plasticity from the study of aphasia in children, the disease affected children due to trauma or disease, resulting in brain damage, leads to the loss of part or all of the language ability, or is to fully understand the ability of spoken and written language. The brain damage caused by the disease, such as in childhood, the brain itself will be a function of its regional organization and transferthe function of a brain area to another brain area. This theory suggests that the brain of a part of the brain is specifically designed to support language acquisition. This support for language acquisition is due to the brain's part of the organization with plasticity and compliance function, and this function is controlled by a biological clock, with growing of age, the biological clock changed the plasticity of some tissues, which also reduces the ability to learn language. Thus, Penfield and Roberts argue that the best age for learning a second language should be between the ages of 4 and 8, because the brain is more malleable at this stage.

2.3 Relevant Studies on Game Teaching at Home and Abroad

2.3.1 Relevant Studies on Game Teaching Abroad

国外的游戏教学研究起步较早，德国教育家福禄培尔是第一个系统的探讨游戏的教育家，也是第一个提出将游戏和教学相结合的学前教育家。他高度的评价了游戏的教育价值，把游戏作为幼儿教育的基础，认为游戏是儿童活动的特点，是童年生活中最快乐的活动，是表现和发展儿童自动性和创造性的最佳活动形式。儿童游戏往往会伴随着语言的表达，这将非常有利于儿童语言的发展。继福禄培尔之后，教育家蒙台梭利又对游戏教学理论做出了很大贡献，形成了自己特有的游戏教学理论，她通过自制教具对幼儿进行教学活动，认为游戏是幼儿自发冲动下的活动。20世纪初，杜威从他的“活动”理论出发，强调游戏活动在儿童教学中的作用，认为游戏、竞赛等活动，最符合儿童的心理特点。受杜威思想影响，教育家德可乐利对游戏教学理论也有很大贡献。与蒙台梭利的教学体系不同，他的游戏材料完全取自于自然，取自儿童的日常用品。他的游戏教学体系包括以下三方面内容：1、发展儿童视觉的，2、发展儿童视觉、运动觉的，3、发展儿童运动觉和听运动觉的。德可乐利教学体系中的游戏教学不仅发展儿童的感官，而且极大的促进了儿童的思维和智力发展。

Foreign games teaching and research started earlier, the German educator FredrichFroebel is the first educator that discusses the game as system, and is the first proposed that combine the game with teaching. He spoke highly of the educational value of the game, making the game as a basis for child education. And considering game is the characteristic of children's activities, the most happy childhood activities, andis the performance and development of children's initiative and creativity of the best active form. Children's games are often accompanied with the expression of language, which will be very beneficial to the development of children's language. After Froebel, educator Maria Montessori also made great contribution in the game teaching theory and formed its own unique game teaching theory. She passed self-made teaching aids for children to carry out teaching activities, and consider that the game is children's spontaneous impulse activity. At the beginning of twentieth Century, Dewey from his "activities" theory, emphasizing the role of games in children's teaching, he thinks of the game and the competition and so on is the most consistent with the psychological characteristics of children. Influenced by Dewey's thought, the educator Decroly has great contribution to the game teaching theory. Not the same as Montessori's teaching system, his game material is completely from the nature, from the children's daily necessities. His teaching system includes the following three aspects: 1, the development of children's vision, 2, the development of children's vision and sports awareness, 3, the development of children's sports and listening to the movement. The teaching system of Decroly in the teaching system not only the development of children's senses, but also greatly promote the development of children's thinking and intelligence.

2.3.2 Relevant Studies on Game Teaching at Home

1949年后，我国有一大批专家开始对游戏教学进行研究。现已总结出的游戏教学活动有：情景教学、儿歌教学、模拟游戏教学、体育类游戏教学、游戏规则教学等。根据教学目标和教学内容的不同，可设计和选用不同的游戏教学形式。我国著名教育家陈鹤琴提出了“教学游戏化原则”，这一原则在今天看来，仍对英语教学工作具有现实指导意义。陈鹤琴先生非常关注儿童游戏，提倡儿童教学游戏化。他认为游戏具有如下价值：发展身体、养成公民

应有品质、使脑筋敏锐、为休息之灵丹。洪子锐、惠幼莲、李升平认为：游戏本身除具有娱乐功能外，与具有学习功能，游戏是儿童认识世界和理解世界的独特方式，可使学生产生愉快体验的学习，将游戏机制引入教学，而不是将游戏和教学简单相加，是要找到游戏与学习的切合点，将学习与游戏有机统一起来。吴也显先生的《小学游戏教学论》，是游戏教学方面的代表性著作。张志远主编的《儿童英语教学法》一书中，对游戏教学有专门介绍，肯定了游戏教学在儿童学习英语中的重要作用，并对英语教学技能要求提出了自己的意见。

After 1949, a large number of experts in our country began to study the teaching of games. It has been summed up that the game teaching activities including: situational teaching, teaching rhymes, simulation games teaching, teaching sports games, the rules of the game teaching so on. According to the different teaching objectives and teaching content, it can be designed and selected different games teaching form. Chen Heqin, a famous educator in our country, puts forward the principle of "teaching and learning". This principle is of practical significance to English teaching. Mr. Chen Heqin is very concerned about children's games, and promotes the teaching of children. He believes that the game has the following value:the development of physical, the quality that the citizen should have, making the brainbe keen. Hong Zirui, HuiYoulin, Li Shengping believes that: the game had has entertainment features, in addition to this, it also has a learning function.Games are the unique way to make children meet and understand the world. It could be makingchildren have a pleasant experience of learning and making the game mechanism introduce teaching. It is finding the same point to unify study and game rather than adding games and teaching simply. Mr. Wu Yexian has wrote a book "teaching theory of elementary school Games" that is a representative work of game teaching. Zhang Zhiyuan, editor a book that is called the "children's English teaching method," and has a special introduction to the teaching of the game.It agrees that the teaching of the game is plays an important role in children learning English.

Chapter Three Methodology

3.1 Research Questions

The present study aims to explore the relationship between game teaching and English teaching effects in kindergartens. Based on that purpose, the following research questions are to be addressed in the present study.

(1) Is the approach of game teaching more helpful for developing children’s English questions are to be addressed in the present study.

(2) Can the approach of game teaching function better in improving children’s English listening than the traditional teaching method?

(3) Is the approach of game teaching more efficient in sustaining children’s attention and activating their participation in classroom activities?

3.2 Participants

Participants involved in the present study are 20 children of the top class, with ages ranging from 5 to 6, and a female Englishteacher.

3.3 Research Instruments

3.3.1 Tests

The tests in this experiment are about children’s English listening comprehension and speaking. Considering subjects’English level and English knowledge they acquired, the author chose one set of test paper of NELTS(National English Level Test Sys) Level 1 and on of NELTS-Level 2 as pre-test and post-test papers individually. Since Level 1 to Level 3 in National English Level Test System are devised by national foreign language level test research center to test English levels of preschool children, it has been conducted for many years and a lot of children attended it, therefore the reliability and validity of these two sets of test papers can be guaranteed. For the purpose of making questions belong to while without changing their content. These two sets of papers were individually used as pre-test at the beginning and post-test at the end of the experiment.

3.3.2 Class Observation Sheets

In order to verify whether game teaching activates children’s involvement in Englishactivities in class, the author conducted class observations on overall performance of children in both groups in English classes for ten times. In order to ensure the objectivity of the research, the author conducted non-participant observation, with natural performances of children and teacher in English class being recorded. Due to children’s physical and psychological characteristics and learning features, children cannot maintain the same status of their performance in a whole class, but an overall status can be observed. So the author classified children’s performance into three levels: 1. Inactive performance, which refers to a child being uninterested in English learning activity and his attention being often distracted. 2. Average performance, which refers to a child being able to concentrate on English learning and participate in activities under the teacher’s reminding. 3. Active performance, which refers to a child being able to concentrate on English learning and actively participate in activities. Children’s performance and the teacher’s teaching are recorder with a video recorder. All data will be presented and analyzed to see which teaching approach does better in activating children’s involvement in English class activities.

3.4 Research Procedure

3.4.1 The Stage of Preliminary Research

3.4.2 The Stage of Pre-test and Teaching Experiment

3.4.3 The Stage of Post-test and Data Analysis

Results and Discussion…………………………………………………………

4.1 Effect of Game Teaching on Children’s Listening………………………….

4.1.1 Analysis of the Listening Test Scores in the Pre-test and Post-test……..

4.1.2 Discussion……………………………………………………………….

4.2 Effect of Game Teaching on Children’s Speaking………………………….

4.2.1 Analysis of the Speaking Test Scores in the Pre-test and Post-test………

4.2.2 Discussion………………………………………………………………..

4.3 Effect of Game Teaching on Children’s Attention and Participation in Classroom Activities…………………………………………………………………..

4.3.1 Result and Analysis of Class Observation……………………………….

4.3.2 Discussion……………………………………………………………….