游戏在学龄前儿童英语教学中的应用毕业论文(编辑修改稿)

游戏在学龄前儿童英语教学中的应用毕业论文(编辑修改稿)内容摘要：

ating games and miscellaneous. An advantage of these games is that they are easy for teachers to handle. All in all, it can be clearly seen that different scholars base on different aims to divide games into a multitude of types. In recent year, the study of games has made great progress. Definitely, games in language teaching can be divided into different functions. It can be identified as give practice in skills, consisting of reading, writing, listening and speaking. Besides, games can be used to develop preschool children’s language skill. Based on their different functions, games can be divided into three aspects. First and foremost, it is the memory games. A great memory can help preschool children succeed in learning language. It can help them learn faster and faster. Certainly, when teachers teach vocabulary and pronunciation, they can anize a game called “What is missing?”. Secondly, it is the response games. During the game, preschool children should focus their attention on what the teacher says, when the teacher asks questions, they could response as soon as possible. In this type of game, preschool children are benefiting to understand and learn English easily. At last, it is the observation games. These observation games are designed to promote preschool children’s skills. Other benefits include memory improvement, attention The Application of Games to Preschool Children English Teaching 4 enhancement and concentration development. And, the games are extremely challenging and fun for preschool children to play. Briefly it can be concluded that games play an important part in preschool children’s English teaching. Playing games can arouse preschool children’s interest in English learning. So, to arouse preschool children’s interest is the key point in their English learning. The author uses research methods such as classroom observation and interview to investigate the effectiveness of using games in the teaching process. According to survey, the author finds that preschool children’s interest in English is gradually decreasing. Many preschool children think studying English is boring and do not want to learn it. Therefore, to cultivate preschool children’s interest has bee the most important task in English teaching. The research shows that games are used to aim at raising preschool children’s interest and improving their ability. From the questionnaire of teachers, it is clear that playing games in English teaching is a better way, which can arouse the preschool children’s interest to learn English well. Meanwhile, it is essential for teachers to choose games which are applicable to the class. Through the questionnaire, this thesis explains why preschool children learn English with lack of interest and how to resolve the problem. At last, this thesis draws a conclusion that using games can raise preschool children’s interest to learn English. 3 Theoretical basis This chapter presents a detailed summary of the findings on advocating for using games from cognition, psychology, and the field of second language. The theoretical framework of this study is based on the theories of Eric Lennebery, John Dewey and Stephen Krashen. It advocates that using games is a study aid for teaching children in English classes. Characteristics of preschool children Generally speaking, preschool children have a burning desire to learn every interesting thing. They are always curious about the whole world. Children are able to produce utterances which they can not possibly have heard from an adult. Obviously, they are very active and creative language learners. They can make sense of the world from what they see and hear. The author explains that why the cognitive development and psychological characteristic of preschool children are suitable for learning English. 保定学院外语系 2020 毕业论文（设计） 5 Cognitive development of preschool children in English learning As to the cognitive ability, when preschool children study English, there will be the absence of metalinguistic awareness. Absolutely, during their learning process, they invariably take notice of themselves. This is a prerequisite for language acquisition. Thus, preschool children put them back into learning language, to some extent, and fully accept another language in cognitive. Generally, it is widely shared that preschool children can learn language more easily than older learners. This is supported by the Critical Period Hypothesis, which was first proposed by Montreal neurologist Wilder Penfield. Subsequently, it was popularized by Eric Lennebery in 1967 with Biological Foundations of Language. Lennberg hypothesized that language could be acquired only within a “critical period”, extending from early infancy to puberty. This theory claims that there is an ideal time to gain language in a linguistically sufficient environment, after which further language acquisition bees much more difficult and effortful. It should be the case that preschool children are better second language learners than adults. It is an essential stage for preschool children in kindergartens to memorize basic vocabularies. Unlike adults, preschool children maybe recite poems easily and quickly. Even if for most of the time, they do not know the meaning of poems at all. When they grow up, they will be aware of remembering things bee more and more boring and consuming time. Based on this theory, many experts suggest that preschool children should learn English as early as possible. In short, there is no denying that the first few years of life are the crucial time in which an individual can obtain a language. Consequently, kindergartens are a key period to develop preschool children’s intelligence and help them to form good learning habits. Psychological feature of preschool children in English learning Not only does the c。