1.1 Theoretical bases for simulation games
Many attempts have been made to define simulation games. These efforts haveinvolved making distinction among games, simulations, simulation games, case studies,role playing and playing games (Becker 1972 ; Coppard and Goodman 1997 : Ellington,Addinall, and Percival 1982 ; Goodman 1973 ; Greenblat 1981 ; Greenblat and Baily1978 : Hamburger 1979 ; Heyman 1975, etc), as well as identifying person-machine,person-person, and all-machine types of simulations (Greenblat 1971 ; Inbar and Stoll1972 ; Wieting 1975) and documenting the specific characteristics of simulation games.Simulation games usually are designed for many players and few, if any, observers;most can be played with a large number of persons so that all members of the class areable to participate (Greenblat & Baily 1978: 624). Rules usually are very explicit andspecify which actions are prescribed, which are permitted, and which are proscribed, theconsequences of each action in aiding or inhibiting each player‘s movement towardsgoals (Coleman 1969:2), the sequence of interactions among players, and the proceduresfor making decisions, displaying results of decisions, recording activities and interactions,and monitoring each player‘s behavior. They also limit and guide behavior in a waywhich will insure that players‘ experience success or failure in a manner similar to that inthe real world (Maidment & Bronstein, 1973:6). Generally, rules make up part of theaccounting system and the operating procedures of simulation games (Armstrong &Hobson, 1975: 83-86: Coppard & Goodman, 1977:5).
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1.2 Oral English
The purpose of this thesis is to explore the feasibility and efficacy of employingsimulation games for college students in oral English class, and the research focuses onoral English. To answer the research question of the changes in oral English proficiencyafter the intervention incorporating simulation games in oral English teaching class, someknowledge about oral English should be stated. For this part, features of oral English,approaches to oral English teaching both at home and abroad are reviewed. In addition,the scales of ranking oral English proficiency are also elaborated. Richards & Rodgers (2017; 61) summarizes the four features of oral English fromthe perspective of communicative approach: a) Language is the cohesive expression ofmeanings; b) Communicating and interaction are the major functions of language; c) Thestructure of language reflects its function and intentions of communication; d) The maincomponents of language reveal themselves in grammar and language structure, as well astheir certain functions and communicating significance under certain context.
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2 Research Methodology
2.1 Research questions
In the light of the literature review on the theoretical foundation of simulation games,oral English and previous studies on simulation games and oral English teaching, theauthor shows great interest in the feasibility and efficacy of simulation games and comesup with two research questions. Tests and interviews are used as the instrument to discussand try to find out the answers to those questions. Besides, a teaching experimentincorporating with simulation games is ，英语论文范文，英语论文题目
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