Chapter One Introduction
1.1 Background of the Study
Children English Education in China can be dated back to Qing Dynasty. With somany barriers and restrictions, however, it did not get well developed. At present,owing to the development of society and advocation of the government, more andmore attention has been paid to children English education.Although New English Curriculum Standard which published by Ministry ofEducation in 2017 did not include preschool English education into Englishcurriculum of the formal basic education, there is a common fact that Englisheducation has been carried out in numerous kindergartens of most areas and hasachieved prosperous development. However, there are still many problems in actualpreschool English teaching.Teaching aims are not located properly in English teaching practice inkindergartens. Most teachers consider vocabulary as main content as well as the focusof English teaching, therefore making children remember vocabularies is taken as thedominant teaching aim. While according to Yu Zhenyou (2017) and Zhou Jing (2017),teaching aims in preschool English education are to foster children’s English learninginterest, to help children develop their listening and speaking and to cultivatechildren’s cultural awareness. In English teaching in kindergartens, English teachersshould not attach too much importance to English vocabulary and to ignore children’sEnglish listening, speaking and learning interest.
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1.2 Purpose and Significance of the Study
With the rapid development of education and related disciplines, many scholarsand researchers pay attention to game teaching in English education and havelaunched many articles and journals. Yet, the relationship between English teachingeffects and game teaching in kindergartens is still not verified in a systematic andquantitive way. In the present study, the author adopts game teaching in Englishteaching of a kindergarten to verify whether game teaching is of help for children’slistening and speaking or not and to further probe how game teaching correlates withchildren’s attention and participation in English activities. On the other hand, thepresent study is to provide some suggestions for English teachers in kindergartens.The present study is of both theoretical and practical significance. From thetheoretical perspective, it will explore the relationship between game teaching andEnglish teaching effects in English education of kindergartens, enrich the researchrepertoire and make this study field more comprehensive. From the practicalperspective, it can provide a Reference and some suggestions for English teachers inkindergartens to improve their teaching skills and to properly adopt game teaching inEnglish classes. Teachers and principals of kindergartens will have a strongerawareness of the importance of using games and game teaching properly andscientifically to achieve English teaching aims.
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Chapter Two Literature Review
2.1 Games in Teaching
Bernard & Saracho Olivia held a similar opinion, games area different kind of playing activities which include specific rules and are wellstructured (1994: 271). Byrne (1995) defined games as a form of play governed byrules. They should be enjoyed and fun. Besides, a game is defined as，英语论文题目，英语论文范文
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