【導(dǎo)讀】眾所周知，隨著社會和經(jīng)濟(jì)的發(fā)展，英語成為世界上最廣泛使用的語言。低齡化已成為我國英語教育活動的一種趨勢。許多幼兒園和早教機(jī)構(gòu)中。然而，如何把學(xué)齡前兒童作為二語習(xí)得者來進(jìn)行教學(xué)仍然是一。個令人困惑的問題。筆者采用觀察法和調(diào)查法研究了在教學(xué)過程中使用游戲的有效性。過調(diào)查筆者發(fā)現(xiàn)學(xué)齡前兒童學(xué)習(xí)英語的興趣逐漸地下降。研究表明運(yùn)用游戲的目的是為了引起學(xué)齡前兒童學(xué)習(xí)。與此同時，對教師而言，選擇符合學(xué)齡前兒童階段的游戲。此外，本文闡述了當(dāng)前學(xué)齡前兒童缺乏學(xué)習(xí)英語的興趣的原因，并對所出。現(xiàn)的問題提出了解決辦法。最后，本文得出的結(jié)論是利用游戲進(jìn)行教學(xué)能夠提高學(xué)齡前兒

　　

【正文】 of Games to Preschool Children English Teaching 8 institution and Wan Huatong kindergarten. According to questionnaire, an important problem is that preschool children’s interest in English learning is decreasing. It seeks to explain from two aspects that why the preschool children’s interest in English is gradually decreasing. As a foreign language learner, preschool children themselves have problems to learn English. According to the questionnaire survey of Beijing Immersion Subject English educational institution and Beijing Wan Huatong kindergarten, it finds that preschool children’s interest of learning English is decreasing as time moves on. From preschool children themselves, there are three reasons to explain their problems. To begin with, preschool children do not like learning by themselves. It is universally acknowledged that the selfcontrol of preschool children is weak in English learning. According to the questionnaire survey of Beijing Immersion Subject English educational institution, there are 70 percent of preschool children take the attitude that the English class is boring, and they often do not study actively. Preschool children do not know why they have to learn English. Some students even think teachers force them to learn it. It is indicated that preschool children’s interest in English learning is gradually decreasing. That is just the main reason that blocks preschool children’s progress in English learning. Secondly, preschool children’s attention can be easily taken, but the attention span is varied, so it is hard to keep it throughout the whole class. Through classroom observation of Beijing Wan Huatong kindergarten, the author finds that games are used in 90 percent of English classes. When preschool children are having a class, their attention only has about 10 to 15 minutes. Then, new things will capture their attention, and they will look around and do something which they feel interested. Obviously, through classroom observation of Beijing Wan Huatong kindergarten, 96 percent of preschool children’s attention span is short. It finds that preschool children can concentrate on one thing for a long time but not on other things depending on what they do. By reason of preschool children’s short attention, the teacher should have the ability and enthusiasm to design different games that preschool children enjoy attracting their attention. At the end, although 93 percent of preschool children like playing games in English class, 82 percent of them think that if they have some difficulties to learn English in class, they will give up studying English. Because of they have no more patience to learn English. Maybe some preschool children are encouraged by teachers. They will make every effort to study. Once failed, 保定學(xué)院外語系 2020 畢業(yè)論文（設(shè)計(jì)） 9 they are unwilling to continue to learn English. Some games do not keep all of the students involved and interested. Accordingly, some preschool children do not have a chance to practice, or review specific language material. As far as they are concerned, English class has nothing to do with them. They will not focus on what the teacher says. From what has been discussed above, it can be realized clearly that some factors of themselves may lead to declining their interest in learning English. The problems are evident, and what seems crucial and imperative is to find out approaches to solve them. Problems of teachers in using games Not only do preschool children have problems to learn English, but also English teachers have some teaching problems. A total of 50 individuals participate in the survey. They are from Beijing Immersion Subject English educational institution and Wan Huatong kindergarten. The author also chooses three of teachers who often use games teaching in English class as interviewers of this study. Two of them are author’s college classmates, from whom author often gets a lot of help. In the first place, from the questionnaire, it can be manifested that 86 percent of preschool children do not like the same game, which always makes preschool children feel boring and disgusted. Discovered through investigation of Beijing Wan Huatong kindergarten, 93 percent of teachers often use the same games to teach their students. They keep an idea that they have been used to using all the same games. It is convenient and skillful for them to use these games in English teaching. For example, Miss Li is an English teacher at Beijing Wan Huatong kindergarten, when she teaches her students English words, she often uses a game named “simon says”. However, students are fed up with this game. Some students do not listen to her and do their own things. Teachers should change games in order to appeal to preschool children’s attention. Secondly, games can help preschool children enjoy themselves, and teachers have been greatly encouraged by adopting the games in English teaching. For the efficiency of games in English teaching, teachers must make a clear rule on the games. The teachers, as the anizer of the game, need to introduce the rules clearly before playing game, to avoid replenishing in the game. If preschool children do not understand the rules clearly, they will not prehend teachers’ intention. When they are playing game, they do not know how the game goes and what The Application of Games to Preschool Children English Teaching 10 procedures they have to follow, and at last they will lose their interest on the game and the class. For instance, Miss Xu is an English teacher at Beijing Wan Huatong kindergarten who has 2 years’ experience of English teaching to preschool children. She tells me that preschool children whose age is 3 are difficult to understand the rules of games, 65 percent of teachers fail to make their students understand the rules of games so that students