【正文】 ngs 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. 保定學院外語系 2020 畢業(yè)論文（設計） 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 cognitive petence of preschool children suit to learn English, but also their psychological characteristic is fit for studying English. Due to preschool children are naturally active, when learning through games, most of them eagerly and enthusiastically pursue their studies. John Dewey advocated out learning by doing, he stated that preschool children had potentially enormous curiosity and creativity. It is using games in English class that are an effective approach for preschool children to study English. Additionally, preschool children have a burning desire to learn every interesting things. The Application of Games to Preschool Children English Teaching 6 They are always curious about the whole world. They are interested in surrounding things at their side, as if all over the world exerts a tremendous fascination on preschool children. When teachers ask them to play a game, they are proactive and prepared to join. At that time, they want to take an active part in the game and pay any attention to the content of the game. In brief, John Dewey demonstrated that preschool children learned best by doing, by acting throughout the whole world. The advantages of preschool children in learning English are reflected in their strong imitative ability, thirst for knowledge, strong desire in the demonstration as well as light psychological burden. Loving to play is their nature, teachers can raise preschool children’s motivation and enthusiasm by selecting interesting activities, they could, therefore, take advantage of them and learn English well. Stephen Krashen’s theory of second language acquisition In the field of Second Language Acquisition, Stephen Krashen, a prestigious American linguist, developed a series of five hypotheses. Three of them are extremely essential and closely related to preschool children language learning. They are the acquisitionlearning hypothesis, the input hypothesis and the affectivefilter hypothesis. At first, the AcquisitionLearning Hypothesis firmly believes that there are two independent ways in which people cultivate their linguistic skills: acquisition and learning. This theory is at the core of modern language acquisition theory, and perhaps the most fundament of Krashen’s theories. Because of the acquisition of language is a subconscious process, people are unware of the process as it is happening. Krashen declared that both adults and preschool children could subconsciously acquire language, and either written or oral language could be acquired. When playing a game, preschool children do not recognize that they are learning. If the teacher asks questions, they will be responsive with English actively. The reason why they are not worried about making a mistake is that they learn unconsciously without realizing they are learning. While playing the games, preschool children feel it safe to speak English. They can be successfully participating, and have enjoyed playing. What they only care about is