【正文】 the praises and awards of teachers. The Input Hypothesis simply describes that learners acquire language through prehensible input. Then language acquisition would occur to them. Krashen asserted that a necessary condition to move from stage i to stage i+1 is that the acquirer understand input that 保定學院外語系 2020 畢業(yè)論文（設計） 7 contains i+1, where “understand” means that the acquire is focused on the meaning and not the form of the message. In other words, if an acquisition is at level i, the input he or she understands should contain i+1. He defined prehensible input as i+1. Only through prehending what other people are saying, can learners pletely acquire language. One striking characteristic of preschool children is the facility for working out meaning form rather than giving attention to the form of the message. From this it can be seen that preschool children understand first, and this helps them acquire language. The AffectiveFilter Hypothesis emphasizes that learner’s ability to acquire language is constrained if they are experiencing negative emotions, which are fear, anxiety, selfdoubt and embarrassment. That just says, before the acquisition petence, no one can avoid the affective factors’ influence. Later, Krashen further identified three kinds of affective variable, which is motivation, selfconfidence and anxiety. He concluded that people with high motivation, selfconfidence and lowanxiety would do better and acquire more knowledge. The practical application of the AffectiveFilter Hypothesis is that teachers are supposed to use external stimuli to facilitate preschool children’s inner motivation. Then preschool children’s inner motivation will be transformed into their inner desire. If preschool children have a positive attitude towards English, they will feel relax, fortable, and want to learn more knowledge. 4 Problems in preschool English teaching As a matter of fact, English teaching methods are still under exploration. In order to find an appropriate teaching method, the author uses the form of the questionnaire for preschool children and teachers. This chapter states the overall design of the present study, including classroom observation, statistical analysis of the feed back to the questionnaire for the preschool children and statistical and qualitative analysis of the interviews with the teachers and preschool children. At last, this thesis also gives some suggestions to teachers how to cultivate preschool children’s interest and anize games effectively. Problems of preschool children in English learning In preschool children’s questionnaire, each of the seven questions is in Chinese in order that the subjects can understand the content accurately, clearly and quickly. A total of 90 individuals participate in the survey. They e from Beijing Immersion Subject English educational The Application 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, 保定學院外語系 2020 畢業(yè)論文（設計） 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