【正文】 ognitive 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 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(xué)院外語(yǔ)系 2020 畢業(yè)論文（設(shè)計(jì)） 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