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ducationalists had different definitions to game. Spode k Bernard and SarachoOlivia (1994) stated that games are different kinds of activities, which are highly structuredand include specific rules to be followed. Similarly Hadfield Jill (1984) defined games as “anactivity with rules, a goal and an element of fun”. Brown H Douglas (2001:179) expressed “agame could be any activity that formulized a technique into units that can be scored in someway”.According to Longman Dictionary of Language Teaching and Applied Linguistics,“games” in language teaching can be defined as an organized activity that usually has thefollowing properties (1) a particular task or objective (2) a set of rules (3) competitionbetween players (4) communication between players by spoken or written language (Richards,Platt, 1992). Byrne (1995) gave the definition to games as a form of play which was governedby rules. They should be enjoyed and fun.
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2.2 Characteristics of Games
Lee William, R (1988) observes that a game “should not be regarded as a marginalactivity filling in odd moments when the teacher and class have nothing better to do”. Wright(1989) believed that language learning was difficult. However, game can help learners studyeasily, because it can stimulate interests, and it also can help teachers to create scene. Studentscan express their opinions freely in relaxed environment. According to Jeremy Harmer (2000),games create “a bridge between learning and doing”. Application of games require carefulplanning. The classroom games must be “purposeful, relevant, and educational”, which canpromote language learning. Games can stimulate students to engage in the classroom activity,and delight students.Many researchers considered that games had many advantages in class. For example,game can stimulate students’ motivation and it has challenge, can provide chance to practicestudents’ comprehensive ability, can create a scene to use language, can encourage students tocooperate and communicate. Therefore, teachers should use game in the process of teaching.
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Chapter Three Theoretical Framework.... 17
3.1 The Characteristics of Children..... 17
3.1.1 Cognitive Development of the Young Learner........ 18
3.1.2 Psychological Feature of the Young Learners on Learning ...... 18
3.2 Stephen Krashen’s Theories of Second Language Acquisition..... 20
3.2.1 The Acquisition-Learning Hypothesis ........ 21
3.2.2 The Input Hypothesis .... 22
3.2.3 The Affective Filter Hypothesis ...... 23
Chapter Four Research Design ...... 25
4.1 Research Hypothesis ......... 25
4.2 Research Questions ..... 25
4.3 Subjects ..... 26
4.4 Instruments ...... 26
4.5 Procedures ....... 27
Chapter Five Results and Analysis ...... 29
5.1 Results and Analysis of the Questionnaire...... 29
5.2 Results and Analysis of the Classroom Observations ....... 39
5.3 Results and Analysis of the Interview with Teachers........ 42
5.4 Reflection on the Results of Research....... 47
5.5 Effective Game Teaching Strategy ...... 50

Chapter Five Results and Analysis

5.1 Results and Analysis of the Questionnaire
This part mainly aims at making statistics of questionnaire about students of grade three.The purpose is to understand students’ recognition degree about game teach本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。