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esent author herself. Thus, the inadequacy and drawbacks and subjectivity are inevitable.
The study of games in primary English classrooms holds considerable promise, both for the English teaching methodology, and for psychology and pedagogy. As for the research of English teaching methodology, pupils are beginning to play a more active and creative part in the English classroom, rather than passive followers of the teacher’s instructions and orders. They learn for fun, for fulfillment, for interest, and in action, in games. They perform actions, handle objects, draw pictures, label them and they sing, dance. What the teacher should do is to organize and lead games that are appropriately supported, meaningful, enjoyable, social and full of practice. In one word, such a research will arouse reflections on the role of the learner, of the learning, and of other learners’ factors such as attitude, motivation, attention and etc. It will greatly enrich the domain of pedagogy, particularly the pedagogy in primary schools. At the same time, data and other fruitful findings of games will provide important sources for the research on children’s psychology and developmental psychology.
To sum up, that a class involving games is more effective than a traditional class is firmly believed, particularly in the activation of pupils’ interest. However, it should not be denied that more experiments by other researchers and scholars in this field should be done to find further and more solid evidence. This research is focused on games teaching approach and tries to make some suggestions for the teachers. Other potential explorations can be done and involve greater variety, such as the influence of first language on the acquisition of child second language, the relationship between a particular teaching model and the specific teaching content or any other theoretical and empirical researches.
 
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