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Chapter One  INTRODUCTION 

1.1 Background of the Study 
The  reform  at  the  core  of  English  courses  and  teaching  materials  builds  a  good foundation  for  all-sided  English  education  since  the  90’s.  Teaching  methods  have  been modernized,  classroom  equipment  such  as  tape  recorders,  projectors,  multi-media  files, smart boards and so forth have been viewed as increasingly important. Many schools have language  laboratories,  some  schools  have  set  up  multi-media  library  and  reading  rooms, and  some  have  started  teaching  online.  Great  efforts  have  been  made  to  develop  English curriculum and teaching material. China has witnessed considerable progress in the quality of English education.  However,  English  education  in  China  still  has  many  problems.  Schools  in  China  are evaluated  and  financed  based  on  the  grade  and  personal  ability  of  students,  resulting  in teaching  styles  that  are  geared  towards  the  skills  being  tested.  Therefore,  skills  such  as learning grammar rules become more focused on memorization instead of implementation. This problem is further reinforced through the college entrance examination, where 80% of the  test  is  the  writing  component,  20%  of  the  test  is  listening,  and  speaking  was  only required for the English major students. As a result, most teachers focus more on Grammar rules than in other aspects in teaching as it is considered an important element of language learning.  Ur  (1988)  states  that  a  person  who  knows  grammar  is  one  who  can  express himself/herself in what would be considered an acceptable language format. In fact, many people feel that learning grammar is boring since they have to memorize unfamiliar things which resemble math formulas. 
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1.2 Objectives of the Study   
When  we  teach  our  toddlers  how  to  speak,  appropriate  social  interactions,  logical thinking  skills,  reasoning  strategies  and  how  to  follow  rules  and  procedures,  we  patiently and joyfully played many games with them. If games can teach our kids this much in the early  stages  of  childhood  development,  then  surely  games  could  be  used  in  our  language classrooms for teenagers who are learning to talk in a foreign language, just as they do for toddlers. In the last few years I have been nurturing the wish to study the relationship between what  I  have  gained  from  my  learning  and  teaching  experience  and  the  results  of  a  more formal  inv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。