论文总字数：43280字

摘 要

学好语言，兴趣是关键。该研究从介绍游戏的定义入手，简单介绍游戏的现实意义，分析游戏和语言学习之间的关系。同时根据小学生的身心特点和现代中国小学英语课程改革现状，从语义角度以充分的实例探讨游戏在小学英语学习中的作用。针对玩游戏时可能出现的问题，教师应选择合适的游戏，以发挥游戏的有效性。

关键词：游戏；英语学习；游戏的作用；语义角度

Contents

1. Introduction....................................................................................................1
2. Literature Review…………………………………………………………1

3. Functions of Games in Primary School English Learning

...............................................................................................................................3

3.1. Stimulating the interest...................................................................................3

3.2. Solving the difficult points.............................................................................4

3.3. Developing different skills.............................................................................4

3.4. Cultivating the sentiments..............................................................................5

3.5. Eliminating fatigue.........................................................................................5

1. Reason for Functions of Games in Primary School English learning

...............................................................................................................................6

4.1. Curriculum reform of primary school English teaching in China..................6

4.2. Psychological characteristics of primary school students..............................6

4.3. The need of physical and mental development of primary school students...7

5. The Application of Games in English Learning from the perspective of semantics..............................................................................................................7

5.1. Games on synonymy.......................................................................................8

5.2. Games on polysemy........................................................................................8

5.3. Games on hyponymy......................................................................................8

5.4. Games on homonymy.....................................................................................9

5.5. Games on antonymy.....................................................................................10

6. Suggestions.....................................................................................................10

7. Conclusion......................................................................................................11

Works cited.........................................................................................................13

1. Introduction

With the development of modern society, communications between the countries of the world is becoming more and more frequent. And English as the most popular language in the world, learning it well is very important. However, nowadays many Chinese tend to pay more attention to Chinese learning and ignore English learning owing to the reform of curriculum standard. More and more people in China spend less time learning English. They have no interest in English. How to learn English well effectively in a short time becomes an important question. So the students need to be motivated, especially the primary school students.

It has been found that games have been considered to be a good way to motivating children to work harder and cultivate their interest in learning English. English games are not like the native games, but children still like to play them. For English games are the combination of English learning and funny activities. When one was born, he or she likes playing games. Children have strong demand for funny activities. However English is very boring to most of the children for it is quiet different from our own language. However, at this time games can lead the way to learn. Games can make children learn in playing and pleasure and help them develop positive attitudes towards foreign languages. If children can play games promptly, they will strengthen their self-confidence and improve interest in games for learning English.

2. Literature Review

Games are activities in rules, which people are willing to participate in. Ancient Greek philosopher Plato defines games that “Games are all sons’ (animal and human) lives and abilities for the jump needs of the conscious simulation activities” (Plato, 2000: 82). Aristotle’s definition of games is “ Games are the rest and recreation after the work, acts of sexual activities for any purpose with itself.” A CEO of Sony online Entertainment says: Games are activities for learning some skills in happiness. Games can be divided into puzzles and active games. Games can give you positive emotional experiences. They have the features of intrinsic motivation, autonomy and special reality. Modern games mainly refer to video games. But to learn languages well, puzzles are very important.

Games as social and cultural phenomena, were born before our society. However, till the 19th century, people began to pay attention to games under the influence of Darwin"s theory of evolution. Many scholars began to do research on games. Researchers are not just biologist, psychologist, but many linguists, cultural scientists, logician and anthropologists. Therefore there are many theories about games.

In the early period, an English engineer William Stephenson has the theory of the spread of games. He divides all human behaviors into two groups. One group is working, the other one is playing games. He says: working is a way to earning one’s living. (Yuan Guiren, 2004:20) In contrary, playing games is to meet one’s needs. Working spread is a communication-unpleased way. Game spread is just for fun, which is a communication-pleasure way. Stephoneson has his own unique insight. However, he defines games as a way of entertainment. But he ignores the theory of playing in learning.

During the second half of the 19th century to 1930s. It appears a lot of game theories. An English ideologist Herbert Spencer mentioned “the surplus energy theory of play”. K.Groos in German puts forwards “instinctive preparation theory of play”An American geologist called G．S．Hall raised “recapitulation theory”. (Yuan Guiren, 2004: 22) These are all classical game theories, which show the cause and functions of emergence of games. But these theories are deeply influenced by Darwin"s theory of evolution, which are researched through biology. They are products of subjective speculation, which has no reliable basis of application. However, in my thesis, there are quiet a lot of examples of the application of games, which can support my theory.

Then, it appears the psychoanalytic theory of S.Freud.Games are activities which can give children great fun.People even tried to help children overcome their emotional barriers. Later, the game theory of cognitive development raised by Piaget, then Vygotsky further develop the game research. They do research from the perspective of pedagogic, psychology and Sociology. However, there is no theory researched from semantics. In my thesis, I’ll discuss from the perspective of semantic.

It is obvious that the research of theories of games has had a long history, which develop from simple to complex, from intuitional experience to psychological theory. And the research on the application of games is increasing. However, my thesis has shown the functions of games of primary school English learning. My research also has some examples. What is different is that I’ll discuss from the perspective of semantics.

1. Functions of Games in English learning

In modern life, almost everyone plays games. Games are becoming an indispensable part in our life, and they can even change the world. An American writer once said: “Gamification can remodeling the positive future of human beings. Nowadays, games are changing the world from three aspects: First, make people’s life more equal, more substantial and more pleasant. Second, make interpersonal communication more truthful, more thorough and more multiple. Third, make entertainment have more broaden space, more economic benefits and more imaginative challenge. Games can help people develop great interest in learning languages and make people happy in learning. Different types of games can be correspondent with linguistics. How to design and operate games can prove the effectiveness of games in English learning (McGonigal, 2012: 13).

To learn the second language well, enthusiasm and interest play an important role. Through games, students can not only review the learned knowledge, but also learn the new ones. It means games can help students to memorize more words, phrases and sentences. Besides, games can improve different skills of students. Here are several functions of games.

3.1. Stimulating the interest

Games can stimulate the interest and make children feel relaxed. For primary school students, they are easy to be influenced by outside world. So before learning new knowledge points, the teacher can teach them to do a warm-up to stimulate their interest. They can sing an English song or do some actions. After teaching new knowledge points, it is hard for all the students to concentrate on learning. But if learning in a relaxed situation, students can learn for a long time (Bowman, 2010: 100). For example, in the course of learning English numbers, students may feel fresh at the beginning. But as the students learn more and more words for a long time, they may feel tired. At this time, organize a game to counter off the numbers, and put the bomb on some words in rules. The students may become active and cooperate to say and laugh in a happy atmosphere. This is what we called “Learning in playing and pleasure” (Cesar, 1998: 38).

An English philosopher Herbert Spencer thought that people have excessive energy after finishing the main tasks of living. So they create the game. Games don’t have the utilitarian purposes, and the course of the game itself is the purpose of the game. The purpose of games in learning English is to learn in playing and pleasure.

3.2. Solving the difficult points

The primary school students don’t like to keep on reading and speaking, especially for those difficult phonetic symbols, words, phrases and sentences. The students may feel frustrated if the problems can’t be solved. At this time, if the students can learn in a game, they may become active, then the difficult ones can be solved quickly. For example, when learning some tableware words, it is hard to read for the beginners. If sticking the paper with these words on the ground in a circle, one student stand in the middle and the others surround the circle. The students sing and dance around the circle. When the teacher gives the order “stop”, the middle one read the corresponding word. Keep on doing that, the students can read the difficult words effectively.

A German poet and playwright Schiller said: “People have material and spiritual pressure in daily life, which can wear out people’s ideals and freedom. Therefore, people create a new world called the game instinctively. Games in English can help us solve problems and realize our dreams.

3.3. Developing different skills

In the course of learning, the students may need to learn a lot of knowledge points. But to enrich more knowledge and broaden one’s eyes, the teacher should have unique teaching methods. To learn English in games, students can have strong motivation, they think with singing and dancing. If the teacher make students race to be the first to answer questions, the students may develop strong response capability. If the teacher make students to draw and sing in learning, students can develop their talents. If the teacher make students recite the text in a limited time, students may develop good memory. Then the capacity and skills can be developed. Here is one classical example. When learning some fruits, the teacher can read English words and make some of the students draw and write down the words on the blackboard. Then the teacher gives the orders, the students listen and touch the correct words. In this way, students can read and recite those words quickly.

A Swiss psychologist Piaget thought that playing games is a good way to learning new and complex things. In this way, people can consolidate concepts and develop skills. Besides, it is a good way to combining thinking and actions. Playing games in English can develop our different kinds of skills.

3.4. Cultivating the sentiments

Games can be designed with pictures, songs and poems, making students develop their aesthetic. The factors of visuals, materials, colors, sounds, actions, and literature can give students deep impressions. The students perform actions, draw pictures, sing and dance, which can cultivate their sentiments from different aspects. Actually, games can give students a good context. When learning in playing, the students concentrate on and bring out their potential skills, then the level of English learning can be improved. Some games can be commonly used, like “Words solitaire”, “Beating words”, “I guess you draw”, “Ballot”, “Passing on messages” etc.

A psychologist Vygotsky in the former Soviet Union thought that the game is a conscious social activity and a special practical activity for children. In the course of learning English with games, the students learn with hands and brain. Meanwhile they cultivate the sentiments.

3.5. Eliminating fatigue

According to people’s physical and psychological characteristics, people may feel tired after 20 or 30 minutes learning. And playing games is a good and quick way to solve the problem. Thorough playing games, the students can have a good rest for the fatigue part of the cortex and feel excited for the rest parts. When the students feel tired, they may disperse their attention. At this time, listen to a cheerful song, follow the tape and sing and dance or do some actions. Then they can recover and have more energy.

A German philosopher and psychologist Lazarus thought that games and entertainment can relieve stress. They can also help people recover and keep healthy. So people need to play games.

1. Reasons for Functions of Games in Primary School English Learning

There are so many functions of games in the course of children’s English learning. So it is very important to take games into the classroom, especially the children’s classroom. For the primary school English teaching in China has reformed. The teaching methods should be well adapted to the reform. Besides, primary school students have their psychological development characteristics. They have great demands for playing in the course of learning.

4.1. Curriculum reform of primary school English teaching in China

English becomes a compulsory course in primary school in 2001. However, early before 2001 , students in primary school have learned English. For some time, English is considered as one of the most important subjects. However, English is ignored by a lot of students and parents due to the reform of school curriculum in English. It is said that our country has reduced the inspection standards of English. Besides, the teaching of English had not been standardized. The text books are also reformed. Most textbooks used for primary schools are produced locally. Some primary English textbooks are close to the level of secondary school textbooks. In fact, primary school English learning is becoming more and more difficult, but most students haven’t known the situation and pay less attention to English.

4.2. Psychological characteristics of primary school students

Students in primary school have great demand for activities, including games and sports activities. Most of the students are active and can’t concentrate on one thing for a long time. They are energetic and easy to be influenced by outside world. As they grow, they may have no interest in learning. They are sensitive and even a trifle can attract them. Students are willing to pay attention to those they are interested in, such as sports and games. Playing games is a good way to making students concentrate on the knowledge and keep their enthusiasm on learning.

4.3. The need of physical and mental development of primary school students

Primary school students have their own characteristics. They have their own weakness, which needs to be improved. Besides, primary school students are easy to be influenced by the outside world, which may have a bad effect on their physical and mental development. So the teacher needs to lead students in class. That is to say, playing games is a good way of meeting the needs of physical and mental development of students. Teachers should design games according to related knowledge points. Students are pleased to learn with songs and pictures. In this way, they can acquire knowledge, develop their intelligence, cultivate the sentiments and develope different skills.

5. The Application of Games in Primary School English Learning from the Perspective of Semantics

From the new primary English curriculum standards, we may know that there are a lot of tasks that need to be completed. For example, to cultivate students’ interest, make them build confidence, make students learn some basic knowledge and develop their skills of listening, speaking, reading and writing. The final goal is to develop students’ comprehensive language skills. From which, we can see that the teaching of vocabulary is an essential part in primary education. Thus how to design games of different kinds of words becomes a problem. However, in order to design suitable games, the teachers should know the relations of different words, such as synonymy、homonymy and so on. In linguistics, there is one part that is related to the relations of words, that is the lexical meaning in semantics. So the teacher can create different games to make English learning easier in relation of synonymy, polysemy, homonymy, hyponymy and antonymy. Here are several applications of games from the perspective of semantics.

5.1. Games on synonymy

Synonymy refers to the sameness or close similarity of meaning. Words that are close in meaning are called synonyms. English is rich in synonyms for historical reasons. However, it is hard to learn so many words that has the similar meaning. Practicing associative learning is a good way to learn synonyms, thorough which people can learn more words that are in synonymy. (Dai Weidong, 2010: 66)

This type of game is full of appeal and can give the students great interest and deep impressions. A game called “Looking for friends” can be applied for synonyms. The teacher can make students find pairs of synonyms in a bunch of words or speak out the synonyms at the sight of words and pictures. There are many instances to explain how this type of games works. (Lin Changfeng, 2000: 141)

5.2. Games on polysemy

While different words may have the same or similar meaning, the same one word may have more than one meaning. This is what we call polysemy, and such a word is called polysemic or polysemous. There are many polysemic words in English. (Dai Weidong, 2010: 68)

The polysemous words appear in different context, so the teacher often design a game called “scenario plays”. When the students read a joke, they may misunderstand the joke if not considering the polysemous words. The teacher can also give a word that have different meanings. Then give students several sentences containing the word. At this time, the teacher ask students to find different meaning of this word according to different context quickly. This is a kind of competitive mechanism, which can help students learn more meanings of a word in a short time.

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