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국민학교 영어 교수 - 학습과 게임(game)의 활용방안
박약우 仁川敎育大學校 1994 論文集 Vol.28 No.1
This study aims to investigate the role of game activities which contribute to development of communicative competence in teaching English to primary school learners. The problem we have been confronted with is that many students know much about English but have nearly English proficiency. That is, they can not use English in real situations. How do we help learners develop communicative competence in English? As an alternative for this question, games will be introduced in teaching English. Recently games have tended to reflect the holistic integrated approaches to language teaching which are known collectively as the communicative approach. This study is organized as follows : section one presents a problem of our English education, that is, why our learners can not use English in real situations in spite of the investment of much fcme and effort in English study. Section two searches the theoretical background on which games are applied to teaching English. The first half investigates the characteristics of games and the second half finds out what relation the characteristics of games have with English teaching theories. The third section is allotted to game design and game application to the classroom. Game design is a creative process in which the designer moves from language, desired outcomes, and objectives to the finished games. In game choice and modification, the designers examine a finished product to determine if their objectives can be met. In practice the game design comes from playing around with ideas and combinations, experimenting through trial and error, and reshaping things as one goes along. As for game application games should be viewed not as things apart but rather as an essential part of any language course and be performed integratively with a given purpose in mind and particular goals to achieve. Games should promote communication activities, thus games should be forced the learners to focus on what it is they are doing and use English as a tool for reaching the goal rather than as a goal itself. The fourth section exemplifies some games which are helpful in teaching English to primary school learners. These games are appropriate for the beginners. They are all given their objective and procedure.