信息沟在小学英语游戏教学中的有效运用

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Abstract Nowadays，game teaching is popular among primary English classes. It is superior to other teaching methods for its interesting and attractive features. But in fact, there are also some ineffective phenomenons in English class, induced by game teaching. Failing to form an information gap is a main reason for this phenomenon. In recent years, information gap is widely used in English teaching because it makes the students exchange the useful information with each other, which is in accordance with the essence of communicative approach. Based on the theories of second language acquisition, this essay aims at describing the characteristics of information gap and its specific application on English teaching. The development of game teaching is also focused on. By analyzing and comparing the specific game teaching in context, this paper tries to explore how to create information gap or communicate skillfully in the design of English games, thus to create a really effective English class. 59080

Key words: primary English teaching; information gap; game teaching; communicative approach

摘要如今在小学英语课堂中游戏教学广泛流行。相比于其他教学方法，游戏教学更加有趣，更具吸引力。但事实上，小学英语课堂中也存在着许多由游戏教学引起的低效现象。主要原因在于这样的游戏没有形成有效的信息沟。最近几年在英语教学领域，信息沟被广泛的使用，因为它能够使实现信息的有效交流，体现了交际教学法的本质。本论文会探索和呈现信息沟的发展特点，以及它在英语教学中的具体应用。同时，本论文会研究游戏教学的发展概况。最终通过探究和对比具体情境下的教学案例，研究如何在英语游戏教学中有效的融入信息沟，从而创造真正高效的英语课堂。

毕业论文关键词：小学英语教学，信息沟，游戏教学，交际教学法

Contents

1. Introduction 1

2. Literature Review 2

3. The Development of Game Teaching in Primary English Class 3

3.1 The Advantages of Designing Games in English Class 3

3.2 Some Ineffective Application of Game in English Teaching 4

4. The Application of Information Gap in English Teaching 5

4.1 The Background and Advantages of Applying Information Gap 5

4.2 Specific Application of Information Gap in Certain English Context 7

5. The Combination of Information Gap with Game Teaching 8

5.1 How to Create Information Gap in the Process of Game Teaching 8

5.2 The Principles of the Application of Information Gap in Game Teaching 9

5.2.1 Principle of Interest 9

5.2.2 Principle of Purpose 10

5.2.3 Principle of Inspiration 10

5.2.4 Principle of Communication 11

6. Conclusion 11

Works Cited 13

1. Introduction

With the thorough reform in teaching, the teaching forms are also increasingly persified. In order to going out the predicament caused by the boring and dull classroom teaching, all kinds of educational reform and experiment have been carried out across the country, for example Happy Teaching. Under such circumstance, it highlights the value of game teaching. So game teaching is very popular among classroom teaching, especially in primary English class (Zhou Jianping, 2002:56). Games can instill fun and energy into classroom teaching; meanwhile, they can attract the children’s attention, making them actively take part in the teaching activities. Game teaching embodies the respect for children’s personality, freedom and need. But not all the games in teaching can have a good effect on children’s learning. On the contrary, they lead the language teaching into an impasse. Such games are only designed for activating classroom atmosphere. As a result, it not only unintentionally distracts the student’s attention, but also loses the meaning of communication. As we know, communication is the final target of both language learning and language teaching. It is caused by information gap, which is the distinction of mastering information between different people. The purpose of communication is to fill in the information gap between speakers (Wang Chuming, 1987:35). In recent years, information gap has been widely applied in English teaching, such as in reading and grammar teaching. This paper aims at exploring how to apply information gap in game teaching. It includes six parts. Part one is the introduction of this paper, and part two is the literature review. The third part is mainly about the development of game teaching in primary English class. It discusses the theoretical basis of game teaching, also its advantages and disadvantages. Part four is about the application of information gap in English teaching. Then part five explores the combination of information gap in game teaching. Part six is the conclusion of this paper. In this process, communicative approach, situational teaching method and Krashen’s language acquisition theory will be involved. By exploring such aspects, this paper hopes to improve English teaching and learning, so as to create an efficient class.