The Negative Effects on the Underachievers Caused By Games in English Class

——A Case Study of two classes, Grade 7 in Hangzhou No.15 Middle School

This chapter is elaborated from brief review of studies on the definition of English game teaching, underachievers, teacher evaluation, learning environment, peer influences and the relevant theories concerning interest and motivation.

1. Studies on English game teaching

As an international communication tool, English language is playing an important role in junior high school education at home and a variety of English teaching methods in class have been taken into consideration since 1800s.

2.1.1 Definitions of English game teaching

English game teaching, called game-based teaching, is a groundbreaking combination of games and teaching, that teacher conducts knowledge representation to students through the form of playing games or transits steps by games. The aim of English game teaching is to let students gain knowledge by creating a relaxing atmosphere; offer a platform where students can learn by playing.

Until now, many experts have raised some new ideas about the games for teaching. Spodek Bernard and Saracho Olivia(1994:271) held the view that games are a different kind of play activity. They are highly structured and include specific rules to be followed. Campell Linda, Campell Bruce and Dickson dee claimed teachers should consider the advantages of games: the ability to capture studentsrsquo; attention, lower studentsrsquo; stress and give students the ability the chance for real communication. Lee Su Kim (1995:35) offered five advantages of games: 1. Game learning differs from regular classroom language learning 2. Challengeable games can strongly stimulate studentsrsquo; motivation and strengthen their aspects of ability 3. Games help students with the comprehensive ability to solve problems 4. Games effectively motivate students to communicate and cooperate with others 5. Games create a real platform where students can use English in pleasure

Therefore, itrsquo;s obviously inseparable that the close relationship between games and interest. Moreover, interest is the best teacher. Teenagers of around 14 are in the significant change stage of psychology and cognization, while itrsquo;s a definitely feasible chance that the teacher should take all means to stimulate responses and sensitivity to second language, build up self-confidence and establish correct view about English learning in order to sustain their interest in learning English. As Horace did, part of contemporary teaching ideas exactly is English for fun. Therefore, playing games in English class is widely available but problems always go with the emergence of new ideas.

2.1.2 Empirical Studies on the English game teaching at home and abroad

Based on Teaching Content and curriculum standards, Hu Chundong(1990:328) classified games into structure games, vocabulary games, spelling games, pronunciation games, number games, listen-and-do games, read-and-do games, writing games, role play and intelligence games.

Apparently, compared with traditional teaching method, games relieve students from regular classroom learning optimizing teaching structure without completely denying grammar, vocabulary, drills, so that effectively have teacher-centered form transformed into students-centered form.

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