The communicative approach is one of the most
characteristic features of contemporary language teaching.
This paper aims to study ways of achieving communicative
competence of students by using informal language practice
and games in teaching. It attempts to look more closely
at the relationship between language acquisition, language
games and communicative language teaching.
This study is based on the theory that language
games and informal language practice allow natural learning
to occur and provide opportunities for developing
communicative competence in a foreign language. While
games and informal language practice are widely used in
language classrooms in many countries, it appears from the
writer's observation and experience of teaching English in
China that there is still, among Chinese teachers and
students, a great deal of suspicion and uncertainty about
the functions and the effectiveness of such classroom
activities. Problems detected in language classrooms in
using these activities and games suggest that Chinese
teachers and students have misunderstood and misused these
activities.
In this study, it is hoped to analyze in some
depth the problems involved in using language games in
China, including the attitudes, teaching methods and
expectations of the teachers and students. Also, it is
hoped to investigate the optimal use of games and practice
in Chinese classrooms.
As the use of games has received little serious
attention in China to date, it is hoped, finally, to
suggest ways of using games effectively to improve
learners' communicative ability.
| Identifer | oai:union.ndltd.org:ADTP/218924 |
| Date | January 1984 |
| Creators | Fang, Wang, n/a |
| Publisher | University of Canberra. Liberal Studies |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Wang Fang |
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