A Study On Children 's Chinese Classroom Game And Communicative Micro Skills

As a result of the rapid development of technologies and the digitalization of our modern society, middle and primary school students are growing more and more demanding in regards to entertainment in the classroom. A teacher, aiming to spark the interest of children in a monotonous way, may soon find this attempt to be utterly futile. Interest, however, is of importance to the effectiveness of education. How can classroom games be used to achieve this? How do we judge whether they actually serve a purpose in education?Sociolinguistic competence is acquired in a practical, natural environment and gathered from opportunities to practice it. That is why school education does only play a secondary, supportive role in the acquisition of sociolinguistic competence. Games are the common language of children around the world. To a child, playing a game activates a mode of thinking that transcends school and classroom education. Children seem to know instinctively that games are something meant for them, that they have a right to them and that they are good at them. This is why children approach games with a confident mindset and-in the opinion of the writerwhy games are a great solution for creating a natural language environment in the classroom.A lot of games can be found in second language education around the world, they have been known to be of great use. Keeping in mind the characteristics of Chinese, how can we apply these games in Teaching Chinese as a second language?It is the intent of this essay, bringing along theories from the planes of second language acquisition, psychology and second language education, to investigate classroom games that have been used by the writer in second language education, their applicability in Chinese class and enter into the realms of sociolinguistic micro skills to shed light on the effectiveness of said games.The content of this essay is split four ways. The first, introductory chapter deals with the description of the value and purpose of this essay. It summons up the names of people on whose research this essay relies on and introduces the reader to some of their theoretical work. The second chapter contains the instructions necessary to play the classroom games that are the subject of investigation, brings forth the results of analyzing their impact on sociolinguistic skills and gives pointers as to the suggested age and Chinese level of learners. The third chapter deals with a practical experiment whose main purpose it is to determine the applicability of the classroom games described in Chinese class and gather information on the interest of these games to young learners of the Chinese language. The fourth chapter is the conclusion of this essay.