Application Of Games In English Phonetic Teaching In The Vocational School

With the development of the society, English has become a very important tool of communication. At the same time, English has become a compulsory course in more and more kindergartens and kindergarten teachers are asked to master how to teach English. Although only simple words and sentences are required to teach the kids in the kindergarten and letting the kids feel English and say some simple words are the aims of English teaching in the kindergarten, kindergarten English teachers still must have good English phonetic basis. But many kindergarten teachers who have graduated from vocational schools don’t have the ability to be English teachers because of their poor English phonetic foundation. Facing such situation, the students in the secondary vocational schools must have the ability to be qualified English teachers in the kindergarten. As a qualified kindergarten teacher, one must have good English phonetic foundation. But the current situation is that students have studied English for two years in the school but their English level is still low, which can’t make them adapt to be a qualified English teacher in the kindergarten. Its main reason is that the traditional English teaching methods can’t arouse the students’interest in learning English phonetics.The research aims to add games in English phonetic teaching to arouse the students’interest in learning and improve learning efficiency. This thesis focuses on an empirical research on the validity of using games in English phonetic teaching. On the basis of Constructive and Behaviorist Learning theory, a ten-week empirical research was conducted. Through the experiment, the current study tries to answer the following questions:1. How does the games-added English phonetic teaching influence the result of vocational school students’ learning English phonetics?2. How does the games-added English phonetic teaching affect vocational school students’ attitude towards learning English?In order to find out the answers to the above mentioned questions, the researcher designed an experiment and employed these research instruments:one questionnaire, one pre-test paper, one post-test paper, five questions for interviews. In the experiment, the researcher surveys participators before the experiment and tests participators before and after the experiment. The collected data is processed and analyzed by SPSS 20.0. After the post-test,32 students from both Experimental Class and Controlled Class are interviewed and the result is analyzed. There are 50 students in Experimental Class and 46 students in Controlled Class and they are all majoring in preschool education in Xiangnan Preschool Education College. The findings of the study show that experimental Class has made substantial improvement in English phonetic learning than the students in the Control Class and initially verified the hypothesis: (1) Adding games in English phonetic teaching can arouse vocational school students’ interest in learning English phonetics and improve learning efficiency. (2) Adding games in English phonetic teaching can arouse vocational school students’ interest in learning English. Through the experiment, principles of using games in English phonetic teaching and the mode of English phonetic teaching that the researcher summed up in the teaching experience are proved feasible and effective.