The Influence of Local Context on the Games in Teaching English to Young Learners (TEYL) in Tongren (China)

With the economic globalization, English has become an international language. The young learners of community have shown the upsurge of learning English. The numerous of teaching methods are used by teachers, such as: Grammar -translation Method, Task-based Language Teaching Method, Games and so on. But the traditional method can not match the Ministry of Education. Then one of the most prevailing method is games in Primary school. But due to the influence of local context. There are many troubles and difficulties when the games are used in the process of teaching situations. This study through the analysis of the literature review and classroom observation why do the games fit for young learners and how many factors impact the games technique in teaching English to young learners. Finally, the factors of existence were identified, such as place, economy, time, teacher’s belief and cognition and teacher’ English proficiency level or knowledge and assessment materials and so forth. And put forward some recommendations for the future’ English teaching. 

With the economic globalization, English has become an international language. The young learners of community have shown the upsurge of learning English. The numerous of teaching methods are used by teachers, such as: Grammar -translation Method, Task-based Language Teaching Method, Games and so on. But the traditional method can not match the Ministry of Education. Then one of the most prevailing method is games in Primary school. But due to the influence of local context. There are many troubles and difficulties when the games are used in the process of teaching situations. This study through the analysis of the literature review and classroom observation why do the games fit for young learners and how many factors impact the games technique in teaching English to young learners. Finally, the factors of existence were identified, such as place, economy, time, teacher’s belief and cognition and teacher’ English proficiency level or knowledge and assessment materials and so forth. And put forward some recommendations for the future’ English teaching.