要谈论应用游戏的原因，莱特等。（1984）认为学习是一项艰巨的任务，需要长时间的持续努力，而游戏则激发学生的兴趣。看来他们这样做是自然的，因为其中一个游戏的特点是有趣的。学生喜欢这种没有压力的方式，热情地去做。此外，使用游戏教学带来了新的面貌。引用弗农（2006）的话，“融入英语游戏是摆脱语言训练、工作表、枯燥的重复和个人学习的一个很好的方法”。此外，游戏有助于转移到定期的课堂活动。因此，每课变得有趣，因为它的各种形式。游戏也吸引学习者，因为他们具有挑战性。玩家受到“终极目标”的挑战（林，2002）。此外，动机的那种游戏带给学生的是自我激励，鼓励学生积极参与（Prasad，2003）。ERSöZ（2000）认为游戏是“高激励”，因为他们带来的享受，新奇、多样性和自我激励的教训。 除了带来的动机，游戏是公认的，他们也有助于教师创造的背景下，语言是有用的和有意义的（莱特等，1984）。近年来，在语言学习中的意义需要被接受。这意味着了解一门语言就是懂得如何用这种语言成功地进行交流。为了达到第二语言能很好地交流的目的，学生们需要的不仅仅是重复，他们应该在对话中练习他们所学到的东西，就像现实世界一样（弗农，2007）。为了满足这种需求，弗农建议游戏作为一种有效的技术。由于参加游戏的原因，学习者必须通过谈判来理解别人在说什么，并让其他人理解他们。因此，他们倾听，语言的意义读说写会更生动的经验，因此，更好的记忆。”（莱特等，1984，第3页）。进一步的支持来自Prasad（2003），应用于语文课”游戏提供了一个宝贵的动力，一种有目的的语言使用”。因此，通过参与游戏，学生增强了对输入的无意识获取
加拿大新斯科舍论文代写:游戏学习任务
To talk about the reasons for applying games, Wright et al. (1984) claim that learning is a hard task which requires maintaining constant efforts over a long period of time while games motivate students to work with interests. It seems that they do it naturally because one of games' characteristics is fun. Students like this non-stressful way and do it with enthusiasm. Besides, using games to teach brings lessons a new face. To quote Vernon (2006), "Incorporating English games is a great way to get out of the rut of language drills, worksheets, boring repetition and individual study". Furthermore, games contribute diversion to the regular classroom activities. As a result, each lesson becomes interesting because of its varied forms. Games also attract learners because they are challenging. Players are challenged by the "ultimate goal" (Lin, 2002). Moreover, the sort of motivation that games bring students is self-motivation which encourages students' active partaking (Prasad, 2003). Ersöz (2000) concluded that games are "highly motivating" because they bring enjoyment, newness, diversity and self-motivation to lessons. In addition to bringing motivation, games are recognized that they also help the teacher to create contexts in which the language is useful and meaningful (Wright et al, 1984). In recent years, the need for meaningfulness in language learning has been accepted. It means that knowing a language is knowing how to communicate successfully in that language. To reach the goal of being able to make communication well in a second language, students need more than repetition, they should practice what they have learned in conversation which is like the real world (Vernon, 2007). To meet this demand, Vernon suggested game as an effective technique. For the reason that to take part in a game, learners must negotiate to understand what others are saying and make others comprehend them. "Thus the meaning of the language they listen to, read, speak and write will be more vividly experienced and, therefore, better remembered." (Wright et al, 1984, p.3). Further support comes from Prasad (2003), applying games in language lesson "provides a valuable impetus to a purposeful use of language". As a result, by involving in games, a student "enhances unconscious acquisition of inputs