The methods of teaching vocabulary in english classes

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THE METHODS OF TEACHING VOCABULARY IN ENGLISH CLASSES 
PLAN:
INTRODUCTION 
MAIN PART: 
1.
 
Methods of Foreign Language Teaching 
2. Teaching vocabulary at the initial stage of instruction 
3. Teaching vocabulary to children 
CONCLUSION 
REFERENCES 

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Introduction
The paper comprises two chapters and analysis of the fourth form English 
textbook (Apresyan, Thovmasyan). In Chapter 1 I speak about the current and 
traditional methods of teaching English as a foreign language and give a brief 
description of each method.the first part of Chapter 2 I speak about the objectives 
of teaching English to children in a non-English environment, the role of 
motivation and the teacher factors. The second part of Chapter 2 presents a study 
of methods and techniques of teaching vocabulary at the initial stage of instruction. 
The issues discussed here are the choice of teaching materials, ways of presenting 
the new vocabulary, the development and extension of childrens vocabulary, 
games and special activities as means of vocabulary acquisition and 
retention.Franklin has emphasized the role of methods in a foreign language 
acquisition: Tell me and I forget, teach me and I remember, involve me and I 
learn.statement is particularly true in case of children as it is enjoyable 
participation in the language learning process and motivation that children need 
first of all. Motivation, curiosity, and holistic attitude to learning new things make 
language learning both easy and interesting for children. The importance of the 
initial stage of instruction lies in creating a positive attitude towards the language 
learning process. 
"Children can learn almost anything if they are dancing, tasting, touching, seeing, 
and feeling information" (Dryden & Vos, 1997).are a great many of methods, 
techniques and approaches of teaching a foreign language, and more will be 
created to meet the demands of the globalized world where the importance of 
English cannot be underestimated. We should understand that any method is as 
good as its implementation, and the best language teacher is the one who gets good 
results no matter what methods he uses. No course book will be totally suited to a 
particular teaching situation. The teacher will have to find his own way of using it 
and adapting it if necessary (Jiazhi Wang). The third part of Chapter 2 is the 
critical evaluation of an EFL textbook.

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