The methods of teaching vocabulary in english classes

(a)
aural comprehension, 
(b) 
early speech production, 
and 
(c)
speech activities, all fostering "natural" language acquisition, much as a 
child would learn his/her native tongue. Following an initial "silent period", 
comprehension should precede production in speech, as the latter should be 
allowed to emerge in natural stages. Errors in speech are not corrected aloud. A 
deliberate, conscious approach to the study of grammar is considered to have only 
modest value in the language learning process. Pairing off of students into small 
groups to practice newly acquired structures becomes the major focus. 
Visualization activities that often make use of a picture files, slide presentations, 
word games, dialogues, contests, recreational activities, and realia provide 
situations with problem-solving tasks which might include the use of charts, maps, 
graphs, and advertisements, all to be performed on the spot in class. 
Introduction of any language course is affected by a great number of contextual 
variables. One very important variable is the status of English in a given country. 
Children in non-English environments have limited opportunities to practise the 
language outside school and no immediate need or clear motivation to use and 
learn English unlike children who learn English in English environments. Its also 
important to consider both learners and teachers attitude to English. Children of 
primary school age may not have strong opinions about other cultures or language 
learning in general and may meet new cultures and new languages through the 

---

15 
experience of a primary foreign language programme. So it is of crucial 
importance to establish positive attitude towards this process. 
 
The Role of Motivation
An interesting study in 1999 by Marianne Nikolov, a Hungarian teacher and 
researcher, shows that children as they get older draw on different sources of 
motivation to learn English. At the beginning, the youngest age groups are 
motivated by positive attitudes to English and the learning context. They want to 
learn English because they enjoy activities and the comfortable atmosphere in 
class. Children also say that they like English because they like the teacher. Young 
children are therefore intrinsically motivated. This means that they want to learn as 
they enjoy the process of learning English for its own sake. Hence we can say that 
motivation plays a crucial role in foreign language learning.of the main experts on 
language learning motivation, Zoltan Dorney, suggests that there are four main 
components of motivational teaching. The first stage is to create motivating 
conditions for learning: a supportive and pleasant environment in the classroom. 
The next stage is to introduce initial motivational techniques such as talking about 
values, showing positive attitudes to learning, creating expectations of success. 
After the initial stage, teachers need to maintain and protect their learners 
motivation by offering stimulating activities and fostering self-esteem, self-
confidence, and co-operation among learners. Finally, motivating teachers take 
care to turn evaluation and feedback into positive experiences.