TEACHING FOOD VOCABULARY TO (YOUNG LEARNERS) THROUGH INTERACTIVE ACTIVITIES
Keywords:
Keywords: young learners, vocabulary acquisition, interactive learning, food vocabulary, language teaching, ESL, kindergarten educationAbstract
Abstact
Early vocabulary acquisition is crucial to language learning, particularly for
young students who are still developing their linguistic and cognitive abilities. Food-
related vocabulary is perfect for early vocabulary education since it is particularly
relevant to children's everyday lives and is also simpler to visualise and contextualise.
In this study, children ages 4 to 7 in a kindergarten setting will be taught food
terminology through interactive activities, including games, songs, role-plays, visual
aids, and physical reaction tasks. Using a qualitative classroom-based methodology,
the study involves 15 preschoolers over a four-week period. Every week, students
encountered a range of interactive exercises created especially to teach a certain group
of vocabulary words related to food. Informal learner feedback, vocabulary checklists,
and instructor observations were used to gather data. The results showed that
interactive exercises greatly improved learner motivation, pronunciation accuracy, and
vocabulary retention. Compared to typical rote-learning approaches, children showed
improved memory, more confidence in utilising new terms, and more active
engagement in classes. According to the study's findings, interactive teaching
techniques are very successful and ought to be incorporated into early language
education programs on a regular basis. For ESL teachers, curriculum designers, and
educators working with young learners, this research offers insightful information and
useful tactics for improving the effectiveness, engagement, and meaning of language
learning.
References
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