Content: Introduction Mainpart

2. Teaching Vocabulary at the Initial Stage of Instruction
Teaching English to children in an EFL setting 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. It’s also important to consider both learner’s and teacher’s 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 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 Nikolov⁵, 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. The Aims and Objectives of EFL Programmes Develop children’s basic communication abilities in Englishenjoyment and motivationlearning about other cultureschildren’s cognitive skillschildren’s metalinguistic awareness‘learning to learn’first two aims are the most important ones. Developing children’s basic communication abilities in English means teaching children to talk about themselves and their immediate environments, to understand and respond to basic English instructions, and to communicate about topics of interest with a partner. The second main aim refers to the need to make English an attractive school subject to children so as to foster their motivation and encourage them to learn languages in the future. Teacher factors The primary class teacher who has a good knowledge of the children, their special needs as well as the target language is in the best position to succeed. Since the teacher is main source of the language, the way the teacher speaks is of great importance. The teacher should answer the questions with a full sentence. Children thus get used to hearing patterns of English. Since children understand things in a more holistic way than adults and concentrate much more on the totality of the message itself and not on the message’s individual components, there is no need for the teacher to slow his speaking speed.play a key role because their decisions can make a real difference with regard to the success of a particular programme.
Teaching Vocabulary to Children materials
Children pick up new words at an amazing pace in both their first and second language and they can understand the concept of words well before the concept of grammar. They are interested in the meaning and function of the new language more holistically, in order to play a game, sing a song, or act out a story. The teacher, therefore, should present the vocabulary as varied as possible. He can first introduce things children can see, feel, play with, touch, and experience every day. Meaning can be made apparent without the use of the first language. Teachers can use toys, such as dolls to present parts of the body, or puppets to act out a dialogue. They can also use classroom objects such as the desks, the pictures, and posters. When appropriate, teachers can bring in real objects such as apples, carrots, baskets, bags, hats, bottles, and cups. Pictures and picture cards are often supplied with young learners’ course books together with a set of games and exercises for use. These can also be made at home or teachers can ask children help to make them.