https://ijmri.de/index.php/jmsi
volume 4, issue 3, 2025
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THE ROLE OF ENGLISH FAIRY TALES IN ENHANCING VOCABULARY
ACQUISITION AMONG YOUNG LEARNERS
Baxtiyorova Nafosat Alisher kizi
Urgench State Pedagogical institute, Faculty of
Philology and history, Foreign language and Literature:
English Language major 1st year student
Annotation:
This article "The Role of English Fairy Tales in Enhancing Vocabulary
Acquisition among Young Learners." It explores how English fairy tales play a significant role in
the vocabulary development of young learners. The study analyzes how these tales, with their
simple language, repetitive structures, emotional engagement, and contextual learning, help in
acquiring new vocabulary. Additionally, the emotional connection and motivational aspects of
fairy tales, which keep young learners engaged, are also discussed. The article also provides
practical approaches for incorporating fairy tales into English language teaching and presents
recommendations for effectively using them to develop students’ vocabulary. The research
highlights the pedagogical benefits of using fairy tales in language learning.
Key words:
English fairy tales, Vocabulary acquisition, Young learners, Language development,
Early childhood education, Storytelling, Literacy skills, Language learning, Reading
comprehension, Educational tools, Cultural exposure, Moral lessons
Abstract:
This article explores how English fairy tales serve as powerful tools for vocabulary
acquisition among young language learners. Through the use of simple language, repetitive
phrases, emotional engagement, and context-rich storytelling, fairy tales promote long-term
vocabulary retention. The study also discusses how teachers can integrate fairy tales into ESL
classrooms and highlights both the benefits and potential challenges. Overall, the article
emphasizes the importance of using culturally familiar and emotionally engaging stories to
enhance language learning outcomes.
Introduction:
Fairy tales are deeply rooted in childhood experience, serving not only as a source
of entertainment but also as a vehicle for early language and cognitive development. In English
language education, particularly for young learners, fairy tales play an essential role in
vocabulary building. They combine storytelling with repetitive and simple structures, which
make them ideal for language input. As young learners are naturally drawn to imaginative stories,
they are more likely to remember vocabulary introduced within these narratives.
Literature Review
Research supports the use of storytelling, especially fairy tales, as effective
tools in language acquisition. According to Ellis and Brewster (2014), children internalize
language patterns better when they are presented within a narrative. Similarly, Nikolajeva (2012)
argues that the emotional depth and narrative flow of fairy tales promote deeper cognitive
processing, which leads to better vocabulary retention. These stories often include familiar
patterns and language chunks that reinforce learning through natural exposure. The Power of
Simplicity
and
Repetition
English fairy tales such as 'Little Red Riding Hood', 'Goldilocks and the Three Bears', and 'Jack
and the Beanstalk' frequently use simple vocabulary and repetitive sentence structures. This
https://ijmri.de/index.php/jmsi
volume 4, issue 3, 2025
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repetition reinforces the learning of high-frequency words and sentence constructions. For
example, in 'Goldilocks and the Three Bears', phrases like “Someone's been sitting in my chair”
offer learners opportunities to recognize sentence structure and key vocabulary. The simplicity
ensures accessibility for beginners while the repetition ensures retention. Contextual Learning
through
Stories
The rich context provided by fairy tales helps learners grasp the meaning of new vocabulary
without needing translation. Visual and emotional clues guide comprehension and retention. In
'Jack and the Beanstalk', words like 'beanstalk', 'giant', and 'castle' are embedded in vivid scenes
that learners can picture easily. These mental associations serve as memory anchors, making
vocabulary acquisition more natural and enjoyable. Emotional Engagement and Motivation Fairy
tales also foster an emotional connection between the learner and the story. This emotional bond
increases motivation and makes learning more effective. Characters such as Cinderella or Snow
White are not only memorable but also evoke empathy and curiosity. These emotional triggers
deepen understanding and encourage learners to engage with the language meaningfully.
Cultural
Relevance
and
Cross-Curricular
Learning
Fairy tales often contain cultural values and moral lessons, making them useful for cross-
curricular learning. Teachers can use these stories to introduce cultural elements, promote critical
thinking, and initiate discussions. For instance, comparing 'Cinderella' with similar tales from
different cultures can lead to discussions on values, customs, and social roles. This enriches
vocabulary while broadening learners’ worldview. Practical Applications in ESL Classrooms
Educators can incorporate fairy tales into classroom activities such as storytelling, vocabulary
games, and role-playing. Using visual aids or digital storytelling platforms enhances engagement.
Simplified versions of fairy tales allow for differentiated instruction, catering to various language
proficiency levels. Teachers can also ask students to rewrite or act out stories, helping solidify
the vocabulary in fun and meaningful ways.
Conclusion:
In conclusion, English fairy tales serve as effective and versatile resources in
vocabulary development among young learners. Their repetitive nature, emotional resonance,
and cultural depth make them uniquely suited to language acquisition. Educators should leverage
the pedagogical potential of these narratives to create enjoyable, memorable, and effective
language learning experiences.
References
1. Ellis, G., & Brewster, J. (2014). Tell It Again! The Storytelling Handbook for Primary
English
Language
Teachers.
British
Council.
2. Nikolajeva, M. (2012). Reading for Learning: Cognitive Approaches to Children's Literature.
John Benjamins Publishing Company.
