THE EFFECT OF CONTEXTUAL LEARNING ON YOUNG LEARNERS’ VOCABULARY DEVELOPMENT
Keywords:
Contextual Learning, Vocabulary Development, Young Learners, Language Acquisition, Meaningful Contexts, Constructivism, Communicative Approach, Task-Based Learning, Storytelling, Comprehensible Input, Motivation, Cognitive Development, Vocabulary Retention, Authentic Learning.Abstract
Vocabulary learning is a central component of second language acquisition, particularly for young learners whose linguistic and cognitive development are in their formative stages. Traditional vocabulary instruction often relies on rote memorization, translation, and decontextualized word lists, which may not result in meaningful or long-term retention. In contrast, contextual learning—learning new words through meaningful, authentic, and situational contexts—has been shown to promote deeper understanding, better recall, and more active use of vocabulary.
This paper investigates the impact of contextual learning on young learners’ vocabulary development. It draws upon cognitive, linguistic, and pedagogical theories that explain how contextualized exposure enhances comprehension and retention. The study also examines the practical application of contextual methods in the classroom, focusing on communicative, task-based, and story-based approaches that help children acquire new words naturally and purposefully.
Findings from key scholars such as Nation, Cameron, Krashen, and Vygotsky demonstrate that vocabulary learning in context fosters meaningful associations, strengthens semantic networks, and improves learners’ ability to infer meaning. The paper presents real-life classroom practices—such as storytelling, project-based learning, and digital games—that utilize context to facilitate vocabulary growth. The results emphasize that contextual learning is not only more effective for retention but also more enjoyable and motivating for young learners.
