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Abstract
This article examines the significant role of fairy tales in teaching vocabulary to young learners at the early stage of learning English. By drawing upon principles of language acquisition, cognitive development, and educational psychology, it explores how traditional narratives contribute to effective vocabulary instruction. The discussion highlights how fairy tales support contextualized language exposure, reinforce word retention through repetition and rhythm, and stimulate emotional and imaginative engagement in learners. As timeless cultural and pedagogical tools, fairy tales offer rich lexical input, aid in the internalization of grammatical structures, and foster a lasting interest in language learning. The paper concludes that integrating fairy tales into early English language instruction provides an accessible, memorable, and culturally meaningful pathway to vocabulary acquisition and broader language development.
References
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