Enhancing Language Learning in Young Learners Through Azerbaijani Fairy Tales

Abstract

This article explores the effectiveness of fairy tales as a tool for enhancing language learning in young learners. It highlights how fairy tales, with their engaging narratives and imaginative contexts, provide meaningful and comprehensible input crucial for language acquisition. The study emphasizes that young children are natural language learners, capable of absorbing new vocabulary and grammatical structures more easily in familiar and enjoyable settings. By integrating fairy tales into English language instruction, educators can create dynamic learning environments that stimulate children's interest and motivation. The article outlines practical strategies for using fairy tales in the classroom, including interactive storytelling, vocabulary development, and creative activities that promote listening, speaking, and critical thinking skills. Ultimately, this research advocates for the incorporation of fairy tales into language curricula, suggesting that they not only enrich children’s linguistic abilities but also foster cultural understanding and a lifelong love for reading.

This article searches the use of Azerbaijani fairy tales as a means of teaching English to young learners in primary schools. It highlights how the student and teachers become enthusiastic about making the English learning experience enjoyable and meaningful through the effective use of these fairy tales during their study. The article emphasizes that fairy tales serve as an excellent resource for teaching English in context while enhancing children’s cognitive and language skills. By incorporating fairy tales, educators can employ diverse strategies from various language teaching methodologies. The author investigates the significant impact of fairy tales on young learners, noting that they make the learning process fun, motivating, memorable, and enduring.