Methods for Increasing Students' Vocabulary in Primary School Native Language Classes

Abstract

Vocabulary acquisition forms the cornerstone of language mastery and cognitive development in primary education, directly influencing literacy, communication, and overall academic performance. In native language classrooms, traditional memorization methods often fall short of fostering meaningful vocabulary growth among young learners, who benefit most from multisensory and emotionally engaging strategies. Despite existing pedagogical research, there remains a need for systematic integration of developmental psychology and linguistics into vocabulary instruction methods tailored to early learners. This study aims to analyze and evaluate effective strategies for enhancing vocabulary acquisition in primary school native language lessons, aligning with children's linguistic and cognitive developmental needs. Drawing on theoretical insights from Vygotsky and Piaget, and applying methods such as contextual learning, semantic mapping, lexical games, storytelling, and digital tools, the research highlights significant improvements in students’ lexical retention, usage, and motivation. Emotional resonance, contextual relevance, and interactive engagement emerge as key drivers of vocabulary mastery. The study uniquely synthesizes traditional pedagogical methods with contemporary technology and socio-cultural relevance, emphasizing emotionally responsive teaching and personalized vocabulary engagement. The findings underscore the critical role of teacher creativity and methodological competence in vocabulary instruction, advocating for professional development and context-sensitive approaches to support expressive, confident use of language among young learners.