Vocabulary Retention Through Pictures and Music in Young Second Language Learners: A Case Study of School Children at IMS

Abstract

This qualitative study highlights the role of pictures and music in vocabulary retention in young second-language learners. By applying the monitor theory by Stephen Krashen as a theoretical framework, this study sheds light on the tailored learning methodologies for young learners. These creative tools are the strategic integration that makes learning fun in a second language classroom without the fear and anxiety of a foreign language. When the comprehensible input is received engagingly, the focus shifts toward learning while the stress is pushed into the background. The findings of the study contribute valuable insights into pedagogical implications that are contradictory to traditional classroom instructions. Moreover, it plays a significant role in overcoming the challenges faced by young second language learners in an anxious and stressful environment which bears a substantial potential in foreign language learning paradigms