According to Harmer, Jeremy (fourth edition) (halaman 70)

According to Crosse, Kay ( :6)

Children as young as two can quickly learn which language is used in which
circumstance and can switch from one language to another. Their progress in each
language can initially be slower as they grapple with different vocabulary and
sentence structures but their language development catches up with their
monolingual peers by the age of five or six.

According to Patel, Dr. M. F. and Praveen M. Jain 95

The goal of communicative approach is to make learners communicatively competency. express or
convey the ideas verbally or non-verbally. This approach emphasizes the communicative capability
of the learners.
Vocabulary includes the aspects of communicative competence.
Hal.99
In communicative approach, the emphasis on active mode of learning is given. Thus it makes
students active in their activities including pair work and group work.

Sokmen (1997) cited in Schmit nobert (2000: 146) surveys explicit vocabulary teaching and highlights a
number of key principles:
build a large. sight vocabulary
integrate new words with old
provide a number of encounters with a word
promote a deep level of processing
facilitate imaging
make new words "real" by connecting them to the student's world in someway
.use a variety of techniques
encourage independent learning strategies
Most' of these principles should be familiar from earlier chapters in this book, and are indeed based on our most
recent understanding of how words are acquired and remembered. A number of other principles are also worth being
aware of. Sokmen mentions integrating new words with old, which is often done by some form of grouping similar
words together. However, if two or more similar words are initially tattght together, it might actually make them
more difficult to learn. This is because students learn the word forms and learn the meanings, but confuse which
goes with which (crossassociation).

Teaching vocabulary to young learners is important because they prefer learn

something by repetition and imitation and it will be better to learn words in advance.
Broughton et al. (1980:169) as quoted by Llach, M a Pilar Agustin and Ma Asuncion Barreras
Gomez state, Most young children like repetition and imitation. They enjoy repetition
kinds of language activities. When teachers teach vocabulary again and again to young
learners, they would be easier in memorizing the vocabulary.