The Frequency of Vocabulary Learning Strategies Employed by Kenyan Learners of Chinese as a Foreign Language
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Date
2023
Authors
Wachira, Susan W.
Wangia, Joyce
Journal Title
Journal ISSN
Volume Title
Publisher
EdinBurg Peer Reviewed Journals and Books Publishers
Abstract
Vocabulary learning strategies are contextualized within the larger area of language learning
strategies which are accounted for within the cognitive theory of learning. This study is a
description and analysis of vocabulary learning strategies employed by Kenyan learners of
Chinese as a foreign language. The objective of the study was to Describe the frequency of
vocabulary learning strategies used by Kenyan-Chinese foreign language learners. Purposive
sampling was used to select two Confucius institutes from Kenyatta and Egerton universities
while stratified sampling was applied in selecting respondents at different levels of learning,
namely beginner and intermediate levels. Data was collected using the vocabulary learning
strategies questionnaire by Schmitt (1997), and then it was analyzed and presented in tables
and charts. The study found that Kenyan CFL learners were medium strategy users. It also
revealed that cognitive strategies were the most commonly used followed by memory and
metacognitive strategies. Learners also used other strategies that mainly involved the use of
technology which were not in the questionnaire. The study recommends that learners be made
aware of strategies during Chinese language lessons so that they can fully utilize them.
Furthermore, there should be more emphasis on strategies that involve the use of technology
due to the nature of the language. The research findings provide useful insight for the
development of a curriculum for teaching Chinese in Kenya.
Description
Article
Keywords
Vocabulary, Strategies, Vocabulary Learning Strategies, cognitive theory
Citation
Wachira, S. W., Nthiga, P., & Wangia, J. (2023). The Frequency of Vocabulary Learning Strategies Employed by Kenyan Learners of Chinese as a Foreign Language. Innovative Journal of Social Sciences, 3(3), 1-7.