The Frequency of Vocabulary Learning Strategies Employed by Kenyan Learners of Chinese as a Foreign Language

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.