This study is a description and analysis of vocabulary learning strategies employed by Kenyan learners of Chinese as a foreign language. Vocabulary learning strategies are contextualized within the larger area of language learning strategies which are accounted for within the cognitive theory of learning that the study was based on. The objectives of the study were: to describe the type of vocabulary learning strategies employed by Kenyan CFL learners; to describe the frequency of VLS use by Kenyan CFL learners; to establish the relationship between duration of Chinese language study, sex, previous language learning experience, field of study, level of CFL learning and VLS; and to investigate how VLS relate to performance in the speaking skill of Kenyan CFL 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 once collected using the vocabulary learning strategies questionnaire by Schmitt (1997) and HSKK oral tests was coded and entered into SPSS templates for cleaning and analysis and presented in tables and figures. Descriptive statistics (means and standard deviations), test of independence (Chi-square) and analysis of variance (ANOVA) were used for data analysis. The study mainly found out 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. In addition, it was established that there is a significant relationship between sex, level of learning, field of study and VLS use. Learners also used other strategies that mainly involved the use of technology which were not in the questionnaire. Learners whose field of study was Chinese performed better in speaking skill than Science and Art majors. 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 curriculum for teaching Chinese in Kenya.
WACHIRA, S (2021). Vocabulary Learning Strategies Employed By Kenyan Learners Of Chinese As A Foreign Language In Kenyan Universities. Afribary. Retrieved from https://afribary.com/works/vocabulary-learning-strategies-employed-by-kenyan-learners-of-chinese-as-a-foreign-language-in-kenyan-universities
WACHIRA, SUSAN "Vocabulary Learning Strategies Employed By Kenyan Learners Of Chinese As A Foreign Language In Kenyan Universities" Afribary. Afribary, 26 May. 2021, https://afribary.com/works/vocabulary-learning-strategies-employed-by-kenyan-learners-of-chinese-as-a-foreign-language-in-kenyan-universities. Accessed 10 Dec. 2023.
WACHIRA, SUSAN . "Vocabulary Learning Strategies Employed By Kenyan Learners Of Chinese As A Foreign Language In Kenyan Universities". Afribary, Afribary, 26 May. 2021. Web. 10 Dec. 2023. < https://afribary.com/works/vocabulary-learning-strategies-employed-by-kenyan-learners-of-chinese-as-a-foreign-language-in-kenyan-universities >.
WACHIRA, SUSAN . "Vocabulary Learning Strategies Employed By Kenyan Learners Of Chinese As A Foreign Language In Kenyan Universities" Afribary (2021). Accessed December 10, 2023. https://afribary.com/works/vocabulary-learning-strategies-employed-by-kenyan-learners-of-chinese-as-a-foreign-language-in-kenyan-universities