Influences of learning environment on English language vocabulary acquisition among learners in Kitui County, Kenya

Abstract

The purpose of this article is to investigate the influence of the learning environment on vocabulary acquisition and proficiency among learners in rural settings in Kitui County, Kenya. Acquisition and retention of vocabulary is an important step in attaining the proficiency of the English Language as a second language. In this regard, the article opines that the household environment where children come from influences their vocabulary learning tendencies in respect of accepting the ideals to which the house is geared. A family in which good behaviors are discouraged, love is withheld, and compassion is withheld is not an appropriate setting for learning, growing, and developing youngsters. Such families are composed of sensible and educated parents who motivate their children to get an education by taking them to private schools. On the other hand, parents from low-income households only afford to enroll their children in public schools. Most parents from such households lack time to show affection to their children, which may influence their verbal acquisition process at home and school. Learners’ performance suffers as a result of insufficient supervision, making it harder to acquire appropriate English vocabulary. The youngster tends to take all things lightly and is reluctant and unconcerned about educational programs. Children can originate from a variety of family backgrounds, including spontaneous and stable families, polygamous households, and divorced or split parents. This article contributes to the growing scholarship on understanding and developing ways of helping learners to acquire vocabulary in Kenyan schools.