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

https://doi.org/10.58256/jlfe.v1i1.992

Authors

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.

Author Biography

Deborah Mutua, Department of Linguistics and Languages, Machakos University, Kenya

Deborah Mutua holds an M.A in Applied Linguistics and Bachelor of Education Arts (English and Religion) from Kenyatta University. Currently, Deborah is pursuing her PhD on “Technology and English language proficiency: Assessing the use of technology in developing language skills among Early Years Education Learners in Kitui county” at Machakos University, Kenya. Her research interests straddle technology, language proficiency and education in the rural settings.

Dimensions

Chen, M. L. (2018). A Data-Driven Critical Review of Second Language Acquisition in the Past 30 Years. Publications, 6(3), 33.

Chen, M. R. A., & Hwang, G. J. (2020). Effects of Experiencing Authentic Contexts on English Speaking Performances, Anxiety and Motivation of EFL Students with Different Cognitive Styles. Interactive Learning Environments, 1-21.

Dewaele, J. M., & Li, C. (2020). Emotions in Second Language Acquisition: A Critical Review and Research Agenda. Foreign Language World, 196(1), 34-49.

Huanhuan, F. The Effects of Nonintellectual Factors on English Learning and Corresponding Suggestions.

Parkinson, M. M., & Dinsmore, D. L. (2019). Understanding the Developmental Trajectory of Second Language Acquisition and Foreign Language Teaching and Learning Using the Model of Domain Learning. System, 86, 102125.

Peng, J. E. (2019). The Roles of Multimodal Pedagogic Effects and Classroom Environment in Willingness to Communicate in English. System, 82, 161-173.

Qian, D. D., & Lin, L. H. (2019). The Relationship between Vocabulary Knowledge and Language Proficiency. The Routledge Handbook of Vocabulary Studies, 66-80.

Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English Language Proficiency in Indonesia: Issues and Prospects. Journal of Asia TEFL, 15(3), 618.

Sharma, D. R. (2018). Action Research on Improving Students' Speaking Proficiency in Using Cooperative Storytelling Strategy. Journal of NELTA Surkhet, 5, 97-105.

Siyanova-Chanturia, A., & Pellicer-Sanchez, A. (Eds.). (2018). Understanding formulaic language: A second language acquisition perspective. Routledge.

Song, Sooho. "Second language acquisition theories." Second Language Acquisition as a Mode-Switching Process. Palgrave Pivot, London, 2018. 9-36.

Vedadi, S., Abdullah, Z. B., & Cheok, A. D. (2019, April). The Effects of Multi-Sensory Augmented Reality on Students’ Motivation in English Language Learning. In 2019 IEEE Global Engineering Education Conference (EDUCON) (pp. 1079-1086). IEEE.

Published

2023-01-03

How to Cite

Mutua, D. (2023). Influences of learning environment on English language vocabulary acquisition among learners in Kitui County, Kenya. Journal of Languages, Folklore and Ecology, 1(1). https://doi.org/10.58256/jlfe.v1i1.992

Issue

Section

Articles