Sociolinguistic Factors Influencing the Acquisition of English Vocabulary in Multilingual Contexts: Insights from Selected Secondary School Teachers in Dodoma, Tanzania
The study aimed to investigate the influence of sociolinguistic factors on the acquisition of English vocabulary in multilingual contexts. It employed a case study design in Dodoma City and Chamwino District Councils in Dodoma Region, Tanzania. Purposive sampling was used to select eight English...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2024-02-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3269_bd4ff53a1e608ef993c6e85ef3db29c8.pdf |
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| Summary: | The study aimed to investigate the influence of sociolinguistic
factors on the acquisition of English vocabulary in multilingual
contexts. It employed a case study design in Dodoma City and
Chamwino District Councils in Dodoma Region, Tanzania.
Purposive sampling was used to select eight English language
teachers, all of them having at least five years’ teaching
experience. Selected teachers participated in semi-structured
interviews to gather qualitative data, which underwent content
analysis through Nvivo 12. The findings of the study indicate that
sociolinguistic factors, such as the learners' first language, the level
at which they started learning English, the education level of their
parents, and opportunities to interact with English-speaking
children, positively impact the acquisition of English vocabulary.
Attention should be paid to the social and cultural backgrounds of
learners when elucidating the process of acquiring vocabulary in a
second/foreign language within multilingual environments. Based
on these findings, teachers and policymakers should consider the
sociolinguistic backgrounds of learners when designing language
teaching programmes. They should provide support for learners
who may start learning English at a later age to improve English in
multilingual contexts. |
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| ISSN: | 2676-5357 |