Influence of Swahili as a First Language (L1) on the Acquisition of Chinese as a Second Language (L2) Among Tanzanian Learners
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| Title: | Influence of Swahili as a First Language (L1) on the Acquisition of Chinese as a Second Language (L2) Among Tanzanian Learners |
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| Authors: | Rwiza, Frank Bahati |
| Publisher Information: | Indiana Publications, 2025. |
| Publication Year: | 2025 |
| Subject Terms: | Influence of Swahili, First Language (L1), Acquisition of Chinese, Second Language (L2), Tanzanian Learners |
| Description: | This study examines the influence of Swahili as a first language (L1) on the acquisition of Chinese as a second language (L2) among Tanzanian learners, focusing on phonological, syntactic, and semantic challenges. Using a mixed-methods approach, data from 155 Swahili-speaking students were collected via surveys to assess perceived difficulties, learning strategies, and affective factors. Results indicate significant L1 interference: 86.5% of learners struggle to distinguish Chinese tones due to Swahili’s non-tonal nature, 60% find Chinese word order challenging compared to Swahili’s rigid SVO structure, and 62.6% face vocabulary retention issues due to limited cognates. Cultural references and idioms hinder comprehension for 48.4% of learners. Common strategies include memorization (65.2%), multimedia use (58.7%), and group practice (44.5%), often with Swahili as a comprehension bridge. Anxiety (46.5%) and confidence (73.5%) significantly influence learning outcomes, while local dialects show minimal effect. Constraints include insufficient funding, a lack of Swahili-tailored materials, and dependence on Confucius Institutes. Grounded in the Contrastive Analysis Hypothesis, Interlanguage Theory, Monitor Theory, and Interaction Hypothesis, the study recommends Swahili-mediated instruction, targeted tone training, and culturally relevant resources. Findings contribute to second language acquisition research and offer pedagogical insights for improving Chinese language education in Tanzania. |
| Document Type: | Article |
| DOI: | 10.5281/zenodo.17036273 |
| DOI: | 10.5281/zenodo.17036274 |
| Rights: | CC BY |
| Accession Number: | edsair.doi.dedup.....4a84ed460f01b230d726e24f600ac881 |
| Database: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | This study examines the influence of Swahili as a first language (L1) on the acquisition of Chinese as a second language (L2) among Tanzanian learners, focusing on phonological, syntactic, and semantic challenges. Using a mixed-methods approach, data from 155 Swahili-speaking students were collected via surveys to assess perceived difficulties, learning strategies, and affective factors. Results indicate significant L1 interference: 86.5% of learners struggle to distinguish Chinese tones due to Swahili’s non-tonal nature, 60% find Chinese word order challenging compared to Swahili’s rigid SVO structure, and 62.6% face vocabulary retention issues due to limited cognates. Cultural references and idioms hinder comprehension for 48.4% of learners. Common strategies include memorization (65.2%), multimedia use (58.7%), and group practice (44.5%), often with Swahili as a comprehension bridge. Anxiety (46.5%) and confidence (73.5%) significantly influence learning outcomes, while local dialects show minimal effect. Constraints include insufficient funding, a lack of Swahili-tailored materials, and dependence on Confucius Institutes. Grounded in the Contrastive Analysis Hypothesis, Interlanguage Theory, Monitor Theory, and Interaction Hypothesis, the study recommends Swahili-mediated instruction, targeted tone training, and culturally relevant resources. Findings contribute to second language acquisition research and offer pedagogical insights for improving Chinese language education in Tanzania. |
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| DOI: | 10.5281/zenodo.17036273 |