Enhancing Vocabulary Learning in Kenya’s esl Classrooms

Abstract Because of the significant role of words, vocabulary acquisition forms a major component in the study of a language and, since the mid-1980s, much research has focused on this area. This chapter reports the findings of a study that sought to survey innovative vocabulary enhancement language activities used by teachers to promote development of learners’ English vocabulary in Kenyan ESL classrooms. Specifically, the study first examined the presentation of vocabulary activities as outlined in the Kenyan secondary school English syllabus and English textbooks. Secondly, it investigated how the ESL teacher, while sticking to the guidelines of the syllabus and the curriculum, presented the prescribed content to students in an innovative way. The effectiveness of these methods was also assessed. The study was guided by Baker and Westrup’s (2000) presentation, practice, and production (PPP) framework, which was used to discuss different vocabulary learning activities. Data were collected through document analysis, questionnaires, and classroom observation. The study reports that a number of the innovative learning activities employed by the teachers were effective in enhancing the learning of English vocabulary and recommends increased awareness for ESL teachers in Kenya concerning how they can be creative and innovative in the classroom and still follow the strict guidelines of the syllabus.