Influence of Swahili as a First Language (L1) on the Acquisition of Chinese as a Second Language (L2) Among Tanzanian Learners

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.