Religion and Language Learning: A Case of Language Learning Strategies in the Tanzanian Sociolinguistic Environment

Abstract

The study examined religion as a sociocultural determinant of the choice of Language Learning Strategies among learners of English in the Tanzanian context. Basing on Vygotsky’s Sociocultural Theory, the study hypothesized that religion is a significant factor in the choice of language learning strategies. A total of 530 respondents, drawn from both secondary schools and university using the SILL questionnaire, participated. Using SPSS, descriptive mean scores and ttest were computed to establish the existence of statistical significant differences in terms of the overall strategy, the six strategy categories and individual strategy items between Christians and Muslim language learners. The t-test for equality of Means for the overall strategy use between Christian respondents and their Muslim counterparts showed statistical significant differences (t=3.641, df=508, p<.05). The Mean frequency for the Christian respondents in the overall strategy use was 3.458; SD= .680 while that for the Muslim respondents was 3.240; SD =.703. The results, therefore, showed that Christian respondents reported using more strategies than did their Muslim counterparts. With regard to the six strategy categories, the t-test results for equality of Means performed showed that all the six strategy categories were significantly different (Cognitive (t=5.801), metacognitive (t=4.387, social (t=3.609), Affective (t=3.044), Compensation (t=2.542) and Memory (t=2.464) all at df=508). Metacognitive strategy category were highly chosen by both Christian and Muslim (Christianity Mean=4.009, Islam, Mean=3.73). Social strategies were highly used by Christian respondents (Mean=3.720) and moderately used by Muslim respondents (Mean=3.487). All the other strategy categories were of moderately used by both Christian and Muslim respondents. The study therefore recommends that the most preferred strategies (metacognitive and social) should form the core of strategy training. Second, the society in general and all stakeholders should handle the issue of religion with caution since it is a strong determinant in language learning and strategy choice.