Second language acquisition is a process of acquiring or learning another language after

their first language or mother tongue. Since the second language is acquired after a first
language, it may be influenced by the first language. According to Perez & TorresGuzman (1996), children who are proficient in their first or native language will use the
second language in similar ways which are to communicate, to obtain information, to
solve problems and to think. Tabors (1997) also stated that a young child that learns a
second language will use the acquired knowledge through their first language, to learn the
second language. He added that, it is more like what this language is rather than what
language is for second language learners. It clearly shows in the process of acquiring a
second language, a learners first or native language will interfere. Interference may come
in a form of grammar, phonology, lexicon, and pragmatics. There are 3 different
processes that influence the second language acquisition namely overgeneralization,
simplification and language transfer.
1.2 Statement of the problem
Many second language learners are capable of acquiring the language well. However,
some learners face difficulties in acquiring the language as their first language interferes
with the acquisition of the second language. Often these learners apply the knowledge of
their first language into their second language. This condition is also known as language
transfer which involves the grammar aspect and the sentence structure of the first
language. Generally, there are 2 types of interference or language transfer, positive and
negative. While the positive interference does not affect the acquisition of the second
language, the negative interference gives disadvantages to the learners.
1.3 Purpose of the study
The purpose of this study is to determine the interference of Malaysian Chinese students
first language on their second language acquisition. This study will look into the aspects
that interferes the acquisition.
1.4 Research Questions
This study has two research questions to assist the researcher to carry out the study. They
are:
i) How students first language interferes their second language
acquisition?
ii)What are the aspects of the first language that are transferred
into their second language?
1.5 Conceptual Framework
Figure 1: Conceptual Framework of the Research
1.6 Significance of the study

Many students especially second language users face difficulty in being proficient in
English. This could be because their first language interferes with the acquisition of the
second language. This study hopes to find out to what extent is the interference and how
it affects the students.
1.7 Limitations of the Study
This study is limited to 30 students from an institution in a suburban area in Perak. The
students involved are those in one particular institution only. Since this study is carried
out by randomly selecting 30 students, the findings of this study do not represent the
entire population of the students in the institution.
CHAPTER 2
LITERATURE REVIEW
Odlin (2003) defines language transfer as Transfer is the influence resulting from
similarities and differences between the target language and any other language that has
been previously (and perhaps imperfectly) acquired. It is claimed that language transfer
does not only come from the similarities or differences of between the first and second
language. This condition may also occur due to the relationship of the learner, teacher
and contextual variables.
Language transfer is referred as the influence that the students first language has over the
second language. This is ruled by students perception about what can be transferred from
their first language in the stages of learning their second language. (Ellis, 1997). Albert
and Obler (1978) clarify that if the students first language has similar features as the
second language, the chances of language transfer is higher compared to those whose
language has less similarities. When there are less similarities, students will face
difficulties in acquiring the second language and they will opt to refer to the first
language for assistance.
CHAPTER 3
METHODOLOGY
3.1 Population
The population of this study will be Malaysian Chinese students of Universiti Tunku
Abdul Rahman, Perak whom are second language users. Their first language is Mandarin.
3.2 Sample
From the population, a total 30 students will be selected as the samples of this study. The
samples are both female and male students aged between 18-21.
3.3 Research Instruments

The instrument used to gather data for this study are as follows:
i)Observation
ii) Interview
3.4 Procedure for Data Collection
The samples of this study will be observed to determine how their first language
interferes their second language acquisition. Then the samples will be interviewed to find
out the aspects that lead to this condition.
3.5 Analysis of Data
Data collected from the observation and interviews will be processed and analysed to
answer research questions. The findings will be discussed simultaneously as the data are
being interpreted.
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23. Di Siti Shi - October 31, 2011
NAME: SITI SHI DI
MATIRC NO: PGP 110024
PBGS 6113
RESEARCH IN SECOND LANGUAGE ACQUISTION
RESEARCH PROPOSAL
Title: Language Learning Strategy in Second Language Acquisition: An Investigation of
Vocabulary Strategy Use among ESL Undergraduates in University of Malaya
Chapter 1: INTRODUCTION
1.1 Statement of the Problem
In recent days, the significance of vocabulary and its significance in learning a second
language have become more accepted and learning strategies is one main factor affecting
learners performance. Moreover, examining the relationship between learners use of L2
vocabulary strategy and vocabularies learning may lead us to pay more attention to the
role of learning strategies in second language acquisition. Therefore, the current study is
basically concerned with main approaches to L2 vocabulary learning and teaching.
1.2 Aims of the study

This study aims to explore knowledge of L2 vocabulary acquisition by investigating the

vocabulary strategy use, and its influence on or relationship to L2 vocabulary acquisition.
Accordingly, the current study will focus on the relations between L2 vocabulary strategy
use and L2 reading strategy use, and effect of learning strategy use by ESL learners and
their ability in learning new vocabulary and the relationship between the two.
1.3 Research objectives
1. To investigate whether there is a relationship between UM (University of Malaya) ESL
learners use of vocabulary strategy and their ability to acquire new vocabularies
2. To investigate whether there is a relationship between UM ESL learners vocabulary
strategy use and reading strategy use
1.4 Research questions
1. Is there a relationship between UM ESL learners use of vocabulary strategy and their
ability to acquire new vocabularies?
2. Is there a relationship between UM ESL learners vocabulary strategy use and reading
strategy use?
1.5 Research Hypotheses
1. There is a relationship between UM ESL learners use of vocabulary strategy and their
ability to acquire new vocabularies.
2. There is a relationship between UM ESL learners vocabulary strategy use and reading
strategy use.
Chapter 2: LITERATURE REVIEW
2.1 Language Learning Strategy
According to OMalley et al. (1985a, cited in Griffiths, 2006), the definition of the
language learning strategies are operations or steps used by a learner that will facilitate
the acquisition, storage, retrieval or use of information (p. 23). And, Rubin (1975, p. 43;
cited in Griffiths, 2008) declares strategies are the technique or devices which a learner
may use to acquire knowledge. Oxford (1990; cited in Griffiths, 2003) defines strategies
as learning strategies are specific actions taken by the learner to make learning easier,
faster, more enjoyable, more self-directed, more effective, more transferable to new
situations (p. 8). However, there are some conditions under which the use of language
learning strategies are useful: a). the strategy relates well to the L2 task at hand; b). the
strategy fixes the particular students learning style preferences to one degree or another,
and c). the student employs strategy effectively and links it with other relevant strategies
(Ehrman, & Leaver, and Oxford, 2003).

Recent research, as Leavell and Nam point out, has aimed at determining a connection
between strategy use and language proficiency (Green and Oxford, 1995; Oxford and
Ehrman, 1995). The result of such research indicates that more proficient language
learners employ more strategies compared with less proficient learners (p.2). The
relationship between the language learning strategy use, namely, L2 vocabulary learning
strategy use, and its acquisition is the main concern of the present study.
2.2 Vocabulary Learning Strategy
Recently, the significance of vocabulary acquisition has been emphasized by researchers
and commentators because vocabulary acquisition plays a crucial role in learning a
second language (Allen, 1983; Laufer, 1986; Nation, 1990; Richards, 1980; cited in
Lawson and Hoghen, 1996). However, there is a lack of consensus regarding the
conceptualization of the process concerning what contributes to vocabulary acquisition
(Lawson and Hoghen, 1996). They point out that another determining factor concerning
vocabulary acquisition is the importance of context and the value of reading (Moulton,
1966, Twaddle, 1980, Parreren; cited in Mondria & Wit-De-Doer, 1991). According to
Farhady (2006), applying certain types of strategies forms an approach to vocabulary
learning that influences the level of foreign language proficiency. In other words,
appropriate strategy use results in improved achievement in specific skills or sub-skills.
Moreover, language proficiency also affects the use of particular vocabulary strategy use.
Chapter 3: METHODOLOGY
3.1 Research Design
This is a survey research for collecting and analyzing quantitative data to investigate the
vocabulary strategy use by ESL learners in UM and to determine 1). the relationship
between the two types of strategy use and 2). the relationship between UM ESL learners
use of vocabulary strategy and their ability to acquire new vocabularies.
3.2 Research Sample
The sample was selected through cluster random sampling and 60 undergraduate ESL
learners in University of Malaya will participate in the study. The sample of the study
will only include the fourth-year (senior) undergraduate students who have been studying
TESL (Teaching English as a Second Language).
3.3 Research Instrument
To conduct the process of this study, the researcher will use The Language Strategy Use
Inventory (developed by Cohen, A, Oxford, L. R, and Chi, J.), a self-report questionnaire,
to measure the students vocabulary and reading strategy use and their ability of new
words learning.
3.4 Data Collection Procedure

In data collection procedure, researcher will follow the procedure of searching

information, constructing the questionnaire, inviting the participants, distributing the
questionnaire, waiting for responses, and asking back the completed questionnaire.
3.5 Data Analysis Procedure
The procedure includes input data, summed score method to analyze data, report by using
tables and summary of the major result. The researcher will analyze questionnaire data by
using descriptive statistics to investigate the participants vocabulary and reading strategy
use and Spearman Correlation to measure how much the participants vocabulary strategy
use correlated with their reading strategy use.
References:
Ehrman, M., Leaver, B., and Oxford, R. (2003). A brief overview of individual
differences in second language learning. System 31, 313-330.
Farhadi, H. (2006). Twenty-five years of living with applied linguistics: Collection of
articles. Iran, Tehran. Rahnama press.
Griffiths, C. (2003). Patterns of language learning strategy use. System 31, 367-383.
Griffiths, C. (2006). Language learning strategies: Theory and research. Iran. ILI
Language Teaching Journal 2, 1.
Griffiths, C. (2008). Lessons from good language learners. Cambridge: Cambridge
University Press.
Lawson, M. J., & Hoghen D. (1996). The vocabulary-learning strategies of foreignlanguage students. Language Learning 46, (1): 101-135.
Oxford, R. L. & Green, J. (1995). A closer look at learner strategies, L2 proficiency, and
gender. TESOL Quarterly 29, 261-297.
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