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 & Torres-Guzman (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 problemMany 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 studyThe 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 QuestionsThis study has two research questions to assist the researcher to carry out the study. They are:i) How students first language interferes their second languageacquisition?ii)What are the aspects of the first language that are transferredinto their second language? 1.5 Conceptual FrameworkFigure 1: Conceptual Framework of the Research1.6 Significance of the studyMany 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 StudyThis 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 2LITERATURE REVIEWOdlin (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 3METHODOLOGY3.1 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 SampleFrom 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 InstrumentsThe instrument used to gather data for this study are as follows:i)Observationii) Interview3.4 Procedure for Data CollectionThe 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 DataData 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.Reply 23. Di Siti Shi - October 31, 2011 NAME: SITI SHI DIMATIRC NO: PGP 110024PBGS 6113RESEARCH IN SECOND LANGUAGE ACQUISTIONRESEARCH PROPOSALTitle: Language Learning Strategy in Second Language Acquisition: An Investigation of Vocabulary Strategy Use among ESL Undergraduates in University of MalayaChapter 1: INTRODUCTION1.1 Statement of the ProblemIn 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 studyThis 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 objectives1. To investigate whether there is a relationship between UM (University of Malaya) ESL learners use of vocabulary strategy and their ability to acquire new vocabularies2. To investigate whether there is a relationship between UM ESL learners vocabulary strategy use and reading strategy use1.4 Research questions1. 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 Hypotheses1. 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 REVIEW2.1 Language Learning StrategyAccording 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: METHODOLOGY3.1 Research DesignThis 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 InstrumentTo 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 ProcedureIn 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 foreign-language 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.Reply