Interference of First Language in Secondary School Students
Alia N. Abdullah1, Melor Md. Yunus2, Harwati Hashim3, Siti Shakirah Binti Sayadi4, Nursyuhada Alia Binti Seman5, Zainie Binti Ibrahim6, Nur Alia Afifah Binti Zakaria7
1Alia N. Abdullah, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia.
2Melor Md. Yunus, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia.
3Harwati Hashim, Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia.
4Siti Shakirah Binti Sayadi, Akademi Menara Gading, Balok, Pahang, Malaysia.
5Nursyuhada Alia Binti Seman, Akademi Menara Gading, Balok, Pahang, Malaysia.
6Zainie Binti Ibrahim, Akademi Menara Gading, Balok, Pahang, Malaysia.
7Nur Alia Afifah Binti Zakaria, Akademi Menara Gading, Balok, Pahang, Malaysia.
Manuscript received on 28 September 2019 | Revised Manuscript received on 10 November 2019 | Manuscript Published on 22 November 2019 | PP: 675-681 | Volume-8 Issue-6S3 September 2019 | Retrieval Number: F11250986S319/19©BEIESP | DOI: 10.35940/ijeat.F1125.0986S319
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: First language (L1) interference is inevitable in second language (L2) acquisition. The research was carried out to investigate types of students writing approach that relates to first language interference among upper secondary students and the level of first language interference in L2 written essays among lower secondary students in Malaysia. The participants in this research were 50 students currently studying Form Four in a state-funded school, Akademi Menara Gading, Pahang. The data was collected using the Student L1 Interference Tendency Questionnaire [SLITQ], and analysis of students’ essay writing samples. After triangulating the data, the result indicated that most students positive they have under-differentiation in their essay writing, and analysis of the student’s written essays showed that there is less evidence of L1 interference. In conclusion, teachers and schools should acknowledge L1 interference in students’ writing skill and promote a variety of writing strategies to support students existing writing skills.
Keywords: ESL, L1 Interference, Language Transfer, Writing Skills, Second Language Acquisition, Writing Strategies.
Scope of the Article: Natural Language Processing