1.

0 INTRODUCTION
As Malaysians move towards globalization and become increasingly international, the
need becomes greater for our children to learn more than one language, in addition to their
mother tongue. Recent studies (Mayberry & Lock, 2003) have recognized that certain aspects of
second language learning may be affected by age but older learners do have certain
advantages. With the introduction of Malay as the medium of instruction in 1970,the status of
English has become that of a second language It is compulsory to study English as it is the first
foreign language learnt after the mother tongue. However it must be emphasized that English is
merely but a subject in schools and not a medium of instruction. A prominent local linguist
Asmah (1992:66) states that the role of the Malay Language is for nationalism while English is
for Nationism. The formal is for national unity and identity while the latter for maintaining group
cohesion and political ties among Malaysians. It is clear then public figures, teachers, parents
and even students recognize the importance of English. At the same time almost everyone is
aware of the rapidly declining standard of English in schools as well as the emergence of a
substitute of English language, Manglish (A Malaysian version of standard English). A first
language, mother tongue, native language or L1 is defined as the language a human being
learns from birth. A persons first language is a basis for his or her sociolinguistic identity. Ones
mother tongue makes it possible for a child to take part in the knowledge of the social work.
Another impact of the mother tongue is that it brought about the reflection and learning
of successful social patterns of acting and speaking. As second language or L2 is any language
learned after the first language or mother tongue (L1). Second language acquisition is the
process by which people learn a second language in addition to their native language. The
language to be learned is often referred to as the target language or L2, compared to the first
language, L1, referred to as the source language. There were many people to speak and
communicate in their second language rather than mother tongue. They felt more comfortable in
the second language because their mother tongue might be very limited and does not provide a
great amount of words or expressions. Meanwhile, interlanguage is a linguistic system of
students of a second language or foreign language in each one of acquisition levels. This
system is a mediator between the mother language (L1) and learning language for students
(L2). There are different stages that the students have to get to acquire the second language. ).
The report focused on the study of the influences and interferences of L1 in the learning of L2
among students in Malaysian context. Some students learnt a new language more quickly and
easily than others. The simple fact was known by all who have themselves learnt the second

language or taught those who are using their second language in school. Clearly, some
language learners were successful by virtue of their sheer determination, hard work and
persistence. However there were other crucial factors influencing success that were largely
beyond the control of the learner.

2.0 FACTORS INFLUENCING THE LEARNING OF ENGLISH AS L2

2.1 Limited exposure
Language learning involves a complex interplay of personal and social variables such as
motivation and attitude. Other factors include negative attitude toward learning English, limited
exposure to the target language and peer influence .Gardner and Lambert (1959) show how
success in language learning is related to attitudinal variables like attitudes towards the
language learned and towards the speakers of that language and culture. Spolky (1969) also
studies the relationship between proficiency of second language and attitude of the students
towards the language learnt of 315 foreign students from different backgrounds studying in
America and discover a profound relationship between the attitudes of the students towards
English and their grades in English. However local studies by Jayatilaka (1982) studies 132
second year students in Universiti Sains Malaysia (USM) finds a negative attitude held by some
of the students towards the learning of English does not adversely affect successful second
language learning. Similarly Chandrasegaran (1979) studies the upper Secondary Malay
medium students show low correlation between proficiency and attitude towards English
Learning. There is no doubt that, apart from biological factors, exposure2 is of crucial
importance in enhancing first language (L1) acquisition. According to Kennedy (1973), a child
who begins to acquire his L1 is normally exposed to a rich linguistic environment, consisting of a
range of unsimplified adult grammatical and lexical items, many of which are incomprehensible
to the child. He says:
'No two children are exposed to the same primary linguistic data, or the same amount of such
data, and yet despite such different experience and wide differences in intelligence, almost all
children are able to crack the code of the linguistic system of their culture and learn to
understand and produce sentences' (ibid.: 68-69).
The acquisition of the L1 takes place within the context of a long period of physical and
cognitive development and of socialization. The language is acquired in the context of a

community of speakers. In emphasizing the importance of exposure in L1 acquisition Steinberg

(1982) says:
...the nature of the speech and environment input which children receive is especially contrived
to assist language learning and that unfortunate children who have been exposed to language
mainly through television or by overhearing adults' conversation do not acquire significant
language knowledge' (ibid.: 157).
Exposure as one of the conditions for L1 acquisition holds equally true for second language (L2)
learning. If children are exposed to the L2 in the same way as they are exposed to the L1,
greater success will be achieved. This is because in the 'natural' L2 learning situation, the
pressure to acquire the IL in order to control the environment is indeed tremendous (Wilkins
1972). Unfortunately, according to Ravem (1974), the learner is very often not '...exposed to
"primary linguistic data" in the sense that an L1 learner is, but rather to carefully graded
language items presented in small doses for a few hours a week' (ibid.: 132).
Similarly, in Kennedy's opinion (Kennedy 1973), the amount of exposure to the L1 that an L2
learner receives in class is certainly generally much less than the amount he receives in
acquiring the L1. The L2 learner is typically a part-time learner. Apart from the limited amount of
time he is exposed to the L2, how the time is spent is also critical. Instead of having a rich
linguistic environment, the L2 learner is usually exposed to selected phonological, syntactical,
lexical, and thematic items. It is the teacher who decides and arranges the sequence of the
presentation of these items to the learner.
Clearly, even though there is a similar condition between L1 acquisition and 12 learning, i.e.
exposure, the amount of exposure itself is, indeed, different. The amount received by those
learning the L2 is far more limited than that received by children acquiring the L1. Secondly, in
L2 learning the learner has the choice of whether or not, and to what extent, to expose himself
to the TL, while in L1 acquisition exposure is automatic and one can hardly imagine a normal
child retreating from language interaction.

2.2 English language learning anxiety

Language anxiety is defined as the feeling of tension and apprehension specifically in

second language contexts, including speaking, listening reading, and writing (MacIntrye and
Gardner, 1994).In relation to language anxiety, Brown (1994) emphasises that learning L2 or
foreign language (FL) is a complex task susceptible to human anxiety. The extent to which
language learners participate actively in the language learning process is determined by their
attitudes and anxiety level. Feeling positively towards the target language (TL) reveals the
learners positive attitude and consequently correlates to achievement in English language as
well as successful acquisition in the TL. On the other hand, learners who have negative
attitudes towards learning the TL do not expend the effort of speaking to acquire L2 aspects.
Negative attitudes are associated with feelings such as uneasiness, frustration, self-doubt, and
apprehension resulting in undue stress on the learners particularly when they are expected to
participate actively within the language learning classroom. These negative feelings will
demotivate them in learning the TL.
According to Yang (2003) among other affective variables, anxiety may be an important
one since it not only inhibits learning and using English but it has detrimental effects on the
learning process. Language anxiety is defined as the feeling of tension and apprehension
experienced by learners in the FL classroom (MacIntyre & Gardner, 1991). However, language
anxiety is a distinctive complex of self -perceptions, beliefs, feelings and behaviours related to
classroom language learning process (Horwitz, Horwitz, & Cope, 1986, p. 128). From the first
authors perspective, this definition perfectly reflects the Malaysian English language learners
because they are seen to have difficulty giving responses in the TL in language classrooms and
they believe whatever responses they give must be correct responses.Other physical reactions
from the learners include the feeling of discomfort in the English language class (Andrade &
Williams, 2009). They may manifest nervousness, lack of confidence and physical changes. In a
study conducted on a group of Malaysian tertiary learners, they claimed to experience
nervousness and difficulty to speak in the English language and tended to be reticent and
passive in classrooms (Noor Hashimah, 2007). In the same study, the group of learners were
aware of their limited use of English language, which 3nd Malaysian Postgraduate Conference
(MPC2013)3-4 July, Malaysia Hall Sydney, New South Wales, Australia Editors: M.M. Noor,
M.M. Rahman and J. Ismail had been in the English language classroom only. Moreover, they
felt some of their perseverance more proficient than them. In relation to their English teachers,
the learners worry if they would be negatively evaluated (Liu & Huang, 2011) and the instructors
would point out their mistakes to the whole class, which can lead to personal embarrassment to

individual learners. The factors of anxiety for Malaysian learners learning English language are
personal, school instructional practices as well as social and cultural influences that made them
linguistically and psychologically isolated from the English language use (Noor Hashimah, 2007;
Rosemala, 2008).
The first author found that Malaysian English language learners in universities who
achieved MUET between band 1 to 4 still experienced language anxiety. The situation worsened
when they discovered that English courses are compulsory papers in university, in which they
need to obtain a pass for every paper. Unless they change their preset minds towards English
language learning, the learners will still experience anxiety occurring at each stage of language
learning namely acquisition (input), retention (processing) and production (output) (Darmi &
Albion, 2012, p.171). This situation can further be supported with Krashens (1982) affective
filter hypothesis which explains how a combination of low level of affective variables raises the
affective filter causing a mental block preventing information from being used for acquisition and
results in poor language learning. The language anxiety experience by the Malaysian learners
hinders them from being active learners as they consistently experience uneasiness in learning
and thinking in the TL.
2.3 Motivation
Motivation can be considered a good predictor of success in second language learning in
local and overseas studies. Motivation has been widely accepted by both teachers and
researchers as one of the key factors that influence the rate and success of second/foreign
language (L2) learning. Motivation provides the primary impetus to initiate learning the L2 and
later the driving force to sustain the long and often tedious learning process; indeed, all the
other factors involved in L2 acquisition presuppose motivation to some extent.
Without sufficient motivation, even individuals with the most remarkable abilities cannot
accomplish long-term goals, and neither are appropriate curricula and good teaching enough on
their own to ensure student achievement. Gardner & Lambert (1979) were pioneers who
equated integrative motivation as necessary for the mastery of language proficiency.
Thevanathampillai & Babas (1984) extensive study on 295 fifth formers or Grade
students taken from 7 schools in Fiji shows the role of motivation in the learning of
English. There is a significant correlation between the intensity of motivation and
proficiency level. Students with greater motivational intensity perform better compared to
students with low intensity. Other factors discussed in literature search include exposure

to target language, SES (Socio economic status), parental attitude, peer influence role of
teachers and shyness factor. The model of linear-casual relationship (Gardner 1959),
socio educational model (Gardner 1979) and Social Education Model (Gardner 1993)
with social cultural milieu is discussed (Figure 1 & 2) . Intrinsic motivation has been found to
correlate strongly with educational achievement. Clearly, students who enjoy language learning
and take pride in their progress will do better than those who don't. The work conducted by
Gardner in the area of motivation was largely influenced by Mowrer (1950, cited in LarsonFreeman and Long 1994), whose focus was on first language acquisition. Mowrer proposed that
a child's success when learning a first language could be attributed to the desire to gain identity
within the family unit and then the wider language community.

2.4 Awareness
Malay or well known as Bahasa Malaysia is the national and official language of
Malaysia. There are many other languages that are spoken and understood by most of the
Malaysians. Since the country had been under the royal rule, the influence of English language
still counts to a level. Malaysia's multi-cultural aspect also comes alive in the other dialects that
are spoken here. In cities, nearly all people are knowledgeable in English and speak it fluently.
Amongst the middle and upper classes, English is the most-preferred language and it is also
widely used in professional and commercial areas. Among Malaysians, their own slang form of
English called Manglish, is more popular and is widely spoken in urban areas (BBC, n.d.).
One of the main reasons why English is important is because most employers prefer
their staffs to be able to speak and write English fluently. Many multi-national companies in
Malaysia who need Malaysian work force are on the lookout for those who are proficient in
English, as they are going to deal on the international level.
3.0 Conclusion
Fundamentally, Bahasa Malaysia is accepted to unite the culturally multilingual society of
the Malaysians; on the other hand, English language has a functional role because of its use as
an international language of communication in the economy, thus, demonstrating its pervasive
influence through its role in the education system. Language has to be communicated for
learners to achieve competency; therefore, it is pertinent for Malaysian English language
learners to overcome language anxiety so as to enable them to participate actively and
meaningfully in language classes and be competent in the English language.

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