Formal and Informal Linguistic Environment in Language Acquisition

Introduction to SLA

Unit/Theme: Formal and Informal Linguistic Environment in Language Acquisition and Language Learning

Introduction This chapter is mainly talking about the studies from the language experts about the role or the advantage of formal and informal linguistic environment in language learning and language acquisition. The experts such as Krashen, Upshur, Mason, and Carrol conducted the studies related to the hypothesis and gave each research finding that led to the conclusion.

Part 1: Summary of Content

The linguistic environments are divided into two groups: formal environment and informal/nature environment. Related to this discussion, there are considerations of two hypotheses: the informal environment can be efficiently utilized by adult learner and formal study is more efficient than informal exposure in increasing second language proficiency. There are several research findings from the experts such as Upshur, Mason, Carrol, and Krashen about these hypotheses. 1.      Upshur            : no significant effects on language learning attributable to amount of language instruction, foreign language courses isn’t effective because they produce language learning only than use the language in the real activities. 2.      Mason : there is no significant difference in increasing English proficiency between who excused from ESL and who took the required ESL classes. 3.      Carrol  : Both ‘time spent abroad’ and ‘parental use’ have good relationship in increasing English test performance score, who study foreign language early achieved better scores. 4.      Krashen: Formal environment provides rule isolation and feedback, more instruction means higher proficiency, and more exposure doesn’t mean give higher proficiency. Then by reviewing these kinds of studies, there is conclusion that both formal and informal linguistic environments contribute to second language proficiency in different ways.

Part 2: Reflection

By reviewing some studies from the experts in this unit, we learn more about how and in what aspect formal and informal environments give the roles in acquiring second language. Some studies give us new information that informal environment isn’t always good factor in acquiring second language. Besides, we also get information that formal environment can provide good language input in second language acquisition. The explanations about research finding in this unit can help us to consider whether we should use formal, informal, or both environments for the second language learners. Then we can consider the appropriate methods that we will apply to the students. More than facts above, we as an English teacher in the future can do some further researches about the role or advantage of formal and/or informal environment in acquiring second language. We can use the information/research finding from the experts in this unit as the basic information for our research. By learning this unit, we can apply the research finding from the experts to the real situation of the learners. The research finding can be applied by choosing what environment, whether it is a formal and/or informal environment that we can use in certain situation. For instance, we conduct the English class in formal situation in order to give the input about linguistic rules to the. Besides conducting the formal situation in the class, we can conduct the informal situation in the classroom such as conducting conversation between the students, English games, presentation, discussing, etc. in the classroom, the teacher is also able to give more feedback to the students. So, we can conduct or provide both formal and informal situation in the classroom. This situation is really help the learners to maximize second language acquisition for we balance both formal and informal situation in the classroom.

Conclusion This unit provides some research finding from the language experts about the role of formal and informal linguistic environment. Then the hypotheses in this unit lead us to the conclusion that both formal and informal environment contribute to second language proficiency in different ways. In the last, we are able to apply the theories in the real situation of learning or teaching.