Formal and Informal Linguistic Environments in Language Acquisition and Language Learning

Abstract

While some studies indicate that adults can efficiently utilize informal linguistic environments for second language acquisition, other studies suggest that the classroom is of greater benefit. This conflict is resolved in three ways. Evidence is presented to support the hypothesis that informal and formal environments contribute to different aspects of second language competence, the former affecting acquired competence and the latter affecting learned competence. Second, a distinction must be made between informal environments in which active language use occurs regularly and those in which language use is irregular. Finally, data is presented that suggests that the classroom can be used simultaneously as a formal and informal linguistic environment, a result that is consistent with reports of success with language teaching systems that emphasize active language use.