LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 8 August 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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An Overview to Informal Language Learning

Taher Bahrani

Abstract

The present paper tries to provide a broad overview of informal language learning and its application based on some approaches to second language learning. Accordingly, it considers informal language learning in relation to some psychologically oriented approaches such as behaviorism and innate-ism. Moreover, it discusses the interactionist approach to second language learning in relation to informal language learning as a socially oriented approach to second language teaching. Accordingly, informal language learning cannot be based on behaviorism because it requires language learners to do some repetition and drills even in informal setting similar to some of the formal language classrooms which does not support theories underlying informal language learning. On the contrary, intractionist approach can support informal language learning because the focus is rather on the meaning of the language than on the form.

Key words: informal learning, Behaviorism, Innate-ism, Interactionist

1. Introduction

Informal learning compared to formal learning was first introduced and popularized by Knowles in his pioneering work Informal Adult Education (1950). In focusing on the notion of informal education, Knowles pointed to the informal environment in many adult learning situations, the flexibility of the process of learning, and the use of experience. According to Coombs and Ahmad (1974), the definition of informal education is widely accepted in the field of language learning as the process of developing people in knowledge and skills in a highly uninstitutionalised and unstructured setting.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Taher Bahrani
Department of English
Mahshahr Branch, Islamic Azad University, Mahshahr, Iran
taherbahrani@yahoo.com
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