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Informal Learning in Second Language Acquisition: A Case Study of Two ESL Learners

Informal Learning in Second Language Acquisition: A Case Study of Two ESL Learners

Helen, Yeh Wai Man
Copyright: © 2015 |Pages: 12
ISBN13: 9781466682658|ISBN10: 1466682655|EISBN13: 9781466682665
DOI: 10.4018/978-1-4666-8265-8.ch004
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MLA

Yeh Wai Man, Helen,. "Informal Learning in Second Language Acquisition: A Case Study of Two ESL Learners." Measuring and Analyzing Informal Learning in the Digital Age, edited by Olutoyin Mejiuni, et al., IGI Global, 2015, pp. 52-63. https://doi.org/10.4018/978-1-4666-8265-8.ch004

APA

Yeh Wai Man, H. (2015). Informal Learning in Second Language Acquisition: A Case Study of Two ESL Learners. In O. Mejiuni, P. Cranton, & O. Táíwò (Eds.), Measuring and Analyzing Informal Learning in the Digital Age (pp. 52-63). IGI Global. https://doi.org/10.4018/978-1-4666-8265-8.ch004

Chicago

Yeh Wai Man, Helen,. "Informal Learning in Second Language Acquisition: A Case Study of Two ESL Learners." In Measuring and Analyzing Informal Learning in the Digital Age, edited by Olutoyin Mejiuni, Patricia Cranton, and Olúfẹ́mi Táíwò, 52-63. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8265-8.ch004

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Abstract

This chapter has investigated the importance of informal language learning in second language acquisition through a case study of two ESL learners. The effect of various kinds of informal learning with various resources on language proficiency and performance are discussed in relation to Bennett's model (2012). The case study shows that an “intake-type” informal environment can provide input to the language acquisition and self-directed learning and is crucial to effective language learning. Through the interviews with the subject learners, it can be seen that the learner with higher English proficiency and performance has been using self-directed language learning throughout his childhood and youth whereas the learner with lower English proficiency and performance generally has adopted tacit learning, which seems to be less effective in informal learning. Hence, self-directed learning should be promoted in schools and colleges by raising students' awareness of its importance and promoting learning-to-learn strategies.

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