 The language environment

encompasses everything the language

learner hears and sees in the new
language.
 The quality of the language environment
is of paramount importance to success in
learning a new language.
A. Macro-environmental factors
(1) Naturalness, (2)the learner’s role in
communication, (3)availability of the
concrete referents, (4)target language
models
 Formal VS Natural
 Formal  when the focus of the speaker is
on the form of the language. Ex: structural
explanation, translation, dictation).
 Natural  when the focus is on the content
of the communication. Ex: free
conversation, films).
 Examples:
Mary has a white house
John has a blue shirt
 One of the major distinguishing
characteristics of an environment is the
presence or absence of natural exposure
opportunities.
 A natural language environment appears
to enhance the development of
communication skills in a second language
in both foreign and host environments.
 The host language environment permits
learners to talk with native-speaking peers.
 The foreign language environment affords
little opportunity to discuss matters.
 Several factors can limit the beneficial
effects of natural exposure: a lack of
peers who speak the target language
natively, incomprehensibility of the
communication, lack of a silent period
 A formal language environment focuses
on the conscious acquisition of rules and
forms. It is severely limited in its potential
to produce speakers who are able to
communicate naturally and effectively.
 Speakers may modify their use of the
new language.
 Satisfying the curiosity that many adult
learners have about language.
 The small role that the conscious
knowledge of rules seems to play in
either the acquisition or the
conversational use of language
 One-way communication: the learner
listens to or reads the target language but
does not respond.
 Restricted two -way communication: the
learner responds orally to someone, but the
learner does not use the target language.
 Full two-way communication: the learner
speaks in the target language, acting as
both recipient and sender of verbal
messages.
 Communication situations in which
students are permitted to remain silent or
respond in their first language may be
the most effective approach for the
early phases of language instruction.
 Concrete referents: subjects and events
that can be seen
 Peer VS Teacher: When both a teacher and
peers speak the target language, learners
have been observed to prefer the latter as
models for themselves.
 Peer VS Parent: it has been found that
when the speech characteristics of peers
and parents differ, the children
 Own social group VS other social group: it
tends towards the dialect or language
spoken by members of their own ethnic
group.