Language learning and teaching beyond the classroom: an introduction to the field

In a review of research on the effectiveness of formal foreign language instruction, Ellis (2008: 855) observes that acquisition probably proceeds most rapidly through a combination of form-focused instruction and exposure to the target language. He also suggests that in studies that have compared classroom learners with ʼnaturalistic’ learners, we can not be sure whether the advantages for classroom learners are due to formal instruction or access to comprehensible input in classroom language. While the jury remains out on the effectiveness of language instruction, the wise language learner might be well advised to seek out a combination of instruction and exposure to language input (Krashen 1985), as well as opportunities to produce language output (Swain 1985).