Institutions range from the informal to the formal. Very informal learning is often successful especially with adult learners, and sometimes with rural groups. The key seems to be strength of social motivation.

Short answer: No. Long answer: Adults in formal educational context should be taught as in non-formal educational context as well. ;)

Thank you for your opinion Asterios. Can you extend a little bit your long answer.

I'm a proponent of incidental, task/skill-based, material-driven learning. 'Formal' education contexts are too rigid for my taste. It's true that adults may find comfort in fixed patterns and appreciate structure more than younger learners. I still find that approach to learning a bit 'sterile' and 'artificial'. Adults usually have a more urgent need to use their language skills in the real world and the 'formal education'/clasroom setting may feel lingering and impractical.

Hello,

Notably, the teaching / learning context plays an influential role in the way ESL/EFL teachers approach the type of instruction needed for attaining the targeted outcomes. As you have rightly observed, the method of instruction would be different in regard with the type of context . In point of fact, in formal contexts, teachers tend to adopt an explicit approach relying on present, practice, and produce (ppp) cycle. However, informal contexts by their very nature provide learners with incidental , implicit ways of language uptake.

Best regards,

R. Biria

Thank you dear Reza for your comment. The context, as well as the target audience, is different, as a result the method of instruction should be different.

In non-formal educational institutions there are not specific objectives and goals defined for adult learners, but it can be observed that most teaching in non-formal educational institutions/ community colleges is done in the same way as in formal: PPT, grammar instruction, communication/interaction practice, pair-work, group-work in the classroom. That's why I am asking this question.

I tend to think that informal methods in a vocational context offer the best educational traction. People learn best when there is a definite purpose driving language acquisition, be it specific lexical items, stock phrases, or appropriate modes of communicative interaction. Sometimes these can be simulated in formal contexts, but usually only after learners have experienced learning in the vocational context.

@ Tamar

< non-formal educational institutions >

What the hell is this? Institutions are formal.

I'd like to suggest that adult learning a L2 in non-formal language could have his/her own schedule, texts and arrangements. If he/she has plenty time and patience, of course it is okay to learn a L2 systematically; but for other cases, i.e. he/she is busy or is eager to acquire some skills or for special purposes, it is better to have special "classes" tailor for the individual.

Institutions range from the informal to the formal. Very informal learning is often successful especially with adult learners, and sometimes with rural groups. The key seems to be strength of social motivation.

That will be perfect. But it depends on the situation of those adults and their literacty level and motivation for learing EFL.

I always believe in allowing adults the freedom of choice in choice of instructional methods; either way works depending on their personality make-up but basics in grammatical rules need to be taught at the onset.

To me language teaching should always be appropriated to the context of its usage for the students. This will benefit the students by allowing them to experience the practical sense of their learning and determine the benefits and hence developing a stronger intrinsic motivation to not only learn the language but actually use the language outside the classroom situation.