Role of Formal Instruction in Second Language Acquisition

The role of formal instruction in the acquisition of second language has

been a long controversial issue; studies has shown conflicts and diversity of
perspectives among conducted researches and lead into different conclusions.
There are numerous assumptions regarding the significant contribution of
formal education, some conveyed that formal instruction is more beneficial and
effective compared to the other way of learning. However, others had opposed
and believed that naturalistic is way efficient, and some researches says that
formal instruction would only cater short-term learning.
Formal instruction primarily occurred on a structured learning
environment wherein learners receive formal education in a classroom setting
bounded for knowledge and capability enhancement. On one hand, second
language learning is concerned with the process and study of how people
acquire a second language, which is often referred to as L2 or target language.
Generally, the term second language refers to any language learned in addition
to the native language. In view of that, how do formal instruction affects second
language acquisition? And what are the roles of formal instruction in leaning
second language.
Through the process of formal education by attending schools and other
educational institutions are the most effective and efficient way to acquire the
features, system and components of the second language. People who undergo
to formal instruction would probably build a firm foundation of understanding
and enhancement of one’s capabilities.
Formal instruction contributes directly or indirectly to their
internalization of these diverse knowledge and in doing helps the classroom
learner to perform a larger range of language tasks. Upon focusing on linguistic
form it aids the acquisition or grammatical knowledge, that will raise the
learner’s consciousness about the nature of target language rules and will help
every learner to internalize them. Formal instruction is the order in which
grammatical features are taught will govern the order in which they are learnt.
Being indulge into formal instruction can result in the acquisition of some new
linguistic rules as well as the improvement and control of current information.
Instruction can also have an immediate impact on the learner's capacity to
accomplish the goal structures in normal communication and interaction.
Moreover, recent research on second language acquisition in the
classroom have also begun to emphasize that concentrating on form, mostly
through teaching, is preferable than implicit learning. According to cognitive
theory, if we want to achieve fluency in the SLA, we must allow them to engage
in the practice of using that language, in the sense of conveying something in
that language, while they keep the relevant declarative knowledge in working
memory.
I surmise, that the acquisition of second language is effective when
people get to embark into the framework of formal instruction. It will hone the
cognitive capacity with regards to the underlying contexts and rules of the
certain language that they want to acquire, which are the primary role of
formal instruction. However, it could become more meaningful and efficient
when being exposed into environment and gaining interaction and practice. It
would foster a dynamic second language acquisition and refinement.