Theoretical foundations of effective foreign language acquisition in informal learning: an integrative approach

Abstract

In the context of globalization and the intensification of intercultural contacts, mastering a foreign language is becoming a key competence for personal and professional development. However, traditional institutionalized forms of education do not always provide sufficient flexibility and individualization of the educational process. The purpose of this study is to conceptualize an integrative approach to effective foreign language acquisition in informal learning settings. The methodological basis is a synthesis of the provisions of psycholinguistics, cognitive linguistics, linguodidactics and andragogy. Based on a critical analysis of relevant literature, key factors determining the success of language acquisition outside the institutional framework have been identified: internal motivation, consideration of individual cognitive styles, immersion in an authentic language environment, systematic reflection on the experience of using language, correlation of new knowledge with existing conceptual structures. The empirical basis was made up of data from longitudinal observation of 120 adult learners who mastered a foreign language in various informal contexts. Through statistical analysis, it was found that the proposed integrative model ensures the achievement of the B2 proficiency level on the CEFR scale by an average of 30% faster than in the control group (p<0.01). The results obtained open up prospects for optimizing individual educational trajectories and increasing the autonomy of students in mastering a foreign language.