On the problem of foreign language acquisition in the context of informal education

The article offers a number of linguo-didactic solutions concerning the problem of foreign language acquisition in the course of informal learning at secondary and tertiary education levels (profile high school with grades 10-11 and language university). The study reveals the lack of a systematic, consistent scientific specification of the mentioned educational space. The article provides a scientific substantiation of the fact that acquisition of a foreign language in the context of the informal (i.e. everyday life) environment should supplement the formal and informal types of education. The learning process should be oriented towards the development of the learner's "communicative personality" aspects and meet a number of requirements for the organization of an effective informal learning. Enhancement of the informal component of foreign language self-study presupposes that students should be taught to transfer the modified goals, individualized content, learning methods, and skills from the formal and non-formal levels to the informal one. The article substantiates the linguo-didactic specificity of this informal self-study activity in relation to the level of the profile high school and university. The results of informal unsupervised foreign language acquisition should, in turn, be taken into account in the educational contexts of formal and non-formal learning; thereby indirect control of the learner's achievements at the informal level is carried out. Direct control of the results of informal foreign language self-study can be achieved through the implementation of "daily self-evaluation charts". The article describes the requirements for such charts, their structure and the procedure of working with them at the respective educational stages. In accordance with the main competences developed in the process of foreign language acquisition, the basic learning methods and learning activities essential for informal foreign language self-study at secondary and tertiary educational levels of philological education are represented in form of a table.

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