“Theory of Language Ego Principle”

THEORY LANGUAGE EGO PRINCIPLE

Submitted by:

Name :Dewiyah

Nim   : 082370

1.      Theory from Brown

1)      THE PRINCIPLE OF INTERACTIVITY: At the end of the first and every other chapter, Brown provides "Topics for Discussion, Action, and Research" which encourage readers to interact both with the text itself, with classmates, and with their own beliefs, convictions, and ideas. In his chapter on "The Present: An Informed Approach" Brown offers topics which invite readers to compare their responses with a partner, to observe an ESL class, to share their ideas in a small group, to write out definitions of their own, and to think back -- with certain criteria and characteristics in mind -- on lessons that they themselves may have taught. He attempts, in other words, to bring as much reflection, discussion, and interaction as he can (within the confines of the printed word) into this enterprise of learning to teach by principle.

2)      THE PRINCIPLE OF OPEN-ENDEDNESS: Brown often leaves things open in a way that invites the reader's participation in and thought about what is being discussed. For example, when talking about the place of writing instruction in a communicative and interactive classroom, Brown notes connections with the twelve principles of language learning and teaching. He himself shows the connections with automaticity and meaningful learning, but then suggests to the reader that "perhaps you can continue down the list yourself" (p. 343). Or when trying to think of the types of institutions of higher education in which English language teaching programs exist, Brown notes several and then tells the reader that "you may even be able to think of a category that has been omitted" (p. 127).

2.               Theory from Benjamin bloom

AFFECTIVE PRINCIPLES

Human beings are emotional creatures. At the heart of all thought and meaning and action is emotion. As “ intellectual “as we would like to think we are, we are influenced by our emotions. It is only logical then, to look at the affective (emotional ) domain for some of the most significant answers to the problems of contrasting the differences between first and second language acquisition.

a.       The Affective Domain

What is the affective domain? The affective domain is difficult to describe scientifically. A large number of variables are implied in considering the emotional side of human behaviour in the second language learning process. How is it to be delimited and understood? Affect refers to emotions or feelings. Language is a behaviour, that is, a phase of human activity. Understanding how human beings feel and respond and believe and value is an exceedingly important aspect of a theory of second language acquisition.

v  The affective domain is the emotional side of human behavior, and it may be juxtaposed to the cognitive side. The development of affective states or feelings involves a variety of personality factors, feelings about ourselves and bout others with whom we come into contact.

v  The affective domain includes many factors : empathy, self – esteem, extroversion, inhibition, imitation,anxiety, attitudes – the list could go on. Some of them may seem at first rather far removed fromlanguage learning, but when we consider the pervasive nature of language, any affective factor can onceivably be relevant to second language learning.

More than three decades ago, Benjamin Bloom and his colleagues ( Krathwohl, Bloom & Masia 1964) provided a useful definition of the affective domain that is still widely used today.

3.Theiry from Joseph H. Smith, M.D.

Lacan's work need not be taken as opposed to ego psychology. His thought is not in contrast to ego psychology but to defensive ego functioning. In fact, the centrality he gave to language can be appropriated as a cardinal advance in ego psychology, a move that could deepen understanding of nondefensive ego functioning.

Founders of schools tend to stress differences. Practitioners, who take what they find of value from any school, are more attuned to similarities. Here, in a reading of Freud on transference and affect—with Loewald and Rapaport as guides—similarities and differences in my own and Lacan's interpretations of Freud are discussed. I argue that the crucial differences between Lacan and other schools are not his emphasis on language, or the real, the imaginary, and the symbolic, or concepts like “the Other,” “the objet a,” and “the name of the father.” The .differences wherein questions of

4.      Theory from Alexander Guiora

According to Guiora said that As human beings learn to use a second language, they also develop a new mode of thinking, thand acting- a second identity. The new “language ego,” intertwined _with the second language, can easily create within the learner a sense of fragility, a defensiveness, and a raising of inhibitions.

5.      Theory from Alexander Guiora

According to Guiora said that if your students are learning English as a second language (in the cultural milieu of an Englishspeaking country), they are likely to experience a moderate identity crisis as they develop a “second self.” Help such students to understand that the confusion of developing that second self in the second culture is a normal and natural process Patience and understanding on your art will also ease the process.

Indicator :

- Language Ego: Learning a new language involves developing a new mode of thinking - a new language "ego";
- Self-Confidence: Success in learning something can be equated to the belief in learners that they can learn it;
- Communicative Competence: Fluency and use are just as important as accuracy and usage - instruction needs to be aimed at organizational, pragmatic and strategic competence as well as psychomotor skills.

Language-Culture Connection: Learning a language also involves learning about cultural values and thinking.
Risk-Taking: Taking risks and experimenting "beyond" what is certain creates better long-term retention;

According to research results that the textbooks used in English language learning in primary schools with basic title Home for beginner there are indicators that require students to think, understand and love the language.