Learning a new language is the process of acquiring a new language ego.
Besides positive factors, a
negative language ego can create inhibition. So, why does “language ego” create a sense like that?
Actually, if you closely observe the presentation Thuc Nhi mentioned, you may already recognize
that when learning a second language, learners often form a positive mechanism to defend their first
language because they think their native language is threatened.
Additionally, they would feel worried and anxious when having difficulty learning a second language.
Currently, inhibition comes out.
As a result, students would be reluctant to express their opinion in class because they are afraid of
making mistakes.
In general, inhibition is detrimental to students’ learning, and how to reduce its negative influence is
challenging.
According to Brown (2001), here are some possibilities the teachers can relieve this situation.
First of all, Teachers must display a supportive attitude toward the students. Of prime Importance
are patience, empathy. Allowance for mistakes, refrain from unkind words, and harsh punishments
because part and parcel of learning are unintended mistakes. A calm and composed reaction in the
midst of untoward behavior can ensure an acceptable solution for all.
Secondly, On a more mechanical, lesson-planning level, your choice of techniques and sequences of
techniques needs to be cognitively challenging but not overwhelming. Teachers should prepare
lessons plans in such a way that there is a variety of resources offered to meet the needs of different
learners: visual, kinesthetic, auditory, etc
Thirdly, Consider an individual's language ego before initiating classroom activities. One of the
biggest difficulties faced by teachers of English as a Second Language students is the many different
levels of proficiency among students. Different students will struggle in different ways. This means a
teacher should be strategic in terms of who they call on, correct publicly, the level of toughness, etc.
as all of these decisions will affect students in different ways.
Finally, If your students are learning English as a second language 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.
From the identified 4 issues above, 4 enlightenment to oral English teaching are suggested
