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b. Affective Principles
6. Language Ego
All second language learners develop a new mode of thinking, feeling, and acting. In learning, all learners want to be treated with a loving care. Language
learners will normally feel ashamed, defensive, and self-conscious when they first learn a second language as their native language becomes outdated. This
situation can be resolved by for example: a explicitly displaying a supportive attitude to students, b choosing an appropriate technique and its sequences that
are challenging but not too overwhelming , c considering learners’ language
ego to determine how to act towards students in the classroom, and d helping students to understand that the confusion while experiencing identity crisis is
normal.
7. Self-Confidence
This principle goes a step further in emphasizing the importance of learners’
self-assessment, regardless of the degree of language ego involvement. In gaining students’ self-confidence the teacher can, for example, give plenty
assurances to students, and sequence techniques from easier to more difficult.
8. Risk-Taking
It is important to get learners take calculated risks in attempting to use language both productively and receptively. They have to prepare themselves to
try out their newly acquired language, to use it for meaningful purposes, to ask questions, and to state themselves. In the teaching and learning process this
principle can be applied by:
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a. Creating an atmosphere in the classroom that encourages students to try out
the language and to offer a response. b.
Providing reasonable challenges in the applied techniques. c.
Helping students to understand what calculated risk-taking is. d.
Responding to students’ risky attempts with positive affirmation, praising them for trying while at the same time warmly but firmly attending to their
language.
9. The Language Culture Connection
This principle focuses on the complex interconnection of language and culture. In teaching a language, we also teach a complex system of cultural
customs, values, and ways of thinking, feeling, and acting. In the classroom, the teacher can teach language and culture in such a way that students will be aware
of both. For example by giving students information of acculturation and its stages, and assisting discouraged students.
c. Linguistic Principles
10. The Native Language Effect
Native language is a significant factor in the acquisition of a new language. The
learner’s error in producing foreign language is based on the learner’s assumption that the target language operates like the native language. The
teacher can explain to the students that the native language does not work as the target language works. Besides, the teacher can lead the students to think in
English instead of translating words.
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11. Interlanguage
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