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1、Introduction
The term of ego was first developed by Frend to refer to the concept of self. He (1949) categorizes human personality into three levels in his work The Ego and the Id:id,ego and superego. Ego reflects human desire and impulse and also protects man from harmful stimulus of the real world. Wang Tao (2003,p.55-58) stated that id chases happiness,superego pursues perfection,and ego aims at reality. With the development of ego,inhibition is formed gradually to protect the fragile ago. And different defense mechanisms are invoked within this period. In the process of the development of ego,language plays an important role in helping one's understand one's self-identity. Just as in the Sapir-Whorf hypothesis that one's language shapes one's view of the world. It is generally believed that the first language ego has a great relationship with the second language learning. Without the protection of the mature first language ego,inhibition is easily increased in learners. Thus in order to develop the second language ego,one has to fight against inhibition,and for a second language teacher,he should try to lower the classroom inhibition and enhance learners' defense mechanism. To counter this situation,the humanistic teaching is advocated for teachers to help their students develop second language ego so as to better the second language teaching and learning.
2、Literature review
2.1 Language ego
Language ego refers to the relation between people's feelings of personal identity,individual uniqueness,and value. Guiora and others suggest that a person's self-identity develops as he or she is learning the first language and that some aspects of language may be closely linked to one's ego,which may hinder some aspects of second or foreign language learning. The degree to which one keeps aspects of one's personal experience separate is called ego boundaries,according to Ehrman(1999),which falls into two types---thick ego boundaries and thin ego boundaries. The thick ego boundary reduces the chance of permeability,while the thin ego boundary is more permeable and the permeable language ego may facilitate the second language learning. In the early stages of development,language ego boundaries are permeable,but later become fixed and rigid.
Brown (1994,p.62) proposed that the learner's identity is developed in close relation to the language he speaks,which is called language ego. Guiora (1980) put forward that in the course of general ego development the child acquires body ego by which he becomes aware of the limits of his physical being and learns to distinguish himself from the object world around him. In the course of general ego development,the child develops a sense of the boundaries of his language. The sounds,morphology,word and syntax of his language become objectified and develop firm outlines and boundaries.
2.2 Inhibition
With the development of ego,learners,when their desire and impulse are not accepted by social norms,they begin to form inhibition so as to protect the ego. Arnold claimed:
The term of ego was first developed by Frend to refer to the concept of self. He (1949) categorizes human personality into three levels in his work The Ego and the Id:id,ego and superego. Ego reflects human desire and impulse and also protects man from harmful stimulus of the real world. Wang Tao (2003,p.55-58) stated that id chases happiness,superego pursues perfection,and ego aims at reality. With the development of ego,inhibition is formed gradually to protect the fragile ago. And different defense mechanisms are invoked within this period. In the process of the development of ego,language plays an important role in helping one's understand one's self-identity. Just as in the Sapir-Whorf hypothesis that one's language shapes one's view of the world. It is generally believed that the first language ego has a great relationship with the second language learning. Without the protection of the mature first language ego,inhibition is easily increased in learners. Thus in order to develop the second language ego,one has to fight against inhibition,and for a second language teacher,he should try to lower the classroom inhibition and enhance learners' defense mechanism. To counter this situation,the humanistic teaching is advocated for teachers to help their students develop second language ego so as to better the second language teaching and learning.
2、Literature review
2.1 Language ego
Language ego refers to the relation between people's feelings of personal identity,individual uniqueness,and value. Guiora and others suggest that a person's self-identity develops as he or she is learning the first language and that some aspects of language may be closely linked to one's ego,which may hinder some aspects of second or foreign language learning. The degree to which one keeps aspects of one's personal experience separate is called ego boundaries,according to Ehrman(1999),which falls into two types---thick ego boundaries and thin ego boundaries. The thick ego boundary reduces the chance of permeability,while the thin ego boundary is more permeable and the permeable language ego may facilitate the second language learning. In the early stages of development,language ego boundaries are permeable,but later become fixed and rigid.
Brown (1994,p.62) proposed that the learner's identity is developed in close relation to the language he speaks,which is called language ego. Guiora (1980) put forward that in the course of general ego development the child acquires body ego by which he becomes aware of the limits of his physical being and learns to distinguish himself from the object world around him. In the course of general ego development,the child develops a sense of the boundaries of his language. The sounds,morphology,word and syntax of his language become objectified and develop firm outlines and boundaries.
2.2 Inhibition
With the development of ego,learners,when their desire and impulse are not accepted by social norms,they begin to form inhibition so as to protect the ego. Arnold claimed: