Attachment Theory account of social anxiety in language learning¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

In its recommendations, the article invokes Attachment Theory (citing Erozkan, 2009) to explain and address the social-anxiety component of foreign language speaking anxiety. It states that "Social anxiety is positively correlated with fearful rejection and negative correlated with 'secure' style (Erozkan, 2009)," and that an appropriate attachment style helps students feel secure and have self-esteem, enabling them to establish communicative relationships in their communities. The styles named are secure, dismissing, preoccupied, and dismissed. The article suggests making students aware of the effects of different attachment styles on social anxiety levels.

Design Implications¶

Context¶

Requirements¶

• Teachers reinforcing attachment styles with the social environment to reduce social anxiety

Constraints¶

• Drawn from a cited external source (Erozkan, 2009) rather than tested in this study

Target Learners¶

• EFL students experiencing social anxiety in speaking tasks

Target Learning Objectives¶

• Reducing fear of negative evaluation and social anxiety in foreign language communication

Claims¶

• Fear of making mistakes is the most significant cause of foreign language speaking anxiety among Iranian EFL learners (81%) [+W]
• Fear of negative evaluation and limited vocabulary knowledge rank second and third as sources of speaking anxiety (78% and 72%) [+W]

Related Theories¶

Examples¶

• Teacher strategies for alleviating EFL speaking anxiety: warm atmosphere, encouragement, L1 use, and learner-centered activities
• Provide supportive teacher gestures and sustained speaking practice opportunities to reduce foreign language classroom anxiety

Key Sources¶

• Sadighi, F., & Dastpak, M. (2017). The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners. International Journal of Education & Literacy Studies, 5(4). https://doi.org/10.7575/aiac.ijels.v.5n.4p.111