Abstract:
The English language, which is recognised as the lingua franca of the modern world, is seen
today as a mandatory life skill more than a language. In Sri Lanka, English is considered as a
second language. However, there is a visible deficiency in English language proficiency among
ESL (English as a Second Language) students in Sri Lanka and attitudinal problems possessed
by ESL learners can be a major drawback. Therefore, this study aims to identify whether there
is a direct impact of attitudinal problems on their English language proficiency. Moreover, this
paper aims to discuss the importance of considering the language attitude of ESL learners in
designing ELT (English Language Teaching) practices in Sri Lanka. The study adopts the
method of a qualitative meta-analysis in which the researcher uses five predominant previous
studies done on English language attitudes in the Sri Lankan context. The findings of this study
suggest that the attitudinal complexity associated with social norms and standards directly leads
to Language Attitude Anxiety (LAA) which prevents ESL learners from gaining confidence in
the language. Moreover, the only place to build the platform for confidence is the ELT
classroom where there is a need to create a safe zone for the learner within the classroom to
face the social attitudinal complexities with confidence which was implemented by the colonial
mindset. In conclusion, recognising the significance of language attitude is fundamental in
shaping effective ELT practices in Sri Lanka.
