ATTACHMENT ORIENTATION IN FRENCH L2 WRITING: TOWARD A CONCEPTUAL FRAMEWORK

Abstract

This paper proposes a conceptual framework for understanding attachment orientation in second language (L2) writing from a psycholinguistic and discourse-oriented perspective. While research on affect in L2 writing has largely focused on constructs such as anxiety, motivation, and enjoyment, limited attention has been paid to how attachment-related affective orientations may shape interpersonal meaning-making in writing, particularly in French as a Foreign Language (FFL) contexts. Drawing on attachment theory and affective perspectives in second language acquisition, the paper argues that learners’ attachment orientations may influence discursive self-positioning, emotional expression, and relational engagement in written communication. Adopting a conceptual and exploratory approach, the discussion is informed by relevant literature alongside preliminary observations derived from exploratory learner questionnaires and classroom-based French writing samples. The paper conceptualizes L2 writing not merely as a cognitive-linguistic activity, but also as an affective and relational process through which learners negotiate identity, emotion, and interpersonal meaning. It ultimately proposes an attachment-informed conceptual framework that contributes to emerging discussions on affect in L2 writing and provides a foundation for future psycholinguistic and discourse-oriented research in French language education.