Abstract
Language attitudes have long been recognised as an important determinant of achievement in second language acquisition. This chapter explores research on the cultural and linguistic specifics of the Saudi context that contribute to the formation of language attitudes among Saudi EFL learners and ultimately affect the learning of English. The chapter puts forward the view that despite recent government reforms introducing English at an earlier educational stage and enhancing exposure to English instruction there is still some resistance to English. This situation is explained with reference to the interplay of a range of social-psychological factors including Saudi national identity, levels of direct and indirect contact with the target language group, and perceptions of the target language community as a threat to traditional Saudi social, cultural, and religious values. The chapter ends with recommendations on how to reduce resistance to English among Saudi EFL learners and to encourage positive attitudes towards learning this language.