“Attention” in Second Language Learning: Implications for Teaching Practice

2025/01/01 by Stéphanie Roussel · 1 voice
Arts and Humanities · Psychology · #EFL/ESL Teaching and Learning #Second Language Acquisition and Learning #Subtitles and Audiovisual Media

paper · pdf · doi:10.22599/jesla.146

openalex publication_date 2025/01/01 · openalex created_date 2025/12/03 · openalex updated_date 2026/05/06

Abstract

This article explores both the theoretical and practical dimensions of attention in second language (L2) learning. The first section defines attention from a cognitive psychology perspective, particularly through the lens of cognitive load theory (CLT), while the second section examines practical scenarios such as listening comprehension, video comprehension with and without subtitles, and AI-assisted writing tasks. By integrating both CLT and perspectives from second language acquisition, the article offers a comprehensive understanding of attention’s role in L2 learning and its potential to inform classroom practices, emphasizing the importance of directing learners’ attention to maximize learning outcomes.

Citations

• The Expertise Reversal Effect
• The Metacognitive Awareness Listening Questionnaire: Development and Validation

Discussions

• EuroSLA is delighted to announce the publication of a new EuroSLA Keynote article in JESLA: Stéphanie Roussel, “Attention” in Second Language Learning: Implications for Teaching Practice.  doi.org/1 [bsky, 4 points, 0 comments]

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