Overview

Today, the study of attention in language learning situations is a privileged field of intersection between cognitive neuroscience and language didactics. Contemporary research shows that attention is neither stable nor homogeneous: it fluctuates according to internal factors, such as cognitive load or motivation, and external factors linked to the pedagogical context. These oscillations directly influence the encoding, processing and consolidation of linguistic information. Based on this observation, this work explores the contributions of cognitive neuroscience to the design of adaptive didactic devices capable of taking account of learners' attentional variability. Recent neurocognitive models emphasize that attention is a dynamic system based on several specialized brain networks. The alerting network optimizes vigilance, the orienting network selects relevant stimuli, while the executive network manages conflicts, particularly during complex linguistic tasks such as listening comprehension or grammar in context.

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