A atenção e a motivação na aprendizagem de vocabulário de LE em ambientes digitais

Abstract

Lexical knowledge is a fundamental component of language learning, enhancing communicative skills and reading comprehension. Mobile devices can serve as an effective tool to increase students' exposure to the language, while also providing real-world learning experiences that can significantly aid vocabulary acquisition. However, few studies have integrated attention and motivation within the context of vocabulary learning in digital environments. Given this gap, the present article aims to propose a Second Language Acquisition (SLA) model to understand vocabulary acquisition processes in digital environments, grounded in Mayer’s Cognitive Theory of Multimedia Learning (2001), Schmidt’s Noticing Hypothesis (1990), and Gardner’s Motivational Theory (1979). It explores the centrality of attention and motivation in the learning process and examines how multimodality in digital environments can facilitate this process. Thus, the proposed SLA model seeks to integrate attention, motivation, and multimodality components to gain deeper insights into vocabulary acquisition in digital contexts. It concludes that recognizing the relationship between motivation and attention in digital learning environments enriches and supports vocabulary learning in L2, making the process easier and more enjoyable for both teachers and learners.