Teacher Mediation Strategies for Cognitive Load Reduction in L2 Content-based Instruction

Abstract

In culture-oriented Content-Based Instruction (CBI), L2 learners face dual challenges of language and cultural acquisition, where teacher mediation plays a critical role in regulating cognitive load. However, existing research inadequately addresses how teachers reduce cognitive load in such classrooms through mediational instruments. This study employs the course “The Society and Culture of Major English-speaking Countries (Britain)” within a Chinese university English major program as a case, analyzing teacher’s mediation strategies via unstructured observation. Findings reveal that teacher primarily utilized three types of mediation: (1) Linguistic mediation activated memory and concretized abstract concepts through tri-phase scaffolding (review-outline-summary), relatable analogies/cross-cultural comparisons, and sandwich- style strategy, thereby reducing intrinsic and germane cognitive load; (2) Multimodal mediation captured student attention via visual-gestural coordination, diminishing extraneous cognitive load; (3) Social mediation facilitated meaning negotiation through scaffolded questioning and collective responses, alleviating metacognitive load. These mediational strategies operated synergistically, enabling students to attain their potential developmental level within the Zone of Proximal Development (ZPD) (e.g., mastering cultural concepts like parliamentary systems and applying relevant terminology). The study provides actionable pedagogical implications for designing high cognitive-load cultural CBI courses.