Introduction

Listening plays an essential role in both first and second language acquisitions. However, listening is a challenging task for foreign language learners. According to the expertise reversal effect, one of the instructional effects in cognitive load theory, instructional approaches should be adjusted dynamically according to learners’ levels of expertise in order to promote ideal learning outcomes. However, little research has been conducted to investigate the acquisition of foreign language listening skills from the perspective of cognitive load theory. This book attempts to fill the gap. This chapter provides an overview of the research. It discusses the research rationale, introduces the theoretical framework—cognitive load theory, briefs research hypotheses and scope, and ends with a discussion of research significance.