This study aimed at investigating the influence of learners’ previously acquired capitals on their response to the teacher’s attempts to trigger their attention. For this purpose, 403 EFL learners completed three different questionnaires. The results of Structural Equation Modeling showed that emotional capital was a positive predictor of interpersonal, intrapersonal, visual, musical, and kinesthetic joint attention styles. Similarly, social capital was a positive predictor of interpersonal, verbal, visual, and musical styles, and cultural capital was a positive predictor of logical and verbal styles. Moreover, the proposed model of L2 achievement based on the capitals and joint attention styles showed good fit to the data. It appears that learners’ socio-cultural and emotional backgrounds influence their response to the teacher’s initiation of joint attention. And their L2 achievement is enhanced when the teacher uses different joint attention modalities. In the end, pedagogical implications and areas for further research were provided.

中文翻译：

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基于 EFL 学习者共同注意力及其情感、社会和文化资本的 L2 成就新模型

本研究旨在调查学习者先前获得的资本对他们对教师试图引起他们注意的反应的影响。为此，403 名 EFL 学习者完成了三份不同的问卷。结构方程模型的结果表明，情感资本是人际、内省、视觉、音乐和动觉联合注意风格的积极预测因子。同样，社会资本是人际关系、语言、视觉和音乐风格的积极预测因素，而文化资本是逻辑和语言风格的积极预测因素。此外，所提出的基于大写和联合注意风格的二语成就模型对数据显示出良好的拟合。似乎学习者的社会文化和情感背景会影响他们对教师发起的共同关注的反应。当教师使用不同的联合注意方式时，他们的 L2 成绩会得到提高。最后，提供了教学意义和进一步研究的领域。