With the rapid development of cognitive science, our understanding of human learning process is further deepening. Based
on information processing model, John Sweller advances “Cognitive Load Theory”. The theory stresses the important role of memory in the learning process, advocating that rational allocation of cognitive resources is crucial to effective learning. In accordance with the limitation of working memory in storing information and the invariableness of human cognitive resources, the theory proposes that learning efficiency will be greatly enhanced if we try to reduce the unnecessary cognitive load of the learning task in instructional design. Many traditional instructional designs ignore the feature of working memory and overburden working memory of learners, hence it hinders their learning. The article explores several aspects of cognitive load theory, including cognitive structures, worked example,
split-attention effect,
redundancy effect and modality effect, and discusses their implication for the instructional design of foreign languages. Examples of applying the theory to the instruction are also provided for teachers of foreign languages to increase efficiency.