The study took college students as subjects, adopted communication paradigm, created three communication contexts, and explored the influence of communicative context and task characteristics on the attention of both learners through communicative learning task and individual task. The research was a mixed experimental design of 3(communicative context)×2(task type)×2(score group). Results showed that: Non linguistic factors in the communication contexts increased in turn, would gradually promote the language simplification. Object visibility hindered the language cognition and communication cognition, and expression visibility promoted the communication cognition. The interaction between expression and language reflected the saving of communication cognitive resources.
