In college English classrooms, some students may experience distractions such as unconsciously deserting and being absent-minded. The symptoms of this type of attention deficit are generally formed from a young age and do not disappear with age. The concentration of attention in English learning plays a crucial role in improving learning efficiency. Therefore, it is particularly important to study the positive effects of innovative college English teaching models in cognitive linguistics on students’ attention deficit.

In order to verify the effectiveness of the innovative college English teaching model in cognitive linguistics, the study used two classes as experimental subjects. One of them was the experimental class using the innovative college English teaching model for teaching, and the other was the control class using conventional teaching. Observe and analyze the classroom distraction time of the two classes in teaching.

There is a significant difference in the distraction time between the two classes, with the average distraction time of the experimental class being 13.09 min, while the average distraction time of the control class is 18.69 min. The distraction time of the experimental class has decreased by 29.96% compared to the control class.

The attention of students in the experimental class is more concentrated compared to the control class, so the innovation of college English teaching mode in cognitive linguistics has a positive effect on students’ attention deficit.

A general project of philosophy and social science research projects in Colleges and Universities of Jiangsu Province in 2022 (No. 2022SJYB0836v); A key project of the “14th Five-year Plan” research projects for education and science of Jiangsu province in 2021 (No. C-b/2021/03/15); A research team program of Jiangsu Open University (No. 22-KYPT-Z07).