【正文】 n. However, pared to the many theoretical discussions on attention, few, if not any, empirical researches have been conducted in this field. And researches focusing on military students39。 attention are even fewer. This research aims to investigate the changing patterns and related factors of attention in the English class. 321 freshmen participated in the study. Two questionnaires were designed: one for collecting participants selfreported attention levels at fiveminute intervals, and the other for eliciting their attitudes toward different potential factors that might have an impact on their attention. The results of the study show that students’ attention only remains at a high level during the first 15 minutes and then immediately drops down to a significantly lower level. It is also found that students sitting in different areas have different attention patterns, with those sitting in the front left and in the middle being the most attentive. As for the related factors, studentrelated and teacherrelated factors are more likely to influence students’ attention tha n curricular and contextual factors. Based on the above research findings, we suggest three measures be taken to help improve students’ classroom attention. First, students should develop basic learning strategies for classroom study. Second, teachers should improve their prehensive qualities and personal attraction by improving teaching methods, enriching teaching content and adjusting teaching styl e. Third, the administration should try to build better English learning atmosphere b y enriching the English learning resources, improving the classroom condition and properly arranging the curriculum. KEY WORDS： attention， changing pattern, classroom teaching, English learning國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 1 頁 Chapter I Introduction Attention is an important factor in classroom teaching and learning. However, it is suggested that most students can hardly keep their attention at a high level throughout an English class. And it is not unmon that many students are absentminded or even chat with each other when the teacher is lecturing on vocabulary and grammar. In this case, the interaction of teaching and learning is hard to go on. It badly influences the teaching result and the moods of both sides. Withal, some scholars have paid attention to the related factors of students39。 attention(WuHengyan, 2020). She classified the factors that influence students39。 attention into three categories: autonomous learning consciousness (., students39。 understanding of the subject, classroom learning mode, classroom learning adaptability), teacherrelated factors (., the anization of teaching way, the application of teaching method and the peration of teaching thought) and external environmental factors (., learning environment, classroom atmosphere, time concept). Therefore, to grasp learners’ attention is the prerequisite to control classroom (Zhu, 2020:329). The functions of attention in SLA are controversial up to now。 generally speaking, researchers can be divided into two groups. First, some researchers believe language learning is unconscious. According to Krashen’s acquisitionlearning distinction hypotheses theory, he though there are two independent systems of second language performa nce: the acquired system and the learned system (Kranshen,1981,1982,1985).Besides, Altman(as cited in Schmidt,1990) concluded that awareness is not necessary in learning vocabulary b y paring her own data in diaries, class notes, and underlined words in readings during the course of learning Hebrew with taped production. 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 2 頁 Second, some scholars have focused on the relationships between attention and learning and argued that attention is necessary and beneficial for and SLA. Early experiments investigati ng the role attention in learning tended to be dichotic listening studies to test selective attention by introspective measures (Moray, 1959。 Norman, 1969。 Allport et al, 1972, as cited in Bandar, ). Later, performance measures were also used(Eich,1984,as cited in Bandar,).Some researchers relied more on divided attention studies(Nissen and Bullemer,1987。Cohen et al,1990。Curran and Keele,1993。Whittlesea and Dorken, 1993,as cited in Bandar,) Most results from these studies prove that attention is necessary for learning, although a few provide conflicting evidence as to the necessity of attention in learning, which may be due to the methodological difficulty in demonstrating a plete absence of attention(Bandar,2020:10) In view of the previous studies, they mostly concentrate in the importance of attention in the second language acquisition or make a survey of related influential factors of classroom attention, but no one pays close attention to how the students’ attention change in class, and w hat factors led to these changes. Among them, what role the teacher plays. So this paper is to research on these problems. Background of the Study Not like in other countries and regions in the world, where English is widely used as a munication tool in the social and official occasion, in mainland China, English is mainly learned from the textbooks and teachers in the classroom. Outside the classroom, they have few opportunities to use English. Therefore, the learning efficiency within the English class is the key to successful language learning for Chinese English learners . It is very important for the English teachers to help the students concentrate and maximize their 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 3 頁 attention in class. As for military college students, in addition to the same or similar factors faced by ordinary university students, there are some other special factors that may influence their English class attention, such as their motiv