【正文】 ................................................................................................. 28 Bibliography............................................................................................................ 29 Appendix 1 .............................................................................................................. 31 Appendix 2 .............................................................................................................. 34 Appendix 3 .............................................................................................................. 36 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 i 頁 中文摘要 二十年來，有關(guān)學(xué)習(xí)者注意力的研究成為認(rèn)知心理學(xué)領(lǐng)域的熱門課題之一，同時也成為二語習(xí)得領(lǐng)域的關(guān)注點。 本研究 共 設(shè)計了 兩份調(diào)查問卷。學(xué)校方面，建議 努力營造良好的英語學(xué)習(xí)氛圍，增加圖書館的英語資源， 合理安排英語授課時間，改善教室環(huán)境，使其有利于 學(xué)員 集中注意力學(xué)習(xí)。 learning oute, attention has been heatedly discussed in the field of second language acquisition. 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。 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, 20xx:329). The functions of attention in S LA are controversial up to now。Cohen et al,1990。 3). The classroom observation form was used by the researcher to record the teacher’s teaching activities at 5 minutes intervals. The first questionnaire was mainly used to elicit students’ feelings of their attention levels at every 5 minutes intervals. The second questionnaire was used to collect students’ judgments of the factors that may potentially influence their attention in English class. For part of the second questionnaire, there were 48 items covering 4 aspects: Studentrelated factor, Teacherrelated factor, Curriculumrelated factor, Environmentrelated factor. The Studentrelated factor is divided into six 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 11 頁 factors, they are Character, Motivation, English Level, Strategy, Body Status and Psychological S tatus. The Teacherrelated factor is divided into eight parts, they are Sex, Age, Character, Teaching Style, English Level, Teaching Method, Relationship with Students, Professional Ethics. The Curriculumrelated factor is only divided into Content and Arrangement. The Environment factor including Campus’s Atmosphere, Cadets’ Team, Classroom, Atmosphere in Class. Data collection The first questionnaire was implemented just 5 minutes before the end of the class. With the help of the researcher, students were asked to report their attention levels at every five minutes intervals during the 50 minute class. They were also required to provide their student IDs, mark their seats in the classroom. The second questionnaire was implemented to the same 321 cadets in the next week. In the first part of the questionnaire, students were asked to provide their personal information including Student ID number, gender, personality, learning motivation, English level etc. The second part of the questionnaire includes 40 S ingle Choice questions each of which addresses one potential factor that may influence students’ class attention.. While most students pleted all the questions in the questionnaire, sixteen students failed to provide all the needed information. These sixteen students’ data were excluded from the final statistical analysis, reducing the total number of participants from 321 to 305. 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 12 頁 Data Analysis The results are presented in two parts. In the first part, we will report how students’ attention changes with time. In the second part, the main factors that influence student’s attention will be discussed in full details. The changing patterns of attention All cadets’average attention curve per class D e s c r i pt i v e s注意力強(qiáng)度3 2 0 3 . 7 8 4 4 1 . 2 1 1 3 9 . 0 6 7 7 2 3 . 6 5 1 1 3 . 9 1 7 6 1 . 0 0 5 . 0 03 2 0 3 . 8 1 2 5 1 . 1 2 6 4 1 . 0 6 2 9 7 3 . 6 8 8 6 3 . 9 3 6 4 1 . 0 0 5 . 0 03 2 0 3 . 7 6 8 8 1 . 0 5 1 7 7 . 0 5 8 8 0 3 . 6 5 3 1 3 . 8 8 4 4 1 . 0 0 5 . 0 03 2 0 3 . 5 4 0 6 1 . 2 2 3 4 3 . 0 6 8 3 9 3 . 4 0 6 1 3 . 6 7 5 2 1 . 0 0 5 . 0 03 2 0 3 . 2 6 8 8 1 . 2 5 5 5 7 . 0 7 0 1 9 3 . 1 3 0 7 3 . 4 0 6 8 1 . 0 0 5 . 0 03 2 0 3 . 1 1 8 8 1 . 2 4 1 2 5 . 0 6 9 3 9 2 . 9 8 2 2 3 . 2 5 5 3 1 . 0 0 5 . 0 03 2 0 3 . 1 3 7 5 1 . 2 0 8 5 8 . 0 6 7 5 6 3 . 0 0 4 6 3 . 2 7 0 4 1 . 0 0 5 . 0 03 2 0 3 . 0 9 6 9 1 . 2 9 6 2 4 . 0 7 2 4 6 2 . 9 5 4 3 3 . 2 3 9 4 1 . 0 0 5 . 0 03 2 0 3 . 2 4 0 6 1 . 3 9 9 1 4 . 0 7 8 2 1 3 . 0 8 6 7 3 . 3 9 4 5 1 . 0 0 5 . 0 02 8 8 0 3 . 4 1 8 8 1 . 2 5 9 2 1 . 0 2 3 4 6 3 . 3 7 2 7 3 . 4 6 4 8 1 . 0 0 5 . 0 0123456789T o t a lN M e a n S t d . D e v i a t io n S t d . E r r o r L o w e r B o u n d U p p e r B o u n d9 5 % C o n f id e n c e In t e r v a l f o rM e a nM in im u m M a x im u m A N O V A注意力強(qiáng)度2 4 0 . 9 6 3 8 3 0 . 1 2 0 1 9 . 9 9 9 . 0 0 04 3 2 4 . 0 2 5 2 8 7 1 1 . 5 0 64 5 6 4 . 9 8 8 2 8 7 9B e t w e e n G r o u p sW i t h in G r o u p sT o t a lS u m o fS q u a r e s df M e a n S q u a r e F S ig . 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 13 頁 987654321時間點4 . 0 03 . 8 03 . 6 03 . 4 03 . 2 03 . 0 0Mean of 注意力強(qiáng)度 The result of ANOVA analysis shows that the students’ attention changes significantly between the 5minute intervals. Posthoc analysis shows that students’ attention levels at the 5th minute, the 10th minute and 15th minute w