【正文】 ere significantly higher than at the following time intervals, while their attention levels at the 30th minute, 35th minute and 40th minute were significantly lower than the previous time intervals. It seems that students’ attention only remained at a high level during the first fifteen minutes, and then immedia。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,20xx:10) In view of the previous stud ies, 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 what 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. O utside 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 C hinese English learners. It is very important for the English teachers to help the students concentrate and maximize their 國(guó)防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 3 頁(yè) attent ion in c lass. 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 motivations to study English, their physical and emotional state, the English learning atmosphere, the English resources in the library and so on. At present, in the English classroom of military university, the situation of students’ attention is not optimistic. Many students plain that it is difficult to focus their attention in class. At the same time, there are many teachers plaining that activating students39。 Norman, 1969。 attention(WuHengyan, 20xx). She classified the factors that influence students39。 影響因素； 學(xué)習(xí) 者 。 另一份問(wèn)卷 ，對(duì) 同樣的 321名 學(xué)員 進(jìn)行了 “軍校學(xué)員英語(yǔ)課堂注意力影響因素”調(diào)查。 尤其是在軍校這個(gè)神秘的地方，對(duì)軍校 學(xué)員 英語(yǔ)課堂注意力的研究幾乎沒(méi)有。然而，中國(guó)的二語(yǔ)習(xí)得領(lǐng)域?qū)ψ⒁饬捌湎嚓P(guān)問(wèn)題尚缺乏較系統(tǒng)的研究，注意力理論在二語(yǔ)課堂教學(xué)中的應(yīng)用更是寥寥。 一份課堂觀測(cè)記錄表， 我 走進(jìn)課堂觀察、記錄并邀請(qǐng) 了 321名 20xx級(jí) 學(xué)員 填表， 收集到 了 學(xué) 員 英語(yǔ)課堂注意力變化的數(shù)據(jù) 。 關(guān)鍵詞 :注意力； 注意力 曲線 。 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 than curricular and contextual factors. Based on the above research findings, we suggest three measures be taken to help improve students’ classroom atte ntion. F irst, 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 style. Third, the administration should try to build better English learning atmosphere by enriching the English learning resources, improving the classroom condition and properly arranging the curriculum. KEY WORDS： attention， changing pattern, classroom teaching, English learning國(guó)防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 1 頁(yè) 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。 generally speaking, researchers can be divided into two groups. First, some researchers believe language learning is unconscious. According to Krashen’s acquisition learning 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 by paring her own data in diaries, class notes, and underlined words in readings during the course of learning Hebrew with taped production. 國(guó)防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 2 頁(yè) 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 investigating the role attention in learning tended to be dichotic listening studies to test selective attention by introspective measures (Moray, 1959。Curran and Keele,199