【正文】 Curran and Keele,1993。 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。 一份課堂觀測記錄表， 我 走進課堂觀察、記錄并邀請 了 321名 2020級 學(xué)員 填表， 收集到 了 學(xué) 員 英語課堂注意力變化的數(shù)據(jù) 。 尤其是在軍校這個神秘的地方，對軍校 學(xué)員 英語課堂注意力的研究幾乎沒有。 影響因素； 學(xué)習(xí) 者 。 Norman, 1969。 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 Status. 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 Single 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 p t i v e s注意力強度320 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 0320 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 0320 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 0320 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 0320 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 0320 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 0320 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 0320 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 0320 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 02880 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 ia t i