【正文】 ents to focus attention, selective attention object, the ability to adapt to environmental requirements, increases with age, to be strengthened. However, different incentives to attract students to be more effective, it is also evident. Thus, in the English classroom teaching, how to stimulate the students, cause their “voluntary attention” is crucial, it is to improve English language proficiency is an important part. We are teachers, according to the characteristics of two kinds of attention in lesson preparation and anization of classroom teaching should be flexible and to master the application in order to effectively stimulate student’s “voluntary attention” as the main means to more effectively improve the classroom teaching. Characteristics of Attention Tomlin and Villa (1994) suggest there are four conceptions of attention in SLA. One is that of attention as a limited capacity system. The idea being that the brain may be presented (through the sensory system) with an overwhelming number of stimuli at any given time, and it seems impossible to process them all. The limitations of attention refer not only to the a mount (or duration) of attention that may be given to a single stimulus but also to the number of stimuli that may be attended to simultaneously. This leads to a second conception of attention, namely that it constitutes a process of selection. The overwhe lming amounts of ining stimuli force the attentional system to be selective. The third conception of attention, already touched on under consciousness, is that it involves controlled rather than 國(guó)防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 7 頁(yè) automatic processing of information. The underlying assumption here is that some tasks require more processing effort, and hence a higher degree of attention, than others. A person may therefore perform two tasks at the same time, especially if one requires automatic processing (low attention). By the same token, it is more difficult to perform two tasks if both require controlled processing (high attention). The fact that controlled processing of two simultaneous tasks is sometimes possible led researchers to develop a fourth conception of attention, which is that it must involve a process of coordination among peting stimuli and responses. In this process, attention must be established, maintained, discontinued, and redirected in order to perform different actions. Functions of Attention The concept of attention has bee especially important because of its crucial role in so many aspects of SLA theory such as input, processing, development, variation, and instruction. Most of the literature on attention also addresses the concept of awareness. The two concepts are inherently connected but can be operationally distinguished. Turning to attention, Tomlin and Villa (1994) suggest there are four conceptions of attention in SLA. One is that of attention as a limited capacity system. The idea being that the brain may be presented (through the sensory system) with an overwhelming number of stimuli at any given time, and it seems impossible to process them all. The limitations of attention refer not only to the amount (or duration) of attention that may be given to a single stimulus but also to the number of stimuli that may be attended to simultaneously. This leads to a second conception of attention, namely that it constitutes a process of selection. The overwhelming amounts of ining stimuli force the attentional system to be selective. The third conception of attention, already 國(guó)防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 8 頁(yè) touched on under consciousness, is that it involves controlled rather than automatic processing of information. The underlying assumption here is that some tasks require more processing effort, and hence a higher degree of attention, than others. A person may therefore perform two tasks at the same time, especially if one requires automatic processing (low attention). By the same token, it is more difficult to perform two tasks if both require controlled processing (high attention). The fact that controlled processing of two simultaneous tasks is sometimes possible led researchers to develop a fourth conception of attention, which is that it must involve a process of coordination among peting stimuli and responses. In this process, attention must be established, maintained, discontinued, and redirected in order to perform different actions.(Bandar AlHejin) Factors Affecting Attention In the article of A Survey of College Students’ Attention in EFL Classroom and the Analysis of the Related Factors written by Jia Wen, she concludes ten principal external factors that affecting Students’ Attention. They are class atmosphere, class time, teaching content, media, textbook, background information and difficult listening answer format, difficult and easy listening content. According to my thought, I divided the affecting factors into two categories: intrinsic factor and extrinsic factors. The former includes characteristics, motivations, strategy, levels, body status, and psychological status, the latter includes faculty, curricula, environment, cadets’ team, classroom and atmosphere. The psychological process of attention is assumed to select information for conscious thoughts, and, since the amount of conscious capacity is limited, attention automatically prohibits other information from reaching awareness. 國(guó)防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 9 頁(yè) Attention can be seen as the gatekeeper for consciousness. Therefore, if the knowledge needs to be sent into the consciousness a nd transferred from input to intake in a learner’s mind, arousing and sustaining the learner’s attention is a key point worthy studying. Attention span will extend when the objects are anized more orderly and related more closely. Second, the