【正文】 more definite the task is, the wider attention span is. Third, individual knowledge and experience can change attention span. The more closely the person’s experience is related to objects as a whole unit(Gui,20xx:66). Fourth, an environmental factor, such as light ing, has effects on attention span. Lastly, personality also affects attention span, one with agile neural system usually has a wider attention span(Zhao, 1998:36). According to Gui Shiquan(20xx:68), the familiarity to objective activities enhances attention distribution. Attention needs to be divided when people are operating on several different activities at the same time. Only when people are familiar with these activities or can even operate them automatically, can the division of attention be realized more easily. The second factor is the qualities and relationship of these coinstantaneous activities. Usually, it is easier to realize attention division in operational activities than in intellectual ones. Therefore, setting up certain relationship and forming connected systems by repeated training is beneficial to the division of attention. 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 10 頁 Chapter III Research Methodology Research Questions The study aims to explore the following questions: (1) How does cadets’ attention change in English class? (2) What main factors affect students’ attention in English class? Subjects More than three hundred freshmen in National University of Defense Technology (NUDT) were involved in my investigation. In order to get a representative sample of the population, students were selected from 11 different classes. Ten different teachers were chose as a contrastive factor for study. Instruments The instruments of the study include a classroom observation form (Appendix 1) and two questionnaires (Appendix 2 amp。 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 attentio n studies(Nissen and Bullemer,1987。教學(xué)改革 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 ii 頁 ABSTRACT As an important factor that influences students39。 本文旨在探討 軍校 學(xué)員 （非專業(yè)生）英語課堂 注意力的 變化情況 以及 導(dǎo)致 學(xué)員 注意力 變化 的主要因素，進(jìn)而分析 坐在不同區(qū)域、教員在不同授課環(huán)節(jié)、不同學(xué)員的 學(xué)習(xí)動(dòng)機(jī)、不同學(xué)員的英語水平、不同 學(xué)員的 性格等因素 在英語課堂注意力 方面 的差異， 并找出其中的規(guī)律，最后針對分析的結(jié)果， 討論提高 學(xué)員 英語課堂注意力的教學(xué)對策 。 本研究 共 設(shè)計(jì)了 兩份調(diào)查問卷。 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。Cohen et al,1990。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 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 3 頁 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。 attention(WuHengyan, 20xx). She classified the factors that influence students39。 另一份問卷 ，對 同樣的 321名 學(xué)員 進(jìn)行了 “軍校學(xué)員英語課堂注意力影響因素”調(diào)查。然而，中國的二語習(xí)得領(lǐng)域?qū)ψ⒁饬捌湎嚓P(guān)問題尚缺乏較系統(tǒng)的研究，注意力理論在二語課堂教學(xué)中的應(yīng)用更是寥寥。 關(guān)鍵詞 :注意力； 注意力 曲線 。 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 investigating the role attention in learning tended to be dichotic listening studies to test selective attention by introspective measures (Moray, 195