【文章內(nèi)容簡介】 ce. It implies withdrawal from some things in order to deal effectively with others, and is a condition which has a real opposite in the confused, dazed, scatterbrained state which in French is called distraction and Zerstreutheit in German.” Attention remains a major area of investigation within education, psychology and neuroscience. Areas of active investigation involve determining the source of the signals that generate attention, the effects of these signals on the tuning properties of sensory neurons, and the relationship between attention and other cognitive processes like working memory and vigilance. A relatively new body of research is investigating the phenomenon of traumatic brain injuries and their effects on attention.Psychology，the “Note”(Attention) is a mental activity on a certain object point and focused. It is divided into kinds: voluntary attention and do not intend to pay attention. The former refers to the conscious, there is the intended purpose, need to go through the will of its efforts to initiate attention. The latter is not the intended purpose, not will of its efforts to involuntarily place attention on certain things. “No intention to pay attention” is produced under unconscious, only to fully arouse the students’ “voluntary attention”， in order to expand the students’ “no intention to pay attention.” Studies have shown that the development of psychologists and students 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 organization 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 AttentionTomlin 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 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. Functions of AttentionThe 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 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 AttentionIn 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 princi