【文章內(nèi)容簡(jiǎn)介】 eral field of cognitive proposal is that put forward by Burka(1996), who offers a hypothesis related to conscious learning that focuses on what Skehan argues is “the crucial concept of noticing”(Deleuze, 1986，)（這是參考文獻(xiàn)出處文中注的格式，p用小寫）.The purpose of this paper is to a)consider the theoretical constructs that underlie the role of noticing, and b)assess the validity of the assumption that noticing enhances language acquisition.[一級(jí)標(biāo)題與一級(jí)標(biāo)題之間空一行，一級(jí)標(biāo)題和二、三級(jí)標(biāo)題之間都不空行。所有標(biāo)題均頂格、并只有第一個(gè)單詞首字母大寫（除專有名詞外）。] theoretical constructs that underlie the role of noticing（一級(jí)標(biāo)題） Consciousness raising and noticing（二級(jí)標(biāo)題，小四加粗）The term “consciousness raising” refers to the drawing of learners39。 attention to the formal properties of language(Fee and Fox., 1988).However, a key difference between noticing and consciousness raising is that noticing has supposed implications for language processing and the actual acquisition of linguistic features.（每段第一行退進(jìn)4個(gè)空格） Noticing and language acquisitionGeertz(1973)identifies three aspects of consciousness involved in language learning: awareness, intention and (1993)states that a)whether a learner deliberately attends to a linguistic form in the input or it is noticed purely unintentionally, if it is noticed it bees help clarify Schmidt’s hypothesis and the place of noticing in L2 acquisition the following model, proposed by Ellis, is useful.(一級(jí)標(biāo)題與一級(jí)標(biāo)題之間空一行，一級(jí)標(biāo)題和二、三級(jí)標(biāo)題之間都不空行) on noticing Jones(1978), in harmony with Schmidt39。s discussion of memory processing above, ments that it is inside shortterm memory that noticing must in reality take place, since the “spotlight consciousness”(Magistrale, 1992, )provided by shortterm memory isi本科畢業(yè)論文triggered by different influences on (1990)claims that the following factors influence noticing in the input: Task demandsInstruction provides structured, differentiated input that assists noticing by focusing attention on and enhancing awareness of language features(Pikarsky and Christensen, 1976). FrequencyA language feature may bee frequent due to repeated instruction or by way of teacher such, when the item does appear more frequently in the input, the likelihood Perceptual salienceThe more prominent a language form at input, the greater the chance it will be noticed(Skehan, 1998).It stands to reason, therefore, that the less salient a form, the less likely it is to(一級(jí)標(biāo)題與一級(jí)標(biāo)題之間空一行，一級(jí)標(biāo)題和二、三級(jí)標(biāo)題之間都不空行)It can be seen that there are various views regarding the role of conscious and unconscious processes in L2 important contribution to this debate has been Schmidt39。s “noticing hypothesis” and its claims about how input bees intake, and thisii本科畢業(yè)論文References（四號(hào)居中加粗頂頁(yè)眉）(空一行)Burka, Lauren Hypertext History of MultiUser August 18, 2009, from , .(Sean Hand, Trans.amp。 Ed.).Minneapolis: U M P, , Elizabeth amp。 Daniel .(Eds.).AIDS: The Burdens of : University of California Press, , Interpretation of York: Basic , and Pornography: Policing the Boundary between Art and Popular University, New Jersey, , Lorence Smith(Ed.), York: Yale UP, 1978: , Child: Jim Morrison’s Poetic of Popular Culture, 1992, 3: , M.amp。 Christensen, Transportation Policy and : , , 2003, 4: : 外語(yǔ)教育出版社, 1999.(注意事項(xiàng)：，中文為五號(hào)；，條目先列英語(yǔ)后列中文, 英文作者先寫姓氏，加逗號(hào)后，再寫名字，名字后用句點(diǎn), 英文和中文條目分別按作者姓氏英語(yǔ)首字母和漢語(yǔ)拼音首字母順序排列；中英文書名均不用書名號(hào)且英語(yǔ)書名為斜體；網(wǎng)址要需標(biāo)注網(wǎng)上查閱資料日期；每一個(gè)條目如需占用兩行，第二行則退進(jìn)四個(gè)空格；條目中的每項(xiàng)不同內(nèi)容（包括結(jié)尾）均用句點(diǎn)分隔，出版社前有地點(diǎn)就標(biāo)注地點(diǎn)，并用冒號(hào)隔開，出版社與年代之間用句點(diǎn)。相關(guān)內(nèi)容參考“論文格式要求”中實(shí)例部分 2．文章中參考文獻(xiàn)文中注的引用出處格式：（作者姓，年代，頁(yè)碼）或（作者姓，年代）如：(Magistrale, 1992, )(Pikarsky amp。 Christensen, 1976))iii本科畢業(yè)論文Acknowledgments(四號(hào)加粗居中頂頁(yè)眉)(空一行)I would like to thank my supervisor BBBB for her invaluable guidance, enthusiasm and support throughout the course of this am also very grateful to CCCC for his helpful ments and insightful suggestions during the research and writing of this would also like to thank DDDD for taking the time to be my external other people have helped and contributed their time to the research of this thanks to EEEE, and FFFF for their invaluable ments and would also like to take this opportunity to express my gratitude toward everyone in the English Department of AAA University, especially GGGG, HHHH, for their valuable suggestions and help in these two years of study as well as their to all the other friends I have made at AAA University for making my stay at AAA an enjoyable period of will always be indebted to my family, especially my parents IIII and would like to thank them for their support and confidence in gratitude goes to everyone at thesis would not have been possible without all their kindness and encouragement.(注意: 此文本僅供參考,各位同學(xué)應(yīng)該依據(jù)實(shí)際情況寫出致謝！!如果仿寫,請(qǐng)注意紅色字體部分).iv本科畢業(yè)論文Noticing in SLA（小二號(hào)Times New Roman加粗居中頂頁(yè)眉）(空一行)Abstract: This article focuses on the role of “noticing” and “noticing the gap” in second language is argued that this notion has gained wide support on the basis of intuition and assumption rather than on the findings of appropriate and exhaustive empirical aim of this paper is twofold: a)to consider the theoretical constructs that underlie the role of noticing, and b)to assess the validity of the assumption that noticing enhances language paper concludes that 1)empirical research has yet to validate the role of noticing in language acquisition, 2)an alternative view offered by Truscott(1998), which suggests that noticing is merely tied to the acquisiti