【文章內(nèi)容簡(jiǎn)介】 he acquisition of metalinguistic knowledge, is worthy of investigation, and 3)future research into the relationship between training learners to notice linguistic forms and the acquisition of metalinguistic knowledge may enhance our understanding of noticing in second language acquisition.（小四；不分段；頂格）(空一行)Key words: noticing。metalinguistic knowledge。linguistic forms（小四）(空三行)（摘要、文章、參考文獻(xiàn)均先在默認(rèn)狀態(tài)下輸入，然后第二稿時(shí)再按照要求進(jìn)行字體、字符大小、加粗等的編輯。如果中、英文摘要在一頁里放不下，則將中文摘要另換頁。）二語習(xí)得中的注意（小二號(hào)宋體加粗居中）（空一行）摘要：本文著重研究了“注意”和“注意差距” 的作用，指出這一概念受到廣泛重視是出于直覺和假設(shè),:1)探討“注意”這一概念的理論構(gòu)建；2）評(píng)估“注意”強(qiáng)化語言習(xí)得假設(shè)的有效性。本文得出結(jié)論如下：1)通過實(shí)證研究，證明了“注意”在語言習(xí)得中的作用；2）特拉斯科特在1998年提出的新觀點(diǎn)是值得研究的，他認(rèn)為“注意”只同元語言知識(shí)的習(xí)得有聯(lián)系；3）如果能對(duì)學(xué)習(xí)者所受的注意語言形式訓(xùn)練和元語言知識(shí)的習(xí)得之間的關(guān)系作進(jìn)一步研究，會(huì)幫助我們更好的理解二語習(xí)得中的“注意”。（五號(hào)）（空一行）關(guān)鍵詞：注意；元語言知識(shí)；語言形式（五號(hào)）i本科畢業(yè)論文（空一行）Contents（四號(hào)加粗居中頂頁眉、）..............................................................................................................................I theoretical constructs that underlie the role of noticing...................................................I Consciousness raising and noticing...................................................................................I Noticing and language acquisition.....................................................................................I on noticing..............................................................................................................I Task demands....................................................................................................................II Frequency..........................................................................................................................II Perceptual salience................................................................................................................................................II .............................................................................................................................II References................................................................................................................................iii Acknowledgments..........................................................................................................................................................iv（目錄用電腦自動(dòng)生成的格式，二級(jí)標(biāo)題與第一級(jí)標(biāo)題首字母對(duì)應(yīng)三級(jí)標(biāo)題與第二級(jí)標(biāo)題首字母對(duì)應(yīng)不設(shè)置四級(jí)標(biāo)題）ii本科畢業(yè)論文Noticing in SLA（小二加粗居中頂頁眉，每個(gè)實(shí)詞首字母大寫）（空一行）（一級(jí)標(biāo)題，四號(hào)加粗頂格；所有標(biāo)題后均不加逗點(diǎn)或句點(diǎn)）The significance of the role of conscious and unconscious processes and the notion of interface in second language(L2)development has been the focus of much debate in the general 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 co