【正文】 3). The classroom observation form was used by the researcher to record the teacher’s teaching activities at 5 minutes intervals. The first questionnaire was mainly used to elicit students’ feelings of their attention levels at every 5 minutes intervals. The second questionnaire was used to collect students’ judgments of the factors that may potentially influence their attention in English class. For part of the second questionnaire, there were 48 items covering 4 aspects: Studentrelated factor, Teacherrelated factor, Curriculumrelated factor, Environmentrelated factor. The Studentrelated factor is divided into six 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 11 頁 factors, they are Character, Motivation, English Level, Strategy, Body Status and Psychological Status. The Teacherrelated factor is divided into eight parts, they are Sex, Age, Character, Teaching Style, English Level, Teaching Method, Relationship with Students, Professional Ethics. The Curriculumrelated factor is only divided into Content and Arrangement. The Environment factor including Campus’s Atmosphere, Cadets’ Team, Classroom, Atmosphere in Class. Data collection The first questionnaire was implemented just 5 minutes before the end of the class. With the help of the researcher, students were asked to report their attention levels at every five minutes intervals during the 50 minute class. They were also required to provide their student IDs, mark their seats in the classroom. The second questionnaire was implemented to the same 321 cadets in the next week. In the first part of the questionnaire, students were asked to provide their personal information including Student ID number, gender, personality, learning motivation, English level etc. The second part of the questionnaire includes 40 Single Choice questions each of which addresses one potential factor that may influence students’ class attention.. While most students pleted all the questions in the questionnaire, sixteen students failed to provide all the needed information. These sixteen students’ data were excluded from the final statistical analysis, reducing the total number of participants from 321 to 305. 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 12 頁 Data Analysis The results are presented in two parts. In the first part, we will report how students’ attention changes with time. In the second part, the main factors that influence student’s attention will be discussed in full details. The changing patterns of attention All cadets’average attention curve per class D e s c r i p t i v e s注意力強(qiáng)度320 3 . 7 8 4 4 1 . 2 1 1 3 9 . 0 6 7 7 2 3 . 6 5 1 1 3 . 9 1 7 6 1 . 0 0 5 . 0 0320 3 . 8 1 2 5 1 . 1 2 6 4 1 . 0 6 2 9 7 3 . 6 8 8 6 3 . 9 3 6 4 1 . 0 0 5 . 0 0320 3 . 7 6 8 8 1 . 0 5 1 7 7 . 0 5 8 8 0 3 . 6 5 3 1 3 . 8 8 4 4 1 . 0 0 5 . 0 0320 3 . 5 4 0 6 1 . 2 2 3 4 3 . 0 6 8 3 9 3 . 4 0 6 1 3 . 6 7 5 2 1 . 0 0 5 . 0 0320 3 . 2 6 8 8 1 . 2 5 5 5 7 . 0 7 0 1 9 3 . 1 3 0 7 3 . 4 0 6 8 1 . 0 0 5 . 0 0320 3 . 1 1 8 8 1 . 2 4 1 2 5 . 0 6 9 3 9 2 . 9 8 2 2 3 . 2 5 5 3 1 . 0 0 5 . 0 0320 3 . 1 3 7 5 1 . 2 0 8 5 8 . 0 6 7 5 6 3 . 0 0 4 6 3 . 2 7 0 4 1 . 0 0 5 . 0 0320 3 . 0 9 6 9 1 . 2 9 6 2 4 . 0 7 2 4 6 2 . 9 5 4 3 3 . 2 3 9 4 1 . 0 0 5 . 0 0320 3 . 2 4 0 6 1 . 3 9 9 1 4 . 0 7 8 2 1 3 . 0 8 6 7 3 . 3 9 4 5 1 . 0 0 5 . 0 02880 3 . 4 1 8 8 1 . 2 5 9 2 1 . 0 2 3 4 6 3 . 3 7 2 7 3 . 4 6 4 8 1 . 0 0 5 . 0 0123456789T o t a lN M e a n S t d . D e v ia t i o n S t d . E r r o r L o w e r B o u n d U p p e r B o u n d9 5 % C o n f i d e n c e In t e r v a l f o rM e a nM in i m u m M a x i m u m A N O V A注意力強(qiáng)度2 4 0 . 9 6 3 8 3 0 . 1 2 0 1 9 . 9 9 9 . 0 0 04 3 2 4 . 0 2 5 2871 1 . 5 0 64 5 6 4 . 9 8 8 2879B e t w e e n G r o u p sW i t h i n G r o u p sT o t a lS u m o fS q u a r e s df M e a n S q u a r e F S i g . 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 13 頁 987654321時(shí)間點(diǎn)4 . 0 03 . 8 03 . 6 03 . 4 03 . 2 03 . 0 0Mean of 注意力強(qiáng)度 The result of ANOVA analysis shows that the students’ attention changes significantly between the 5minute intervals. Posthoc analysis shows that students’ attention levels at the 5th minute, the 10th minute and 15th minute were significantly higher than at the following time intervals, while their attention levels at the 30th minute, 35th minute and 40th minute were significantly lower than the previous time intervals. It seems that students’ attention only remained at a high level during the first fifteen minutes, and then immediately dropped down and remained at a very low level until the end of the class. We can clearly see this change of attention levels in the above figure. To our surprise, this curve is very different from the famous inverse Ushaped curve which has been reported in many psychological researches, even though we can still find traces of that “U” curve in the first 15 minutes. . 國防科學(xué)技術(shù)大學(xué)本科畢業(yè)論文 第 14 頁 All cadets’average attention curve per day D e s c ri p t i v e sV A R 0 0 0 0 21 2 . 9 。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,2020:10) In view of the previous studies, 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 w hat factors led to these changes. Among them, what role the teacher plays. So this paper is to research on these problems. Background of the S