【正文】 點就標注地點，并用冒號隔開，出版社與年代之間用句點。 Ed.).Minneapolis: U M P, , Elizabeth amp。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(一級標題與一級標題之間空一行，一級標題和二、三級標題之間都不空行)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。] theoretical constructs that underlie the role of noticing（一級標題） Consciousness raising and noticing（二級標題，小四加粗）The term “consciousness raising” refers to the drawing of learners39。（五號）（空一行）關(guān)鍵詞：注意；元語言知識；語言形式（五號）i本科畢業(yè)論文（空一行）Contents（四號加粗居中頂頁眉、）..............................................................................................................................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（目錄用電腦自動生成的格式，二級標題與第一級標題首字母對應三級標題與第二級標題首字母對應不設(shè)置四級標題）ii本科畢業(yè)論文Noticing in SLA（小二加粗居中頂頁眉，每個實詞首字母大寫）（空一行）（一級標題，四號加粗頂格；所有標題后均不加逗點或句點）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.[一級標題與一級標題之間空一行，一級標題和二、三級標題之間都不空行。）二語習得中的注意（小二號宋體加粗居中）（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）評估“注意”強化語言習得假設(shè)的有效性。linguistic forms（小四）(空三行)（摘要、文章、參考文獻均先在默認狀態(tài)下輸入，然后第二稿時再按照要求進行字體、字符大小、加粗等的編輯。第三篇：英語論文本科畢業(yè)論文Noticing in SLA（小二號Times New Roman加粗居中頂頁眉）(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 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。我會根據(jù)作答情況，對小組給予獎勵。一般我以周為時間單位，事先準備好一些題目，內(nèi)容涉及學生所閱讀的英語報刊的所有版面。比如，2014年青奧會將在南京舉辦，體育明星是學生追捧的對象，我們便集中一節(jié)課介紹了青奧會的相關(guān)知識，還有一些常見體育項目的英文名（如swimming，boxing，weightlifting，tennls等）以及這些項目的比賽規(guī)則等；“汶川”地震后，我向?qū)W生介紹了一些國際和國內(nèi)的慈善機構(gòu)，為加深對9A Unit 6Reading Earthquake in Taiwan一課內(nèi)容的理解，我還請學生摘錄并在課堂上朗誦了這樣一首詩：（三）適時檢測閱讀質(zhì)量初中生處于青春波動期，自律能力相對欠缺，學習自覺性有時還不夠，若完全放手，有的學生會因為惰性而不能及時完成閱讀任務(wù)，使課后的自主閱讀流于形式。略讀時，應引導學生抓住文章的一些標志性詞句，如文章的標題、段首與段尾、主題句以及文章結(jié)尾帶有觀點性的陳述句。比如，閱讀Teens Junior 3Arm strong passes away一文時，我給學生設(shè)計了如下提示性問題：1）When did Armstrong bee the firstman to walk on the moon? 2）What did Armstrong do on the moon?.3）Who did he walk with on the moon? ，但其側(cè)重點是對整體內(nèi)容的把握。跳讀所選的內(nèi)容往往是文章中某些具體的事實和信息，直接以某個細節(jié)的關(guān)鍵詞（如時間、地名、人名等）為尋找對象。在學生積存了一定閱讀量的基礎(chǔ)上，教師根據(jù)教學目標，精選一到兩篇文章，設(shè)計閱讀任務(wù)，向?qū)W生介紹跳讀和略讀（skimming）、細讀（scanning）等閱讀技巧。二、立足課堂優(yōu)化，培養(yǎng)閱讀策略自主式閱讀以課外為主，采取自學的方式，但這并不表示要摒棄課堂，相反，在有限的課