【正文】 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。 Ed.).Minneapolis: U M P, , Elizabeth 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(xiě)姓氏，加逗號(hào)后，再寫(xiě)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(shū)名均不用書(shū)名號(hào)且英語(yǔ)書(shū)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(kāi)，出版社與年代之間用句點(diǎn)。 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(xiě)出致謝！!如果仿寫(xiě),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 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。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。）二語(yǔ)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(jué)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(yǔ)言習(xí)得假設(shè)的有效性。（五號(hào)）（空一行）v本科畢業(yè)論文關(guān)鍵詞：注意；元語(yǔ)言知識(shí)；語(yǔ)言形式（五號(hào)）vi本科畢業(yè)論文（空一行）Contents（四號(hào)加粗居中頂頁(yè)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）vii本科畢業(yè)論文Noticing in SLA（小二加粗居中頂頁(yè)眉，每個(gè)實(shí)詞首字母大寫(xiě)）（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 o