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1、本 科 毕 业 论 文课题名称：Analysis of Military College Students Attention in EFL Classroom and the Related Factors军校学员英语课堂注意力调查及相关因素分析学员姓名：专业： 培养类型：学号：所属学院：年级：指导教员：职称：所属单位：ACKNOWLEDEMENTSMany people have contributed to my success in completing this research. First and foremost, I would like to express my sinc
2、ere gratitude to my supervisor, Dr. Ma Xiaolei, who has always been inspiring, encouraging, and enlightening throughout the entire research. Dr. Ma Xiaolei has not only guided me through my research, but also had great influence on shaping my philosophy of structuring, connecting, and presenting res
3、earch ideas. Without his dedication of numerous hours of guidance, it would have been impossible for me to finish this thesis. Many other people contributed to the success of my thesis as well. Firstly, I would like to thank all those teachers who have taught me during my college career. Their livel
4、iest teaching has enriched my study and paved the way for writing this thesis. I benefited a lot from their work and spirit. Secondly, I must show my sincere gratitude to my dear classmates, who have given me many useful advices. Last but not least, my thanks also go to those freshmen who participat
5、ed in my research and their English teachers who provided me with convenient access to their class.TABLE OF CONTENTAcknowledgementsITable of ContentsII中文摘要iABSTRACTiiChapter One Introduction11.1Background of the Study21.2Significance of the Study3 1.3 Structure of the Thesis4Chapter Two Literature R
6、eview52.1 Definition of Attention52.2 Characteristcs of Attention62.3 Functions of Attention72.4Factors Affecting Attention8Chapter Three Research Methodology103.1Research Questions103.2 Subjects103.3 Instruments103.4Data Collection103.5 Data Analysis11Chapter Four Results and Discussions234.1Result
7、s224.2 Discussions244.2.1 Attention and Charcter244.2.2 Attention and Motivation244.2.3 Attention and English Level254.2.4 Attention and Strategy25Chapter Five Conclusion265.1 Overview of the Results265.2 Contributions275.3 Discussion of Limitations275.4 Future Work28Bibliography29Appendix 131Append
8、ix 234Appendix 336中文摘要二十年来，有关学习者注意力的研究成为认知心理学领域的热门课题之一，同时也成为二语习得领域的关注点。然而，中国的二语习得领域对注意力及其相关问题尚缺乏较系统的研究，注意力理论在二语课堂教学中的应用更是寥寥。尤其是在军校这个神秘的地方，对军校学员英语课堂注意力的研究几乎没有。本文旨在探讨军校学员（非专业生）英语课堂注意力的变化情况以及导致学员注意力变化的主要因素，进而分析坐在不同区域、教员在不同授课环节、不同学员的学习动机、不同学员的英语水平、不同学员的性格等因素在英语课堂注意力方面的差异，并找出其中的规律，最后针对分析的结果，讨论提高学员英语课堂注意力
9、的教学对策。本研究共设计了两份调查问卷。一份课堂观测记录表，我走进课堂观察、记录并邀请了321名2011级学员填表，收集到了学员英语课堂注意力变化的数据。另一份问卷，对同样的321名学员进行了“军校学员英语课堂注意力影响因素”调查。 根据本研究结果，我们建议在英语教学中采取相应措施:首先，学员方面，应培养良好的学习策略，提高课堂注意力和学习效率；其次，教员方面，一是提升自身综合素质和人格魅力，二是改进教学方法，丰富教学内容，三是调整教学风格;学校方面，建议努力营造良好的英语学习氛围，增加图书馆的英语资源，合理安排英语授课时间，改善教室环境，使其有利于学员集中注意力学习。关键词:注意力；注意力曲
10、线; 影响因素；学习者;教学改革ABSTRACTAs an important factor that influences students learning outcome, attention has been heatedly discussed in the field of second language acquisition. However, compared to the many theoretical discussions on attention, few, if not any, empirical researches have been conducted i
11、n this field. And researches focusing on military students attention are even fewer. This research aims to investigate the changing patterns and related factors of attention in the English class. 321 freshmen participated in the study. Two questionnaires were designed: one for collecting participant
12、s self-reported attention levels at five-minute intervals, and the other for eliciting their attitudes toward different potential factors that might have an impact on their attention. The results of the study show that students attention only remains at a high level during the first 15 minutes and t
13、hen immediately drops down to a significantly lower level. It is also found that students sitting in different areas have different attention patterns, with those sitting in the front left and in the middle being the most attentive. As for the related factors, student-related and teacher-related fac
14、tors are more likely to influence students attention than curricular and contextual factors.Based on the above research findings, we suggest three measures be taken to help improve students classroom attention. First, students should develop basic learning strategies for classroom study. Second, tea
15、chers should improve their comprehensive qualities and personal attraction by improving teaching methods, enriching teaching content and adjusting teaching style. Third, the administration should try to build better English learning atmosphere by enriching the English learning resources, improving t
16、he classroom condition and properly arranging the curriculum.KEY WORDS：attention，changing pattern, classroom teaching, English learningChapter I IntroductionAttention is an important factor in classroom teaching and learning. However, it is suggested that most students can hardly keep their attentio
17、n at a high level throughout an English class. And it is not uncommon that many students are absent-minded or even chat with each other when the teacher is lecturing on vocabulary and grammar. In this case, the interaction of teaching and learning is hard to go on. It badly influences the teaching r
18、esult and the moods of both sides. Withal, some scholars have paid attention to the related factors of students attention(WuHengyan, 2005). She classified the factors that influence students attention into three categories: autonomous learning consciousness (e.g., students understanding of the subje
19、ct, classroom learning mode, classroom learning adaptability), teacher-related factors (e.g., the organization of teaching way, the application of teaching method and the penetration of teaching thought) and external environmental factors (e.g., learning environment, classroom atmosphere, time conce
20、pt).Therefore, to grasp learners attention is the pre-requisite to control classroom (Zhu, 2004:329).The functions of attention in SLA are controversial up to now; generally speaking, researchers can be divided into two groups. First, some researchers believe language learning is unconscious.Accordi
21、ng to Krashens acquisition-learning distinction hypotheses theory, he though there are two independent systems of second language performance: the acquired system and the learned system (Kranshen,1981,1982,1985).Besides, Altman(as cited in Schmidt,1990) concluded that awareness is not necessary in l
22、earning vocabulary by comparing her own data in diaries, class notes, and underlined words in readings during the course of learning Hebrew with taped production.Second, some scholars have focused on the relationships between attention and learning and argued that attention is necessary and benefici
23、al for and SLA. Early experiments investigating the role attention in learning tended to be dichotic listening studies to test selective attention by introspective measures (Moray, 1959; Norman, 1969; Allport et al, 1972, as cited in Bandar, p.7). Later, performance measures were also used(Eich,1984
24、,as cited in Bandar,p.8).Some researchers relied more on divided attention studies(Nissen and Bullemer,1987;Cohen et al,1990;Curran and Keele,1993;Whittlesea and Dorken, 1993,as cited in Bandar,p.9) Most results from these studies prove that attention is necessary for learning, although a few provid
25、e conflicting evidence as to the necessity of attention in learning, which may be due to the methodological difficulty in demonstrating a complete absence of attention(Bandar,2004:10)In view of the previous studies, they mostly concentrate in the importance of attention in the second language acquis
26、ition 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 what factors led to these changes. Among them, what role the teacher plays. So this paper is to research on these problems. 1.1 Background
27、of the StudyNot like in other countries and regions in the world, where English is widely used as a communication tool in the social and official occasion, in mainland China, English is mainly learned from the textbooks and teachers in the classroom. Outside the classroom, they have few opportunitie
28、s to use English. Therefore, the learning efficiency within the English class is the key to successful language learning for Chinese English learners. It is very important for the English teachers to help the students concentrate and maximize their attention in class. As for military college student
29、s, in addition to the same or similar factors faced by ordinary university students, there are some other special factors that may influence their English class attention, such as their motivations to study English, their physical and emotional state, the English learning atmosphere, the English res
30、ources in the library and so on. At present, in the English classroom of military university, the situation of students attention is not optimistic. Many students complain that it is difficult to focus their attention in class. At the same time, there are many teachers complaining that activating st
31、udents enthusiasm in English class is very difficult. For solving these problems, it is necessary for us to know how cadets attention change with time in English class and what fundamental factors affect the attention. 1.2 Significance of the StudyThis study is significant in the following two aspec
32、ts. First, this research mainly studies cadets attention in English classes by using the methodology of second language acquisition, cognitive linguistics, psychology and pedagogy. The results of my study can inspect and enrich existing research theory to a certain extent. Second, these questionnair
33、es mainly designed from the perspective of English learners. The analytical results can reflect the characteristic psychology of our cadets to a certain extent. This studys practice significance lies in: First, we can understand the attention situation of undergraduate students in English class, fin
34、d out the existing problems in English teaching, and to improve teaching quality of college English, to promote the reform of English teaching. Second, this study in the questionnaire investigation accumulated valuable experience for the future similar research of my university. 1.3 Structure of the
35、 ThesisThe present thesis is composed of five chapters. Chapter one is a general introduction to the study. It includes background, purpose and significance of the study as well as the structure of the whole thesis. Chapter two is literature review, including definition of attention, characteristics
36、 of attention, functions of attention, factors affecting attention, and implications of attention for teaching. Chapter three is mainly concerned with research methodology which includes the design and implementation of the empirical study. Besides research questions and subjects，I introduce two que
37、stionnaires in detail. Data collection and analysis are followed afterwards. Chapter four discusses the major results of the study on the basis of the data collection. It not only concerns learners attention changes in English class and the main factors affecting attention but also discusses the cou
38、ntermeasures should be taken. In the last chapter, some implications of the study and suggestions for further study are presented.Chapter II Literature Review2.1 Definition of Attention Attention is the cognitive process of selectively concentrating on one aspect of the environment while ignoring ot
39、her things. In 1890, William James, in his textbook Principles of Psychology, remarked:“Everyone knows what attention is. It is the taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains of thought. Focalization, concentratio
40、n, of consciousness is of its essence. It implies withdrawal from some things in order to deal effectively with others, and is a condition which has a real opposite in the confused, dazed, scatterbrained state which in French is called distraction and Zerstreutheit in German.” Attention remains a ma
41、jor area of investigation within education, psychology and neuroscience. Areas of active investigation involve determining the source of the signals that generate attention, the effects of these signals on the tuning properties of sensory neurons, and the relationship between attention and other cog
42、nitive processes like working memory and vigilance. A relatively new body of research is investigating the phenomenon of traumatic brain injuries and their effects on attention.Psychology，the “Note”(Attention) is a mental activity on a certain object point and focused. It is divided into kinds: volu
43、ntary attention and do not intend to pay attention. The former refers to the conscious, there is the intended purpose, need to go through the will of its efforts to initiate attention. The latter is not the intended purpose, not will of its efforts to involuntarily place attention on certain things.
44、 “No intention to pay attention” is produced under unconscious, only to fully arouse the students “voluntary attention”， in order to expand the students “no intention to pay attention.” Studies have shown that the development of psychologists and students to focus attention, selective attention obje
45、ct, the ability to adapt to environmental requirements, increases with age, to be strengthened. However, different incentives to attract students to be more effective, it is also evident. Thus, in the English classroom teaching, how to stimulate the students, cause their “voluntary attention” is cru
46、cial, it is to improve English language proficiency is an important part. We are teachers, according to the characteristics of two kinds of attention in lesson preparation and organization of classroom teaching should be flexible and to master the application in order to effectively stimulate studen
47、ts “voluntary attention” as the main means to more effectively improve the classroom teaching. 2.2 Characteristics of AttentionTomlin and Villa (1994) suggest there are four conceptions of attention in SLA. One is that of attention as a limited capacity system. The idea being that the brain may be p
48、resented (through the sensory system) with an overwhelming number of stimuli at any given time, and it seems impossible to process them all. The limitations of attention refer not only to the amount (or duration) of attention that may be given to a single stimulus but also to the number of stimuli that may be attended to simultaneously. This leads to a second conception of attention, namely that it constitutes a process of selection. The overwhelming amounts of incoming stimuli force the attentional system to be selective. The t
