军校学员英语课堂注意力调查及相关因素分析_本科毕业论文(编辑修改稿)

军校学员英语课堂注意力调查及相关因素分析_本科毕业论文(编辑修改稿)内容摘要：

ations to study English, their physical and emotional state, the English learning atmosphere, the English resources 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 plain that it is difficult to focus their attention in class. At the same time, there are many teachers plaining that activating students39。 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. Significance of the Study This study is significant in the following two aspects. 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 questionnaires mainly designed fro m the perspective of English learners. The analytical results can reflect the characteristic psychology of our cadets to a certain extent. This study’s practice significance lies in: First, we can understand the attention situation of undergraduate students in English class, find out the existing problems in English teaching, and to improve teaching quality of college English, to promote the reform of English teaching. Second, this stud y in the questionnaire investigation accumulated valuable experience for the future similar research of my university. 国防科学技术大学本科毕业论文 第 4 页 Structure of the Thesis The present thesis is posed 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 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 questionnaires 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 co ncerns learners’ attention changes in English class and the main factors affecting attention but also discusses the countermeasures should be taken. In the last chapter, some implications of the study and suggestions for further study are presented. 国防科学技术大学本科毕业论文 第 5 页 Chapter II Literature Review Definition of Attention Attention is the cognitive process of selectively concentrating on one aspect of the environment while ignoring other 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, concentration, 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 major 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 cognitive 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: voluntary 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. 国防科学技术大学本科毕业论文 第 6 页 The latter is not the intended purpose, not will of its efforts to involuntarily place attention on certain things. “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 object, 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 crucial, 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 anization of classroom teaching should be flexible and to master the application in order to effectively stimulate student’s “voluntary attention” as the main means to more effectively improve the classroom teaching. Characteristics of Attention Tomlin 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 presented (through the sensory system) with an overwhelming number of stimuli at any given time, and it seems impossible to process them all. The limitati。