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

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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第 39 页中文摘要二十年来，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

9、语课堂注意力的教学对策。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

10、力；注意力曲线; 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 condu

11、cted in 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 parti

12、cipants 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

13、 and then 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-relat

14、ed factors 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. Secon

15、d, teachers 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, impro

16、ving the 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 at

17、tention 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 teac

18、hing result 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

19、 subject, 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

20、 concept).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.A

21、ccording 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 necessar

22、y in learning 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 be

23、neficial 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(Eic

24、h,1984,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

25、provide 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

26、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 what factors led to these changes. Among them, what role the teacher plays. So this paper is to research on these problems. 1.1 Backg

27、round 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 opport

28、unities 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 s

29、tudents, 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 Engli

30、sh 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 complain that it is difficult to focus their attention in class. At the same time, there are many teachers complaining that activat

31、ing students 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

32、 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 questi

33、onnaires 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 clas

34、s, 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 study in the questionnaire investigation accumulated valuable experience for the future similar research of my university. 1.3 Structure

35、of the 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, character

36、istics 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 t

37、wo 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 concerns learners attention changes in English class and the main factors affecting attention but also discusses t

38、he countermeasures 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 ignor

39、ing 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, concen

40、tration, 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 remain

41、s 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 oth

42、er 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

43、: 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. The latter is not the intended purpose, not will of its efforts to involuntarily place attention on certain t

44、hings. “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 attentio

45、n 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”

46、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 organization of classroom teaching should be flexible and to master the application in order to effectively stimulate

47、students “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 ma

48、y 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 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 sti

49、muli 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 third conception of attention, already touched on under consc

50、iousness, is that it involves controlled rather than automatic processing of information. The underlying assumption here is that some tasks require more processing effort, and hence a higher degree of attention, than others. A person may therefore perform two tasks at the same time, especially if on

51、e requires automatic processing (low attention). By the same token, it is more difficult to perform two tasks if both require controlled processing (high attention). The fact that controlled processing of two simultaneous tasks is sometimes possible led researchers to develop a fourth conception of

52、attention, which is that it must involve a process of coordination among competing stimuli and responses. In this process, attention must be established, maintained, discontinued, and redirected in order to perform different actions.2.3 Functions of AttentionThe concept of attention has become espec

53、ially important because of its crucial role in so many aspects of SLA theory such as input, processing, development, variation, and instruction. Most of the literature on attention also addresses the concept of awareness. The two concepts are inherently connected but can be operationally distinguish

54、ed. Turning to 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 i

55、t 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

56、 constitutes a process of selection. The overwhelming amounts of incoming stimuli force the attentional system to be selective. The third conception of attention, already touched on under consciousness, is that it involves controlled rather than automatic processing of information. The underlying as

57、sumption here is that some tasks require more processing effort, and hence a higher degree of attention, than others. A person may therefore perform two tasks at the same time, especially if one requires automatic processing (low attention). By the same token, it is more difficult to perform two tas

58、ks if both require controlled processing (high attention). The fact that controlled processing of two simultaneous tasks is sometimes possible led researchers to develop a fourth conception of attention, which is that it must involve a process of coordination among competing stimuli and responses. I

59、n this process, attention must be established, maintained, discontinued, and redirected in order to perform different actions.(Bandar Al-Hejin)2.4 Factors Affecting AttentionIn the article of A Survey of College Students Attention in EFL Classroom and the Analysis of the Related Factors written by J

60、ia Wen, she concludes ten principal external factors that affecting Students Attention. They are class atmosphere, class time, teaching content, media, textbook, background information and difficult listening answer format, difficult and easy listening content. According to my thought, I divided the

61、 affecting factors into two categories: intrinsic factor and extrinsic factors. The former includes characteristics, motivations, strategy, levels, body status, and psychological status, the latter includes faculty, curricula, environment, cadets team, classroom and atmosphere. The psychological pro

62、cess of attention is assumed to select information for conscious thoughts, and, since the amount of conscious capacity is limited, attention automatically prohibits other information from reaching awareness. Attention can be seen as the gatekeeper for consciousness. Therefore, if the knowledge needs

63、 to be sent into the consciousness and transferred from input to intake in a learners mind, arousing and sustaining the learners attention is a key point worthy studying. Attention span will extend when the objects are organized more orderly and related more closely. Second, the more definite the ta

64、sk is, the wider attention span is. Third, individual knowledge and experience can change attention span. The more closely the persons experience is related to objects as a whole unit(Gui,2006:66). Fourth, an environmental factor, such as lighting, has effects on attention span. Lastly, personality

65、also affects attention span, one with agile neural system usually has a wider attention span(Zhao, 1998:36). According to Gui Shiquan(2006:68), the familiarity to objective activities enhances attention distribution. Attention needs to be divided when people are operating on several different activities at the same time. Only when people are familiar with these activities or can even operat