英语论文范文
智者千虑或有一失-会计实训心得
本科毕业论文
Noticing in
SLA
（小二号
Times New Roman
加粗居中顶页眉）
(
空一行
)
Abstract: This article
focuses on the role of “noticing” and “noticing
the gap” in second
language acquisition. It 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
research. The 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 acquisition. This
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；顶格）
(
空一行
)
Key words: noticing;
metalinguistic knowledge; linguistic
forms（
小四）
(
空三行
)
（摘要、文章、参考文
献均先在默认状态下输入，然后第二稿时再按照要求进行字体、
字符大小、加粗等的编辑。如果中、英文
摘要在一页里放不下，则将中文摘要另换页。）
二语习得中的注意
（小二号宋体加粗居中）
（空一行）
摘要：本文着重研究了“注意”和“注意差距” 的作用，指出这一概念受到广泛重视是出于直觉
和假设,而不是基于广泛的实证研究.本文旨在:1)探讨“注意”这一概念的理论构建；2）评估“注
意”强化语言习得假设的有效性。本文得出结论如下：1)通过实证研究，证明了“注意”在语言习
得
中的作用；2）特拉斯科特在1998年提出的新观点是值得研究的，他认为“注意”只同元语言知
识的
习得有联系；3）如果能对学习者所受的注意语言形式训练和元语言知识的习得之间的关系作进
一步研究
，会帮助我们更好的理解二语习得中的“注意”。
（五号）
（空一行）
关键词：注意；元语言知识；语言形式
（五号）
i
本科毕业论文
（空一行）
Contents
（
四号加粗居中顶页眉、）
1. Introd
uction............................................
..................................................
................................I
2. The
theoretical constructs that underlie the role of
noticing .........................................
..........I
2
.1 Consciousness raising
and noticing......................................
.............................................
I
2.2 Noticing and language
acquisition ......................................
...............................................
I
3. Influences on noticing...........
..................................................
.................................................I
3.1 Task demands .............................
..................................................
.....................................
II
3.2 Frequency ................................
..................................................
........................................
II
3.3 Perceptual salience
.......
..................................................
..................................................
.....................................
II
4. Conclusion ................................
..................................................
........................................... II
References ...................................
..................................................
...........................................iii
Acknowledgments
.........................
..................................................
..................................................
............................. iv
（目录用电脑自动生成的格式，把行距改成
1.5
倍行距
二级标题与第一级标题首字母对应
三级标题与第二级标题首字母对应
不设置四级标题）
ii
本科毕业论文
Noticing in
SLA
（小二加粗居中顶页眉，每个实词首字母大写）
（空一行）
1. Introduction
（一级标题，四号加粗顶格；所有标题后均不加逗点或句点）
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 psychology. One
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，p.48) （
这是参考文献出处文中注的格式
，p
用小写）
.
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.
[
一级标题与一级标题之间空一行，一级标题和二、三级标题之间
都不空行。
所有标题均顶格、并只有第一个单词首字母大写（除专有名词外）。
]
2. The
theoretical constructs that underlie the role of
noticing
（一级标题）
2.1 Consciousness
raising and noticing
（二级标题，小四加粗）
The
term “consciousness raising” refers to the drawing
of learners' attention to the
formal
properties of language (Fee and Fox., 1988).
However, a key difference between
noticing and
consciousness raising is that noticing has
supposed implications for language
processing
and the actual acquisition of linguistic
features.
（每段第一行退进
4
个空格）
2.2
Noticing and language acquisition
Geertz
(1973) identifies three aspects of consciousness
involved in language learning:
awareness,
intention and knowledge. Johnstone (1993) states
that a) whether a learner
deliberately attends
to a linguistic form in the input or it is noticed
purely unintentionally, if it
is noticed it
becomes intake. To help clarify Schmidt’s
hypothesis and the place of noticing in
L2
acquisition the following model, proposed by
Ellis, is useful.
(
一级标题与一级标题之间空一行，一级标题和二、三级标题之间都不空行
)
3. Influences on noticing
Jones (1978), in
harmony with Schmidt's discussion of memory
processing above,
comments that it is inside
short-term memory that noticing must in reality
take place, since
the “spotlight
consciousness” (Magistrale, 1992, p.142) provided
by short-term memory is
i
本科毕业论文
triggered by different
influences on noticing. Schmidt (1990) claims that
the following factors
influence noticing in
the input:
3.1 Task demands
Instruction
provides structured, differentiated input that
assists noticing by focusing
attention on and
enhancing awareness of language features (Pikarsky
and Christensen, 1976).
3.2 Frequency
A
language feature may become frequent due to
repeated instruction or by way of
teacher
talk. As such, when the item does appear more
frequently in the input, the likelihood
3.3
Perceptual salience
The 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
(
一级标题与一级标题之间空一行，一级标题和二、三级标题之间都不空行
)
4.
Conclusion
It can be seen that
there are various views regarding the role of
conscious and
unconscious processes in L2
acquisition. An important contribution to this
debate has been
Schmidt's “noticing
hypothesis” and its claims about how input becomes
intake, and this
ii
本科毕业论文
References
（
四号居中加粗顶页眉）
(
空一行
)
Burka, Lauren P. A Hypertext History of Multi-
User Dimensions. Retrieved August 18, 2009,
from http:ent lpbmuddexessay..
Deleuze,
Giles. Foucault. (Sean Hand, Trans. & Ed.).
Minneapolis: U M P, 1986.
Fee, Elizabeth &
Daniel M. Fox. (Eds.). AIDS: The Burdens of
History. Berkeley: University
of California
Press, 1988.
Geertz, Clifford. The
Interpretation of Cultures. New York: Basic Books.
1973.
Johnstone, Sue. Feminism and
Pornography: Policing the Boundary between Art and
Popular
Culture. Doctoral Dissertation.
Rutgers University, New Jersey, 1993.
Jones,
James. Daydreaming. In Lorence Smith (Ed.),
Fictions. New York: Yale UP, 1978:
127-35.
Magistrale, Tony. Wild Child: Jim Morrison’s
Poetic Journeys. Journal of Popular Culture,
1992, 3: 133-44.
Pikarsky, M. &
Christensen, D. Urban Transportation Policy and
Management. Boston: D.C.
Heath, 1976.
盖淑华.
英语专业学生词汇附带习得实证研究. 外语教学与研究, 2003, 4: 282-286.
梁正溜. 英语教学. 上海: 外语教育出版社, 1999.
(
注意事项：
1.
英语为小四，中文为五号；行距
1.5
倍，条目先列英语后列中文
,
英文作者先写姓氏，
加逗号后，再写名字，名字后用句点
,
英文和中文条目
分别按作者姓氏英语首字母和汉
语拼音首字母顺序排列；中英文书名均不用书名号且英语书名为斜体；网
址要需标注
网上查阅资料日期；每一个条目如需占用两行，第二行则退进四个空格；条目中的每
项不同内容（包括结尾）均用句点分隔，出版社前有地点就标注地点，并用冒号隔开，
出版社与年代之间
用句点。相关内容参考“论文格式要求”中实例部分
2
．文章中参考文献文中注的引用出处格式：（作者姓，
年代，页码）或（作者姓，年
代
）如：(Magistrale, 1992,
p.142) (Pikarsky & Christensen, 1976))
iii
本科毕业论文
Acknowledgments
(四号加粗居中顶页眉)
(
空一行
)
I would
like to thank my supervisor BBBB for her
invaluable guidance, enthusiasm and
support
throughout the course of this work. I am also very
grateful to CCCC for his helpful
comments and
insightful suggestions during the research and
writing of this thesis. I would
also like to
thank DDDD for taking the time to be my external
examiner.
Many other people have helped and
contributed their time to the research of this
thesis.
My thanks to EEEE, and FFFF for their
invaluable comments and suggestions. I 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
friendship. Thanks to all the other friends I
have made at AAA University for making my stay
at AAA an enjoyable period of time.
I will
always be indebted to my family, especially my
parents IIII and JJJJ. I would like
to thank
them for their support and confidence in me. My
gratitude goes to everyone at home.
This
thesis would not have been possible without all
their kindness and encouragement.
(
注意
:
此文本仅供参考
,
各位同学应该依据实际情况写出致谢
!!!
如果仿写
,
请注意红色
字体部分
).
iv
本科毕业论文
Noticing in SLA
（小二号
Times New
Roman
加粗居中顶页眉）
(
空一行
)
Abstract: This article focuses on the role of
“noticing” and “noticing the gap” in second
language acquisition. It 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
research. The 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 acquisition. This
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；顶格）
(
空一行
)
Key words: noticing;
metalinguistic knowledge; linguistic
forms（
小四）
(
空三行
)
（摘要、文章、参考文
献均先在默认状态下输入，然后第二稿时再按照要求进行字体、
字符大小、加粗等的编辑。如果中、英文
摘要在一页里放不下，则将中文摘要另换页。）
二语习得中的注意
（小二号宋体加粗居中）
（空一行）
摘要：本文着重研究了“注意”和“注意差距” 的作用，指出这一概念受到广泛重视是出于直觉
和假设,而不是基于广泛的实证研究.本文旨在:1)探讨“注意”这一概念的理论构建；2）评估“注
意”强化语言习得假设的有效性。本文得出结论如下：1)通过实证研究，证明了“注意”在语言习
得
中的作用；2）特拉斯科特在1998年提出的新观点是值得研究的，他认为“注意”只同元语言知
识的
习得有联系；3）如果能对学习者所受的注意语言形式训练和元语言知识的习得之间的关系作进
一步研究
，会帮助我们更好的理解二语习得中的“注意”。
（五号）
（空一行）
v
本科毕业论文
关键词：注意；元语言知识；语言形式
（五号）
vi
本科毕业论文
（空一行）
Contents
（
四号加粗居中顶页眉、）
1. Introd
uction............................................
..................................................
................................I
2. The
theoretical constructs that underlie the role of
noticing .........................................
..........I
2
.1 Consciousness raising
and noticing......................................
.............................................
I
2.2 Noticing and language
acquisition ......................................
...............................................
I
3. Influences on noticing...........
..................................................
.................................................I
3.1 Task demands .............................
..................................................
.....................................
II
3.2 Frequency ................................
..................................................
........................................
II
3.3 Perceptual salience
.......
..................................................
..................................................
.....................................
II
4. Conclusion ................................
..................................................
........................................... II
References ...................................
..................................................
...........................................iii
Acknowledgments
.........................
..................................................
..................................................
............................. iv
（目录用电脑自动生成的格式，把行距改成
1.5
倍行距
二级标题与第一级标题首字母对应
三级标题与第二级标题首字母对应
不设置四级标题）
vii
本科毕业论文
Noticing in
SLA
（小二加粗居中顶页眉，每个实词首字母大写）
（空一行）
1. Introduction
（一级标题，四号加粗顶格；所有标题后均不加逗点或句点）
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 psychology. One
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，p.48) （
这是参考文献出处文中注的格式
，p
用小写）
.
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.
[
一级标题与一级标题之间空一行，一级标题和二、三级标题之间
都不空行。
所有标题均顶格、并只有第一个单词首字母大写（除专有名词外）。
]
2. The
theoretical constructs that underlie the role of
noticing
（一级标题）
2.1 Consciousness
raising and noticing
（二级标题，小四加粗）
The
term “consciousness raising” refers to the drawing
of learners' attention to the
formal
properties of language (Fee and Fox., 1988).
However, a key difference between
noticing and
consciousness raising is that noticing has
supposed implications for language
processing
and the actual acquisition of linguistic
features.
（每段第一行退进
4
个空格）
2.2
Noticing and language acquisition
Geertz
(1973) identifies three aspects of consciousness
involved in language learning:
awareness,
intention and knowledge. Johnstone (1993) states
that a) whether a learner
deliberately attends
to a linguistic form in the input or it is noticed
purely unintentionally, if it
is noticed it
becomes intake. To help clarify Schmidt’s
hypothesis and the place of noticing in
L2
acquisition the following model, proposed by
Ellis, is useful.
(
一级标题与一级标题之间空一行，一级标题和二、三级标题之间都不空行
)
3. Influences on noticing
Jones (1978), in
harmony with Schmidt's discussion of memory
processing above,
comments that it is inside
short-term memory that noticing must in reality
take place, since
the “spotlight
consciousness” (Magistrale, 1992, p.142) provided
by short-term memory is
1
本科毕业论文
triggered by different
influences on noticing. Schmidt (1990) claims that
the following factors
influence noticing in
the input:
3.1 Task demands
Instruction
provides structured, differentiated input that
assists noticing by focusing
attention on and
enhancing awareness of language features (Pikarsky
and Christensen, 1976).
3.2 Frequency
A
language feature may become frequent due to
repeated instruction or by way of
teacher
talk. As such, when the item does appear more
frequently in the input, the likelihood
3.3
Perceptual salience
The 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
(
一级标题与一级标题之间空一行，一级标题和二、三级标题之间都不空行
)
4.
Conclusion
It can be seen that
there are various views regarding the role of
conscious and
unconscious processes in L2
acquisition. An important contribution to this
debate has been
Schmidt's “noticing
hypothesis” and its claims about how input becomes
intake, and this
2
本科毕业论文
References
（
四号居中加粗顶页眉）
(
空一行
)
Burka, Lauren P. A Hypertext History of Multi-
User Dimensions. Retrieved August 18, 2009,
from http:ent lpbmuddexessay..
Deleuze,
Giles. Foucault. (Sean Hand, Trans. & Ed.).
Minneapolis: U M P, 1986.
Fee, Elizabeth &
Daniel M. Fox. (Eds.). AIDS: The Burdens of
History. Berkeley: University
of California
Press, 1988.
Geertz, Clifford. The
Interpretation of Cultures. New York: Basic Books.
1973.
Johnstone, Sue. Feminism and
Pornography: Policing the Boundary between Art and
Popular
Culture. Doctoral Dissertation.
Rutgers University, New Jersey, 1993.
Jones,
James. Daydreaming. In Lorence Smith (Ed.),
Fictions. New York: Yale UP, 1978:
127-35.
Magistrale, Tony. Wild Child: Jim Morrison’s
Poetic Journeys. Journal of Popular Culture,
1992, 3: 133-44.
Pikarsky, M. &
Christensen, D. Urban Transportation Policy and
Management. Boston: D.C.
Heath, 1976.
盖淑华.
英语专业学生词汇附带习得实证研究. 外语教学与研究, 2003, 4: 282-286.
梁正溜. 英语教学. 上海: 外语教育出版社, 1999.
(
注意事项：
1.
英语为小四，中文为五号；行距
1.5
倍，条目先列英语后列中文
,
英文作者先写姓氏，
加逗号后，再写名字，名字后用句点
,
英文和中文条目
分别按作者姓氏英语首字母和汉
语拼音首字母顺序排列；中英文书名均不用书名号且英语书名为斜体；网
址要需标注
网上查阅资料日期；每一个条目如需占用两行，第二行则退进四个空格；条目中的每
项不同内容（包括结尾）均用句点分隔，出版社前有地点就标注地点，并用冒号隔开，
出版社与年代之间
用句点。相关内容参考“论文格式要求”中实例部分
2
．文章中参考文献文中注的引用出处格式：（作者姓，
年代，页码）或（作者姓，年
代
）如：(Magistrale, 1992,
p.142) (Pikarsky & Christensen, 1976))
3
本科毕业论文
Acknowledgments
(四号加粗居中顶页眉)
(
空一行
)
I would
like to thank my supervisor BBBB for her
invaluable guidance, enthusiasm and
support
throughout the course of this work. I am also very
grateful to CCCC for his helpful
comments and
insightful suggestions during the research and
writing of this thesis. I would
also like to
thank DDDD for taking the time to be my external
examiner.
Many other people have helped and
contributed their time to the research of this
thesis.
My thanks to EEEE, and FFFF for their
invaluable comments and suggestions. I 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
friendship. Thanks to all the other friends I
have made at AAA University for making my stay
at AAA an enjoyable period of time.
I will
always be indebted to my family, especially my
parents IIII and JJJJ. I would like
to thank
them for their support and confidence in me. My
gratitude goes to everyone at home.
This
thesis would not have been possible without all
their kindness and encouragement.
(
注意
:
此文本仅供参考
,
各位同学应该依据实际情况写出致谢
!!!
如果仿写
,
请注意红色
字体部分
).
4