基于注意理论的英语阅读中语法强化效果研究

h emphasis on the nature of itsorientation and concentration. Several cognitive models of attention are pointed out incognitive psychology like Filter Model and Attenuation Model, where attention isregarded as a limited capability. Willem Levelt (1989) described how speech could beproduced by attention in his majestic book Speaking: Form intention to articulation,which is a fresh viewpoint for further study.Moreover, in terms of cognitive-linguistics, attention is considered as animportant part in the process of language learning and acquisition. Talmy has done aseries of studies and gains great achievements in language attention. He puts the figure-ground separation theory into the study of attention distribution. Meanwhile,many linguists like Richard Schmidt, Rod Ellis, Gass and Van Patten apply the notionof attention into the language learning system to explain the learning process in SLAstudies and specifically define this notion in their papers. In Van Patten’s Model ofInput Processing, a limited capability for processing mechanism drives learners toselectively attend to the input and then become intake. Schmidt (1990, 2010) restatedthose issues with regard to consciousness as awareness, as intention, as attention onthe different conditions.
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2.2 Attention and Grammar Learning and Teaching
There is always a controversial discussion on the issue of grammar learning andteaching. With the advent of communicative approach, traditional grammarstranslation was criticized and opposed. Many scholars turn to languagecommunication and language use in context. However, the real situation is notsatisfied, even existing grammar error fossilization. Recently a majority of educatorsgradually concern about attention theory and draw on this idea into their teaching like the application of input enhancement and output activities so that learners can attainthe real accurate communicative capability. Sharwood Smith draws on input enhancement as a process that the inputmaterial gets much more salience to the learners, which maybe the result of intendedinstructions. Moreover, smith stresses that the input is a modified one instead of thenatural one in order to make input with specific features more salient. At the sametime, he discusses the factors of input in degrees of explicitness and elaboration.Smith advocates that learners should pay attention to a certain grammar andinternalize its forms in their own with the help of given input enhancement devicerather than a mass of explicit, lengthy explanations (Wong, 2007, p.10).
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Chapter 3 Methodology...... 24
3.1 Research Questions.......... 24
3.2 Subjects ...... 24
3.3 Instruments........ 26
3.3.1 Experiment.......... 26
3.3.2 Questionnaire ...... 27
3.3.3 Interview ...... 29
3.4 Research Procedures ........ 29
3.5 Data Collection and Analysis......... 34
Chapter 4 Results and Discussion .......... 37
4.1 Results......... 37
4.2 Discussion .......... 45
Chapter 5 Conclusion ......... 53
5.1 Major Findings.......... 53
5.2 Pedagogical Implications ........ 54
5.3 Limitations of the Present Study.... 55
5.4 Suggestions for Further Study ....... 55

Chapter 4 Results and Discussion

4.1 Results
The resul