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）
（空一行） Contents（四号加粗居中顶页眉、）
1. Introduction..............................................................................................................................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）
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
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
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://www.utopia.com/talent/ lpb/muddex/essay..
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))
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).
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）
（空一行） Contents（四号加粗居中顶页眉、）
1. Introduction..............................................................................................................................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）
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
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
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://www.utopia.com/talent/ lpb/muddex/essay..
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))
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).
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）
（空一行） Contents（四号加粗居中顶页眉、）
1. Introduction..............................................................................................................................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）
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
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
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://www.utopia.com/talent/ lpb/muddex/essay..
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))
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).
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）
（空一行） Contents（四号加粗居中顶页眉、）
1. Introduction..............................................................................................................................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）
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
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
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://www.utopia.com/talent/ lpb/muddex/essay..
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))
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).