论文总字数：48616字

摘 要

自1990年Schmidt提出“注意假设”以来，“注意”在语言学习中的作用就成为频繁讨论的话题。英语连接词（linking words）能连接词与词、短语与短语和句子与句子，在英语写作中有着显著作用。 然而，由于很多原因影响，如母语的负迁移，有些语言学习者常常不能正确使用英语连接词。因此，通过关于连接词的实证研究，本文旨在验证“注意假设”在英语写作连接词的教学作用。8名非英语专业学生参与实验，并被分为两组组：控制组与实验组。实验持续四周。第一阶段，用同样的教学方法，向两组学生进行同一范文讲解。但实验组学生增加了与连接词相关教学活动。最后所有学生要求30分钟内写一篇150词的作文。第二阶段笔者对学生作文进行修订与改进。实验组学生被要求关注与连接词相关的错误。第三阶段进行了第二篇范文的讲解，最后要求学生30分钟内写出一篇150词作文。

实验结束后分析实验结果，并就“注意”在写作中的作用得出结论。这项实证研究已证明“注意”是语言教学中输入到输出的重要元素。由于注意假设的运用，实验对象的表现得到提高。望本次实证研究发现能对促进注意理论的推广并帮助英语写作教学。

关键词：连接词；注意假设；英语写作

Table of Contents

Acknowledgments i

Abstract ii

摘 要 iii

Table of Contents iv

List of Tables vi

List of Figure vii

Chapter One Introduction 1

1.1 Research Background 1

1.2 Purpose and Significance of the Research 2

1.3 Layout of the Thesis 2

Chapter Two: Literature Review 3

2.1 Definition of Noticing 3

2.2 Schmidt’s Noticing Hypothesis 3

2.3 Previous Studies on Noticing Hypothesis at Home and Abroad 4

2.3.1 Studies abroad 5

2.3.2 Studies at home 5

Chapter Three: Research Methodology 7

3.1 Research Questions 7

3.2 Subjects 7

3.3 Experiment 8

3.4 Data collection 9

Chapter Four: Research Results and Discussion 10

4.1 Research Results 10

4.2 Discussion 11

4.2.1 Function of Noticing Hypothesis 11

4.2.2 Suggestions for Teaching 11

Chapter Five Conclusion 12

5.1 Major Research Findings 12

5.2 Implications 13

5.2.1 Theoretical Implications 13

5.2.2 Pedagogical Implications 13

5.3 Limitations and Suggestions for Further Research 14

Appendix I Compositions of the Control group (First Test) 16

Appendix II Compositions of the Experimental Group (First Test) 18

Appendix III Compositions of the Control Group (Second Test) 21

Appendix IV Compositions of the Experimental Group (Second Test) 23

List of Tables

Table 1: Research Subjects 8

Table 2: Experiment 9

Table 3: Compositions 10

Table 3: Results of Experiment 11

List of Figure

Figure 1:The Role of Noticing from Input to Intake…………………………….…4

Chapter One Introduction

This chapter illustrates the research background, purpose and significance, and layout of this thesis.

1.1 Research Background

In China, the past few decades have witnessed the enthusiasm of language learners towards English learning. However, only a very small proportion of them can truly master English like native speakers. The majority of language learners encounter difficulties in the use of language skills, especially in writing. Therefore, many researchers at home and abroad, like Schmidt (1990), Lewo (2001), and Xu Hong (2006) have endeavored to promote learners’ proficiency in Second Language Acquisition (SLA), so many theories like the Input Hypothesis, the Output Hypothesis, and the Noticing Hypothesis have come into being. The Noticing Hypothesis, which was proposed by Schmidt in 1990, is one of the most influential theories in SLA. Noticing is an essential part of second language acquisition, which would prompt study efficiency. As Schmidt (1990: 17) put it,“Noticing is a necessary and sufficient condition for the conversion of input into intake for acquisition.”However, this does not mean that there will not be any output without “noticing”. Hence, this study would explore the influence that the Noticing Hypothesis might exert on language teaching, especially on teaching of English writing. Although there are many researches and experiments about the Noticing Hypothesis and its functions in SLA learning, they are mainly related to grammar, listening, vocabulary, etc., and seldom associated with English linking words. As is known, linking words, which could combine words, phrases, and sentences together, play a significant role in English writing. One of the features of English writing is that its connection is explicit so that there would be a frequent use of linking words in a particular passage, while the connection in Chinese writing is implicit. Thus, linking words would be less used. As Chinese language learners are less likely to utilize necessary linking words in English writing due to negative transfer, coherence and cohesion of their writing might be unfavorably influenced. Moreover, the misuse of English linking words places obstacles in readers’ comprehension.

1.2 Purpose and Significance of the Research

Due to inconclusive researches and a limited number of empirical studies relating to the Noticing Hypothesis and its functions in SLA, the author hopes to provide further evidence for this theory so as to assist language learners in improving their competence and proficiency in writing. The purpose of this study is to testify whether “Noticing” is necessary in converting input to output and its role in such a process. Thus, this research will mainly address the role of “Noticing” in English writing teaching, especially concerning English linking words. As there are only a few empirical studies conducted to testify the Noticing Hypothesis, and even fewer in China, particularly in the field of linking words, the importance of this research is quite obvious. The results and findings of this research may provide some implications for the teaching of English writing in China and exert influence on further study in this field.

1.3 Layout of the Thesis

This paper consists of five chapters. Chapter One introduces the background, significance and research purpose of the current study, and the thesis structure. Chapter Two gives the definition of the Noticing Hypothesis and reviews the previous studies at home and abroad. Chapter Three describes research methodology, covering research questions, subjects, test and data analysis. Chapter Four provides the results and discussion. The last chapter summarizes major findings, presents implications and limitations, and makes suggestions for further study.

Chapter Two: Literature Review

This study focuses on the application of the Noticing Hypothesis in teaching of English writing with the use of linking words. Chapter Two will describe the relevant theoretical background and review the previous research findings at home and abroad.

2.1 Definition of Noticing

In order to have a clear understanding of Schmidt’s understanding, there is a need to give a definition about “noticing”. Noticing was described by Schmidt (1994) as “the phenomenon that takes place at the level of consciousness as attention” or “conscious registration of the contents of focal attention”. In other words, noticing is the conscious registration of some features of the input. Hence, “noticing” can be defined as conscious attention plus awareness of a certain language feature. Robinson (1995) believed that “noticing refers to detection with awareness and rehearsal in short-term memory”. So conscious noticing is a prerequisite for language input.

2.2 Schmidt’s Noticing Hypothesis

In 1986, Schmidt and Florta published their research results which provided strong evidence for the relationship between noticing and language acquisition. Then in 1990, Schmidt proposed “the Noticing Hypothesis” which meant that learners must first consciously “notice” before any subsequent process of input and output could take place, that is, learners “notice” that certain specific parts and information can be available during the process of input to output. “He takes noticing as a cognitive operation that takes place both during and immediately after exposure to the input that is available for self-report” Lewo (2001).

Schmidt (1990) also emphasized the cognitive mechanism of noticing in SLA input, and pointed out that “subliminal language learning is impossible, and noticing is the necessary and sufficient condition for converting input to intake.” He further argued that “what learners notice in input is what becomes intake for learning”, which shows the importance of noticing in the language learning process. According to the Noticing Hypothesis, conscious noticing is an indispensable element to assist learners to concentrate on target forms of the second language and improve their language output.

Schmidt (1990) held that “Not all input has equal value and only the input which is noticed then becomes available for intake and effective processing. In the process of language input, the language points with different values will evoke noticing of different levels.” In other words, the input with greater noticing will become intake and then turn to output in second language acquisition. In fact, the process of noticing is complex, and requires input enhancement, intake of meaning and form, and takes learners a certain period to digest what they have noticed.

The learning process can be explained in the following figure which was proposed by Ellis (1997) to illustrate Schmidt’s Noticing Hypothesis and function of noticing in SLA.

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