Noticing in SLA（小二号Times New Roman加粗居中顶页眉）
(空一行)
Abstract: This article focus on the role of “noticing” and “noticing the gap” in cond 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 rearch. The aim of this paper is twofold: a) to consider the theoretical constructs that underlie the role of noticing, and b) to asss the validity of the assumption that noticing enhances language acquisition. This paper concludes that 1) empirical rearch 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 rearch into the relationship between training learners to notice linguistic forms and the acquisition of metalinguistic knowledge may enhance our understanding of noticing in cond 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。）搞笑春联
广元酸菜二语习得中的注意（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）
白糖洗脸（空一行）
关键词：行路难其二注意；元语言知识；语言形式（五号）
Contents（四号加粗居中顶页眉、）
（空一行）
1. Introduction 1
2. The theoretical constructs that underlie the role of noticing 1
2 .1 Consciousness raising and noticing 1
2.2 Noticing and language acquisition 1
3. Influences on noticing 1
3.1 Task demands 2
3.2 Frequency 2
3.3 Perceptual salience 2
4. Conclusion 2
References 3
Acknowledgments 4
（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 process and the notion of interface in cond 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 focus 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 purpo of this paper is to a) consider the theoretical constructs that underlie the role of noticing, and b) asss 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.喷人语录, 1988). However, a key difference between noticing and consciousness raising is that noticing has suppod 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, propod by Ellis, is uful.
(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大鸿寨风景区)
辅酶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 Christenn, 1976考勤管理规定).
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 likeliho
od
