尽管英语冠词系统在英语语法系统中作用重大，英语学习者对英语冠词用法的掌握情况并不理想。国内外学者对这一现象进行了深入探究，但尚未找到对英语学习者而言行之有效的冠词学习途径。在前人研究的基础上，本文进一步探究这一现象，以注意假说为理论支撑，结合其他关于注意、输入以及输出相关性的理论，着重探究英语学习者冠词习得的认知机制。其探究基于两个假设：其一，英语冠词学习之难源于英语学习者对冠词系统本身的无意识；其二，意识唤起任务能有效改善英语学习者冠词习得情况。同时，本文试图回答意识唤起能否引导初一学生意识到英语冠词系统的存在和英语与汉语表达中的差异以及它能否有效提高学生英语冠词习得水平。笔者取样于珠海金鼎中学初一两个班（分别为实验组、对照组）做实验以证实假设和回答相关研究问题。实验前，向金鼎中学全体英语老师发放问卷，了解英语老师对英语冠词的重视程度以及其惯用的教学方法。在两个班进行前测以了解学生对英语冠词系统的掌握程度，由此分出实验组和对照组。实验中，在对照组采用传统的冠词教学方法；而在实验组则采用意识唤起任务教学模式。十二周后，分别在实验组和对照组进行后测。前后测所得数据以定量分析为主。实验数据收集分析所得将作为假设成立与否以及研究问题判断的凭证。实验结果表明假设成立。首先，学生对英语冠词系统的意识程度与掌握程度成正比。前后测均显示，对冠词系统特征的意识程度越高的学生，与其他学生相比，对冠词系统的掌握程度也越高。对语法特征的意识程度与掌握程度之间的正相关从某种程度上证实了注意假设的合理性。其次，意识唤起任务能使学生意识到英语冠词系统的存在以及英语与母语语言特征的差异所在，从而让学生在冠词应用的过程中更加谨慎精准。前测结果显示，两个组的学生冠词掌握程度均一般且水平相当。但是后测所得数据经过独立样本T检验以及配对样本T检验显示两个组已存在明显差异。在实验操作相对科学的基础上，实验所得数据极力证实了意识唤起任务对英语冠词习得的促进作用。实验结果将对今后的冠词教学有所启示。

Significant as it is in the English grammatical system, the English article system is not well mastered by non-native English speakers. The conflict between its significance and the hard-to-achieve situation of mastering it interests many scholars at home and abroad. But the hard-to-achieve situation stubbornly remains. Based on previous studies, the thesis further delves into the situation from the perspective of non-native learners’ cognitive mechanism of acquiring articles on the basis of two main hypotheses. First, the hard-to-achieve situation results from non-native learners’ unconsciousness of the existence of the English article system; second, consciousness-raising (CR) tasks will efficiently enhance non-native learners’ acquisition of the system. The thesis is to decide whether CR tasks employed in teaching English articles lead students in Grade Seven to realize the existence of English article system and recognize the difference between the features of English and Chinese and whether CR tasks can enhance the students’ level of English article acquisition or not. To prove the hypotheses and answer correlated research questions, an experiment of two classes in Grade One, an experimental group (EG) and a control group (CG), in Jinding Middle School was conducted. Before the experiment, a questionnaire of English article pedagogy among teachers was administered to know teachers’ attitudes towards and teaching methods of articles, together with an interview of the English teacher of both classes; and then a pretest of students’ mastery of English articles was conducted. EG and CG were thereof randomly determined. During the experiment, traditional teaching method of English articles was employed in CG; in EG, however, CR tasks were applied. 12 weeks later, both groups had a post-test. A think-aloud protocol was employed to better understand students’ cognitive mechanism of English article acquisition. Data involved was quantitative-dominated, based on which hypotheses could be concluded true or false and research questions could be determined. According to the analysis of data, the two hypotheses prove true. First, the degree of consciousness of English article system is actively correlated with the mastery of it. Data of the pretest and the post-test both show that students with more consciousness of the features of the English article system had a better mastery of it, compared with those with less consciousness. The positive correlation between consciousness of a grammatical feature and mastery of it undoubtedly proves the reasonableness of Noticing Hypothesis. Second, CR tasks can enable students to realize the English article system and distinguish the difference between the features of English and Chinese, which contributes to students’ carefulness and accuracy of English article application. Data of the pretest shows students in both groups did not well master English article system being taught at their stage and their mastery of the system was at nearly the same level. But the results of the post-test show prominent difference between the two groups as they were put into analysis by Independent Sample T Test and Paired Sample T Test. Scores of students in EG were markedly higher than those in CG. Data of think-aloud further shows that students in EG possess much more explicit knowledge of English articles to correct article mistakes in a short passage provided to them. In conclusion, the experiment highly attests to the effectiveness of CR tasks in English article acquisition in a relatively scientific way, which could give some implications for English article pedagogy in the future.