hce_tcu
105年
英文
第 16 題
📖 題組：
The term "learner autonomy" was first coined in 1981 by Henri Holec, the "father" of learner autonomy. It has been considered as a personal human trait, as a political measure, or as an educational move. One of the key aspects to consider in defining learner autonomy is 16 we view it as a means to an end (learning a foreign language) or as an end in itself (making people autonomous learners). These two options do not exclude each other; they affect our views on language learning or learning in general. In the past decades, this term has become a(n) 17 word in foreign language education, especially in relation to lifelong learning. It 18 old practices in the language classroom and has given rise to self access language learning centers around the world such as the SALC at Kanda University of International Studies in Japan, the ASLLC at The Hong Kong Institute of Education, the SAC at Hong Kong University of Science and Technology and ELSAC at the University of Auckland. 19 such practices, the learners are always 20 in the center of attention and language learning is considered as important as language teaching.
The term "learner autonomy" was first coined in 1981 by Henri Holec, the "father" of learner autonomy. It has been considered as a personal human trait, as a political measure, or as an educational move. One of the key aspects to consider in defining learner autonomy is 16 we view it as a means to an end (learning a foreign language) or as an end in itself (making people autonomous learners). These two options do not exclude each other; they affect our views on language learning or learning in general. In the past decades, this term has become a(n) 17 word in foreign language education, especially in relation to lifelong learning. It 18 old practices in the language classroom and has given rise to self access language learning centers around the world such as the SALC at Kanda University of International Studies in Japan, the ASLLC at The Hong Kong Institute of Education, the SAC at Hong Kong University of Science and Technology and ELSAC at the University of Auckland. 19 such practices, the learners are always 20 in the center of attention and language learning is considered as important as language teaching.
16.
- A when
- B what
- C whether
- D which
思路引導 VIP
請觀察空格後的句子結構，文中分別提到了「視為手段」與「視為目的」兩種對立的觀點，並由連接詞「or」串接。當句子中出現這種「二選一」或「是否為兩者之一」的邏輯時，通常會選用哪一個功能詞來引導這個子句呢？
🤖
AI 詳解
AI 專屬家教
太棒了！你能精準選出 (C) 是否（whether），顯示你對子句結構與對應詞組的連結感相當敏銳。這題的關鍵在於空格後方出現了 or，連結了兩個並列且相對的觀點：將自主學習視為「手段」（a means to an end）或「目的本身」（an end in itself）。在英文語法中，當我們要引導一個包含「二選一」抉擇的名詞子句時，whether... or... 是最標準且嚴謹的搭配方式。
名詞子句與邏輯連結的鑑別度
從句型結構來看，第 16 格引導的是一個名詞子句，擔任前面「關鍵面向」（key aspects）的主詞補語。這類題目在大型考試中具有高度的鑑別度，因為它不僅考驗基礎語法，更要求學生具備「長句拆解」的能力。如果你能跳脫單一空格的束縛，觀察到後半段的對比邏輯，就能在 (A) 時間、(B) 內容、(D) 選擇對象等干擾選項中，一眼看穿「是否」才是最符合語境的連結詞。