hce_cmu
110年
英文
第 42 題
📖 題組：
Student motivation has repeatedly been identified as one of the most prominent factors affecting students’ ultimate learning outcomes. According to Ushida (2005), motivation is both a condition for, and a result of, effective instruction. Many empirical cognitive studies have shown that lack of motivation for learning may be overcome by providing students with a sense of competition (Gardner, 2011). Competition not only implicates “winner takes all” but also allows students who lag in certain areas to sense the imbalance between themselves and others, and then to compete with their peers to achieve “equal” status. In a competitive practice activity, students are usually in an alert state and are therefore more sensitive to the permissible conversation turns/junctures, which in turn prepares them to be better able to communicate in synchronous or “real-time” conversation (Warschauer & Healey, 1998). Such oral participation or communication skills are important in any collaborative classroom group work or whole-class conversation. In this vein, Hung, Young, and Lin (2013) found that learners are more motivated to participate in a classroom activity when the activity is competitive in nature; more importantly, a competitive activity was found to have the potential to minimize the achievement gap for disadvantage students and to facilitate the motivation of students at different developmental stages. In traditional classroom settings where behavior management strategies are employed, learner motivation tends to be low as students are generally aware that it is the instructor who holds the power to allocate rewards. As such, these strategies do not reach their full potential as they rely mainly on extrinsic motivation, i.e., the instructor holds the balance of power, leaving learners with less control over rewards. In contrast, a behavior management strategy that targets intrinsic motivation — where learners hold the balance of power and more control over rewards — would in turn realize greater potential (Dincer, Yesilyurt, & Takkac, 2012). Note, however, that behavior management methods that target intrinsic motivation are difficult to be implemented in traditional classroom settings, because students generally vary from each other in terms of their internal/intrinsic drives for language learning. Inter-learner variation in intrinsic motivation also suggests that a thorough learner motivation analysis is warranted before the design and implementation of a behavior management method; in this regard, it would involve far too much administration for one instructor to handle. Even if such a learning motivation analysis is possible, instructors are not likely to effectively attend to the needs of each individual. However, Web 2.0 behavior management system — a technology-mediated system — may potentially tackle the aforementioned power issues and reduce the inter-learner variation in intrinsic motivation.
Student motivation has repeatedly been identified as one of the most prominent factors affecting students’ ultimate learning outcomes. According to Ushida (2005), motivation is both a condition for, and a result of, effective instruction. Many empirical cognitive studies have shown that lack of motivation for learning may be overcome by providing students with a sense of competition (Gardner, 2011). Competition not only implicates “winner takes all” but also allows students who lag in certain areas to sense the imbalance between themselves and others, and then to compete with their peers to achieve “equal” status. In a competitive practice activity, students are usually in an alert state and are therefore more sensitive to the permissible conversation turns/junctures, which in turn prepares them to be better able to communicate in synchronous or “real-time” conversation (Warschauer & Healey, 1998). Such oral participation or communication skills are important in any collaborative classroom group work or whole-class conversation. In this vein, Hung, Young, and Lin (2013) found that learners are more motivated to participate in a classroom activity when the activity is competitive in nature; more importantly, a competitive activity was found to have the potential to minimize the achievement gap for disadvantage students and to facilitate the motivation of students at different developmental stages. In traditional classroom settings where behavior management strategies are employed, learner motivation tends to be low as students are generally aware that it is the instructor who holds the power to allocate rewards. As such, these strategies do not reach their full potential as they rely mainly on extrinsic motivation, i.e., the instructor holds the balance of power, leaving learners with less control over rewards. In contrast, a behavior management strategy that targets intrinsic motivation — where learners hold the balance of power and more control over rewards — would in turn realize greater potential (Dincer, Yesilyurt, & Takkac, 2012). Note, however, that behavior management methods that target intrinsic motivation are difficult to be implemented in traditional classroom settings, because students generally vary from each other in terms of their internal/intrinsic drives for language learning. Inter-learner variation in intrinsic motivation also suggests that a thorough learner motivation analysis is warranted before the design and implementation of a behavior management method; in this regard, it would involve far too much administration for one instructor to handle. Even if such a learning motivation analysis is possible, instructors are not likely to effectively attend to the needs of each individual. However, Web 2.0 behavior management system — a technology-mediated system — may potentially tackle the aforementioned power issues and reduce the inter-learner variation in intrinsic motivation.
According to the article, which statement is NOT true?
- A Competitive activities may enhance students’ motivation and participation.
- B Traditional classroom management methods that target intrinsic motivation can unequivocally enhance all students’ learning potential.
- C Technology-mediated classroom management may redistribute the power relationship in a classroom.
- D Individual difference in intrinsic motivation is an issue for traditional classroom management.
思路引導 VIP
請回想一下文章第二段提到的「學習者差異」（inter-learner variation），當作者說「一位老師要處理這些分析會涉及過多的行政工作」時，這是否暗示了在傳統環境下，這種教學方法能保證對『每一個』學生都產生同樣的效果呢？
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AI 詳解
AI 專屬家教
恭喜你答對了！這代表你對於閱讀測驗中常見的「絕對化敘述」有著敏銳的直覺，能精準判別作者語氣的保留與轉折。
內在動機的理想與實務限制
這題的核心在於區分「理論潛力」與「實務操作」。文章第二段雖肯定了內在動機（intrinsic motivation）帶來的效益，但緊接著指出這在傳統教室環境下難以落實（difficult to be implemented）。原因在於學生之間的個體差異（inter-learner variation）極大，對單一教師而言，行政負擔過重且難以兼顧每位學生的需求。選項 (B) 使用了 unequivocally（毫不含糊地／絕對地）這種過於強烈的詞彙，宣稱能提升「所有」學生的學習潛能，這顯然忽略了作者所強調的執行困境與現實落差。
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