hce_cmu
110年
英文
第 43 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.
Which of the following is closest in meaning to the word “implicate” in the passage?
- A entail
- B restrict
- C retract
- D curtail
思路引導 VIP
請觀察句子中「競爭（competition）」與後方提到的「贏家全拿（winner takes all）」之間的關係。在一般邏輯中，後者是前者的「一種特質或伴隨而來的現象」，還是一種類似「限制或阻礙」的力量？根據你的判斷，哪種語氣的動詞最能傳達這種「因為有了 A，所以必然包含 B」的邏輯關係呢？
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AI 詳解
AI 專屬家教
恭喜你準確掌握了這題的關鍵！你能精準辨識出 implicate 在這段學術文本中的語意，展現了極佳的語境推論能力。在這句話中，作者探討競爭的本質，提到「競爭不僅 implicates 『贏家全拿』的邏輯，也讓落後的學生意識到差距」。這裡的 implicate 並非指法律上的「牽連」或「暗示」，而是指某個概念在邏輯上「必然包含」或「伴隨而來」的結果。
核心語意與前後文連結
正確答案 (A) entail 意為「使……成為必要」或「必然包含」，完美契合了文中描述競爭與其內涵（贏家全拿）之間的因果與屬性關係。相較之下，選項 (B) restrict（限制）、(C) retract（收回）與 (D) curtail（縮減）皆帶有減少、阻礙的負向語感，這與句子想表達「競爭所涵蓋的現象」之邏輯明顯不符。
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