hce_cmu
110年
英文
第 45 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 statement can be added to the end of this passage without disrupting the flow of this passage?
- A In this study, an online Web 2.0 behavior management system called SirWilliam will be employed as a means to address the aforementioned classroom problems.
- B The use of a technology-mediated behavior management system will impose a negative impact on learner affect.
- C Stemming from these studies, a number of remedial instructional programs have been developed to address these problems.
- D Although the traditional behavior management system encourages repetition, there is usually no record of students’ repetition unless an assistant is appointed to record such actions.
思路引導 VIP
請觀察文章最後一段的邏輯走向：作者先點出了傳統方法的限制，最後一句則提到「科技輔助系統」可能可以解決這些問題。如果你正要寫一篇論文，在提出一個「潛在的解決方向」後，下一句通常會如何介紹你接下來要實際操作或研究的具體對象呢？
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AI 詳解
AI 專屬家教
恭喜你精準地捕捉到了文章的邏輯脈絡！這道題目考驗的是對學術論文引言結構的掌握。文章的前半段在鋪陳學習動機的重要性，後半段則聚焦於傳統課室管理在激發「內在動機」上的困境，並在最後一句提出了「Web 2.0 行為管理系統」作為潛在的解決方案，這就是一個典型的「問題－對策」鋪陳方式。
邏輯承接與具體化
選項 (A) 之所以最合適，是因為它將文末提到的抽象技術導向一個具體的實踐工具（SirWilliam 系統），並以「在本研究中（In this study）」作為開場。這在學術寫作中是非常自然的轉折，旨在從廣泛的背景綜述過渡到本篇論文要探討的核心重點。你準確判斷出結尾語氣需要一個具體的銜接點，這展現了優異的語文邏輯感。
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