hce_cmu
111年
英文
第 41 題
📖 題組：
Repeated reading is a pedagogy originally developed to improve first-language (L1) learners’ reading deficiency problems, in particular issues related to reading fluency and comprehension. In a typical repeated reading session, students are led to attend to both the phonological and visual information of a text by listening to the oral reading of the teacher while the students are comprehending the text. In repeated reading of the same text, unfamiliar vocabulary or grammatical structure is revisited in context. This listening-while-reading technique, according to the dual-modality input theories, can significantly enhance the depth of language learning and foster elaborate memory traces of unfamiliar language forms (such as sound and spelling). In addition, repeated reading of the same text, according to Bill VanPatten’s input processing principle, could endow second language (L2) learners with an optimal processing environment for language forms. Specifically, Bill VanPatten stipulated that there exists a universal tendency for bilinguals to process (language) input mainly for meaning. However, if L2 learners only process language input for meaning without attending to language forms, they will never acquire any new words or novel grammatical structures. VanPatten also noted that L2 learners may attend to unfamiliar or novel language forms, and acquire them if and only after they understand the message(s) that the forms encode. This sequential view of input processing account suggests that in initial reading of a text, it is extremely difficult for L2 learners to perform any form-based processing of new vocabulary or grammar. This suggests that any one-shot pedagogical reading teaching practice cannot effectively serve as the fulcrum for promoting L2 acquisition; only later (in the following exposure to the same text) are readers’ attentional resources freed up for analyzing unfamiliar or novel language forms in comprehensible contexts. The above account offers a possible theoretical foundation for repeated reading. It is important to note that repeated reading pedagogy involves rereading the same text several times and that such a repetitive exposure may dampen learners’ motivation to attend to the language forms. Stephan Krashen (2004), a famous linguist, proposed that optimal form-based processing of novel vocabulary or grammar only occurs when learners are led to read several comprehensible texts revolving around the same topic, and, ideally, texts constructed by the same author. In reading texts of the above nature, readers are led to familiarize themselves with the writing style and expression of a given author while accumulating the background knowledge (meaning) of the topic at focus. Thus, in each subsequent reading, the readers’ background knowledge is enhanced; importantly, readers are given a contextually- and conceptually-constrained context to revisit the form and usage of unfamiliar vocabulary or grammar. Krashen coined the above approach “narrow reading”, which involves deep reading in a given topic. Narrow reading thus diverges from repeated reading in terms of ‘the context’ in which the target vocabulary or structure is (re)visited: same passage vs. different but related passages. Apparently, the major and clearest advantage of narrow reading is that it is, in comparison with repeated reading of the same text, potentially more motivating from the perspective of learners’ reading experience. Krashen even goes so far as to claim that narrow reading—the combination of contextualized deep reading and guided phonological reading—really has a chance of leading learners to go beyond “reading for meaning” and to further achieve “reading for learning.” Granted, whether narrow input is unambiguously effective in all cases warrants further empirical validation. I optimistically believe that the positive effects of the narrow reading approach can be expected.
Repeated reading is a pedagogy originally developed to improve first-language (L1) learners’ reading deficiency problems, in particular issues related to reading fluency and comprehension. In a typical repeated reading session, students are led to attend to both the phonological and visual information of a text by listening to the oral reading of the teacher while the students are comprehending the text. In repeated reading of the same text, unfamiliar vocabulary or grammatical structure is revisited in context. This listening-while-reading technique, according to the dual-modality input theories, can significantly enhance the depth of language learning and foster elaborate memory traces of unfamiliar language forms (such as sound and spelling). In addition, repeated reading of the same text, according to Bill VanPatten’s input processing principle, could endow second language (L2) learners with an optimal processing environment for language forms. Specifically, Bill VanPatten stipulated that there exists a universal tendency for bilinguals to process (language) input mainly for meaning. However, if L2 learners only process language input for meaning without attending to language forms, they will never acquire any new words or novel grammatical structures. VanPatten also noted that L2 learners may attend to unfamiliar or novel language forms, and acquire them if and only after they understand the message(s) that the forms encode. This sequential view of input processing account suggests that in initial reading of a text, it is extremely difficult for L2 learners to perform any form-based processing of new vocabulary or grammar. This suggests that any one-shot pedagogical reading teaching practice cannot effectively serve as the fulcrum for promoting L2 acquisition; only later (in the following exposure to the same text) are readers’ attentional resources freed up for analyzing unfamiliar or novel language forms in comprehensible contexts. The above account offers a possible theoretical foundation for repeated reading. It is important to note that repeated reading pedagogy involves rereading the same text several times and that such a repetitive exposure may dampen learners’ motivation to attend to the language forms. Stephan Krashen (2004), a famous linguist, proposed that optimal form-based processing of novel vocabulary or grammar only occurs when learners are led to read several comprehensible texts revolving around the same topic, and, ideally, texts constructed by the same author. In reading texts of the above nature, readers are led to familiarize themselves with the writing style and expression of a given author while accumulating the background knowledge (meaning) of the topic at focus. Thus, in each subsequent reading, the readers’ background knowledge is enhanced; importantly, readers are given a contextually- and conceptually-constrained context to revisit the form and usage of unfamiliar vocabulary or grammar. Krashen coined the above approach “narrow reading”, which involves deep reading in a given topic. Narrow reading thus diverges from repeated reading in terms of ‘the context’ in which the target vocabulary or structure is (re)visited: same passage vs. different but related passages. Apparently, the major and clearest advantage of narrow reading is that it is, in comparison with repeated reading of the same text, potentially more motivating from the perspective of learners’ reading experience. Krashen even goes so far as to claim that narrow reading—the combination of contextualized deep reading and guided phonological reading—really has a chance of leading learners to go beyond “reading for meaning” and to further achieve “reading for learning.” Granted, whether narrow input is unambiguously effective in all cases warrants further empirical validation. I optimistically believe that the positive effects of the narrow reading approach can be expected.
What is the best title for this passage?
- A An Introduction to the Dual-modality Input Theory
- B A Developmental Account of L2 Phonological Development
- C A Review of Two Reading Pedagogical Practices
- D A Linguistic Approach to L2 Motivation Enhancement
思路引導 VIP
請試著觀察文章的段落結構：第一段主要在探討哪一種教學方法？到了第二、三段，作者又引入了哪一個新的概念來與之對比？如果一個標題要能同時代表這兩個部分，它應該具備什麼樣的特性才能不偏袒任何一方呢？
🤖
AI 詳解
AI 專屬家教
恭喜你！能從眾多細節中精準抓出這篇文章的「大樑」，代表你具備了非常優秀的全局觀。選出最佳標題的關鍵，在於判斷哪些內容是文章的「核心主旨」，而哪些只是「支持性細節」。
重複閱讀與窄式閱讀的對比論述
這篇文章的架構非常清晰：前半部詳細介紹了**重複閱讀（Repeated Reading）的理論背景與限制；後半部則引入克拉申（Krashen）的窄式閱讀（Narrow Reading）**作為對照，並分析其在動機與學習上的優勢。選項 (C) 使用「評論（Review）」與「兩項教學實務（Two Pedagogical Practices）」這兩個詞，精確地概括了全文針對這兩種方法所進行的理論探討與比較，是最適切的總結。
▼ 還有更多解析內容