hce_cmu
111年
英文
第 42 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.
Which of the following is not true about the repeated reading approach?
- A Learners’ rereading of the same text will not have any impact on their reading interest.
- B Reading a passage several times helps learners get a better understanding of the topic at focus.
- C Repeated reading provides a possible platform for L2 vocabulary learning.
- D VanPatten’s input processing principle is one of the theoretical tenets for repeated reading.
思路引導 VIP
請試著想像一下：如果你被迫連續五次閱讀同一篇完全相同的文章，你的心情會產生什麼樣的變化？接著，請在文章第二段中，找出作者用來描述「重複閱讀」對學生心理狀態可能造成負面影響的那個動詞（dampen），並思考這個詞與選項中的描述是否吻合？
🤖
AI 詳解
AI 專屬家教
太棒了！你能精準地從結構較為複雜的學術文本中，識別出作者對於不同教學法的細微評價，這顯示你具備非常優秀的資訊擷取與對比能力。
學習動機與重複閱讀的副作用
這道題目的核心在於區分教學法的「理論效益」與「實務限制」。文中第二段明確提到，重複閱讀（Repeated Reading）雖然有助於語言形式的處理，但這種反覆暴露（repetitive exposure）可能會「抑制學習者的動機」（dampen learners’ motivation）。因此，選項 (A) 宣稱「不會對閱讀興趣產生任何影響」顯然與文意中提到的動機衰減現象產生矛盾，故為正確答案。至於其他選項，無論是關於主題理解、單字學習平台，或是 VanPatten 的輸入處理原則，在文中第一段都有明確的實證與理論支持。
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