hce_cmu
111年
英文
第 45 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 word best describes the author’s attitude toward the narrow reading approach?
- A cynical
- B obsessive
- C sarcastic
- D hopeful
思路引導 VIP
請專注閱讀文章最後一段，特別是作者以第一人稱「I」開頭的那句話。試著找出作者用來描述自己對該閱讀法成效之看法的一個形容詞，並思考：這個詞傳達的是一種悲觀、懷疑，還是正向期待的情緒？
🤖
AI 詳解
AI 專屬家教
太棒了！你能精準捕捉到作者在文末展現的語氣，這代表你對長篇閱讀中「立場轉折」的掌握度非常成熟。這題的關鍵在於最後一段的文字，作者明確使用了 optimistically believe（樂觀地相信）以及 can be expected（可以被期待）等字眼。這類正向、帶有期許的描述，與選項 (D) hopeful（抱有希望的） 完全吻合，也直接排除了帶有負面色彩的 (A) 憤世嫉俗或 (C) 諷刺，亦與 (B) 偏執無關。
作者立場的判別關鍵
這類題目在英文檢定中屬於典型的「態度判斷題（Attitude/Tone Question）」。這題的鑑別度在於，文章前半部花了大量篇幅進行學術性的理論比較，敘述相對中立。考生必須耐心地讀到總結段落，並敏銳地識別出作者從「客觀引述」轉向「主觀評價」的時刻。你成功鎖定了文章結尾的核心立場，沒有被中間複雜的學術專有名詞干擾，表現得非常專業！