中國醫藥大學 109 年 《英文》
第 1 題2 分
The most commonly ____ and explicit definition of discourse ability is formulated by an American scholar.
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核心觀念
本題考「分詞形容詞與名詞的語意搭配」，並利用上下文判斷空格應填入何種動詞的過去分詞。
題幹結構如下：
The most commonly ____ and explicit definition of discourse ability is formulated by an American scholar.
空格與 explicit 並列，共同修飾名詞 definition：
- commonly quoted：通常被引用的
- explicit definition：明確的定義
因此，空格須填入能與 definition 搭配，且語意為「引用」的過去分詞。
解題方法
關鍵定位句為：
The most commonly quoted and explicit definition of discourse ability is formulated by an American scholar.
翻譯：
關於論述能力最常被引用且最明確的定義，是由一位美國學者提出的。
quoted 是動詞 quote 的過去分詞，意為「被引用的」。
a quoted definition 是自然且常見的搭配，表示「被引用的定義」。
句型分析：
- The most commonly quoted and explicit definition：主詞
- of discourse ability：修飾 definition，表示「關於論述能力的」
- is formulated：被動語態，表示「被提出／被制定」
- by an American scholar：表示動作者「由一位美國學者」
其中 most commonly 修飾過去分詞 quoted，表示「最常被引用地」；explicit 則表示「明確的」。
選項分析
(A) defrosted
defrost 意為「解凍」。
defrosted 意為「解凍的」，通常用來形容食物、冷凍物品等，例如：
- defrosted meat：解凍的肉
「解凍的定義」不符合語意，故錯誤。
(B) scraped
scrape 意為「刮除、刮擦、擦傷」。
scraped 可表示「被刮過的、被刮除的」，例如：
第 2 題2 分
Compared to ____ approaches, this new one provides a better estimate of the dynamics of learning in the existing experimental paradigm.
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核心觀念
本題考「字義判斷」與「形容詞在學術語境中的搭配」。
句型為：
Compared to ____ approaches, this new one provides a better estimate of the dynamics of learning in the existing experimental paradigm.
其中：
- Compared to：與……相比
- approaches：方法、途徑
- provides a better estimate of：對……提供較佳的估計
- dynamics：動態變化、變動機制
- existing experimental paradigm：現有的實驗典範、既有實驗架構
空格位於名詞 approaches 前方，需要填入能修飾「方法」且符合語意的形容詞或過去分詞形容詞。
題幹翻譯與定位
題幹原文：
Compared to established approaches, this new one provides a better estimate of the dynamics of learning in the existing experimental paradigm.
翻譯：
與既有的方法相比，這個新方法在現有的實驗架構中，能更準確地估計學習的動態變化。
關鍵在於 this new one 與 established approaches 的對比：
- this new one：這個新的方法
- established approaches：已確立、已有公認基礎的方法
「新方法」與「既有方法」形成自然且合理的比較關係，因此答案為 established。
解題方法
先判斷空格的詞性。空格後面是名詞 approaches，因此需要一個能修飾名詞的字。
再觀察句意：
A new approach is compared with ______ approaches.
最自然的對比是：
new approaches vs. established approaches
新方法 vs. 已確立的方法
established 是 establish 的過去分詞，也可作形容詞使用，表示「已建立的、已確立的、既有的、公認的」。在學術研究中，established approaches 是常見搭配，指已被研究界採用或驗證的方法。
選項分析
(A) established：已確立的、既有的、公認的
正確。
established approaches 表示「既有的方法」或「已確立的方法」，與 this new one 的「新方法」形成清楚對比。
完整句意為：
與既有的方法相比，這個新方法能更準確地估計現有實驗架構中的學習動態。
此搭配符合文法、字義與學術論述語氣。
(B) reinforced：被強化的、被加強的
錯誤。
第 3 題2 分
Internalized discourse knowledge may ____ the test-takers to make inferences about the content of a passage.
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核心觀念
本題考查：
- 字義辨析：判斷動詞放入語境後，是否符合句意。
- 動詞句型：
induce + 人 + to V，表示「促使某人做某事」。 - 語意邏輯：句子需要一個能表達「使考生進行推論」的動詞。
題幹：
Internalized discourse knowledge may ____ the test-takers to make inferences about the content of a passage.
翻譯：
內化的論述知識可能會____考生，讓他們對文章內容做出推論。
空格後面接有受詞 the test-takers，再接 to make，因此最符合的結構是：
句意需要「促使考生對文章內容做出推論」，因此答案為 induce。
解題方法
先觀察句型：
may ____ the test-takers to make inferences
may 為情態助動詞，後面必須接原形動詞。空格中的動詞還必須能形成「動詞＋人＋to V」的結構，並且語意上表示「使某人採取某行動」。
induce 的常見用法為：
induce + 人 + to V
促使某人做某事
代入後：
Internalized discourse knowledge may induce the test-takers to make inferences about the content of a passage.
意思是：
內化的論述知識可能促使考生對文章內容做出推論。
語意與文法皆成立。
選項分析
(A) blunder
blunder 作動詞時表示「犯大錯、失誤」，通常是不及物動詞，例如：
He blundered during the interview.
他在面試時犯了錯。
本句若填入：
may blunder the test-takers to make inferences
會變成「犯錯考生去做推論」，不符合 blunder + 人 + to V 的句型，也不符合句意，因此錯誤。
(B) induce
induce 作動詞表示「促使、誘使、導致某人做某事」，常見句型為：
induce + 人 + to V
例如：
The teacher induced the students to think critically.
老師促使學生進行批判性思考。
代入題幹後：
Internalized discourse knowledge may induce the test-takers to make inferences about the content of a passage.
即：
內化的論述知識可能促使考生對文章內容做出推論。
文法結構正確，語意也完全符合，因此正確。
(C) enclose
enclose 表示「包圍、圍住、附入」，通常用於空間或文件，例如：
第 4 題2 分
To ____ the consistency of the used measurement, the internal reliability estimates were calculated to examine the homogeneity of the test items.
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核心觀念
本題考查：
- 不定詞表目的：句首的
To + 原形動詞表示「為了……」。 - 字義與語意搭配：空格動詞必須能與
the consistency（一致性、一致程度）搭配，且符合後方「計算內部信度估計值，以檢驗測驗題目的同質性」的研究情境。
關鍵句為：
To ____ the consistency of the used measurement, the internal reliability estimates were calculated to examine the homogeneity of the test items.
翻譯：
為了評估所使用測量工具的一致性，研究者計算了內部信度估計值，以檢驗測驗題目的同質性。
其中，the internal reliability estimates were calculated 說明研究者透過「內部信度估計值」來檢驗測量工具的一致性，因此空格應填入具有「評估、鑑定」之意的動詞。
解題方法
句型結構如下：
To + 動詞原形 + 受詞, 主詞 + 動詞……
空格後方的受詞是 the consistency，因此需要填入一個能表示「評估一致性」的動詞。
appraise 意為「評估、鑑定、判定價值」，可用於評估品質、效能、價值或可靠程度：
appraise the quality
評估品質
appraise the effectiveness
評估效能
appraise the consistency
評估一致性
因此：
To appraise the consistency of the used measurement
意為：
為了評估所使用測量工具的一致性
與後方的 internal reliability estimates 及 homogeneity of the test items 在語意上完全相符。
選項分析
(A) transmit
transmit 意為「傳送、傳播、傳遞」，常見搭配包括：
- transmit information：傳遞資訊
- transmit signals：傳送訊號
- transmit diseases：傳播疾病
填入後為：
To transmit the consistency of the used measurement
變成「為了傳送測量工具的一致性」，語意不通。consistency 是需要被評估的特質，不是被傳送的訊息，因此錯誤。
(B) fantasize
fantasize 意為「幻想、想像」，通常指想像不切實際的情境或願望，例如：
- fantasize about fame：幻想成名
- fantasize about becoming rich：幻想變得有錢
填入後為：
To fantasize the consistency of the used measurement
第 5 題2 分
This treaty is a ____ commitment with reciprocal obligations and benefits.
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核心觀念
本題考「字義判斷」與「形容詞修飾名詞」的語意搭配。
題幹結構為：
This treaty is a ____ commitment with reciprocal obligations and benefits.
這項條約是一項具有相互義務與利益的＿＿承諾。
空格後的名詞為 commitment（承諾、義務、責任），需填入能描述「雙方互相承擔義務、共享利益」的形容詞。
關鍵線索是 reciprocal obligations and benefits：
- reciprocal：相互的、互惠的
- obligations：義務
- benefits：利益、好處
因此，條約涉及兩方彼此承擔義務並享有利益，最適合用 bilateral，意為「雙邊的、雙方的」。
解題方法
先判斷空格所需詞性。空格位於冠詞 a 與名詞 commitment 之間，因此需要填入形容詞：
再利用題幹語意定位：
with reciprocal obligations and benefits
具有相互的義務與利益
「相互」表示雙方之間的互惠關係；bilateral 正是「涉及兩方的、雙邊的」。
完整句意為：
This treaty is a bilateral commitment with reciprocal obligations and benefits.
這項條約是一項雙邊承諾，雙方各自承擔相互的義務並享有相互的利益。
故選 (E) bilateral。
選項分析
(A) protruding
- protruding：突出的、凸出的、伸出的
- 例如：a protruding bone（突出的骨頭）
- protruding commitment 會變成「突出的承諾」，無法表達條約中雙方互負義務、共享利益的概念。
- 與 reciprocal obligations and benefits 的語意不相符。
因此錯誤。
(B) temporal
- temporal：時間的、暫時的；在解剖學中也可指「顳部的」
- 例如：temporal changes（時間上的變化）、temporal bone（顳骨）
第 6 題2 分
The day’s activities were so enervating that he was soon in the arms of ____.
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核心觀念
本題考「希臘、羅馬神話典故構成的慣用語」與上下文語意判斷。
片語 be in the arms of Morpheus 意為「進入夢鄉、熟睡」。Morpheus 是希臘神話中的夢神，因此「在 Morpheus 的懷抱中」是英文中描述入睡的詩意說法。
題幹中的關鍵字是：
- activities：活動
- enervating：使人精疲力竭的、耗盡體力的
- soon：很快
- in the arms of：在……的懷抱中；此處為慣用語的一部分
解題方法
先判斷句意：
The day’s activities were so enervating that he was soon in the arms of ____.
翻譯為：
一整天的活動令人精疲力竭，因此他很快便進入了＿＿的懷抱。
enervating 表示「使人疲憊不堪」，前面的 so ... that ... 結構表示「如此……以致於……」。既然活動讓他非常疲倦，後半句應接「睡著、進入夢鄉」的語意。
英文慣用片語為：
in the arms of Morpheus
因此空格應填入 Morpheus。
文法與語意重點
本句使用 so + 形容詞 + that + 子句：
The activities were so enervating that he was soon asleep.
意思是「活動非常令人疲憊，以致於他很快就睡著了」。
其中 in the arms of Morpheus 並非按照字面理解為真的被某人抱住，而是「睡著、進入夢鄉」的慣用表達。題幹以 enervating 和 soon 提示「疲累後迅速入睡」，可直接定位答案。
選項分析
(A) Achilles
第 7 題2 分
With the rise of globalization, many rural cities suffered because capital disappeared along with factories and jobs. Revenues shrank, debts mounted, and ____ declined.
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核心觀念
本題考「字義辨析」與「語境判斷」，重點在於根據前後文判斷空格需要填入哪一種名詞。
題幹描述全球化造成工廠與工作機會流失，進而使地方政府：
- Revenues shrank：收入縮減
- Debts mounted：債務增加
- Infrastructure declined：基礎建設衰退
三者皆是在說城市經濟與公共建設因資金流失而惡化。
關鍵句定位與翻譯
題幹關鍵句為：
With the rise of globalization, many rural cities suffered because capital disappeared along with factories and jobs. Revenues shrank, debts mounted, and infrastructure declined.
翻譯：
隨著全球化興起，許多鄉村城市因為資本與工廠及工作機會一同消失而遭受打擊。收入縮減、債務增加，基礎建設也衰退。
其中，capital disappeared 表示資金流失；資金減少會使地方政府無法維持道路、橋梁、公共運輸、供水系統等公共設施，因此最符合語意的答案是 infrastructure。
解題方法
先判斷空格的詞性。空格位於：
Revenues shrank, debts mounted, and ____ declined.
空格前有並列連接詞 and，後面接動詞 declined，因此空格需要填入一個可作主詞的名詞。
再依語意判斷：
- 全球化導致工廠與工作機會消失。
- 城市收入減少、債務增加。
- 公共建設因缺乏資金維護而衰退。
因此應填入「基礎建設」：
Revenues shrank, debts mounted, and infrastructure declined.
此句的三個主詞皆為名詞，三個動詞皆使用過去式，形成平行結構：
- revenues shrank
- debts mounted
- infrastructure declined
選項分析
(A) argument
argument 意為「爭論；論點；主張」。
若填入：
Revenues shrank, debts mounted, and argument declined.
句意變成「收入縮減、債務增加，而爭論減少」，與前文所描述的資本流失、地方經濟衰退及公共設施惡化沒有直接關聯。此外，若要表達一般性的「爭論」，通常會使用複數 arguments 或不可數用法搭配適當語境。本題不選。
(B) infrastructure
第 8 題2 分
Female war correspondents are often mistakenly portrayed as frivolous, slightly hysterical, and sexually promiscuous ____ in pop culture.
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核心觀念
本題考查：
- 字彙辨析：依語境判斷名詞意義。
- 詞性與句型：
portray A as B表示「把 A 描繪成 B」。 - 語意搭配：空格前有三個形容詞，須共同修飾後面的複數名詞。
句型結構為：
Female war correspondents are often mistakenly portrayed as [形容詞 1], [形容詞 2], and [形容詞 3] + 複數名詞 in pop culture.
其中：
frivolous：輕浮的、不莊重的slightly hysterical：有些歇斯底里的、情緒略顯失控的sexually promiscuous：性關係放縱的、性行為不專一的appendages：附屬物、附加物；引申為依附於主要事物、缺乏獨立地位的人或事物
解題方法
先觀察空格前的三個形容詞，空格應填入一個複數名詞，與 frivolous、hysterical、sexually promiscuous 共同構成名詞片語。
題幹定位答案的關鍵原文為：
Female war correspondents are often mistakenly portrayed as frivolous, slightly hysterical, and sexually promiscuous appendages in pop culture.
翻譯為：
在流行文化中，女性戰地記者常被錯誤地描繪成輕浮、有些歇斯底里，而且性關係放縱的附屬物。
portray A as B 的意思是「把 A 描繪成 B」。本句要表達的是：流行文化常把女性戰地記者刻板化為缺乏主體性、只是依附於男性或主要敘事的「附屬物」。因此依官方答案選擇 appendages。
選項分析
(A) holographs
holograph 指「全像攝影圖、全息圖」，也可指「親筆文件」。holographs 雖為複數名詞，但與「輕浮、歇斯底里、性關係放縱」無合理語意搭配。
frivolous holographs 可理解為「輕浮的全息圖」，但不能合理描述女性戰地記者的流行文化形象，因此錯誤。
(B) grenades
第 9 題2 分
The history of drinking culture in America goes straight through the heart of New York. As with so many constantly changing aspects of the city, that culture has run from ____ to stylish and back again.
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核心觀念
本題考查：
- 字義辨識
- 上下文語意判斷
- 平行結構與搭配用法
句型為：
that culture has run from ____ to stylish and back again.
其中 表示「從 A 變化到 B」； 表示「之後又回到原先的狀態」。空格應填入能與 stylish 形成風格對比、且適合描述飲酒文化發展狀態的形容詞。
解題方法
定位答案的關鍵句是：
that culture has run from ____ to stylish and back again.
那種文化曾經從「____」發展到時髦，之後又回到原來的狀態。
意為「時髦的、有品味的」。依照句意，前面的形容詞應表示與「時髦、精緻」相反的「粗獷、簡陋、非主流」風格。
gritty 可表示「粗糙的、樸實粗獷的、不精緻的」，因此：
run from gritty to stylish and back again
從粗獷、不精緻的風格轉變為時髦，之後又回到粗獷的風格
符合美國飲酒文化在不同時期、不同社會階層與城市風格之間變化的語意。
此外， 兩者都是形容詞，形式平行，文法結構自然。
選項分析
(A) abused
意為「被濫用的、被虐待的」。 通常描述人、物品、權力、藥物等遭到不當使用，例如：
- abused children：受虐兒童
- abused drugs：濫用的藥物
雖然「飲酒文化被濫用」在語意上勉強可以理解，但 與 並非風格上的對比，無法自然表達「從粗獷簡陋轉變為時髦」的文化變化，因此不選。
(B) gritty
意為「粗糙的、粗獷的、樸實而不精緻的」。它可以描述城市風格、生活環境、藝術作品或文化氛圍，例如：
第 10 題2 分
A study published recently shows the effects of climate change across a broad ____ of problems, including heat waves, wildfires, sea level rise, hurricanes, flooding, drought and shortages of clean water.
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核心觀念
本題考「字義判斷」與「固定搭配」。空格前有形容詞 broad，空格後接 of problems，表示「廣泛的一系列問題」。最自然的搭配是：
- a broad spectrum of problems：廣泛的問題範圍／各式各樣的問題
spectrum 本身有「範圍、光譜」之意，延伸用來表示某種事物涵蓋的廣度，因此符合句意。
題幹定位與翻譯
定位答案的關鍵片語是：
across a broad ____ of problems
填入答案後為：
across a broad spectrum of problems
全句翻譯：
最近發表的一項研究顯示，氣候變遷對廣泛問題範圍所造成的影響，包括熱浪、野火、海平面上升、颶風、洪水、乾旱，以及乾淨水源短缺。
後方列出多種不同類型的氣候災害與環境問題，正好呼應「涵蓋廣泛範圍」的 spectrum。
解題方法
先判斷空格需要的詞性。空格位於 a broad 之後，且後面接 of problems，因此需要一個可與 of problems 搭配的單數可數名詞。
再根據語意判斷：
- 題幹列出熱浪、野火、海平面上升等多項問題。
- 這些問題種類多元，重點是「範圍廣」。
- 能表示「廣泛範圍」且可用於 a broad ___ of 的名詞為 spectrum。
因此選擇 (A) spectrum。
選項分析
(A) spectrum——正確
spectrum 原意為「光譜」，也可表示「範圍、領域、系列」。
常見搭配包括：
- a broad spectrum of problems：廣泛的問題範圍
- a wide spectrum of opinions：多元的意見
- a broad spectrum of effects：廣泛的影響
本句列出多種氣候變遷造成的問題，符合 a broad spectrum of problems 的語意與搭配。
(B) atmosphere——錯誤
atmosphere 意為：
- 大氣層
- 氣氛、氣氛環境
例如：
- the Earth’s atmosphere：地球大氣層
- a friendly atmosphere：友善的氣氛
a broad atmosphere of problems 不符合英文慣用搭配，也無法表達「一系列廣泛問題」的意思。
(C) residue——錯誤
residue 意為「殘留物、剩餘物」。
例如：
第 11 題2 分
This researcher compared the performance of two groups of Chinese adult readers on a task ____ they were required to add or delete single phonemes or syllables at the beginning of a spoken word.
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核心觀念
本題考「介系詞＋關係代名詞」引導關係子句的用法，重點是判斷先行詞 task 與後方子句之間的語意關係。
題幹中的結構為：
a task in which they were required to add or delete single phonemes or syllables...
其中：
- task：任務
- in which：在其中；在這項任務中
- be required to V：被要求做某事
- add：增加、添加
- delete：刪除
- single phoneme：單一音素
- syllable：音節
- at the beginning of：在……的開頭
- spoken word：口語單字、說出的單字
題幹定位與翻譯
關鍵句為：
This researcher compared the performance of two groups of Chinese adult readers on a task in which they were required to add or delete single phonemes or syllables at the beginning of a spoken word.
翻譯：
這位研究者比較兩組中國成年讀者的表現；在這項任務中，受試者必須在一個口語單字的開頭增加或刪除單一音素或音節。
句意顯示，後方的 they were required... 是描述「在這項任務中」受試者被要求做什麼，因此需要表示「在其中」的 in which。
解題方法
先找出先行詞：
a task
再觀察關係子句：
they were required to add or delete...
這個子句若獨立看，意思是「他們被要求增加或刪除音素或音節」。問題在於：這些動作是「在哪裡／哪一種情境中」進行的？
答案是「在這項任務中」，因此可還原為：
They were required to add or delete single phonemes or syllables in the task.
將重複的名詞 the task 改為關係代名詞 which，並保留介系詞 in，便形成：
a task in which they were required to add or delete...
因此選 (A) in which。
也可改寫成較口語的關係副詞形式：
a task where they were required to add or delete...
但正式英文中，描述抽象情境或活動時，in which 更精確、正式。
選項分析
(A) in which——正確
in which 表示「在其中」，修飾先行詞 task：
a task in which they were required to...
意為：
第 12 題2 分
These two modalities are no longer seen as distinct “ways of knowing,” ____ as different manifestations of the same phenomenon.
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核心觀念
本題考查「對比與修正」的連接詞用法，句型為：
或在本題中以 no longer A, but rather B 呈現，表示「不再被視為 A，而是被視為 B」。
句中前半為：
- seen as：被視為……
- distinct：不同的、彼此區別的
- ways of knowing：認識事物的方式、知識形成的途徑
後半為：
- different manifestations：不同的表現形式
- the same phenomenon：同一現象
因此，空格必須放入能表達「不是前者，而是後者」的轉折修正語。
解題方法
將句子結構切開：
These two modalities are no longer seen as distinct “ways of knowing,” ____ as different manifestations of the same phenomenon.
句意是：
這兩種模式不再被視為彼此不同的「認識方式」，____ 被視為同一現象的不同表現形式。
前後兩部分形成明確對比：
- A：distinct “ways of knowing”
- B：different manifestations of the same phenomenon
空格後的 as 與前面的 seen as 相互呼應，因此需要一個表示「而是、反而是」的片語。but rather 正好表示「而是」「反而是」，形成：
are no longer seen as A, but rather as B
完整翻譯為：
這兩種模式不再被視為彼此不同的「認識方式」，而是被視為同一現象的不同表現形式。
所以答案為 (D) but rather。
選項分析
(A) as of
as of 表示「截至某一時間」「自某一日期起」，後面通常接日期或時間點，例如：
as of today
截至今天
本句空格後接 as different manifestations，不是時間表達，無法構成合理句意。因此錯誤。
(B) as it were
as it were 是插入語，表示「可以說」「姑且這麼說」，用來修飾整個敘述，不能在本句中表達 A 與 B 之間的對立關係。
若代入：
are no longer seen as distinct ways of knowing, as it were as different manifestations...
會形成兩個 as 重疊，句法與語意都不成立。因此錯誤。
(C) other than
第 13 題2 分
Attempts to define reading are usually categorized ____ falling into one of the following three categories: the bottom-up, the top-down, or the interactive model.
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核心觀念
本題考「動詞搭配」與「分類表達」：
categorize A as B
將 A 歸類為 B
題幹結構為：
Attempts to define reading are usually categorized as falling into one of the following three categories...
其中：
- Attempts to define reading：定義閱讀的嘗試
- are categorized as：被歸類為……
- fall into：屬於、落入
- one of the following three categories：下列三類中的一類
- bottom-up model：由下而上的模式
- top-down model：由上而下的模式
- interactive model：互動模式
解題方法
先觀察空格前的核心結構：
are usually categorized ____ falling into...
英文中表示「把某事物分類為某類」時，固定搭配是：
categorize A as B
本句使用被動語態：
A is categorized as B
因此空格應填 as：
Attempts to define reading are usually categorized as falling into...
此處 falling into... 是現在分詞片語，補充說明這些「定義閱讀的嘗試」被歸類為「屬於下列三類中的一類」。
完整句意為：
定義閱讀的嘗試通常被歸類為分屬下列三種模式之一：由下而上的模式、由上而下的模式，或互動模式。
選項分析
(A) of
categorize A of B 不是表示「將 A 歸類為 B」的標準搭配。
of 常用於表示所屬、來源或部分關係，例如：
- the color of the car：這輛車的顏色
- one of the categories：其中一個類別
本句需要的是「歸類為」的介系詞，因此 of 錯誤。
(B) as
categorize A as B 表示「將 A 歸類為 B」，符合題意與文法。
本句為被動結構：
第 14 題2 分
____ shall I reveal the secret of this recipe.
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核心觀念
本題考「否定副詞片語置於句首時的倒裝」以及常見副詞片語的語意辨析。
句型：
On no account shall I reveal the secret of this recipe.
無論如何我都絕不會揭露這項食譜的秘密。
On no account 意為「絕不、無論如何都不」，屬於否定語意的副詞片語。當它置於句首時，後面的助動詞須置於主詞前，形成倒裝：
因此：
其中 shall 表示正式語氣下的「將、會」，主詞為 I 時可用於表達未來意志或承諾。
解題方法
題幹為：
____ shall I reveal the secret of this recipe.
空格後已出現 shall I reveal，呈現「助動詞＋主詞＋原形動詞」的倒裝結構，因此空格應填入能觸發否定倒裝、且語意符合「絕不揭露」的副詞片語。
各選項中，只有 On no account 同時符合：
- 語意上表示「絕不」；
- 可置於句首；
- 能搭配 shall I reveal 形成正式倒裝句。
完整句為：
On no account shall I reveal the secret of this recipe.
我絕不會揭露這項食譜的秘密。
選項分析
(A) Up until now
Up until now 意為「直到現在為止、目前為止」，表示時間。
例如：
Up until now, I have kept the secret.
直到現在為止，我一直保守著這個秘密。
本選項沒有否定語意，不能合理搭配題幹的倒裝結構。
Up until now shall I reveal... 不符合本句要表達的「絕不揭露」之意，因此錯誤。
(B) By and large
By and large 意為「大致上、總的來說」，用來概括說明整體情況。
例如：
By and large, the plan was successful.
大致而言，這項計畫是成功的。
它不表示否定，也不具有「絕不」的語意。
By and large shall I reveal... 無法形成自然合理的語意，因此錯誤。
(C) All in all
第 15 題2 分
If I ____ this match and done so in a well-ventilated room, it would have lit.
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核心觀念
本題考兩個重點：
- 第三類條件句（Third Conditional）
用來表示與過去事實相反的假設，基本句型為：
題幹後半為：
it would have lit
它就會被點燃、亮起來。
would have + 過去分詞 明確表示過去反事實結果，因此 If 子句應使用過去完成式 had + 過去分詞。
- strike a match 的固定搭配
strike a match 意為「擦火柴、劃火柴」。strike 的三態為：
- 原形：strike
- 過去式：struck
- 過去分詞：struck
解題方法
題幹定位答案的關鍵句為：
If I ____ this match and done so in a well-ventilated room, it would have lit.
如果我當時擦了這根火柴，而且是在通風良好的房間裡擦的，它就會被點燃。
後半句 it would have lit 是「過去本來會發生，實際上沒有發生」的結果，屬於第三類條件句。因此 If 子句必須使用：
空格後接的是 this match，語意上需要「擦火柴」的動詞，因此選擇 strike。其過去分詞為 struck，完整句子為：
If I had struck this match and done so in a well-ventilated room, it would have lit.
其中 done so 代替前面的動作 struck this match，意為「那樣做」，避免重複敘述。
選項分析
(A) strike
第 16 題2 分
By studying fossils, paleontologists learn ____ forms of life thrived during various periods of the Earth’s history.
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核心觀念
本題考「疑問詞引導的名詞子句」以及疑問詞的詞性與語意。
句型為：
By studying fossils, paleontologists learn what forms of life thrived during various periods of the Earth’s history.
其中：
- what forms of life：哪些形式的生命、哪些種類的生物
- thrived：繁榮、興盛、生長茂盛
- various periods：不同時期
- the Earth’s history：地球的歷史
主句為：
paleontologists learn ...
動詞 learn 後面需要接一個受詞。後方的 what forms of life thrived ... 是名詞子句，整體作 learn 的受詞。
解題方法
先判斷空格後的結構：
____ forms of life thrived ...
空格後面直接接名詞片語 forms of life，接著是動詞 thrived。因此空格需要：
- 能放在名詞前面修飾 forms；
- 能引導名詞子句；
- 語意上能表達「哪些種類的生命」。
填入 what 後：
paleontologists learn what forms of life thrived during various periods of the Earth’s history.
結構可分析如下：
- what：疑問限定詞，修飾 forms
- forms of life：生命形式、生命種類
- thrived：名詞子句中的動詞
- what forms of life thrived ...：名詞子句，作 learn 的受詞
句意是：
古生物學家藉由研究化石，得知在地球歷史的不同時期，哪些種類的生命曾經繁盛。
此處的 what forms of life 相當於：
which forms of life
哪些種類的生命
選項分析
(A) from
from 是介系詞，表示「從、由、來自」。若填入後為：
paleontologists learn from forms of life thrived ...
會變成 learn from 後接名詞片語，但後面的 thrived 缺乏適當的主詞與連接結構，整句文法不成立。
正確用法可為：
Paleontologists learn from fossils.
古生物學家從化石中學習。
但本題需要的是「得知哪些種類的生命曾經繁盛」的名詞子句，因此 from 錯誤。
(B) its
its 是單數第三人稱無生命主格的所有格限定詞，表示「它的」，後面通常接單數或不可數名詞，例如：
its history
它的歷史
本題的 forms 是複數名詞，且句意需要「哪些種類」，不是「它的種類」。填入後：
第 17 題2 分
The impact of Thoreau’s “On the Duty of Civil Disobedience” might not have been so far-reaching ____ for Elizabeth Peabody, who dared to publish the controversial essay.
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核心觀念
本題考「與過去事實相反的假設語氣」及其倒裝句型。
完整句型為：
The impact of Thoreau’s “On the Duty of Civil Disobedience” might not have been so far-reaching if it had not been for Elizabeth Peabody, who dared to publish the controversial essay.
其中：
- if it had not been for A：若不是因為 A；要不是 A
- had it not been for A：將 if 省略，並將助動詞 had 移至主詞 it 前的倒裝句
- might not have been：本來可能不會是……，表示對過去結果的假設
因此，空格應填入：
had it not been
題幹定位與翻譯
題幹關鍵句為：
The impact of Thoreau’s “On the Duty of Civil Disobedience” might not have been so far-reaching had it not been for Elizabeth Peabody, who dared to publish the controversial essay.
翻譯：
梭羅的〈論公民不服從的義務〉一文所造成的影響，本來可能不會如此深遠，要不是 Elizabeth Peabody 敢於出版這篇具爭議性的文章。
句意指出：Elizabeth Peabody 出版這篇文章，是文章影響深遠的重要原因。若沒有她，過去的結果可能會不同，因此使用過去假設語氣。
解題方法
看到主句中的：
might not have been
可判斷這是在談「過去可能沒有發生的結果」。與過去事實相反的條件句，標準形式為：
本題的完整形式是：
當條件句中的 if 省略時，須將 had 移到主詞前：
因此：
might not have been so far-reaching had it not been for Elizabeth Peabody
文法與語意均完整，答案為 (D)。
選項分析
(A) it not having been
might not have been so far-reaching it not having been for Elizabeth Peabody
第 18 題2 分
____ of caffeine can result in restlessness, insomnia, and even delirium.
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核心觀念
本題考「主詞的位置與詞性判斷」，以及形容詞、動名詞、名詞片語的正確排列。
題幹結構為：
____ of caffeine can result in restlessness, insomnia, and even delirium.
______ 咖啡因可能導致坐立不安、失眠，甚至譫妄。
句中：
can result in是主要動詞片語，意為「可能導致」。of caffeine是介系詞片語，修飾前面的名詞。- 空格處必須形成一個能擔任主詞的名詞片語。
excessive consumption of caffeine意為「過量攝取咖啡因」，其中：excessive：過度的、過量的，形容詞consumption：攝取、消耗，名詞of caffeine：咖啡因的
因此，正確結構是：
即：
Excessive consumption of caffeine can result in ...
解題方法
先判斷空格在句中的功能。空格後面接：
of caffeine can result in ...
其中 can result in 後面已有動詞，因此空格部分必須是整句的主詞。
最自然且符合文法的主詞片語為：
Excessive consumption of caffeine
分析如下：
consumption是名詞，可作為主詞中心。excessive是形容詞，放在名詞consumption前面修飾它。of caffeine修飾consumption，表示「攝取咖啡因」。- 整個主詞視為單數名詞片語，因此搭配
can result完全正確。
完整句意為：
Excessive consumption of caffeine can result in restlessness, insomnia, and even delirium.
過量攝取咖啡因可能導致坐立不安、失眠，甚至譫妄。
選項分析
(A) Consuming in excess
若直接放入句中：
Consuming in excess of caffeine can result in ...
此排列不正確。in excess of 是固定片語，意為「超過、超出」，後面通常接數量或名詞，例如：
The dosage is in excess of the recommended amount.
劑量超過建議量。
本題想表達的是「過量攝取咖啡因」，正確的動名詞排列應為：
Consuming caffeine in excess
而不是：
Consuming in excess of caffeine
因此，A 的問題在於 in excess 與 of caffeine 的位置及搭配錯誤。
(B) To consume excessively
to consume 是不定詞片語，理論上不定詞可作主詞，例如：
第 19 題2 分
The University of California, ____ in 1868, is administered by a president and governed by a twenty-four-member board of regents.
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核心觀念
本題考「分詞片語簡化關係子句」，並結合被動語態與句子主要動詞的判斷。
題幹主句為：
The University of California is administered by a president and governed by a twenty-four-member board of regents.
主詞是單數的 The University of California，主要動詞為 is administered；後面的 governed 與 is administered 平行，表示「被管理」及「被治理」。
中間的 founded in 1868 是修飾 The University of California 的分詞片語，可還原為：
The University of California, which was founded in 1868, is administered by a president and governed by a twenty-four-member board of regents.
因為大學是「被創立」，須使用被動形式 was founded。將關係代名詞 which 與 be 動詞 was 省略後，便成為過去分詞 founded。
解題方法
先找句子的主要動詞：
The University of California, ____ in 1868, is administered ...
is administered 已經是完整的主要動詞，因此空格不宜再填入一個完整的限定動詞。空格內容應是修飾主詞的片語。
語意上，University of California 是「在 1868 年被創立」，可使用過去分詞片語：
founded in 1868
在 1868 年創立的
因此完整句意為：
加州大學創立於 1868 年，由一位校長管理，並由一個二十四人組成的校董會治理。
題幹定位與翻譯
定位答案的關鍵片語是：
The University of California, founded in 1868, is administered ...
其中：
- founded in 1868：創立於 1868 年的
- is administered by a president：由一位校長管理
- governed by a twenty-four-member board of regents：由二十四人組成的校董會治理
全句翻譯：
加州大學創立於 1868 年，由一位校長管理，並由一個二十四人組成的校董會治理。
選項分析
(A) founded
正確。founded 是過去分詞，構成分詞片語 founded in 1868，修飾前面的 The University of California。
其完整形式為：
which was founded in 1868
第 20 題2 分
A logarithm is ____ in algebra as an exponent.
登入後即可作答並保存紀錄。
核心觀念
本題考的是固定句型 what is known as + 名詞，意思是「所謂的……」「被稱為……的事物」。
句型結構如下：
- what：關係代名詞，意為「……的事物」
- is known：被動語態，意為「被知道、被稱為」
- in algebra：在代數中
- as an exponent：作為指數、被稱為指數
完整句型為：
A logarithm is what is known in algebra as an exponent.
翻譯為：
對數就是在代數中所稱的「指數」。
關鍵單字與片語：
- logarithm：對數
- algebra：代數
- exponent：指數
- be known as：被稱為、以……聞名
- what is known as：所謂的……、被稱為……的事物
解題方法
先觀察空格前後：
A logarithm is ____ in algebra as an exponent.
空格後出現 as an exponent，因此空格中需要形成：
what is known ... as ...
這是固定表達：
what is known as + 名詞
其中 what 本身具有「the thing that」的功能，可作為名詞子句，放在 is 後面作主詞補語。
結構可拆解為：
A logarithm is
[what is known in algebra as an exponent].
也就是：
A logarithm is [the thing that is known in algebra as an exponent].
因此正確答案為 (D) what is known。
選項分析
(A) what it is known
句子會變成：
A logarithm is what it is known in algebra as an exponent.
此處 it 已經是主詞，但後面的 is known 仍缺少必要的連接結構。正確固定句型應為：
what is known as ...
不能在 what 與 is known 之間任意加入 it。若要使用 it，句型必須重新組織，例如：
It is known in algebra as an exponent.
因此 (A) 錯誤。
(B) know what
句子會變成：
A logarithm is know what in algebra as an exponent.
第 21 題2 分
【題組共用題幹】
According to Wagner and Torgesen (1987), sound plays a ____ role in the reading process. Readers do not simply rely on the orthographic (spelling) information while making sense of print.
Three kinds of phonological events are actively involved in the reading process: (1) phonological awareness, (2) phonological recoding, and (3) phonetic recoding.
To begin with, phonological awareness, in a general sense, refers to one’s awareness of and access to the sound structure of a language, ranging from syllables to phonemes. It is important to note that the ____ to acquire and utilize full-fledged phonological awareness at the phonemic level does not develop naturally and requires explicit learning. In contrast, phonological awareness at the syllabic level appears to be a natural cognitive achievement that can develop ____.
The second type of phonological event that may take place in reading is phonological recoding. While performing phonological recoding, readers translate written scripts into corresponding underlying phonological forms; the inner voice that we “hear” in our mind when reading a dense or formal text is an ____ of this phenomenon.
The third type of phonological event in reading is phonetic recoding, which refers to the process of converting written words into actual articulatory forms in running speech. Phonetic recoding enables words to be maintained efficiently in working memory for later, high-order ____.
登入後即可作答並保存紀錄。
核心觀念
本題考的是克漏字中的「語意判斷」與「搭配用法」，關鍵在於判斷空格後的名詞 role 需要搭配何種形容詞。
題幹指出，閱讀時讀者不只依賴文字的拼寫形式，也會運用語音資訊。因此，語音在閱讀過程中扮演的是「關鍵、重要」的角色。
定位句為：
According to Wagner and Torgesen (1987), sound plays a ____ role in the reading process.
根據 Wagner 和 Torgesen（1987）的說法，聲音在閱讀過程中扮演一個＿＿的角色。
正確搭配為：
play a pivotal role in...
在……中扮演關鍵角色
因此答案為 pivotal。
解題方法
先觀察句型：
sound plays a ____ role
空格位於名詞 role 前，因此需要填入形容詞。接著根據後文判斷語意：
- 閱讀不只依靠 orthographic information（拼寫／文字形式資訊）。
- 閱讀過程涉及三種 phonological events（語音事件）。
- 這三種語音機制包括 phonological awareness、phonological recoding 和 phonetic recoding。
由此可知，sound 對閱讀具有重要性，而不是負面、短暫或暴露的特性。最符合語意且能形成固定搭配的是：
play a pivotal role in the reading process
pivotal 原意為「樞紐的、關鍵的」，引申為「極重要的、決定性的」。
選項分析
(A) pivotal：關鍵的、極重要的
正確。
pivotal role 是常見搭配，表示「關鍵角色、極重要的作用」。句意為：
聲音在閱讀過程中扮演關鍵角色。
後文接著說明閱讀過程積極涉及三種語音事件，正好支持 sound 具有重要作用，因此符合文意。
(B) malicious：惡意的、懷有敵意的
錯誤。
malicious 用來形容人的意圖、行為或言語，例如：
- malicious intent：惡意
- malicious behavior：惡意行為
聲音本身不具有「惡意」，而 malicious role 也不是自然或合理的英文搭配。題幹是在說明聲音對閱讀的功能，不是在描述聲音具有敵意。
(C) contagious：會傳染的、具感染力的
錯誤。
contagious 通常用於疾病，例如：
- a contagious disease：傳染病
也可以比喻情緒或笑聲具有感染力，例如：
- contagious laughter：有感染力的笑聲
但閱讀過程中的 sound 並非「會傳染的角色」，contagious role 不符合本文的學術語境與語意。
(D) exposed：暴露的、曝露於……的
錯誤。
第 22 題2 分
【題組共用題幹】
According to Wagner and Torgesen (1987), sound plays a ____ role in the reading process. Readers do not simply rely on the orthographic (spelling) information while making sense of print.
Three kinds of phonological events are actively involved in the reading process: (1) phonological awareness, (2) phonological recoding, and (3) phonetic recoding.
To begin with, phonological awareness, in a general sense, refers to one’s awareness of and access to the sound structure of a language, ranging from syllables to phonemes. It is important to note that the ____ to acquire and utilize full-fledged phonological awareness at the phonemic level does not develop naturally and requires explicit learning. In contrast, phonological awareness at the syllabic level appears to be a natural cognitive achievement that can develop ____.
The second type of phonological event that may take place in reading is phonological recoding. While performing phonological recoding, readers translate written scripts into corresponding underlying phonological forms; the inner voice that we “hear” in our mind when reading a dense or formal text is an ____ of this phenomenon.
The third type of phonological event in reading is phonetic recoding, which refers to the process of converting written words into actual articulatory forms in running speech. Phonetic recoding enables words to be maintained efficiently in working memory for later, high-order ____.
登入後即可作答並保存紀錄。
核心觀念
本題考查「字彙辨析＋語意搭配＋文法結構」，重點集中在句型：
It is important to note that the ____ to acquire and utilize full-fledged phonological awareness at the phonemic level does not develop naturally and requires explicit learning.
值得注意的是，獲得並運用完整音素層次音韻覺識的＿＿，並不會自然發展，而需要明確的學習。
空格後接不定詞片語 to acquire and utilize...，前方又有定冠詞 the，最適合填入表示「能力」的名詞 ability：
the ability to V
做某事的能力
文章語意也明確指出：音素層次的音韻覺識不能自然形成，必須透過明確教學培養，因此需要「獲得與運用的能力」。
解題方法
先觀察空格所在結構：
四個選項中，只有 ability 能自然構成：
the ability to acquire and utilize...
完整意思為：
獲得並運用完整音素層次音韻覺識的能力，並不會自然發展。
再以文章上下文驗證。前文說明 phonological awareness 是對語言聲音結構的覺察與取用能力，範圍由音節延伸至音素。接著文章特別區分：
- 音素層次的 phonological awareness：需要明確學習。
- 音節層次的 phonological awareness：可以自然發展。
因此此處談的是「學習與使用音素層次音韻覺識的能力」，填入 ability 在文法和語意上都完全吻合。
選項分析
(A) ability：能力；本題正確答案。
ability to V 是固定且自然的搭配，表示「做某事的能力」。
例如：
the ability to read
閱讀能力
放入原句後：
the ability to acquire and utilize full-fledged phonological awareness
語意為「獲得並運用完整音韻覺識的能力」，符合全文所述的認知與閱讀機制。
(B) stem：莖、柄；字幹、詞幹；起因。
雖然 stem 可作語言學術語，表示「字幹」或「詞幹」，但：
the stem to acquire...
不能表示「獲得某能力的字幹」，也不符合全文語意。此處需要的是抽象能力名詞，而不是語言形式的「字幹」。
(C) obligation：義務、責任。
常見搭配為：
an obligation to do something
做某事的義務
若填入後變成：
the obligation to acquire and utilize...
意思是「有義務獲得並運用音韻覺識」，但原文討論的是認知能力是否自然發展，不是在討論學習者的責任或義務，因此語意不合。
第 23 題2 分
【題組共用題幹】
According to Wagner and Torgesen (1987), sound plays a ____ role in the reading process. Readers do not simply rely on the orthographic (spelling) information while making sense of print.
Three kinds of phonological events are actively involved in the reading process: (1) phonological awareness, (2) phonological recoding, and (3) phonetic recoding.
To begin with, phonological awareness, in a general sense, refers to one’s awareness of and access to the sound structure of a language, ranging from syllables to phonemes. It is important to note that the ____ to acquire and utilize full-fledged phonological awareness at the phonemic level does not develop naturally and requires explicit learning. In contrast, phonological awareness at the syllabic level appears to be a natural cognitive achievement that can develop ____.
The second type of phonological event that may take place in reading is phonological recoding. While performing phonological recoding, readers translate written scripts into corresponding underlying phonological forms; the inner voice that we “hear” in our mind when reading a dense or formal text is an ____ of this phenomenon.
The third type of phonological event in reading is phonetic recoding, which refers to the process of converting written words into actual articulatory forms in running speech. Phonetic recoding enables words to be maintained efficiently in working memory for later, high-order ____.
登入後即可作答並保存紀錄。
核心觀念
本題考查閱讀歷程中的語音處理（phonological processing），以及副詞在句中的語意判斷。
文章指出，閱讀不只依賴字形與拼字資訊，還涉及三種語音事件：
- Phonological awareness（音韻覺識）：辨識並運用語言聲音結構的能力，可涵蓋音節到音素。
- Phonological recoding（音韻再編碼）：將文字轉換成心理中的語音形式，也就是閱讀時在腦中「聽見」的內在聲音。
- Phonetic recoding（語音再編碼）：將文字轉換成實際說話時的發音形式，以協助工作記憶保存資訊，進行較高階的理解與處理。
本題的選項應填入最後一個空格：
In contrast, phonological awareness at the syllabic level appears to be a natural cognitive achievement that can develop ____.
句意為：
相較之下，音節層次的音韻覺識似乎是自然的認知成就，能夠自然而然地發展。
因此，空格需要一個表示「自然而然地」的副詞。
解題方法
關鍵在於文章前後的對比：
the ability to acquire and utilize full-fledged phonological awareness at the phonemic level does not develop naturally and requires explicit learning.
翻譯：
在音素層次獲得並運用完整音韻覺識的能力，不會自然發展，而需要明確的學習。
下一段以 In contrast（相較之下） 開頭：
phonological awareness at the syllabic level appears to be a natural cognitive achievement that can develop ____.
既然音素層次需要明確教學，音節層次則被描述為「natural cognitive achievement」，空格應填入與 naturally 意義相近的副詞。四個選項中只有 spontaneously 符合。
spontaneously = 自發地、自然地、不經外力促成地。
句子的完整意思是：
相較之下，音節層次的音韻覺識似乎是自然的認知成就，能夠自發地發展。
文法與語意重點
空格位於：
can develop ____.
其中：
- can：情態助動詞，表示「能夠」。
- develop：發展、形成。
- 空格修飾動詞 develop，因此需要副詞。
- spontaneously 是副詞，表示「自發地、自然地」，文法與語意均符合。
此處不是在描述發展的「時間」或「方式細節」，而是在說明這種能力是否需要明確教學。前文的 does not develop naturally and requires explicit learning 已經建立「需要教學」與「自然形成」的對比，故答案必須表達自然、自發發展的概念。
選項分析
(A) literally
literally 意為「照字面地、確實地、逐字地」。
例如：
- read literally：按照字面閱讀
- literally translate：逐字翻譯
若填入句中：
can develop literally
會變成「能夠照字面地發展」，不符合能力形成的語意。literally 主要修飾語意表達或翻譯方式，不能合理描述音韻覺識如何形成。
因此錯誤。
(B) reluctantly
reluctantly 意為「不情願地、勉強地」。
例如：
第 24 題2 分
【題組共用題幹】
According to Wagner and Torgesen (1987), sound plays a ____ role in the reading process. Readers do not simply rely on the orthographic (spelling) information while making sense of print.
Three kinds of phonological events are actively involved in the reading process: (1) phonological awareness, (2) phonological recoding, and (3) phonetic recoding.
To begin with, phonological awareness, in a general sense, refers to one’s awareness of and access to the sound structure of a language, ranging from syllables to phonemes. It is important to note that the ____ to acquire and utilize full-fledged phonological awareness at the phonemic level does not develop naturally and requires explicit learning. In contrast, phonological awareness at the syllabic level appears to be a natural cognitive achievement that can develop ____.
The second type of phonological event that may take place in reading is phonological recoding. While performing phonological recoding, readers translate written scripts into corresponding underlying phonological forms; the inner voice that we “hear” in our mind when reading a dense or formal text is an ____ of this phenomenon.
The third type of phonological event in reading is phonetic recoding, which refers to the process of converting written words into actual articulatory forms in running speech. Phonetic recoding enables words to be maintained efficiently in working memory for later, high-order ____.
登入後即可作答並保存紀錄。
核心觀念
本題考「克漏字的語意與搭配判斷」，文章主題是閱讀過程中的三種語音事件：
- phonological awareness：音韻覺識，理解並辨識語言聲音結構的能力。
- phonological recoding：音韻再編碼，將文字轉換成內在的音韻形式。
- phonetic recoding：語音再編碼，將文字轉換成實際說話時的發音形式。
- working memory：工作記憶。
- high-order processing：高階處理。
解答時須觀察空格前後的詞性、固定搭配及文章語意是否連貫。
題幹定位與翻譯
題幹指出：
“It is important to note that the ____ to acquire and utilize full-fledged phonological awareness at the phonemic level does not develop naturally and requires explicit learning.”
翻譯為：
「必須注意的是，要在音素層次獲得並運用完整音韻覺識的＿＿，並不會自然發展，而需要明確的學習。」
此處依文法，空格位於定冠詞 the 之後，且後面接不定詞片語 to acquire and utilize...，最自然的名詞應為：
- ability：能力
- capacity：能力、容量
- skill：技能
然而，官方選項中並沒有上述適當字詞。
解題方法
本題應分三層判斷：
- 先判斷空格所需的詞性。
- 再檢查選項能否與前後字形成自然搭配。
- 最後以文章主旨確認語意是否合理。
若將官方答案 B. lesion 代入：
the lesion to acquire and utilize full-fledged phonological awareness
其中 lesion 的意思是「病灶、損傷、病變」，通常用於醫學語境，例如：
- a brain lesion：腦部病灶
- a spinal lesion：脊髓損傷
「獲得並運用音韻覺識的病灶」在此處不符合文法與語意。因此，官方答案與題幹現有文字存在明顯不一致。
選項分析
(A) engagement
engagement 意為「參與、投入、接觸；訂婚」。
例如：
- student engagement：學生參與度
- engagement in learning：投入學習
若代入原句：
the engagement to acquire and utilize full-fledged phonological awareness
語意變成「獲得並運用音韻覺識的投入」，搭配不自然。若要表達「能力」，應使用 ability，而不是 engagement。
因此，A 不適合本空。
(B) lesion
lesion 意為「病灶、損傷、病變」，是醫學用語。
代入後為：
the lesion to acquire and utilize full-fledged phonological awareness
此句既不符合文章語意，也不是自然的英文搭配。題目討論的是學習能力與音韻處理機制，並未談到腦部病變或神經損傷。
依照題目所提供的官方答案，本題答案指定為 B；但就現有題幹判斷，lesion 並非合理填字，應屬選項誤植、題號錯置或題幹／選項轉錄錯誤。
(C) emphasis
emphasis 意為「強調、重點、著重」。
常見搭配為：
第 25 題2 分
【題組共用題幹】
According to Wagner and Torgesen (1987), sound plays a ____ role in the reading process. Readers do not simply rely on the orthographic (spelling) information while making sense of print.
Three kinds of phonological events are actively involved in the reading process: (1) phonological awareness, (2) phonological recoding, and (3) phonetic recoding.
To begin with, phonological awareness, in a general sense, refers to one’s awareness of and access to the sound structure of a language, ranging from syllables to phonemes. It is important to note that the ____ to acquire and utilize full-fledged phonological awareness at the phonemic level does not develop naturally and requires explicit learning. In contrast, phonological awareness at the syllabic level appears to be a natural cognitive achievement that can develop ____.
The second type of phonological event that may take place in reading is phonological recoding. While performing phonological recoding, readers translate written scripts into corresponding underlying phonological forms; the inner voice that we “hear” in our mind when reading a dense or formal text is an ____ of this phenomenon.
The third type of phonological event in reading is phonetic recoding, which refers to the process of converting written words into actual articulatory forms in running speech. Phonetic recoding enables words to be maintained efficiently in working memory for later, high-order ____.
登入後即可作答並保存紀錄。
核心觀念
本題考查：
- 克漏字的語意判斷。
- 詞性與固定搭配。
- 閱讀歷程中的心理語言學概念，尤其是 phonetic recoding 與 working memory 的關係。
題目最後一句為：
Phonetic recoding enables words to be maintained efficiently in working memory for later, high-order ____.
翻譯為：
「語音再編碼」使詞語能有效地保存在工作記憶中，以便之後進行高階的＿＿。
空格前有形容詞片語 high-order，且句型為 for later, high-order + 名詞，因此需要填入表示「處理」的名詞。選項中只有 processing 符合語意、詞性與搭配，故答案為 (C) processing。
文章中的核心概念
- phonological awareness：音韻覺識，指個體察覺並運用語言聲音結構的能力，範圍可由音節延伸至音素。
- phonological recoding：音韻再編碼，將文字轉換成相對應的內在音韻形式。
- phonetic recoding：語音再編碼，將書面文字轉換為實際說話時的發音形式。
- working memory：工作記憶，暫時保存並操作資訊的記憶系統。
- high-order processing：高階處理，指理解、分析、推論、整合等較複雜的認知活動。
文章指出，語音再編碼能讓文字資訊有效保留在工作記憶中，之後才能進行較複雜的理解與分析。因此 processing 是最自然的搭配。
解題方法
先判斷空格所需的詞性：
- high-order 是複合形容詞，修飾後面的名詞。
- 句型為 for later, high-order ____。
- 空格應填入一個表示認知活動或心理歷程的名詞。
再根據上下文判斷語意：
Phonetic recoding enables words to be maintained efficiently in working memory for later, high-order processing.
其中：
- enables A to be maintained：使 A 得以被保存。
- in working memory：在工作記憶中。
- for later processing：供稍後處理。
- high-order processing：高階處理。
完整語意是：讀者先透過語音再編碼保存文字資訊，之後才能進行理解、推論等高階認知處理。
選項分析
(A) lesion
- lesion 是名詞，意為「病灶、損傷、受損部位」。
- 例如：a brain lesion（腦部病灶）。
- 填入後成為 high-order lesion，語意是「高階病灶」，不符合閱讀與工作記憶的心理歷程。
- 因此錯誤。
(B) exemplar
- exemplar 是名詞，意為「典範、範例、例證」。
- 例如：an exemplar of good writing（一篇優良寫作的範例）。
- high-order exemplar 並非本句所需的自然搭配，也無法表達「對資訊進行高階認知處理」。
- 因此錯誤。
(C) processing
- processing 是名詞，意為「處理、加工」。
- high-order processing 是合理且符合語境的搭配，表示「高階處理」。
第 26 題2 分
【題組共用題幹】
Papp (2000) thus urged that “precise criteria for quantifying intuitions underlying the different [language] representations [in native and near-native speakers] are needed in order to allow comparison among studies into the nature of the ultimate second-language (L2) competence” (p. 178).
____ For instance, Urponen (2004) attempted to quantitatively depict native and near-native variations with an ordinal scale, using the 90th percentile of the native speaker mean as the cut-off point differentiating native- and near-native performances. Bongaerts (1999), and Flege, Munro, and MacKay (1995), on the other hand, used two standard deviations of the native speaker mean as the cut-off point separating native and near-native variations. ____ Boxtel, Bongaerts, and Coppen (2003), on the other hand, employed the most stringent criterion; L2 learners are considered “non-native” if their average scores are not analogous to the ones of native speakers. ____ However, as seen above, researchers still have not yet reached a consensus on the cut-off point that may distinguish the lower bound of native variation and the upper bound of near-native variation. ____ Such a consent is imperative for formulating the theoretical account on near-nativeness.
登入後即可作答並保存紀錄。
核心觀念
本題考的是「克漏字篇章結構」與「語意銜接」，重點包括：
- 代名詞與指涉關係：如 the aforementioned cut-off points、Such a consent。
- 轉折與承接語：如 For instance、on the other hand、However。
- 文章論述順序：先提出研究背景，再列舉研究方法，最後指出學界尚未達成共識。
本文主題是：母語者與近母語程度的第二語言學習者，雖可能具有相近的文法直覺，但在文法判斷上的變異程度不同；研究者因此提出不同的客觀判準，試圖區分 native variation 與 near-native variation。
文章定位與解題方法
首句指出 Papp 認為，研究者需要「精確的標準」來量化母語者與近母語者的語言直覺，以便比較不同研究。
因此，第一個空格應接「研究者提出不同判準」的概念；接著文章以 For instance 列出 Urponen、Bongaerts、Flege 等人的具體做法。後文依序為：
- 先說明母語者與近母語者可能有不同程度的變異。
- 接著列舉不同研究所使用的 cut-off point。
- 概括前述各種判準的功能。
- 指出研究者仍未形成共識。
- 說明近母語理論需要這項共識。
正確排列為：
逐格解析
第一格：選項 E
Some researchers have suggested that despite having similar grammatical intuition, native and near-native speakers may show different degrees of variation in their grammaticality judgment.
翻譯：有些研究者指出，儘管母語者與近母語者具有相似的文法直覺，他們在文法判斷上的變異程度可能不同。
這句承接首句最自然。首句提到要量化母語者與近母語者的語言直覺；E 進一步說明為何需要量化：兩者即使有相似的文法直覺，判斷結果的變異程度仍可能不同。
句中的 despite having similar grammatical intuition 是讓步片語，表示「儘管具有相似的文法直覺」；主要子句為 native and near-native speakers may show different degrees of variation。
接著的句子以：
For instance, Urponen (2004) attempted to quantitatively depict...
開始舉例，正好說明 E 所提出的「變異程度不同」如何被研究者量化。因此官方答案將 E 放在第一格，篇章邏輯完整。
第二格：選項 A
In this light, several researchers have proposed various benchmark criteria.
翻譯：基於這一點，數位研究者提出了各種基準判準。
In this light 表示「基於上述觀點」、「鑑於此」，承接 E 所說的母語者與近母語者可能有不同程度的變異。
這句後面緊接：
For instance, Urponen (2004) attempted...
其中 For instance 明確表示下文要列舉例子，因此 A 的「研究者提出各種判準」正好是後文多個研究案例的總起句。
第三格：選項 C
Using a criterion stricter than the one used in Flege, et al., Birdsong (2004) prescribed one standard deviation of the native mean as the cut-off point.
翻譯：Birdsong（2004）採用比 Flege 等人更嚴格的判準，將母語者平均值的一個標準差規定為切分點。
前文提到：
Bongaerts (1999), and Flege, Munro, and MacKay (1995), on the other hand, used two standard deviations...
翻譯：另一方面，Bongaerts（1999）以及 Flege、Munro 和 MacKay（1995）則使用母語者平均值的兩個標準差，作為區分母語與近母語變異的切分點。
C 中的 the one used in Flege, et al. 指前文 Flege 等人使用的判準；one standard deviation 比 two standard deviations 更嚴格，正好與前文形成比較。
此外，C 的主詞為 Birdsong（2004），與後文持續介紹不同研究者及其 cut-off point 的寫法一致。
第四格：選項 D
The aforementioned cut-off points provide researchers with operationalized criteria to distinguish native and near-native variations.
翻譯：上述切分點為研究者提供了可操作化的判準，以區分母語與近母語的變異。
the aforementioned cut-off points 指前文所提到的各種切分點，包括：
- native speaker mean 的第 90 百分位；
- native speaker mean 的兩個標準差；
- native speaker mean 的一個標準差；
- Boxtel 等人所採用的更嚴格標準。
因此 D 是對前述研究方法的總結。接著文章說：
However, as seen above, researchers still have not yet reached a consensus...
翻譯：然而，如上所見，研究者仍未就此達成共識。
D 先說明這些判準具有實際用途，However 再轉折指出：雖然有不同判準，學界仍沒有統一意見，語意銜接自然。
第五格：選項 B
Additionally, it is still an unresolved issue with regard to where the lower bound of near-native variation should be placed on the ordin
第 27 題2 分
【題組共用題幹】
Papp (2000) thus urged that “precise criteria for quantifying intuitions underlying the different [language] representations [in native and near-native speakers] are needed in order to allow comparison among studies into the nature of the ultimate second-language (L2) competence” (p. 178).
____ For instance, Urponen (2004) attempted to quantitatively depict native and near-native variations with an ordinal scale, using the 90th percentile of the native speaker mean as the cut-off point differentiating native- and near-native performances. Bongaerts (1999), and Flege, Munro, and MacKay (1995), on the other hand, used two standard deviations of the native speaker mean as the cut-off point separating native and near-native variations. ____ Boxtel, Bongaerts, and Coppen (2003), on the other hand, employed the most stringent criterion; L2 learners are considered “non-native” if their average scores are not analogous to the ones of native speakers. ____ However, as seen above, researchers still have not yet reached a consensus on the cut-off point that may distinguish the lower bound of native variation and the upper bound of near-native variation. ____ Such a consent is imperative for formulating the theoretical account on near-nativeness.
登入後即可作答並保存紀錄。
核心觀念
本題考的是「克漏字篇章結構」與「語意銜接」，重點包括：
- 代名詞與指涉關係：如 the aforementioned cut-off points、Such a consent。
- 轉折與承接語：如 For instance、on the other hand、However。
- 文章論述順序：先提出研究背景，再列舉研究方法，最後指出學界尚未達成共識。
本文主題是：母語者與近母語程度的第二語言學習者，雖可能具有相近的文法直覺，但在文法判斷上的變異程度不同；研究者因此提出不同的客觀判準，試圖區分 native variation 與 near-native variation。
文章定位與解題方法
首句指出 Papp 認為，研究者需要「精確的標準」來量化母語者與近母語者的語言直覺，以便比較不同研究。
因此，第一個空格應接「研究者提出不同判準」的概念；接著文章以 For instance 列出 Urponen、Bongaerts、Flege 等人的具體做法。後文依序為：
- 先說明母語者與近母語者可能有不同程度的變異。
- 接著列舉不同研究所使用的 cut-off point。
- 概括前述各種判準的功能。
- 指出研究者仍未形成共識。
- 說明近母語理論需要這項共識。
正確排列為：
逐格解析
第一格：選項 E
Some researchers have suggested that despite having similar grammatical intuition, native and near-native speakers may show different degrees of variation in their grammaticality judgment.
翻譯：有些研究者指出，儘管母語者與近母語者具有相似的文法直覺，他們在文法判斷上的變異程度可能不同。
這句承接首句最自然。首句提到要量化母語者與近母語者的語言直覺；E 進一步說明為何需要量化：兩者即使有相似的文法直覺，判斷結果的變異程度仍可能不同。
句中的 despite having similar grammatical intuition 是讓步片語，表示「儘管具有相似的文法直覺」；主要子句為 native and near-native speakers may show different degrees of variation。
接著的句子以：
For instance, Urponen (2004) attempted to quantitatively depict...
開始舉例，正好說明 E 所提出的「變異程度不同」如何被研究者量化。因此官方答案將 E 放在第一格，篇章邏輯完整。
第二格：選項 A
In this light, several researchers have proposed various benchmark criteria.
翻譯：基於這一點，數位研究者提出了各種基準判準。
In this light 表示「基於上述觀點」、「鑑於此」，承接 E 所說的母語者與近母語者可能有不同程度的變異。
這句後面緊接：
For instance, Urponen (2004) attempted...
其中 For instance 明確表示下文要列舉例子，因此 A 的「研究者提出各種判準」正好是後文多個研究案例的總起句。
第三格：選項 C
Using a criterion stricter than the one used in Flege, et al., Birdsong (2004) prescribed one standard deviation of the native mean as the cut-off point.
翻譯：Birdsong（2004）採用比 Flege 等人更嚴格的判準，將母語者平均值的一個標準差規定為切分點。
前文提到：
Bongaerts (1999), and Flege, Munro, and MacKay (1995), on the other hand, used two standard deviations...
翻譯：另一方面，Bongaerts（1999）以及 Flege、Munro 和 MacKay（1995）則使用母語者平均值的兩個標準差，作為區分母語與近母語變異的切分點。
C 中的 the one used in Flege, et al. 指前文 Flege 等人使用的判準；one standard deviation 比 two standard deviations 更嚴格，正好與前文形成比較。
此外，C 的主詞為 Birdsong（2004），與後文持續介紹不同研究者及其 cut-off point 的寫法一致。
第四格：選項 D
The aforementioned cut-off points provide researchers with operationalized criteria to distinguish native and near-native variations.
翻譯：上述切分點為研究者提供了可操作化的判準，以區分母語與近母語的變異。
the aforementioned cut-off points 指前文所提到的各種切分點，包括：
- native speaker mean 的第 90 百分位；
- native speaker mean 的兩個標準差；
- native speaker mean 的一個標準差；
- Boxtel 等人所採用的更嚴格標準。
因此 D 是對前述研究方法的總結。接著文章說：
However, as seen above, researchers still have not yet reached a consensus...
翻譯：然而，如上所見，研究者仍未就此達成共識。
D 先說明這些判準具有實際用途，However 再轉折指出：雖然有不同判準，學界仍沒有統一意見，語意銜接自然。
第五格：選項 B
Additionally, it is still an unresolved issue with regard to where the lower bound of near-native variation should be placed on the ordin
第 28 題2 分
【題組共用題幹】
Papp (2000) thus urged that “precise criteria for quantifying intuitions underlying the different [language] representations [in native and near-native speakers] are needed in order to allow comparison among studies into the nature of the ultimate second-language (L2) competence” (p. 178).
____ For instance, Urponen (2004) attempted to quantitatively depict native and near-native variations with an ordinal scale, using the 90th percentile of the native speaker mean as the cut-off point differentiating native- and near-native performances. Bongaerts (1999), and Flege, Munro, and MacKay (1995), on the other hand, used two standard deviations of the native speaker mean as the cut-off point separating native and near-native variations. ____ Boxtel, Bongaerts, and Coppen (2003), on the other hand, employed the most stringent criterion; L2 learners are considered “non-native” if their average scores are not analogous to the ones of native speakers. ____ However, as seen above, researchers still have not yet reached a consensus on the cut-off point that may distinguish the lower bound of native variation and the upper bound of near-native variation. ____ Such a consent is imperative for formulating the theoretical account on near-nativeness.
登入後即可作答並保存紀錄。
核心觀念
本題考的是「克漏字篇章結構」與「語意銜接」，重點包括：
- 代名詞與指涉關係：如 the aforementioned cut-off points、Such a consent。
- 轉折與承接語：如 For instance、on the other hand、However。
- 文章論述順序：先提出研究背景，再列舉研究方法，最後指出學界尚未達成共識。
本文主題是：母語者與近母語程度的第二語言學習者，雖可能具有相近的文法直覺，但在文法判斷上的變異程度不同；研究者因此提出不同的客觀判準，試圖區分 native variation 與 near-native variation。
文章定位與解題方法
首句指出 Papp 認為，研究者需要「精確的標準」來量化母語者與近母語者的語言直覺，以便比較不同研究。
因此，第一個空格應接「研究者提出不同判準」的概念；接著文章以 For instance 列出 Urponen、Bongaerts、Flege 等人的具體做法。後文依序為：
- 先說明母語者與近母語者可能有不同程度的變異。
- 接著列舉不同研究所使用的 cut-off point。
- 概括前述各種判準的功能。
- 指出研究者仍未形成共識。
- 說明近母語理論需要這項共識。
正確排列為：
逐格解析
第一格：選項 E
Some researchers have suggested that despite having similar grammatical intuition, native and near-native speakers may show different degrees of variation in their grammaticality judgment.
翻譯：有些研究者指出，儘管母語者與近母語者具有相似的文法直覺，他們在文法判斷上的變異程度可能不同。
這句承接首句最自然。首句提到要量化母語者與近母語者的語言直覺；E 進一步說明為何需要量化：兩者即使有相似的文法直覺，判斷結果的變異程度仍可能不同。
句中的 despite having similar grammatical intuition 是讓步片語，表示「儘管具有相似的文法直覺」；主要子句為 native and near-native speakers may show different degrees of variation。
接著的句子以：
For instance, Urponen (2004) attempted to quantitatively depict...
開始舉例，正好說明 E 所提出的「變異程度不同」如何被研究者量化。因此官方答案將 E 放在第一格，篇章邏輯完整。
第二格：選項 A
In this light, several researchers have proposed various benchmark criteria.
翻譯：基於這一點，數位研究者提出了各種基準判準。
In this light 表示「基於上述觀點」、「鑑於此」，承接 E 所說的母語者與近母語者可能有不同程度的變異。
這句後面緊接：
For instance, Urponen (2004) attempted...
其中 For instance 明確表示下文要列舉例子，因此 A 的「研究者提出各種判準」正好是後文多個研究案例的總起句。
第三格：選項 C
Using a criterion stricter than the one used in Flege, et al., Birdsong (2004) prescribed one standard deviation of the native mean as the cut-off point.
翻譯：Birdsong（2004）採用比 Flege 等人更嚴格的判準，將母語者平均值的一個標準差規定為切分點。
前文提到：
Bongaerts (1999), and Flege, Munro, and MacKay (1995), on the other hand, used two standard deviations...
翻譯：另一方面，Bongaerts（1999）以及 Flege、Munro 和 MacKay（1995）則使用母語者平均值的兩個標準差，作為區分母語與近母語變異的切分點。
C 中的 the one used in Flege, et al. 指前文 Flege 等人使用的判準；one standard deviation 比 two standard deviations 更嚴格，正好與前文形成比較。
此外，C 的主詞為 Birdsong（2004），與後文持續介紹不同研究者及其 cut-off point 的寫法一致。
第四格：選項 D
The aforementioned cut-off points provide researchers with operationalized criteria to distinguish native and near-native variations.
翻譯：上述切分點為研究者提供了可操作化的判準，以區分母語與近母語的變異。
the aforementioned cut-off points 指前文所提到的各種切分點，包括：
- native speaker mean 的第 90 百分位；
- native speaker mean 的兩個標準差；
- native speaker mean 的一個標準差；
- Boxtel 等人所採用的更嚴格標準。
因此 D 是對前述研究方法的總結。接著文章說：
However, as seen above, researchers still have not yet reached a consensus...
翻譯：然而，如上所見，研究者仍未就此達成共識。
D 先說明這些判準具有實際用途，However 再轉折指出：雖然有不同判準，學界仍沒有統一意見，語意銜接自然。
第五格：選項 B
Additionally, it is still an unresolved issue with regard to where the lower bound of near-native variation should be placed on the ordin
第 29 題2 分
【題組共用題幹】
Papp (2000) thus urged that “precise criteria for quantifying intuitions underlying the different [language] representations [in native and near-native speakers] are needed in order to allow comparison among studies into the nature of the ultimate second-language (L2) competence” (p. 178).
____ For instance, Urponen (2004) attempted to quantitatively depict native and near-native variations with an ordinal scale, using the 90th percentile of the native speaker mean as the cut-off point differentiating native- and near-native performances. Bongaerts (1999), and Flege, Munro, and MacKay (1995), on the other hand, used two standard deviations of the native speaker mean as the cut-off point separating native and near-native variations. ____ Boxtel, Bongaerts, and Coppen (2003), on the other hand, employed the most stringent criterion; L2 learners are considered “non-native” if their average scores are not analogous to the ones of native speakers. ____ However, as seen above, researchers still have not yet reached a consensus on the cut-off point that may distinguish the lower bound of native variation and the upper bound of near-native variation. ____ Such a consent is imperative for formulating the theoretical account on near-nativeness.
登入後即可作答並保存紀錄。
核心觀念
本題考的是「克漏字篇章結構」與「語意銜接」，重點包括：
- 代名詞與指涉關係：如 the aforementioned cut-off points、Such a consent。
- 轉折與承接語：如 For instance、on the other hand、However。
- 文章論述順序：先提出研究背景，再列舉研究方法，最後指出學界尚未達成共識。
本文主題是：母語者與近母語程度的第二語言學習者，雖可能具有相近的文法直覺，但在文法判斷上的變異程度不同；研究者因此提出不同的客觀判準，試圖區分 native variation 與 near-native variation。
文章定位與解題方法
首句指出 Papp 認為，研究者需要「精確的標準」來量化母語者與近母語者的語言直覺，以便比較不同研究。
因此，第一個空格應接「研究者提出不同判準」的概念；接著文章以 For instance 列出 Urponen、Bongaerts、Flege 等人的具體做法。後文依序為：
- 先說明母語者與近母語者可能有不同程度的變異。
- 接著列舉不同研究所使用的 cut-off point。
- 概括前述各種判準的功能。
- 指出研究者仍未形成共識。
- 說明近母語理論需要這項共識。
正確排列為：
逐格解析
第一格：選項 E
Some researchers have suggested that despite having similar grammatical intuition, native and near-native speakers may show different degrees of variation in their grammaticality judgment.
翻譯：有些研究者指出，儘管母語者與近母語者具有相似的文法直覺，他們在文法判斷上的變異程度可能不同。
這句承接首句最自然。首句提到要量化母語者與近母語者的語言直覺；E 進一步說明為何需要量化：兩者即使有相似的文法直覺，判斷結果的變異程度仍可能不同。
句中的 despite having similar grammatical intuition 是讓步片語，表示「儘管具有相似的文法直覺」；主要子句為 native and near-native speakers may show different degrees of variation。
接著的句子以：
For instance, Urponen (2004) attempted to quantitatively depict...
開始舉例，正好說明 E 所提出的「變異程度不同」如何被研究者量化。因此官方答案將 E 放在第一格，篇章邏輯完整。
第二格：選項 A
In this light, several researchers have proposed various benchmark criteria.
翻譯：基於這一點，數位研究者提出了各種基準判準。
In this light 表示「基於上述觀點」、「鑑於此」，承接 E 所說的母語者與近母語者可能有不同程度的變異。
這句後面緊接：
For instance, Urponen (2004) attempted...
其中 For instance 明確表示下文要列舉例子，因此 A 的「研究者提出各種判準」正好是後文多個研究案例的總起句。
第三格：選項 C
Using a criterion stricter than the one used in Flege, et al., Birdsong (2004) prescribed one standard deviation of the native mean as the cut-off point.
翻譯：Birdsong（2004）採用比 Flege 等人更嚴格的判準，將母語者平均值的一個標準差規定為切分點。
前文提到：
Bongaerts (1999), and Flege, Munro, and MacKay (1995), on the other hand, used two standard deviations...
翻譯：另一方面，Bongaerts（1999）以及 Flege、Munro 和 MacKay（1995）則使用母語者平均值的兩個標準差，作為區分母語與近母語變異的切分點。
C 中的 the one used in Flege, et al. 指前文 Flege 等人使用的判準；one standard deviation 比 two standard deviations 更嚴格，正好與前文形成比較。
此外，C 的主詞為 Birdsong（2004），與後文持續介紹不同研究者及其 cut-off point 的寫法一致。
第四格：選項 D
The aforementioned cut-off points provide researchers with operationalized criteria to distinguish native and near-native variations.
翻譯：上述切分點為研究者提供了可操作化的判準，以區分母語與近母語的變異。
the aforementioned cut-off points 指前文所提到的各種切分點，包括：
- native speaker mean 的第 90 百分位；
- native speaker mean 的兩個標準差；
- native speaker mean 的一個標準差；
- Boxtel 等人所採用的更嚴格標準。
因此 D 是對前述研究方法的總結。接著文章說：
However, as seen above, researchers still have not yet reached a consensus...
翻譯：然而，如上所見，研究者仍未就此達成共識。
D 先說明這些判準具有實際用途，However 再轉折指出：雖然有不同判準，學界仍沒有統一意見，語意銜接自然。
第五格：選項 B
Additionally, it is still an unresolved issue with regard to where the lower bound of near-native variation should be placed on the ordin
第 30 題2 分
【題組共用題幹】
Papp (2000) thus urged that “precise criteria for quantifying intuitions underlying the different [language] representations [in native and near-native speakers] are needed in order to allow comparison among studies into the nature of the ultimate second-language (L2) competence” (p. 178).
____ For instance, Urponen (2004) attempted to quantitatively depict native and near-native variations with an ordinal scale, using the 90th percentile of the native speaker mean as the cut-off point differentiating native- and near-native performances. Bongaerts (1999), and Flege, Munro, and MacKay (1995), on the other hand, used two standard deviations of the native speaker mean as the cut-off point separating native and near-native variations. ____ Boxtel, Bongaerts, and Coppen (2003), on the other hand, employed the most stringent criterion; L2 learners are considered “non-native” if their average scores are not analogous to the ones of native speakers. ____ However, as seen above, researchers still have not yet reached a consensus on the cut-off point that may distinguish the lower bound of native variation and the upper bound of near-native variation. ____ Such a consent is imperative for formulating the theoretical account on near-nativeness.
登入後即可作答並保存紀錄。
核心觀念
本題考的是「克漏字篇章結構」與「語意銜接」，重點包括：
- 代名詞與指涉關係：如 the aforementioned cut-off points、Such a consent。
- 轉折與承接語：如 For instance、on the other hand、However。
- 文章論述順序：先提出研究背景，再列舉研究方法，最後指出學界尚未達成共識。
本文主題是：母語者與近母語程度的第二語言學習者，雖可能具有相近的文法直覺，但在文法判斷上的變異程度不同；研究者因此提出不同的客觀判準，試圖區分 native variation 與 near-native variation。
文章定位與解題方法
首句指出 Papp 認為，研究者需要「精確的標準」來量化母語者與近母語者的語言直覺，以便比較不同研究。
因此，第一個空格應接「研究者提出不同判準」的概念；接著文章以 For instance 列出 Urponen、Bongaerts、Flege 等人的具體做法。後文依序為：
- 先說明母語者與近母語者可能有不同程度的變異。
- 接著列舉不同研究所使用的 cut-off point。
- 概括前述各種判準的功能。
- 指出研究者仍未形成共識。
- 說明近母語理論需要這項共識。
正確排列為：
逐格解析
第一格：選項 E
Some researchers have suggested that despite having similar grammatical intuition, native and near-native speakers may show different degrees of variation in their grammaticality judgment.
翻譯：有些研究者指出，儘管母語者與近母語者具有相似的文法直覺，他們在文法判斷上的變異程度可能不同。
這句承接首句最自然。首句提到要量化母語者與近母語者的語言直覺；E 進一步說明為何需要量化：兩者即使有相似的文法直覺，判斷結果的變異程度仍可能不同。
句中的 despite having similar grammatical intuition 是讓步片語，表示「儘管具有相似的文法直覺」；主要子句為 native and near-native speakers may show different degrees of variation。
接著的句子以：
For instance, Urponen (2004) attempted to quantitatively depict...
開始舉例，正好說明 E 所提出的「變異程度不同」如何被研究者量化。因此官方答案將 E 放在第一格，篇章邏輯完整。
第二格：選項 A
In this light, several researchers have proposed various benchmark criteria.
翻譯：基於這一點，數位研究者提出了各種基準判準。
In this light 表示「基於上述觀點」、「鑑於此」，承接 E 所說的母語者與近母語者可能有不同程度的變異。
這句後面緊接：
For instance, Urponen (2004) attempted...
其中 For instance 明確表示下文要列舉例子，因此 A 的「研究者提出各種判準」正好是後文多個研究案例的總起句。
第三格：選項 C
Using a criterion stricter than the one used in Flege, et al., Birdsong (2004) prescribed one standard deviation of the native mean as the cut-off point.
翻譯：Birdsong（2004）採用比 Flege 等人更嚴格的判準，將母語者平均值的一個標準差規定為切分點。
前文提到：
Bongaerts (1999), and Flege, Munro, and MacKay (1995), on the other hand, used two standard deviations...
翻譯：另一方面，Bongaerts（1999）以及 Flege、Munro 和 MacKay（1995）則使用母語者平均值的兩個標準差，作為區分母語與近母語變異的切分點。
C 中的 the one used in Flege, et al. 指前文 Flege 等人使用的判準；one standard deviation 比 two standard deviations 更嚴格，正好與前文形成比較。
此外，C 的主詞為 Birdsong（2004），與後文持續介紹不同研究者及其 cut-off point 的寫法一致。
第四格：選項 D
The aforementioned cut-off points provide researchers with operationalized criteria to distinguish native and near-native variations.
翻譯：上述切分點為研究者提供了可操作化的判準，以區分母語與近母語的變異。
the aforementioned cut-off points 指前文所提到的各種切分點，包括：
- native speaker mean 的第 90 百分位；
- native speaker mean 的兩個標準差；
- native speaker mean 的一個標準差；
- Boxtel 等人所採用的更嚴格標準。
因此 D 是對前述研究方法的總結。接著文章說：
However, as seen above, researchers still have not yet reached a consensus...
翻譯：然而，如上所見，研究者仍未就此達成共識。
D 先說明這些判準具有實際用途，However 再轉折指出：雖然有不同判準，學界仍沒有統一意見，語意銜接自然。
第五格：選項 B
Additionally, it is still an unresolved issue with regard to where the lower bound of near-native variation should be placed on the ordin
第 31 題2 分
【題組共用題幹】
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. ____ We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive, involving all stakeholders of the global polity, from the public and private sectors to academia and civil society.
____ The Second used electric power to create mass production. The Third used electronics and information technology to automate production. Now a Fourth Industrial Revolution is building on the Third, the digital revolution that has been occurring since the middle of the last century. ____.
There are three reasons why today’s transformations represent not merely a prolongation of the Third Industrial Revolution but rather the arrival of a Fourth and distinct one: velocity, scope, and systems impact. The three reasons are briefly addressed below. ____ When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace. ____ And the breadth and depth of these changes herald the transformation of entire systems of production, management, and governance.
登入後即可作答並保存紀錄。
核心觀念
本題考「克漏字篇章結構」與「語意銜接」，重點包括：
- 代名詞與指涉：如 it、the transformation 所指稱的內容。
- 篇章層次：先提出第四次工業革命的總體影響，再補充歷史背景與具體特色。
- 邏輯順序：歷史發展依序為 First、Second、Third、Fourth Industrial Revolution。
- 關鍵字呼應：scale, scope, complexity、breadth and depth、velocity 等詞彼此形成語意連貫。
本題第 31 題的正確答案為 (D)。
解題方法
第 31 題位於第一段：
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. ____ We do not yet know just how it will unfold, but one thing is clear...
前句指出科技革命將「根本改變人類生活、工作及互動方式」，空格後則說明「我們尚不知道它將如何發展」。
因此，空格需要放入一句能：
- 承接前句，說明這場革命的規模與影響；
- 自然引出後句對未來發展的描述；
- 概括整體影響，而非突然進入歷史細節。
(D)：
In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before.
翻譯為：
就其規模、範圍與複雜程度而言，這場轉變將不同於人類過去所經歷的一切。
此句先概括第四次工業革命的巨大影響，接著以 We do not yet know just how it will unfold 延伸說明其發展仍難以預測，語意最完整。
定位答案的關鍵原文與翻譯
空格前：
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another.
翻譯：
我們正站在一場科技革命的邊緣；這場革命將根本改變我們生活、工作以及彼此互動的方式。
正確接句：
In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before.
翻譯：
就其規模、範圍與複雜程度而言，這場轉變將不同於人類過去所經歷的一切。
空格後：
We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive...
翻譯：
我們目前還不知道它究竟會如何發展，但有一點很清楚：對它的回應必須是整合且全面的……
三句形成「革命影響重大且前所未有 → 發展尚難預測 → 社會必須全面因應」的完整邏輯。
選項分析
(A) The First Industrial Revolution used water and steam power to mechanize production.
意思是：
第一次工業革命利用水力與蒸汽動力，使生產機械化。
此句本身正確，但不適合第 31 題的空格。它是歷史背景句，必須放在：
The Second used electric power...
之前，形成 First、Second、Third、Fourth 的歷史順序。若放在第一段，會從當代科技革命的總體影響突然跳到第一次工業革命，篇章不連貫。
(B) It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres.
意思是：
它的特色是各種科技融合，逐漸模糊物理、數位與生物領域之間的界線。
此句中的 It 指第四次工業革命，內容是在定義其具體特色。它適合接在：
Now a Fourth Industrial Revolution is building on the Third...
之後，先說明第四次工業革命建立於數位革命之上，再補充其主要特徵。放在第 31 題會過早引入細部定義，無法承接前句對整體規模的概括。
(C) The speed of current breakthroughs has no historical precedent.
意思是：
當前突破的速度在歷史上前所未有。
此句對應第二段所列的三項理由之一：velocity。它適合放在：
The three reasons are briefly addressed below.
之後，接著由：
When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace.
進一步解釋「速度前所未有」的原因。放在第 31 題，則會突然聚焦於速度，與前句的總體影響不如 (D) 相符。
第 32 題2 分
【題組共用題幹】
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. ____ We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive, involving all stakeholders of the global polity, from the public and private sectors to academia and civil society.
____ The Second used electric power to create mass production. The Third used electronics and information technology to automate production. Now a Fourth Industrial Revolution is building on the Third, the digital revolution that has been occurring since the middle of the last century. ____.
There are three reasons why today’s transformations represent not merely a prolongation of the Third Industrial Revolution but rather the arrival of a Fourth and distinct one: velocity, scope, and systems impact. The three reasons are briefly addressed below. ____ When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace. ____ And the breadth and depth of these changes herald the transformation of entire systems of production, management, and governance.
登入後即可作答並保存紀錄。
核心觀念
本題考「克漏字篇章結構」與「語意銜接」，重點包括：
- 代名詞與指涉：如 it、the transformation 所指稱的內容。
- 篇章層次：先提出第四次工業革命的總體影響，再補充歷史背景與具體特色。
- 邏輯順序：歷史發展依序為 First、Second、Third、Fourth Industrial Revolution。
- 關鍵字呼應：scale, scope, complexity、breadth and depth、velocity 等詞彼此形成語意連貫。
本題第 31 題的正確答案為 (D)。
解題方法
第 31 題位於第一段：
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. ____ We do not yet know just how it will unfold, but one thing is clear...
前句指出科技革命將「根本改變人類生活、工作及互動方式」，空格後則說明「我們尚不知道它將如何發展」。
因此，空格需要放入一句能：
- 承接前句，說明這場革命的規模與影響；
- 自然引出後句對未來發展的描述；
- 概括整體影響，而非突然進入歷史細節。
(D)：
In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before.
翻譯為：
就其規模、範圍與複雜程度而言，這場轉變將不同於人類過去所經歷的一切。
此句先概括第四次工業革命的巨大影響，接著以 We do not yet know just how it will unfold 延伸說明其發展仍難以預測，語意最完整。
定位答案的關鍵原文與翻譯
空格前：
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another.
翻譯：
我們正站在一場科技革命的邊緣；這場革命將根本改變我們生活、工作以及彼此互動的方式。
正確接句：
In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before.
翻譯：
就其規模、範圍與複雜程度而言，這場轉變將不同於人類過去所經歷的一切。
空格後：
We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive...
翻譯：
我們目前還不知道它究竟會如何發展，但有一點很清楚：對它的回應必須是整合且全面的……
三句形成「革命影響重大且前所未有 → 發展尚難預測 → 社會必須全面因應」的完整邏輯。
選項分析
(A) The First Industrial Revolution used water and steam power to mechanize production.
意思是：
第一次工業革命利用水力與蒸汽動力，使生產機械化。
此句本身正確，但不適合第 31 題的空格。它是歷史背景句，必須放在：
The Second used electric power...
之前，形成 First、Second、Third、Fourth 的歷史順序。若放在第一段，會從當代科技革命的總體影響突然跳到第一次工業革命，篇章不連貫。
(B) It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres.
意思是：
它的特色是各種科技融合，逐漸模糊物理、數位與生物領域之間的界線。
此句中的 It 指第四次工業革命，內容是在定義其具體特色。它適合接在：
Now a Fourth Industrial Revolution is building on the Third...
之後，先說明第四次工業革命建立於數位革命之上，再補充其主要特徵。放在第 31 題會過早引入細部定義，無法承接前句對整體規模的概括。
(C) The speed of current breakthroughs has no historical precedent.
意思是：
當前突破的速度在歷史上前所未有。
此句對應第二段所列的三項理由之一：velocity。它適合放在：
The three reasons are briefly addressed below.
之後，接著由：
When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace.
進一步解釋「速度前所未有」的原因。放在第 31 題，則會突然聚焦於速度，與前句的總體影響不如 (D) 相符。
第 33 題2 分
【題組共用題幹】
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. ____ We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive, involving all stakeholders of the global polity, from the public and private sectors to academia and civil society.
____ The Second used electric power to create mass production. The Third used electronics and information technology to automate production. Now a Fourth Industrial Revolution is building on the Third, the digital revolution that has been occurring since the middle of the last century. ____.
There are three reasons why today’s transformations represent not merely a prolongation of the Third Industrial Revolution but rather the arrival of a Fourth and distinct one: velocity, scope, and systems impact. The three reasons are briefly addressed below. ____ When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace. ____ And the breadth and depth of these changes herald the transformation of entire systems of production, management, and governance.
登入後即可作答並保存紀錄。
核心觀念
本題考「克漏字篇章結構」與「語意銜接」，重點包括：
- 代名詞與指涉：如 it、the transformation 所指稱的內容。
- 篇章層次：先提出第四次工業革命的總體影響，再補充歷史背景與具體特色。
- 邏輯順序：歷史發展依序為 First、Second、Third、Fourth Industrial Revolution。
- 關鍵字呼應：scale, scope, complexity、breadth and depth、velocity 等詞彼此形成語意連貫。
本題第 31 題的正確答案為 (D)。
解題方法
第 31 題位於第一段：
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. ____ We do not yet know just how it will unfold, but one thing is clear...
前句指出科技革命將「根本改變人類生活、工作及互動方式」，空格後則說明「我們尚不知道它將如何發展」。
因此，空格需要放入一句能：
- 承接前句，說明這場革命的規模與影響；
- 自然引出後句對未來發展的描述；
- 概括整體影響，而非突然進入歷史細節。
(D)：
In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before.
翻譯為：
就其規模、範圍與複雜程度而言，這場轉變將不同於人類過去所經歷的一切。
此句先概括第四次工業革命的巨大影響，接著以 We do not yet know just how it will unfold 延伸說明其發展仍難以預測，語意最完整。
定位答案的關鍵原文與翻譯
空格前：
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another.
翻譯：
我們正站在一場科技革命的邊緣；這場革命將根本改變我們生活、工作以及彼此互動的方式。
正確接句：
In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before.
翻譯：
就其規模、範圍與複雜程度而言，這場轉變將不同於人類過去所經歷的一切。
空格後：
We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive...
翻譯：
我們目前還不知道它究竟會如何發展，但有一點很清楚：對它的回應必須是整合且全面的……
三句形成「革命影響重大且前所未有 → 發展尚難預測 → 社會必須全面因應」的完整邏輯。
選項分析
(A) The First Industrial Revolution used water and steam power to mechanize production.
意思是：
第一次工業革命利用水力與蒸汽動力，使生產機械化。
此句本身正確，但不適合第 31 題的空格。它是歷史背景句，必須放在：
The Second used electric power...
之前，形成 First、Second、Third、Fourth 的歷史順序。若放在第一段，會從當代科技革命的總體影響突然跳到第一次工業革命，篇章不連貫。
(B) It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres.
意思是：
它的特色是各種科技融合，逐漸模糊物理、數位與生物領域之間的界線。
此句中的 It 指第四次工業革命，內容是在定義其具體特色。它適合接在：
Now a Fourth Industrial Revolution is building on the Third...
之後，先說明第四次工業革命建立於數位革命之上，再補充其主要特徵。放在第 31 題會過早引入細部定義，無法承接前句對整體規模的概括。
(C) The speed of current breakthroughs has no historical precedent.
意思是：
當前突破的速度在歷史上前所未有。
此句對應第二段所列的三項理由之一：velocity。它適合放在：
The three reasons are briefly addressed below.
之後，接著由：
When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace.
進一步解釋「速度前所未有」的原因。放在第 31 題，則會突然聚焦於速度，與前句的總體影響不如 (D) 相符。
第 34 題2 分
【題組共用題幹】
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. ____ We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive, involving all stakeholders of the global polity, from the public and private sectors to academia and civil society.
____ The Second used electric power to create mass production. The Third used electronics and information technology to automate production. Now a Fourth Industrial Revolution is building on the Third, the digital revolution that has been occurring since the middle of the last century. ____.
There are three reasons why today’s transformations represent not merely a prolongation of the Third Industrial Revolution but rather the arrival of a Fourth and distinct one: velocity, scope, and systems impact. The three reasons are briefly addressed below. ____ When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace. ____ And the breadth and depth of these changes herald the transformation of entire systems of production, management, and governance.
登入後即可作答並保存紀錄。
核心觀念
本題考「克漏字篇章結構」與「語意銜接」，重點包括：
- 代名詞與指涉：如 it、the transformation 所指稱的內容。
- 篇章層次：先提出第四次工業革命的總體影響，再補充歷史背景與具體特色。
- 邏輯順序：歷史發展依序為 First、Second、Third、Fourth Industrial Revolution。
- 關鍵字呼應：scale, scope, complexity、breadth and depth、velocity 等詞彼此形成語意連貫。
本題第 31 題的正確答案為 (D)。
解題方法
第 31 題位於第一段：
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. ____ We do not yet know just how it will unfold, but one thing is clear...
前句指出科技革命將「根本改變人類生活、工作及互動方式」，空格後則說明「我們尚不知道它將如何發展」。
因此，空格需要放入一句能：
- 承接前句，說明這場革命的規模與影響；
- 自然引出後句對未來發展的描述；
- 概括整體影響，而非突然進入歷史細節。
(D)：
In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before.
翻譯為：
就其規模、範圍與複雜程度而言，這場轉變將不同於人類過去所經歷的一切。
此句先概括第四次工業革命的巨大影響，接著以 We do not yet know just how it will unfold 延伸說明其發展仍難以預測，語意最完整。
定位答案的關鍵原文與翻譯
空格前：
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another.
翻譯：
我們正站在一場科技革命的邊緣；這場革命將根本改變我們生活、工作以及彼此互動的方式。
正確接句：
In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before.
翻譯：
就其規模、範圍與複雜程度而言，這場轉變將不同於人類過去所經歷的一切。
空格後：
We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive...
翻譯：
我們目前還不知道它究竟會如何發展，但有一點很清楚：對它的回應必須是整合且全面的……
三句形成「革命影響重大且前所未有 → 發展尚難預測 → 社會必須全面因應」的完整邏輯。
選項分析
(A) The First Industrial Revolution used water and steam power to mechanize production.
意思是：
第一次工業革命利用水力與蒸汽動力，使生產機械化。
此句本身正確，但不適合第 31 題的空格。它是歷史背景句，必須放在：
The Second used electric power...
之前，形成 First、Second、Third、Fourth 的歷史順序。若放在第一段，會從當代科技革命的總體影響突然跳到第一次工業革命，篇章不連貫。
(B) It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres.
意思是：
它的特色是各種科技融合，逐漸模糊物理、數位與生物領域之間的界線。
此句中的 It 指第四次工業革命，內容是在定義其具體特色。它適合接在：
Now a Fourth Industrial Revolution is building on the Third...
之後，先說明第四次工業革命建立於數位革命之上，再補充其主要特徵。放在第 31 題會過早引入細部定義，無法承接前句對整體規模的概括。
(C) The speed of current breakthroughs has no historical precedent.
意思是：
當前突破的速度在歷史上前所未有。
此句對應第二段所列的三項理由之一：velocity。它適合放在：
The three reasons are briefly addressed below.
之後，接著由：
When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace.
進一步解釋「速度前所未有」的原因。放在第 31 題，則會突然聚焦於速度，與前句的總體影響不如 (D) 相符。
第 35 題2 分
【題組共用題幹】
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. ____ We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive, involving all stakeholders of the global polity, from the public and private sectors to academia and civil society.
____ The Second used electric power to create mass production. The Third used electronics and information technology to automate production. Now a Fourth Industrial Revolution is building on the Third, the digital revolution that has been occurring since the middle of the last century. ____.
There are three reasons why today’s transformations represent not merely a prolongation of the Third Industrial Revolution but rather the arrival of a Fourth and distinct one: velocity, scope, and systems impact. The three reasons are briefly addressed below. ____ When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace. ____ And the breadth and depth of these changes herald the transformation of entire systems of production, management, and governance.
登入後即可作答並保存紀錄。
核心觀念
本題考「克漏字篇章結構」與「語意銜接」，重點包括：
- 代名詞與指涉：如 it、the transformation 所指稱的內容。
- 篇章層次：先提出第四次工業革命的總體影響，再補充歷史背景與具體特色。
- 邏輯順序：歷史發展依序為 First、Second、Third、Fourth Industrial Revolution。
- 關鍵字呼應：scale, scope, complexity、breadth and depth、velocity 等詞彼此形成語意連貫。
本題第 31 題的正確答案為 (D)。
解題方法
第 31 題位於第一段：
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. ____ We do not yet know just how it will unfold, but one thing is clear...
前句指出科技革命將「根本改變人類生活、工作及互動方式」，空格後則說明「我們尚不知道它將如何發展」。
因此，空格需要放入一句能：
- 承接前句，說明這場革命的規模與影響；
- 自然引出後句對未來發展的描述；
- 概括整體影響，而非突然進入歷史細節。
(D)：
In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before.
翻譯為：
就其規模、範圍與複雜程度而言，這場轉變將不同於人類過去所經歷的一切。
此句先概括第四次工業革命的巨大影響，接著以 We do not yet know just how it will unfold 延伸說明其發展仍難以預測，語意最完整。
定位答案的關鍵原文與翻譯
空格前：
We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another.
翻譯：
我們正站在一場科技革命的邊緣；這場革命將根本改變我們生活、工作以及彼此互動的方式。
正確接句：
In its scale, scope, and complexity, the transformation will be unlike anything humankind has experienced before.
翻譯：
就其規模、範圍與複雜程度而言，這場轉變將不同於人類過去所經歷的一切。
空格後：
We do not yet know just how it will unfold, but one thing is clear: the response to it must be integrated and comprehensive...
翻譯：
我們目前還不知道它究竟會如何發展，但有一點很清楚：對它的回應必須是整合且全面的……
三句形成「革命影響重大且前所未有 → 發展尚難預測 → 社會必須全面因應」的完整邏輯。
選項分析
(A) The First Industrial Revolution used water and steam power to mechanize production.
意思是：
第一次工業革命利用水力與蒸汽動力，使生產機械化。
此句本身正確，但不適合第 31 題的空格。它是歷史背景句，必須放在：
The Second used electric power...
之前，形成 First、Second、Third、Fourth 的歷史順序。若放在第一段，會從當代科技革命的總體影響突然跳到第一次工業革命，篇章不連貫。
(B) It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres.
意思是：
它的特色是各種科技融合，逐漸模糊物理、數位與生物領域之間的界線。
此句中的 It 指第四次工業革命，內容是在定義其具體特色。它適合接在：
Now a Fourth Industrial Revolution is building on the Third...
之後，先說明第四次工業革命建立於數位革命之上，再補充其主要特徵。放在第 31 題會過早引入細部定義，無法承接前句對整體規模的概括。
(C) The speed of current breakthroughs has no historical precedent.
意思是：
當前突破的速度在歷史上前所未有。
此句對應第二段所列的三項理由之一：velocity。它適合放在：
The three reasons are briefly addressed below.
之後，接著由：
When compared with previous industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace.
進一步解釋「速度前所未有」的原因。放在第 31 題，則會突然聚焦於速度，與前句的總體影響不如 (D) 相符。
第 36 題2 分
【題組共用題幹】
Veterans of past epidemics have long warned that American society is trapped in a cycle of panic and neglect. After every crisis—anthrax, SARS, flu, Ebola—attention is paid and investments are made. But after short periods of peacetime, memories fade and budgets dwindle. This trend transcends red and blue administrations. When a new normal sets in, the abnormal once again becomes unimaginable. But there is reason to think that COVID-19 might be a disaster that leads to more radical and lasting change.
The other major epidemics of recent decades either barely affected the U.S. (SARS, MERS, Ebola), were milder than expected (H1N1 flu in 2009), or were mostly limited to specific groups of people (Zika, HIV). The COVID-19 pandemic, by contrast, is affecting everyone directly, changing the nature of their everyday life. That distinguishes it not only from other diseases, but also from the other systemic challenges of our time. When an administration prevaricates on climate change, the effects won’t be felt for years, and even then will be hard to parse. It’s different when a president says that everyone can get a test, and one day later, everyone cannot. Pandemics are democratizing experiences. People whose privilege and power would normally shield them from a crisis are facing quarantines, testing positive, and losing loved ones.
After 9/11, the world focused on counterterrorism. After COVID-19, attention may shift to public health. Expect to see a spike in funding for virology and vaccinology, a surge in students applying to public-health programs, and more domestic production of medical supplies. Expect pandemics to top the agenda at the United Nations General Assembly. Anthony Fauci is now a household name. “Regular people finally get what an epidemiologist does,” says Monica Schoch-Spana, a medical anthropologist at the Johns Hopkins Center for Health Security.
Such changes, in themselves, might protect the world from the next inevitable disease. “The countries that had lived through SARS had a public consciousness about this that allowed them to leap into action,” said Ron Klain, the former Ebola czar. For the U.S., and for the world, it’s abundantly, viscerally clear what a pandemic can do.
The lessons that America draws from this experience are hard to predict, especially at a time when online algorithms and partisan broadcasters only serve news that aligns with their audience’s preconceptions. Such dynamics will be pivotal in the coming months, says Ilan Goldenberg, a foreign-policy expert at the Center for a New American Security. “The transitions after World War II or 9/11 were not about a bunch of new ideas,” he says. “The ideas are out there, but the debates will be more acute over the next few months because of the fluidity of the moment and willingness of the American public to accept big, massive changes.”
One could easily conceive of a world in which most of the nation believes that America defeated COVID-19. Despite his many lapses, Trump’s approval rating has surged. Imagine that he succeeds in diverting blame for the crisis to China, casting it as the villain and America as the resilient hero. During the second term of his presidency, the U.S. turns further inward and pulls out of NATO and other international alliances, builds actual and figurative walls, and disinvests in other nations. As Generation C—people who are born into a society profoundly altered by COVID-19—grows up, foreign plagues replace communists and terrorists as the new generational threat.
One could also envisage a future in which America learns a different lesson. A communal spirit, ironically born through social distancing, causes people to turn outward, to neighbors both foreign and domestic. The election of November 2020 may become a repudiation of “America first” politics. The nation pivots, as it did after World War II, from isolationism to international cooperation. Buoyed by steady investments and an influx of the brightest minds, the health-care workforce surges. Generation C kids write school essays about growing up to be epidemiologists. Public health becomes the centerpiece of foreign policy. The U.S. leads a new global partnership focused on solving challenges like pandemics and climate change.
According to the passage, which of the following statements is NOT true?
登入後即可作答並保存紀錄。
核心觀念
本題為閱讀理解與語意判斷題，要求找出「與文章內容不符」的敘述。解題重點是：
- 比對選項與原文的直接資訊。
- 注意程度副詞與範圍字眼，例如 barely（幾乎不）、milder than expected（比預期溫和）、everyone（每個人）、only（只有）。
- 判斷選項是否將原文意思反向解讀，或擴大、縮小了原文範圍。
題目問的是 NOT true，因此要選出錯誤的敘述。
解題方法
先找文章中對各項敘述的對應句，再逐一比對。
本題最關鍵的定位句是：
The COVID-19 pandemic, by contrast, is affecting everyone directly, changing the nature of their everyday life.
相較之下，COVID-19 疫情正直接影響每一個人，改變他們日常生活的型態。
文中接著補充：
People whose privilege and power would normally shield them from a crisis are facing quarantines, testing positive, and losing loved ones.
平時原本能以特權與權力避開危機的人，現在也面臨隔離、檢測呈陽性，以及失去親人的處境。
原文明確表示 COVID-19 影響的是 everyone，並且連平時受到特權保護的人也無法倖免。因此「只影響特權階級」與文章意思完全相反。
選項分析
(A) Before COVID-19, American society tends to forget about the past epidemics after a period of time.
COVID-19 之前，美國社會往往經過一段時間後便忘記過去的疫情。
此敘述正確。文章第一段指出：
After short periods of peacetime, memories fade and budgets dwindle.
經過短暫的和平時期後，人們的記憶逐漸淡去，預算也日益縮減。
其中：
- memories fade：記憶逐漸淡忘
- budgets dwindle：預算逐漸減少
- a cycle of panic and neglect：恐慌與忽視的循環
這表示每次疫情危機過後，社會注意力與資源會逐漸消退，符合選項所述。
(B) H1N1 flu in 2009 impacted the U.S. in a way milder than expected.
2009 年的 H1N1 流感對美國造成的影響比預期溫和。
此敘述正確。原文寫道：
The other major epidemics of recent decades either barely affected the U.S. ..., were milder than expected (H1N1 flu in 2009), or were mostly limited to specific groups of people ...
近幾十年的其他重大疫情，不是幾乎沒有影響美國，就是比預期溫和（例如 2009 年的 H1N1 流感），不然就是主要限於特定族群。
milder than expected 意為「比預期更溫和」，與選項完全一致。
(C) SARS and MERS only barely affected people in the U.S.
SARS 與 MERS 對美國民眾的影響非常有限。
此敘述正確。原文指出：
The other major epidemics of recent decades either barely affected the U.S. (SARS, MERS, Ebola) ...
近幾十年的其他重大疫情，有些幾乎沒有影響美國（SARS、MERS、伊波拉）……
- barely affected：幾乎沒有影響
- the U.S.：美國整體，文章語境包含美國社會與民眾
選項中的 only barely affected 即「僅造成極其有限的影響」，符合原文。
(D) The COVID-19 pandemic affects only the privileged group.
COVID-19 疫情只影響特權階級。
此敘述錯誤，故為答案。
文章明確寫道：
The COVID-19 pandemic, by contrast, is affecting everyone directly.
相較之下，COVID-19 疫情正直接影響每一個人。
而且文章進一步說：
People whose privilege and power would normally shield them from a crisis are facing quarantines, testing positive, and losing loved ones.
第 37 題2 分
【題組共用題幹】
Veterans of past epidemics have long warned that American society is trapped in a cycle of panic and neglect. After every crisis—anthrax, SARS, flu, Ebola—attention is paid and investments are made. But after short periods of peacetime, memories fade and budgets dwindle. This trend transcends red and blue administrations. When a new normal sets in, the abnormal once again becomes unimaginable. But there is reason to think that COVID-19 might be a disaster that leads to more radical and lasting change.
The other major epidemics of recent decades either barely affected the U.S. (SARS, MERS, Ebola), were milder than expected (H1N1 flu in 2009), or were mostly limited to specific groups of people (Zika, HIV). The COVID-19 pandemic, by contrast, is affecting everyone directly, changing the nature of their everyday life. That distinguishes it not only from other diseases, but also from the other systemic challenges of our time. When an administration prevaricates on climate change, the effects won’t be felt for years, and even then will be hard to parse. It’s different when a president says that everyone can get a test, and one day later, everyone cannot. Pandemics are democratizing experiences. People whose privilege and power would normally shield them from a crisis are facing quarantines, testing positive, and losing loved ones.
After 9/11, the world focused on counterterrorism. After COVID-19, attention may shift to public health. Expect to see a spike in funding for virology and vaccinology, a surge in students applying to public-health programs, and more domestic production of medical supplies. Expect pandemics to top the agenda at the United Nations General Assembly. Anthony Fauci is now a household name. “Regular people finally get what an epidemiologist does,” says Monica Schoch-Spana, a medical anthropologist at the Johns Hopkins Center for Health Security.
Such changes, in themselves, might protect the world from the next inevitable disease. “The countries that had lived through SARS had a public consciousness about this that allowed them to leap into action,” said Ron Klain, the former Ebola czar. For the U.S., and for the world, it’s abundantly, viscerally clear what a pandemic can do.
The lessons that America draws from this experience are hard to predict, especially at a time when online algorithms and partisan broadcasters only serve news that aligns with their audience’s preconceptions. Such dynamics will be pivotal in the coming months, says Ilan Goldenberg, a foreign-policy expert at the Center for a New American Security. “The transitions after World War II or 9/11 were not about a bunch of new ideas,” he says. “The ideas are out there, but the debates will be more acute over the next few months because of the fluidity of the moment and willingness of the American public to accept big, massive changes.”
One could easily conceive of a world in which most of the nation believes that America defeated COVID-19. Despite his many lapses, Trump’s approval rating has surged. Imagine that he succeeds in diverting blame for the crisis to China, casting it as the villain and America as the resilient hero. During the second term of his presidency, the U.S. turns further inward and pulls out of NATO and other international alliances, builds actual and figurative walls, and disinvests in other nations. As Generation C—people who are born into a society profoundly altered by COVID-19—grows up, foreign plagues replace communists and terrorists as the new generational threat.
One could also envisage a future in which America learns a different lesson. A communal spirit, ironically born through social distancing, causes people to turn outward, to neighbors both foreign and domestic. The election of November 2020 may become a repudiation of “America first” politics. The nation pivots, as it did after World War II, from isolationism to international cooperation. Buoyed by steady investments and an influx of the brightest minds, the health-care workforce surges. Generation C kids write school essays about growing up to be epidemiologists. Public health becomes the centerpiece of foreign policy. The U.S. leads a new global partnership focused on solving challenges like pandemics and climate change.
According to the passage, which of the following statements is NOT true?
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核心觀念
本題是閱讀理解中的「找出不正確敘述」題，重點在於：
- 將選項內容與文章明示資訊逐一比對。
- 注意肯定與否定、增加與減少等語意方向。
- 理解預測性語氣，如
may、expect to see，表示「可能／預期將會」。
文章主旨是：COVID-19 直接影響所有人，可能使美國及全球更加重視公共衛生、病毒學、疫苗研究與醫療用品供應。
解題方法
本題最有效的切入點，是尋找第三段中明確列出的未來變化：
“Expect to see a spike in funding for virology and vaccinology, a surge in students applying to public-health programs, and more domestic production of medical supplies.”
翻譯為：
「預期病毒學與疫苗學的經費會大幅增加、申請公共衛生相關課程的學生會大量增加，以及醫療用品的國內生產會增加。」
這一句直接對應到 A、B、D、E 四個選項：
a spike in funding：經費增加，可支持 A。virology and vaccinology：病毒學與疫苗學，可支持 B。a surge in students applying to public-health programs：申請公共衛生課程的學生增加，可支持 D。more domestic production：更多國內生產，與 E 的 decrease「減少」相反。
因此，E 是不符合文章內容的敘述。
關鍵單字與片語
veteran：資深人士；老手epidemic：流行病；疫情panic and neglect：恐慌與忽視investment：投資；資金投入budget dwindle：預算逐漸縮減transcend：超越administration：政府；行政當局the new normal：新常態abnormal：異常狀態radical and lasting change：激進且持久的改變virology：病毒學vaccinology：疫苗學public health：公共衛生medical supplies：醫療用品household name：家喻戶曉的人物epidemiologist：流行病學家communal spirit：共同體精神；群體意識turn outward：轉向對外；更加關注外部世界isolationism：孤立主義international cooperation：國際合作
文法與語意重點
第三段的句型是：
Expect to see + 名詞 A, 名詞 B, and 名詞 C
其中三個名詞片語形成平行結構：
a spike in fundinga surge in studentsmore domestic production
expect to see 表示「預期將看到」，後文描述的是疫情後可能出現的社會變化。
本題的陷阱在於 E 只改變了一個關鍵字：
- 文章：
more domestic production，國內生產增加 - 選項 E：
decrease domestic production，國內生產減少
方向完全相反，因此 E 為錯誤敘述。
選項分析
(A) Scientists may find it easier to obtain funding for virology.
第 38 題2 分
【題組共用題幹】
Veterans of past epidemics have long warned that American society is trapped in a cycle of panic and neglect. After every crisis—anthrax, SARS, flu, Ebola—attention is paid and investments are made. But after short periods of peacetime, memories fade and budgets dwindle. This trend transcends red and blue administrations. When a new normal sets in, the abnormal once again becomes unimaginable. But there is reason to think that COVID-19 might be a disaster that leads to more radical and lasting change.
The other major epidemics of recent decades either barely affected the U.S. (SARS, MERS, Ebola), were milder than expected (H1N1 flu in 2009), or were mostly limited to specific groups of people (Zika, HIV). The COVID-19 pandemic, by contrast, is affecting everyone directly, changing the nature of their everyday life. That distinguishes it not only from other diseases, but also from the other systemic challenges of our time. When an administration prevaricates on climate change, the effects won’t be felt for years, and even then will be hard to parse. It’s different when a president says that everyone can get a test, and one day later, everyone cannot. Pandemics are democratizing experiences. People whose privilege and power would normally shield them from a crisis are facing quarantines, testing positive, and losing loved ones.
After 9/11, the world focused on counterterrorism. After COVID-19, attention may shift to public health. Expect to see a spike in funding for virology and vaccinology, a surge in students applying to public-health programs, and more domestic production of medical supplies. Expect pandemics to top the agenda at the United Nations General Assembly. Anthony Fauci is now a household name. “Regular people finally get what an epidemiologist does,” says Monica Schoch-Spana, a medical anthropologist at the Johns Hopkins Center for Health Security.
Such changes, in themselves, might protect the world from the next inevitable disease. “The countries that had lived through SARS had a public consciousness about this that allowed them to leap into action,” said Ron Klain, the former Ebola czar. For the U.S., and for the world, it’s abundantly, viscerally clear what a pandemic can do.
The lessons that America draws from this experience are hard to predict, especially at a time when online algorithms and partisan broadcasters only serve news that aligns with their audience’s preconceptions. Such dynamics will be pivotal in the coming months, says Ilan Goldenberg, a foreign-policy expert at the Center for a New American Security. “The transitions after World War II or 9/11 were not about a bunch of new ideas,” he says. “The ideas are out there, but the debates will be more acute over the next few months because of the fluidity of the moment and willingness of the American public to accept big, massive changes.”
One could easily conceive of a world in which most of the nation believes that America defeated COVID-19. Despite his many lapses, Trump’s approval rating has surged. Imagine that he succeeds in diverting blame for the crisis to China, casting it as the villain and America as the resilient hero. During the second term of his presidency, the U.S. turns further inward and pulls out of NATO and other international alliances, builds actual and figurative walls, and disinvests in other nations. As Generation C—people who are born into a society profoundly altered by COVID-19—grows up, foreign plagues replace communists and terrorists as the new generational threat.
One could also envisage a future in which America learns a different lesson. A communal spirit, ironically born through social distancing, causes people to turn outward, to neighbors both foreign and domestic. The election of November 2020 may become a repudiation of “America first” politics. The nation pivots, as it did after World War II, from isolationism to international cooperation. Buoyed by steady investments and an influx of the brightest minds, the health-care workforce surges. Generation C kids write school essays about growing up to be epidemiologists. Public health becomes the centerpiece of foreign policy. The U.S. leads a new global partnership focused on solving challenges like pandemics and climate change.
In the context of the passage, the word “lapses” most closely corresponds to which of the following words?
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核心觀念
本題考查字義判斷與語境推論，重點是辨認 lapse 在特定上下文中的意思。
lapse 常見義如下：
- 疏忽、失誤、過失
- 行為或表現上的失常
- 失效、中斷
- （時間）流逝
本題中，lapses 是指政治人物在處理危機時所犯的錯誤、失言或失策，最接近 gaffes（失言、失誤、失策）。
解題方法
先定位答案所在句：
One could easily conceive of a world in which most of the nation believes that America defeated COVID-19. Despite his many lapses, Trump’s approval rating has surged.
翻譯：
很容易想像出這樣的世界：全國大多數人相信美國擊敗了 COVID-19。儘管川普犯下許多失誤，他的支持率仍大幅上升。
句中的 Despite 表示「儘管」，後面接的是不利因素。文意指出，川普雖然在疫情處理、言論或政策上犯了許多錯誤，支持率卻上升。因此，lapses 應解作「失誤、過失、失策」。
在政治語境中，gaffe 特別常指政治人物的失言、言論錯誤或公開場合的失態，與本句最為接近。
選項分析
(A) shortages
意為「短缺、不足」，例如：
- food shortages：食物短缺
- shortage of medical supplies：醫療用品短缺
此字描述資源數量不足，不能表示一個人犯下的錯誤。句中 his many lapses 是「他犯下的許多失誤」，不是「他的許多短缺」，因此錯誤。
(B) redundancies
意為「多餘、冗贅」，也可指「裁員」或「冗員」。
例如：
- unnecessary redundancies：不必要的贅述
- job redundancies：裁員
此字與「錯誤、失言」無關，不符合句意。
(C) gaffes
意為「失言、失誤、失策」，通常指因粗心、判斷不當而造成的公開錯誤，尤其常用於政治人物或公眾人物。
第 39 題2 分
【題組共用題幹】
Veterans of past epidemics have long warned that American society is trapped in a cycle of panic and neglect. After every crisis—anthrax, SARS, flu, Ebola—attention is paid and investments are made. But after short periods of peacetime, memories fade and budgets dwindle. This trend transcends red and blue administrations. When a new normal sets in, the abnormal once again becomes unimaginable. But there is reason to think that COVID-19 might be a disaster that leads to more radical and lasting change.
The other major epidemics of recent decades either barely affected the U.S. (SARS, MERS, Ebola), were milder than expected (H1N1 flu in 2009), or were mostly limited to specific groups of people (Zika, HIV). The COVID-19 pandemic, by contrast, is affecting everyone directly, changing the nature of their everyday life. That distinguishes it not only from other diseases, but also from the other systemic challenges of our time. When an administration prevaricates on climate change, the effects won’t be felt for years, and even then will be hard to parse. It’s different when a president says that everyone can get a test, and one day later, everyone cannot. Pandemics are democratizing experiences. People whose privilege and power would normally shield them from a crisis are facing quarantines, testing positive, and losing loved ones.
After 9/11, the world focused on counterterrorism. After COVID-19, attention may shift to public health. Expect to see a spike in funding for virology and vaccinology, a surge in students applying to public-health programs, and more domestic production of medical supplies. Expect pandemics to top the agenda at the United Nations General Assembly. Anthony Fauci is now a household name. “Regular people finally get what an epidemiologist does,” says Monica Schoch-Spana, a medical anthropologist at the Johns Hopkins Center for Health Security.
Such changes, in themselves, might protect the world from the next inevitable disease. “The countries that had lived through SARS had a public consciousness about this that allowed them to leap into action,” said Ron Klain, the former Ebola czar. For the U.S., and for the world, it’s abundantly, viscerally clear what a pandemic can do.
The lessons that America draws from this experience are hard to predict, especially at a time when online algorithms and partisan broadcasters only serve news that aligns with their audience’s preconceptions. Such dynamics will be pivotal in the coming months, says Ilan Goldenberg, a foreign-policy expert at the Center for a New American Security. “The transitions after World War II or 9/11 were not about a bunch of new ideas,” he says. “The ideas are out there, but the debates will be more acute over the next few months because of the fluidity of the moment and willingness of the American public to accept big, massive changes.”
One could easily conceive of a world in which most of the nation believes that America defeated COVID-19. Despite his many lapses, Trump’s approval rating has surged. Imagine that he succeeds in diverting blame for the crisis to China, casting it as the villain and America as the resilient hero. During the second term of his presidency, the U.S. turns further inward and pulls out of NATO and other international alliances, builds actual and figurative walls, and disinvests in other nations. As Generation C—people who are born into a society profoundly altered by COVID-19—grows up, foreign plagues replace communists and terrorists as the new generational threat.
One could also envisage a future in which America learns a different lesson. A communal spirit, ironically born through social distancing, causes people to turn outward, to neighbors both foreign and domestic. The election of November 2020 may become a repudiation of “America first” politics. The nation pivots, as it did after World War II, from isolationism to international cooperation. Buoyed by steady investments and an influx of the brightest minds, the health-care workforce surges. Generation C kids write school essays about growing up to be epidemiologists. Public health becomes the centerpiece of foreign policy. The U.S. leads a new global partnership focused on solving challenges like pandemics and climate change.
It is still difficult to predict the lessons that America may learn from the COVID-19 pandemic. Which of the following post-pandemic predictions is NOT mentioned?
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核心觀念
本題考查閱讀理解中的「資訊定位」與「同義改寫」：
- 題目問的是 NOT mentioned，也就是找出文章中沒有提到的預測。
- 解題重點不是判斷選項是否合理，而是逐一回到文章，確認選項是否能由原文直接支持或合理改寫。
- 本題同時考查字義、片語及語意判讀，尤其要注意選項使用否定語氣時，是否與原文方向相反。
解題方法
先抓住題幹最後一句：
Which of the following post-pandemic predictions is NOT mentioned?
下列哪一項疫情後的預測沒有被提及？
文章後半段提出兩種未來情境：
- 美國更加孤立，築起實際與象徵性的高牆。
- 美國從孤立主義轉向國際合作，人民因社交距離而產生共同體精神。
因此，逐項比對文章中的關鍵句即可。
選項分析
(A) The U.S. may turn from isolationism to international cooperation.
美國可能從孤立主義轉向國際合作。
原文：
The nation pivots, as it did after World War II, from isolationism to international cooperation.
翻譯：
這個國家會如同第二次世界大戰後一樣，從孤立主義轉向國際合作。
選項幾乎是原文的直接改寫，內容明確被提及，正確。
(B) America may build actual and figurative walls, and may be reluctant to invest in other countries.
美國可能築起實際與象徵性的高牆，並且不願投資其他國家。
原文：
The U.S. turns further inward and pulls out of NATO and other international alliances, builds actual and figurative walls, and disinvests in other nations.
翻譯：
美國更加轉向內部，退出北約及其他國際聯盟，築起實際與象徵性的高牆，並減少對其他國家的投資。
其中：
- turn inward：轉向內部、採取孤立姿態
- actual and figurative walls：實際的高牆與象徵性的隔閡
- disinvest in：撤回投資、減少投資
選項完整對應原文，正確。
(C) Social distancing may foster a communal spirit that enables Americans to turn to form an even more stronger bond with foreign nations.
社交距離可能培養共同體精神，使美國人轉而與外國建立更強的聯繫。
原文：
A communal spirit, ironically born through social distancing, causes people to turn outward, to neighbors both foreign and domestic.
翻譯：
一種諷刺地因社交距離而產生的共同體精神，使人們轉向外部，關心國內外的鄰人。
關鍵對應如下：
- social distancing：社交距離
- communal spirit：共同體精神、群體意識
- turn outward：轉向外部、對外交流
- foreign and domestic：國外與國內的
選項雖然將 turn outward 改寫成「與外國建立更強的聯繫」，但整體方向與原文一致，屬於合理的語意延伸，因此不是答案。
文法上，選項中的 an even more stronger bond 不符合標準英文。應改為：
- an even stronger bond
- a much stronger bond
第 40 題2 分
【題組共用題幹】
Veterans of past epidemics have long warned that American society is trapped in a cycle of panic and neglect. After every crisis—anthrax, SARS, flu, Ebola—attention is paid and investments are made. But after short periods of peacetime, memories fade and budgets dwindle. This trend transcends red and blue administrations. When a new normal sets in, the abnormal once again becomes unimaginable. But there is reason to think that COVID-19 might be a disaster that leads to more radical and lasting change.
The other major epidemics of recent decades either barely affected the U.S. (SARS, MERS, Ebola), were milder than expected (H1N1 flu in 2009), or were mostly limited to specific groups of people (Zika, HIV). The COVID-19 pandemic, by contrast, is affecting everyone directly, changing the nature of their everyday life. That distinguishes it not only from other diseases, but also from the other systemic challenges of our time. When an administration prevaricates on climate change, the effects won’t be felt for years, and even then will be hard to parse. It’s different when a president says that everyone can get a test, and one day later, everyone cannot. Pandemics are democratizing experiences. People whose privilege and power would normally shield them from a crisis are facing quarantines, testing positive, and losing loved ones.
After 9/11, the world focused on counterterrorism. After COVID-19, attention may shift to public health. Expect to see a spike in funding for virology and vaccinology, a surge in students applying to public-health programs, and more domestic production of medical supplies. Expect pandemics to top the agenda at the United Nations General Assembly. Anthony Fauci is now a household name. “Regular people finally get what an epidemiologist does,” says Monica Schoch-Spana, a medical anthropologist at the Johns Hopkins Center for Health Security.
Such changes, in themselves, might protect the world from the next inevitable disease. “The countries that had lived through SARS had a public consciousness about this that allowed them to leap into action,” said Ron Klain, the former Ebola czar. For the U.S., and for the world, it’s abundantly, viscerally clear what a pandemic can do.
The lessons that America draws from this experience are hard to predict, especially at a time when online algorithms and partisan broadcasters only serve news that aligns with their audience’s preconceptions. Such dynamics will be pivotal in the coming months, says Ilan Goldenberg, a foreign-policy expert at the Center for a New American Security. “The transitions after World War II or 9/11 were not about a bunch of new ideas,” he says. “The ideas are out there, but the debates will be more acute over the next few months because of the fluidity of the moment and willingness of the American public to accept big, massive changes.”
One could easily conceive of a world in which most of the nation believes that America defeated COVID-19. Despite his many lapses, Trump’s approval rating has surged. Imagine that he succeeds in diverting blame for the crisis to China, casting it as the villain and America as the resilient hero. During the second term of his presidency, the U.S. turns further inward and pulls out of NATO and other international alliances, builds actual and figurative walls, and disinvests in other nations. As Generation C—people who are born into a society profoundly altered by COVID-19—grows up, foreign plagues replace communists and terrorists as the new generational threat.
One could also envisage a future in which America learns a different lesson. A communal spirit, ironically born through social distancing, causes people to turn outward, to neighbors both foreign and domestic. The election of November 2020 may become a repudiation of “America first” politics. The nation pivots, as it did after World War II, from isolationism to international cooperation. Buoyed by steady investments and an influx of the brightest minds, the health-care workforce surges. Generation C kids write school essays about growing up to be epidemiologists. Public health becomes the centerpiece of foreign policy. The U.S. leads a new global partnership focused on solving challenges like pandemics and climate change.
What is this passage mainly about?
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核心觀念
本題考「閱讀測驗主旨判斷」。主旨題不是尋找某一段的細節，而是綜合：
- 文章討論的核心事件；
- 作者對此事件的主要觀察；
- 文章最後提出的發展方向或結論。
本文核心在於：COVID-19 使美國社會全面受到衝擊，可能促使美國在公共衛生、國際合作與政治方向上產生重大轉變，走向不同的未來。
解題方法
文章結構可整理如下：
- 第一段：過去美國面對疫情時，經常陷入「恐慌—忽視」的循環；但 COVID-19 可能帶來更持久的改變。
- 第二段：COVID-19 與過去疫情不同，因為它直接影響所有人的日常生活。
- 第三、四段：疫情可能使公共衛生受到更多重視，帶動醫學研究、人才培育及醫療物資生產。
- 第五段：疫情後美國社會的走向仍取決於政治、媒體與公共意見。
- 第六、七段：作者提出兩種相反未來：一種是更孤立、更排外；另一種是更重視社會共同體、國際合作與公共衛生。
因此，全文不是只談醫療投資，也不是只談 Generation C，而是在說 COVID-19 帶來全面性挑戰，並可能使美國走向不同的國家道路。
定位答案的關鍵句
“The COVID-19 pandemic, by contrast, is affecting everyone directly, changing the nature of their everyday life.”
意為：「相較之下，COVID-19 疫情直接影響每一個人，改變了人們日常生活的本質。」
這句指出 COVID-19 的全面衝擊，是全文討論的基礎。
文章後段又寫道：
“One could also envisage a future in which America learns a different lesson.”
意為：「人們也可以想像另一種未來：美國從這次經驗中學到不同的教訓。」
此句引出疫情可能造成的不同國家發展方向，直接呼應選項 B 的 “may bring the nation to a different path”。
關鍵單字與片語
- veteran：經驗豐富的人；老手
- be trapped in a cycle of：陷入……的循環
- panic and neglect：恐慌與忽視
- peacetime：和平時期
- budgets dwindle：預算逐漸減少
- transcend：超越；不受……限制
- abnormal：異常狀態
- unimaginable：難以想像的
- by contrast：相較之下
- distinguish A from B：將 A 與 B 區分開來
- systemic challenge：系統性挑戰
- parse：分析；理解
- prevaricate：含糊其辭；閃爍其詞
- democratizing experience：使不同階層共同面對的經驗
- shield A from B：保護 A 免受 B 影響
- spike in funding：資金大幅增加
- surge in students：學生人數激增
- top the agenda：成為議程首要事項
- leap into action：立即採取行動
- draw lessons from：從……汲取教訓
- preconception：先入之見
- acute：尖銳的；嚴重的
- fluidity of the moment：局勢快速變動的特性
- divert blame：轉移責任
- resilient：有韌性的；能迅速恢復的
- turn inward：轉向內縮；採取孤立政策
- turn outward：轉向對外；加強交流合作
- repudiation：否定；拒斥
- isolationism：孤立主義
- buoyed by：受到……鼓舞或支持
- centerpiece：核心；中心
- envisage：設想；想像
文法與語意重點
- either A, B, or C
“The other major epidemics … either barely affected the U.S., were milder than expected, or were mostly limited to specific groups of people.”
此處使用三項並列，說明過去疫情對美國的影響各有侷限，襯托 COVID-19 的普遍性。
- by contrast
第 41 題2 分
【題組共用題幹】
During the past few decades, a group of second-language (L2) acquisition researchers have attempted to account for L2 ultimate attainment in terms of input processing problems. Among these scholars, Sorace (2004) posited that advanced L2 learners’ real-time processing of L2 input (such as spoken words) is often less rapid and less automatic than first-language (L1) speakers; consequently, L2 learners’ ability to access and coordinate multiple sources of knowledge from different domains may be computationally costly. In this regard, when the meaning of a word or grammatical form requires computing information from different linguistic (sub)domains (e.g., syntax, morphology or semantics), near-native speakers may not efficiently access all the required information for real-time interpretation. According to Liu (2009), this reduced efficiency in real-time processing may not significantly disrupt advanced L2 learners’ comprehension; but it may exert a negative impact on the retention of the comprehended information. In a similar vein, Juffs and Harrington (1995) and Hernandez et al. (1994) both observed that highly advanced L2 learners performed as well as native speakers in rejecting ungrammatical L2 sentences, but with much longer response time.
These scholars thus concluded that although near-native speakers are able to develop a fully amalgamated processing system to reduce cross-linguistic disparities, they were still unable to consistently understand L2 sentences using L2-specific processing strategies. Liu (2009) and Juffs and Harrington (1995) therefore both maintained that processing efficiency, rather than grammatical competence, is the source of difficulty that distinguishes a native speaker from a near-native speaker.
To further explore if L2 learners, who are situated in an input-rich environment, are able to acquire a native-like processing system in the L2, McDonald (1987) recruited English-Dutch and Dutch-English bilinguals who learned the L2 at different ages, and had various amounts of exposure to the L2. McDonald found that both beginning and intermediate L2 learners, who had not yet had sufficient exposure to the L2, still utilized L1-based processing strategies while comprehending L2 sentences. As a result, these L2 learners still suffered from L1 interference. However, McDonald observed that both early and late L2 learners in the long exposure group resembled native speakers in terms of the linguistic cues they drew on when comprehending L2 sentences. McDonald concluded that L2 learners, irrespective of their onset age of learning the L2, are able to completely master L2 processing strategies given sufficient L2 exposure.
McDonald’s view is not without challenge. Bassetti (2004) posited that when learning an L2 with a mature (L1) processing system already in place, adult L2 learners would need to merge the knowledge systems of their two languages. The more comprehensively the L1 and L2 systems are integrated, the more likely the resulting hybrid knowledge system can be consistently drawn upon to reduce the disparities in the decision space in L2 processing. However, Bassetti argued that the above scenario is extremely difficult, if not impossible, for L2 learners; even if it is possible, a full merger of L1 and L2 knowledge systems is not equivalent to two monolinguals housed in a single brain. Consequently, bilinguals would always exhibit subtle, non-native intuition and judgment in both their L1 and L2. Following the above view, complete native-likeness is not possible in L2 acquisition.
Hitherto, researchers still differ in their views on the ultimate (grammatical) attainment in L2 acquisition. The inconclusive finding is attributed to the nature of the participants examined in existing studies. Birdsong (2009) contended that to make a strong case for L2 ultimate attainment, one needs to draw on empirical evidence from the most advanced L2 learners whose language development (in the L2) has reached the highest attainable state. Otherwise, one can always argue that L2 learners’ competence or performance may be subject to change given more exposure, time, and practice. Notwithstanding Birdsong’s suggestion, researchers continue to use various lenient or methodologically convenient criteria recruiting the so-called “advanced L2 learners,” with some using achievement tests (such as scores from final exams) and others using placement tests. The results of these tests can only shed light on L2 learners’ achievement in some limited language subdomains, rather than their overall proficiency profile. Without using stringent standardized “proficiency” tests (such as TOEFL, IELTS, or TOEIC), existing studies might have collected data from L2 learners whose L2 development is still in progress, rather than genuinely advanced L2 learners whose L2 has reached a plateau. Longitudinal data collected from the latter L2 learner population are warranted in order to shed more light on the developmental trajectory that L2 learners take and the upper limit that they can reach. Hitherto, much remains unknown about the attainability of a native-like processing system in L2 acquisition.
What is this passage mainly about?
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核心觀念
本題考查英文閱讀測驗的「主旨判斷」。文章主軸是第二語言（L2）學習者能否達到接近母語者的最高語言能力，也就是 L2 ultimate attainment，尤其聚焦於：
- L2 學習者是否能建立類似母語者的語言處理系統。
- L2 處理效率與文法能力之間的差異。
- L1 與 L2 的干擾、整合，以及學習年齡與接觸量的影響。
- L2 學習者是否能達到真正的 native-like processing system。
- 現有研究在受試者選取與能力測量上的限制。
因此，全文是在整理不同學者對「L2 學習的最佳可達狀態」之爭論，而非只討論單一影響因素。
解題方法
判斷閱讀主旨時，應觀察：
- 開頭提出的研究問題。
- 各段落是否圍繞同一核心概念發展。
- 結尾是否再次總結全文焦點。
本文第一段介紹 Sorace、Liu、Juffs and Harrington 等學者，說明近母語程度的 L2 學習者在語言處理速度與效率上仍可能不同於母語者。
第二、三、四段分別呈現不同觀點：
- 有些研究認為，只要有充分 L2 接觸，即使學習起始年齡不同，也能掌握 L2 處理策略。
- Bassetti 則認為，成人已經具有成熟的 L1 處理系統，L1 與 L2 的完全融合極其困難，因此完全母語化不可能。
- Birdsong 指出，過去研究對「advanced L2 learners」的定義不夠嚴格，研究結果因此仍不足以判斷 L2 的真正最高成就。
最後一句直接指出全文研究焦點：
“Hitherto, much remains unknown about the attainability of a native-like processing system in L2 acquisition.”
意思是：「截至目前，關於第二語言習得是否能達到類似母語者的處理系統，仍有許多未知之處。」
這正對應選項 D 的 an overview of the debate on the best attainable state in L2 acquisition，即「概述第二語言習得中最佳可達狀態的爭論」。
文章結構與定位
| 段落 | 主要內容 |
|---|---|
| 第一段 | L2 學習者的即時語言處理效率可能不如母語者 |
| 第二段 | 處理效率而非文法能力，可能是近母語者與母語者的差異來源 |
| 第三段 | McDonald 認為充分接觸能使不同年齡學習者掌握 L2 處理策略 |
| 第四段 | Bassetti 認為 L1、L2 完全整合極為困難，完全母語化不可達 |
| 第五段 | 現有研究方法不足，L2 能否達到母語者程度仍未定論 |
整體而言，文章不是支持單一理論，而是整理正反不同研究觀點，並指出目前證據仍不足。因此主旨應選擇具有「概述爭論」意義的選項。
關鍵單字與片語
- second-language acquisition：第二語言習得
- ultimate attainment：最終成就；學習者最終能達到的最高程度
- real-time processing：即時處理
- automatic：自動化的
- computationally costly：在認知運算上成本很高的
- linguistic domain：語言領域
- near-native speaker：接近母語程度的說話者
- retention：保留、記憶
- ungrammatical sentence：不合文法的句子
- processing strategy：處理策略
- L1 interference：第一語言干擾
- input-rich environment：語言輸入豐富的環境
- onset age of learning：開始學習的年齡
- merge：合併、融合
- hybrid knowledge system：混合式知識系統
- native-likeness：母語者般的程度
- plateau：平台期；能力發展停滯的階段
- stringent：嚴格的
- longitudinal data：縱貫資料
- developmental trajectory：發展軌跡
- attainability：可達成性
文法與語意重點
- rather than A
“processing efficiency, rather than grammatical competence, is the source of difficulty”
此處 rather than 表示「而不是」，句意為：
「造成困難的來源是處理效率，而不是文法能力。」
這句凸顯文章討論的不只是「會不會文法」，而是「能否像母語者一樣快速、有效率地處理語言」。
第 42 題2 分
【題組共用題幹】
During the past few decades, a group of second-language (L2) acquisition researchers have attempted to account for L2 ultimate attainment in terms of input processing problems. Among these scholars, Sorace (2004) posited that advanced L2 learners’ real-time processing of L2 input (such as spoken words) is often less rapid and less automatic than first-language (L1) speakers; consequently, L2 learners’ ability to access and coordinate multiple sources of knowledge from different domains may be computationally costly. In this regard, when the meaning of a word or grammatical form requires computing information from different linguistic (sub)domains (e.g., syntax, morphology or semantics), near-native speakers may not efficiently access all the required information for real-time interpretation. According to Liu (2009), this reduced efficiency in real-time processing may not significantly disrupt advanced L2 learners’ comprehension; but it may exert a negative impact on the retention of the comprehended information. In a similar vein, Juffs and Harrington (1995) and Hernandez et al. (1994) both observed that highly advanced L2 learners performed as well as native speakers in rejecting ungrammatical L2 sentences, but with much longer response time.
These scholars thus concluded that although near-native speakers are able to develop a fully amalgamated processing system to reduce cross-linguistic disparities, they were still unable to consistently understand L2 sentences using L2-specific processing strategies. Liu (2009) and Juffs and Harrington (1995) therefore both maintained that processing efficiency, rather than grammatical competence, is the source of difficulty that distinguishes a native speaker from a near-native speaker.
To further explore if L2 learners, who are situated in an input-rich environment, are able to acquire a native-like processing system in the L2, McDonald (1987) recruited English-Dutch and Dutch-English bilinguals who learned the L2 at different ages, and had various amounts of exposure to the L2. McDonald found that both beginning and intermediate L2 learners, who had not yet had sufficient exposure to the L2, still utilized L1-based processing strategies while comprehending L2 sentences. As a result, these L2 learners still suffered from L1 interference. However, McDonald observed that both early and late L2 learners in the long exposure group resembled native speakers in terms of the linguistic cues they drew on when comprehending L2 sentences. McDonald concluded that L2 learners, irrespective of their onset age of learning the L2, are able to completely master L2 processing strategies given sufficient L2 exposure.
McDonald’s view is not without challenge. Bassetti (2004) posited that when learning an L2 with a mature (L1) processing system already in place, adult L2 learners would need to merge the knowledge systems of their two languages. The more comprehensively the L1 and L2 systems are integrated, the more likely the resulting hybrid knowledge system can be consistently drawn upon to reduce the disparities in the decision space in L2 processing. However, Bassetti argued that the above scenario is extremely difficult, if not impossible, for L2 learners; even if it is possible, a full merger of L1 and L2 knowledge systems is not equivalent to two monolinguals housed in a single brain. Consequently, bilinguals would always exhibit subtle, non-native intuition and judgment in both their L1 and L2. Following the above view, complete native-likeness is not possible in L2 acquisition.
Hitherto, researchers still differ in their views on the ultimate (grammatical) attainment in L2 acquisition. The inconclusive finding is attributed to the nature of the participants examined in existing studies. Birdsong (2009) contended that to make a strong case for L2 ultimate attainment, one needs to draw on empirical evidence from the most advanced L2 learners whose language development (in the L2) has reached the highest attainable state. Otherwise, one can always argue that L2 learners’ competence or performance may be subject to change given more exposure, time, and practice. Notwithstanding Birdsong’s suggestion, researchers continue to use various lenient or methodologically convenient criteria recruiting the so-called “advanced L2 learners,” with some using achievement tests (such as scores from final exams) and others using placement tests. The results of these tests can only shed light on L2 learners’ achievement in some limited language subdomains, rather than their overall proficiency profile. Without using stringent standardized “proficiency” tests (such as TOEFL, IELTS, or TOEIC), existing studies might have collected data from L2 learners whose L2 development is still in progress, rather than genuinely advanced L2 learners whose L2 has reached a plateau. Longitudinal data collected from the latter L2 learner population are warranted in order to shed more light on the developmental trajectory that L2 learners take and the upper limit that they can reach. Hitherto, much remains unknown about the attainability of a native-like processing system in L2 acquisition.
According to the passage, which of the following statements is NOT true?
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核心觀念
本題考查長篇閱讀理解，重點包括：
- L2 ultimate attainment：第二語言學習者最終能達到的語言能力上限。
- L1 interference：第一語言對第二語言理解與產出的干擾。
- L2-specific processing strategies：第二語言特有的語言處理策略。
- processing efficiency：語言輸入處理的效率，包括速度、自動化程度，以及同時整合不同語言資訊的能力。
- methodological issue：研究方法上的問題，例如受試者篩選標準不夠嚴格，導致研究結果無法代表真正高度進階的學習者。
題目問的是 NOT true，因此要找與文章內容不符的敘述。
解題方法
閱讀測驗的關鍵是找出各選項在文章中的對應位置，尤其注意：
- generally、unequivocally、most prominent 等強烈或絕對語氣。
- 文章是否真的支持該選項，而非僅能推論出部分內容。
- 題目問「不正確」，因此四個能由文章支持的選項應排除，剩下者即為答案。
本題最重要的定位句是：
“Hitherto, researchers still differ in their views on the ultimate (grammatical) attainment in L2 acquisition.”
翻譯：
「截至目前，研究者對於第二語言習得的最終（文法）成就仍然有不同看法。」
此外，文章又指出：
“McDonald concluded that L2 learners, irrespective of their onset age of learning the L2, are able to completely master L2 processing strategies given sufficient L2 exposure.”
翻譯：
「McDonald 的結論是：不論學習第二語言的起始年齡為何，只要有充分的第二語言接觸，學習者都能完全掌握第二語言的處理策略。」
這兩句直接否定了選項 C 的說法。
選項分析
(A) Some researchers have not employed rigid participant screening criteria, as a result of which the collected data might not shed light on the best attainable state in L2 acquisition.
翻譯：
「有些研究者沒有採用嚴格的受試者篩選標準，因此所蒐集的資料可能無法說明第二語言習得中最佳可達成的狀態。」
正確。
文章最後一段指出，研究者使用各種寬鬆或方便的方法招募所謂的「進階學習者」，例如：
“some using achievement tests … and others using placement tests.”
翻譯：
「有些人使用成就測驗，例如期末考成績；另一些人則使用分班測驗。」
文章進一步說，這些測驗只能反映學習者在某些有限語言領域的成就，未必能證明其整體能力已達到最高或穩定的平台。因此，受試者篩選標準不夠嚴格，確實會影響研究是否能說明 L2 的最佳 attainable state。
(B) Although scholars differ in their views on whether a nativelike processing system can be attained, they generally agree that L2 learners are less efficient in processing language input.
翻譯：
「雖然學者對於是否能達到類母語處理系統有不同看法，但他們大致同意第二語言學習者處理語言輸入的效率較低。」
正確。
文章前半部指出，進階 L2 學習者處理第二語言輸入時：
“is often less rapid and less automatic than first-language (L1) speakers”
翻譯：
「通常不如第一語言使用者快速且自動化。」
文章也明確說明：
“processing efficiency, rather than grammatical competence, is the source of difficulty that distinguishes a native speaker from a near-native speaker.”
翻譯：
「區分母語者與近母語程度學習者的困難來源，是處理效率，而不是文法能力。」
因此，雖然學者對「能否達到類母語處理系統」意見不同，但對 L2 學習者在即時語言處理方面較不有效率，文章確實呈現出相當一致的看法。
(C) Researchers unequivocally believe that the onset age of learning the L2 is the most prominent determinant for L2 acqu
第 43 題2 分
【題組共用題幹】
During the past few decades, a group of second-language (L2) acquisition researchers have attempted to account for L2 ultimate attainment in terms of input processing problems. Among these scholars, Sorace (2004) posited that advanced L2 learners’ real-time processing of L2 input (such as spoken words) is often less rapid and less automatic than first-language (L1) speakers; consequently, L2 learners’ ability to access and coordinate multiple sources of knowledge from different domains may be computationally costly. In this regard, when the meaning of a word or grammatical form requires computing information from different linguistic (sub)domains (e.g., syntax, morphology or semantics), near-native speakers may not efficiently access all the required information for real-time interpretation. According to Liu (2009), this reduced efficiency in real-time processing may not significantly disrupt advanced L2 learners’ comprehension; but it may exert a negative impact on the retention of the comprehended information. In a similar vein, Juffs and Harrington (1995) and Hernandez et al. (1994) both observed that highly advanced L2 learners performed as well as native speakers in rejecting ungrammatical L2 sentences, but with much longer response time.
These scholars thus concluded that although near-native speakers are able to develop a fully amalgamated processing system to reduce cross-linguistic disparities, they were still unable to consistently understand L2 sentences using L2-specific processing strategies. Liu (2009) and Juffs and Harrington (1995) therefore both maintained that processing efficiency, rather than grammatical competence, is the source of difficulty that distinguishes a native speaker from a near-native speaker.
To further explore if L2 learners, who are situated in an input-rich environment, are able to acquire a native-like processing system in the L2, McDonald (1987) recruited English-Dutch and Dutch-English bilinguals who learned the L2 at different ages, and had various amounts of exposure to the L2. McDonald found that both beginning and intermediate L2 learners, who had not yet had sufficient exposure to the L2, still utilized L1-based processing strategies while comprehending L2 sentences. As a result, these L2 learners still suffered from L1 interference. However, McDonald observed that both early and late L2 learners in the long exposure group resembled native speakers in terms of the linguistic cues they drew on when comprehending L2 sentences. McDonald concluded that L2 learners, irrespective of their onset age of learning the L2, are able to completely master L2 processing strategies given sufficient L2 exposure.
McDonald’s view is not without challenge. Bassetti (2004) posited that when learning an L2 with a mature (L1) processing system already in place, adult L2 learners would need to merge the knowledge systems of their two languages. The more comprehensively the L1 and L2 systems are integrated, the more likely the resulting hybrid knowledge system can be consistently drawn upon to reduce the disparities in the decision space in L2 processing. However, Bassetti argued that the above scenario is extremely difficult, if not impossible, for L2 learners; even if it is possible, a full merger of L1 and L2 knowledge systems is not equivalent to two monolinguals housed in a single brain. Consequently, bilinguals would always exhibit subtle, non-native intuition and judgment in both their L1 and L2. Following the above view, complete native-likeness is not possible in L2 acquisition.
Hitherto, researchers still differ in their views on the ultimate (grammatical) attainment in L2 acquisition. The inconclusive finding is attributed to the nature of the participants examined in existing studies. Birdsong (2009) contended that to make a strong case for L2 ultimate attainment, one needs to draw on empirical evidence from the most advanced L2 learners whose language development (in the L2) has reached the highest attainable state. Otherwise, one can always argue that L2 learners’ competence or performance may be subject to change given more exposure, time, and practice. Notwithstanding Birdsong’s suggestion, researchers continue to use various lenient or methodologically convenient criteria recruiting the so-called “advanced L2 learners,” with some using achievement tests (such as scores from final exams) and others using placement tests. The results of these tests can only shed light on L2 learners’ achievement in some limited language subdomains, rather than their overall proficiency profile. Without using stringent standardized “proficiency” tests (such as TOEFL, IELTS, or TOEIC), existing studies might have collected data from L2 learners whose L2 development is still in progress, rather than genuinely advanced L2 learners whose L2 has reached a plateau. Longitudinal data collected from the latter L2 learner population are warranted in order to shed more light on the developmental trajectory that L2 learners take and the upper limit that they can reach. Hitherto, much remains unknown about the attainability of a native-like processing system in L2 acquisition.
In the context of the passage, the word “plateau” most closely corresponds to which of the following words?
登入後即可作答並保存紀錄。
核心觀念
本題考字義判斷與語境推論，關鍵在於理解 plateau 在語言學文章中的引申義。
- plateau：高原；（發展、進步的）停滯期、穩定階段
- ceiling：天花板；上限、最高程度
- obstacle：障礙
- cut-off：截止點、分界線
- segment：部分、區段
- closure：結束、封閉
文章討論第二語言學習者的語言能力能否達到母語者程度，並指出研究應選取語言發展已達最高可達狀態的真正高程度學習者。因此，plateau 在此指「能力發展到某一高度後，進步趨於停滯的上限」。
解題方法
定位答案的關鍵句為：
“...genuinely advanced L2 learners whose L2 has reached a plateau.”
意思是：
「真正程度高的第二語言學習者，其第二語言已經達到一個發展的平台期／停滯點。」
前文已說明，若學習者仍可能因為更多接觸、時間與練習而進步，就不能確定他們已達到真正的最高程度。文末又接著說：
“Longitudinal data collected from the latter L2 learner population are warranted in order to shed more light on the developmental trajectory that L2 learners take and the upper limit that they can reach.”
意思是：
「有必要針對這類學習者蒐集縱貫資料，以了解第二語言學習者的發展軌跡，以及他們能達到的上限。」
由 upper limit 可直接推知，前句的 plateau 是指語言發展已達到「上限」或「最高穩定程度」，因此選 ceiling。
選項分析
(A) ceiling：上限、最高程度
正確。
reach a plateau 常表示發展或進步到達某個階段後趨於平穩，不再明顯提升。在本題語境中，指第二語言能力已達到可達的最高階段，相當於 reach a ceiling，即「達到上限」。
(B) obstacle：障礙
錯誤。
obstacle 指阻礙前進的事物，例如：
- an obstacle to learning
學習上的障礙
第 44 題2 分
【題組共用題幹】
During the past few decades, a group of second-language (L2) acquisition researchers have attempted to account for L2 ultimate attainment in terms of input processing problems. Among these scholars, Sorace (2004) posited that advanced L2 learners’ real-time processing of L2 input (such as spoken words) is often less rapid and less automatic than first-language (L1) speakers; consequently, L2 learners’ ability to access and coordinate multiple sources of knowledge from different domains may be computationally costly. In this regard, when the meaning of a word or grammatical form requires computing information from different linguistic (sub)domains (e.g., syntax, morphology or semantics), near-native speakers may not efficiently access all the required information for real-time interpretation. According to Liu (2009), this reduced efficiency in real-time processing may not significantly disrupt advanced L2 learners’ comprehension; but it may exert a negative impact on the retention of the comprehended information. In a similar vein, Juffs and Harrington (1995) and Hernandez et al. (1994) both observed that highly advanced L2 learners performed as well as native speakers in rejecting ungrammatical L2 sentences, but with much longer response time.
These scholars thus concluded that although near-native speakers are able to develop a fully amalgamated processing system to reduce cross-linguistic disparities, they were still unable to consistently understand L2 sentences using L2-specific processing strategies. Liu (2009) and Juffs and Harrington (1995) therefore both maintained that processing efficiency, rather than grammatical competence, is the source of difficulty that distinguishes a native speaker from a near-native speaker.
To further explore if L2 learners, who are situated in an input-rich environment, are able to acquire a native-like processing system in the L2, McDonald (1987) recruited English-Dutch and Dutch-English bilinguals who learned the L2 at different ages, and had various amounts of exposure to the L2. McDonald found that both beginning and intermediate L2 learners, who had not yet had sufficient exposure to the L2, still utilized L1-based processing strategies while comprehending L2 sentences. As a result, these L2 learners still suffered from L1 interference. However, McDonald observed that both early and late L2 learners in the long exposure group resembled native speakers in terms of the linguistic cues they drew on when comprehending L2 sentences. McDonald concluded that L2 learners, irrespective of their onset age of learning the L2, are able to completely master L2 processing strategies given sufficient L2 exposure.
McDonald’s view is not without challenge. Bassetti (2004) posited that when learning an L2 with a mature (L1) processing system already in place, adult L2 learners would need to merge the knowledge systems of their two languages. The more comprehensively the L1 and L2 systems are integrated, the more likely the resulting hybrid knowledge system can be consistently drawn upon to reduce the disparities in the decision space in L2 processing. However, Bassetti argued that the above scenario is extremely difficult, if not impossible, for L2 learners; even if it is possible, a full merger of L1 and L2 knowledge systems is not equivalent to two monolinguals housed in a single brain. Consequently, bilinguals would always exhibit subtle, non-native intuition and judgment in both their L1 and L2. Following the above view, complete native-likeness is not possible in L2 acquisition.
Hitherto, researchers still differ in their views on the ultimate (grammatical) attainment in L2 acquisition. The inconclusive finding is attributed to the nature of the participants examined in existing studies. Birdsong (2009) contended that to make a strong case for L2 ultimate attainment, one needs to draw on empirical evidence from the most advanced L2 learners whose language development (in the L2) has reached the highest attainable state. Otherwise, one can always argue that L2 learners’ competence or performance may be subject to change given more exposure, time, and practice. Notwithstanding Birdsong’s suggestion, researchers continue to use various lenient or methodologically convenient criteria recruiting the so-called “advanced L2 learners,” with some using achievement tests (such as scores from final exams) and others using placement tests. The results of these tests can only shed light on L2 learners’ achievement in some limited language subdomains, rather than their overall proficiency profile. Without using stringent standardized “proficiency” tests (such as TOEFL, IELTS, or TOEIC), existing studies might have collected data from L2 learners whose L2 development is still in progress, rather than genuinely advanced L2 learners whose L2 has reached a plateau. Longitudinal data collected from the latter L2 learner population are warranted in order to shed more light on the developmental trajectory that L2 learners take and the upper limit that they can reach. Hitherto, much remains unknown about the attainability of a native-like processing system in L2 acquisition.
Which of the following is NOT mentioned in the passage as a possible outcome due to deficient or non-native language processing issues?
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核心觀念
本題是閱讀理解中的「未提及資訊」判斷題，重點在於辨認文章所描述的非母語處理問題及其後果。解題時不能只看選項中的單字是否曾出現，而要判斷該選項所表達的完整概念是否受到文章支持。
文章核心觀念包括：
- L2 learners：第二語言學習者
- L1 interference：母語干擾
- processing strategies：語言處理策略
- real-time processing：即時處理
- processing efficiency：處理效率
- retention of information：資訊保留、記憶所理解的內容
- native-like processing system：類母語者的處理系統
文章指出，進階 L2 學習者雖可能具備接近母語者的文法能力，但在即時語言處理速度、自動化程度，以及整合不同語言資訊來源方面仍可能較差，進而影響資訊的理解後保留。
解題方法
題目問：
Which of the following is NOT mentioned in the passage as a possible outcome due to deficient or non-native language processing issues?
意為：「下列哪一項並未在文章中被提及為語言處理不足或非母語式語言處理可能造成的結果？」
作答步驟如下：
- 找出文章中明確描述的處理問題或後果。
- 將各選項與原文概念逐一配對。
- 尋找文章完全沒有提到，或將原文意思誇大的選項。
最關鍵的原文是：
“this reduced efficiency in real-time processing may not significantly disrupt advanced L2 learners’ comprehension; but it may exert a negative impact on the retention of the comprehended information.”
翻譯為：
「這種即時處理效率降低的情況，可能不會嚴重干擾進階 L2 學習者的理解；但可能對已理解資訊的保留造成負面影響。」
此句明確支持「即時處理效率不足」及「資訊保留受到負面影響」。文章也另外提到母語處理策略的干擾，以及無法穩定使用 L2 特有處理策略。
選項分析
(A) Interference from L1 processing strategies
意為「來自 L1 處理策略的干擾」。
原文提到：
“these L2 learners still utilized L1-based processing strategies while comprehending L2 sentences. As a result, these L2 learners still suffered from L1 interference.”
翻譯為：
「這些 L2 學習者在理解 L2 句子時，仍使用以 L1 為基礎的處理策略。因此，這些 L2 學習者仍受到 L1 干擾。」
文章直接提及 L1-based processing strategies 及 L1 interference，因此本選項有被提到，並非答案。
(B) Attrition in cognitive and memory skills
意為「認知能力與記憶能力的耗損」。
文章確實提到：
“a negative impact on the retention of the comprehended information”
但 retention 指的是「已理解資訊的保留」，也就是理解後的資訊記憶效果受到影響；它不等於 attrition。Attrition 通常指語言能力、記憶能力或其他能力逐漸流失、退化。
文章沒有說 L2 處理不足會造成整體 cognitive skills 或 memory skills 的耗損，也沒有主張認知能力與記憶能力本身發生退化。因此本選項所述概念超出原文，為未提及項目。
第 45 題2 分
【題組共用題幹】
During the past few decades, a group of second-language (L2) acquisition researchers have attempted to account for L2 ultimate attainment in terms of input processing problems. Among these scholars, Sorace (2004) posited that advanced L2 learners’ real-time processing of L2 input (such as spoken words) is often less rapid and less automatic than first-language (L1) speakers; consequently, L2 learners’ ability to access and coordinate multiple sources of knowledge from different domains may be computationally costly. In this regard, when the meaning of a word or grammatical form requires computing information from different linguistic (sub)domains (e.g., syntax, morphology or semantics), near-native speakers may not efficiently access all the required information for real-time interpretation. According to Liu (2009), this reduced efficiency in real-time processing may not significantly disrupt advanced L2 learners’ comprehension; but it may exert a negative impact on the retention of the comprehended information. In a similar vein, Juffs and Harrington (1995) and Hernandez et al. (1994) both observed that highly advanced L2 learners performed as well as native speakers in rejecting ungrammatical L2 sentences, but with much longer response time.
These scholars thus concluded that although near-native speakers are able to develop a fully amalgamated processing system to reduce cross-linguistic disparities, they were still unable to consistently understand L2 sentences using L2-specific processing strategies. Liu (2009) and Juffs and Harrington (1995) therefore both maintained that processing efficiency, rather than grammatical competence, is the source of difficulty that distinguishes a native speaker from a near-native speaker.
To further explore if L2 learners, who are situated in an input-rich environment, are able to acquire a native-like processing system in the L2, McDonald (1987) recruited English-Dutch and Dutch-English bilinguals who learned the L2 at different ages, and had various amounts of exposure to the L2. McDonald found that both beginning and intermediate L2 learners, who had not yet had sufficient exposure to the L2, still utilized L1-based processing strategies while comprehending L2 sentences. As a result, these L2 learners still suffered from L1 interference. However, McDonald observed that both early and late L2 learners in the long exposure group resembled native speakers in terms of the linguistic cues they drew on when comprehending L2 sentences. McDonald concluded that L2 learners, irrespective of their onset age of learning the L2, are able to completely master L2 processing strategies given sufficient L2 exposure.
McDonald’s view is not without challenge. Bassetti (2004) posited that when learning an L2 with a mature (L1) processing system already in place, adult L2 learners would need to merge the knowledge systems of their two languages. The more comprehensively the L1 and L2 systems are integrated, the more likely the resulting hybrid knowledge system can be consistently drawn upon to reduce the disparities in the decision space in L2 processing. However, Bassetti argued that the above scenario is extremely difficult, if not impossible, for L2 learners; even if it is possible, a full merger of L1 and L2 knowledge systems is not equivalent to two monolinguals housed in a single brain. Consequently, bilinguals would always exhibit subtle, non-native intuition and judgment in both their L1 and L2. Following the above view, complete native-likeness is not possible in L2 acquisition.
Hitherto, researchers still differ in their views on the ultimate (grammatical) attainment in L2 acquisition. The inconclusive finding is attributed to the nature of the participants examined in existing studies. Birdsong (2009) contended that to make a strong case for L2 ultimate attainment, one needs to draw on empirical evidence from the most advanced L2 learners whose language development (in the L2) has reached the highest attainable state. Otherwise, one can always argue that L2 learners’ competence or performance may be subject to change given more exposure, time, and practice. Notwithstanding Birdsong’s suggestion, researchers continue to use various lenient or methodologically convenient criteria recruiting the so-called “advanced L2 learners,” with some using achievement tests (such as scores from final exams) and others using placement tests. The results of these tests can only shed light on L2 learners’ achievement in some limited language subdomains, rather than their overall proficiency profile. Without using stringent standardized “proficiency” tests (such as TOEFL, IELTS, or TOEIC), existing studies might have collected data from L2 learners whose L2 development is still in progress, rather than genuinely advanced L2 learners whose L2 has reached a plateau. Longitudinal data collected from the latter L2 learner population are warranted in order to shed more light on the developmental trajectory that L2 learners take and the upper limit that they can reach. Hitherto, much remains unknown about the attainability of a native-like processing system in L2 acquisition.
According to McDonald’s study, which of the following factors plays a more prominent role: “onset age of learning the L2” or “amount of exposure”?
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核心觀念
本題考查第二語言習得（second-language acquisition, L2 acquisition）中的兩項影響因素：
- onset age of learning the L2：開始學習第二語言的年齡。
- amount of exposure：接觸第二語言的時間長短與輸入量。
題目要根據 McDonald 的研究，判斷「學習起始年齡」與「接觸量」何者對 L2 processing strategies（第二語言處理策略）的影響較大。
McDonald 的研究結果顯示：
- 接觸量不足的初級與中級學習者，不論何時開始學習，仍使用以母語為基礎的處理策略，受到 L1 interference（母語干擾）。
- 接觸量充足的學習者，不論是 early L2 learners 或 late L2 learners，都能表現得近似母語者。
因此，足夠的 L2 exposure 能削弱甚至凌駕學習起始年齡所造成的影響。
解題方法
解題關鍵在於定位文章中直接比較「年齡」與「接觸量」的句子：
“However, McDonald observed that both early and late L2 learners in the long exposure group resembled native speakers in terms of the linguistic cues they drew on when comprehending L2 sentences.”
翻譯：
然而，McDonald 觀察到，在長期接觸組中，無論是早期或晚期開始學習第二語言的學習者，在理解 L2 句子時所運用的語言線索，都與母語者相似。
這句話有兩個重點：
-
both early and late L2 learners
代表早期學習者與晚期學習者都達到相近表現，因此「開始學習年齡」並未造成決定性的差異。 -
in the long exposure group resembled native speakers
代表長期、充分的語言接觸，使不同起始年齡的學習者都能採用接近母語者的處理策略。
文章接著明確下結論：
“McDonald concluded that L2 learners, irrespective of their onset age of learning the L2, are able to completely master L2 processing strategies given sufficient L2 exposure.”
翻譯：
McDonald 的結論是：只要有充分的第二語言接觸，L2 學習者不論開始學習第二語言的年齡為何，都能完全掌握 L2 processing strategies。
其中：
- irrespective of = 不論、不管
- onset age = 開始年齡
- given sufficient L2 exposure = 在有充分 L2 接觸的情況下
這表示研究結果支持：接觸量的效果可以克服或凌駕年齡因素。
選項分析
(A) They exerted comparable and significant effects on L2 learners’ learning outcomes.
兩者對 L2 學習結果產生相當且顯著的影響。
錯誤。文章並未指出起始年齡與接觸量具有「相當程度」的影響。相反地，長期接觸組中的早期與晚期學習者都接近母語者，顯示接觸量的影響較為突出。
- comparable = 可相比的、程度相當的
- significant effects = 顯著影響
- learning outcomes = 學習成果
(B) The age factor played a more prominent role in determining learners’ attainment.
年齡因素在決定學習者成就方面扮演更重要的角色。
第 46 題2 分
【題組共用題幹】
During the past few decades, a group of second-language (L2) acquisition researchers have attempted to account for L2 ultimate attainment in terms of input processing problems. Among these scholars, Sorace (2004) posited that advanced L2 learners’ real-time processing of L2 input (such as spoken words) is often less rapid and less automatic than first-language (L1) speakers; consequently, L2 learners’ ability to access and coordinate multiple sources of knowledge from different domains may be computationally costly. In this regard, when the meaning of a word or grammatical form requires computing information from different linguistic (sub)domains (e.g., syntax, morphology or semantics), near-native speakers may not efficiently access all the required information for real-time interpretation. According to Liu (2009), this reduced efficiency in real-time processing may not significantly disrupt advanced L2 learners’ comprehension; but it may exert a negative impact on the retention of the comprehended information. In a similar vein, Juffs and Harrington (1995) and Hernandez et al. (1994) both observed that highly advanced L2 learners performed as well as native speakers in rejecting ungrammatical L2 sentences, but with much longer response time.
These scholars thus concluded that although near-native speakers are able to develop a fully amalgamated processing system to reduce cross-linguistic disparities, they were still unable to consistently understand L2 sentences using L2-specific processing strategies. Liu (2009) and Juffs and Harrington (1995) therefore both maintained that processing efficiency, rather than grammatical competence, is the source of difficulty that distinguishes a native speaker from a near-native speaker.
To further explore if L2 learners, who are situated in an input-rich environment, are able to acquire a native-like processing system in the L2, McDonald (1987) recruited English-Dutch and Dutch-English bilinguals who learned the L2 at different ages, and had various amounts of exposure to the L2. McDonald found that both beginning and intermediate L2 learners, who had not yet had sufficient exposure to the L2, still utilized L1-based processing strategies while comprehending L2 sentences. As a result, these L2 learners still suffered from L1 interference. However, McDonald observed that both early and late L2 learners in the long exposure group resembled native speakers in terms of the linguistic cues they drew on when comprehending L2 sentences. McDonald concluded that L2 learners, irrespective of their onset age of learning the L2, are able to completely master L2 processing strategies given sufficient L2 exposure.
McDonald’s view is not without challenge. Bassetti (2004) posited that when learning an L2 with a mature (L1) processing system already in place, adult L2 learners would need to merge the knowledge systems of their two languages. The more comprehensively the L1 and L2 systems are integrated, the more likely the resulting hybrid knowledge system can be consistently drawn upon to reduce the disparities in the decision space in L2 processing. However, Bassetti argued that the above scenario is extremely difficult, if not impossible, for L2 learners; even if it is possible, a full merger of L1 and L2 knowledge systems is not equivalent to two monolinguals housed in a single brain. Consequently, bilinguals would always exhibit subtle, non-native intuition and judgment in both their L1 and L2. Following the above view, complete native-likeness is not possible in L2 acquisition.
Hitherto, researchers still differ in their views on the ultimate (grammatical) attainment in L2 acquisition. The inconclusive finding is attributed to the nature of the participants examined in existing studies. Birdsong (2009) contended that to make a strong case for L2 ultimate attainment, one needs to draw on empirical evidence from the most advanced L2 learners whose language development (in the L2) has reached the highest attainable state. Otherwise, one can always argue that L2 learners’ competence or performance may be subject to change given more exposure, time, and practice. Notwithstanding Birdsong’s suggestion, researchers continue to use various lenient or methodologically convenient criteria recruiting the so-called “advanced L2 learners,” with some using achievement tests (such as scores from final exams) and others using placement tests. The results of these tests can only shed light on L2 learners’ achievement in some limited language subdomains, rather than their overall proficiency profile. Without using stringent standardized “proficiency” tests (such as TOEFL, IELTS, or TOEIC), existing studies might have collected data from L2 learners whose L2 development is still in progress, rather than genuinely advanced L2 learners whose L2 has reached a plateau. Longitudinal data collected from the latter L2 learner population are warranted in order to shed more light on the developmental trajectory that L2 learners take and the upper limit that they can reach. Hitherto, much remains unknown about the attainability of a native-like processing system in L2 acquisition.
What figurative language does the author apply in the statement “[it] is not equivalent to two monolinguals housed in a single brain”?
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核心觀念
本題考「修辭辨識」與語境判讀。關鍵句為：
“a full merger of L1 and L2 knowledge systems is not equivalent to two monolinguals housed in a single brain.”
意思是：「L1 與 L2 知識系統的完整融合，並不等同於把兩個單語者安置在同一個大腦裡。」
句中的 two monolinguals housed in a single brain 並非指真的有兩個單語者住在一個人的腦中，而是把雙語者的心理語言系統，形象化地比喻成「兩個各自獨立的單語者共同存在於同一個大腦」。因此，作者使用的是 metaphor（隱喻）。
解題方法
判斷修辭時，先確認句子是否按照字面理解：
- 若字面意思合理，通常可能是普通敘述。
- 若將一個抽象概念直接說成另一種具體事物，且未使用 like 或 as，通常是 metaphor。
- 本句將「雙語者的兩套語言知識系統」描寫成「兩個住在同一大腦中的單語者」，是以具體形象表達抽象的語言心理狀態。
文章的論點是：L1 與 L2 即使整合，也不會讓雙語者完全等同於兩位分別只使用單一語言的人。雙語者的兩種語言會互相影響，因此在 L1 與 L2 中都可能呈現細微的非母語直覺與判斷。
關鍵單字與片語
- figurative language：比喻性語言、修辭語言
- equivalent to：等同於
- monolingual：單語者；只使用一種語言的人
- house：安置、容納；此處作動詞使用
- be housed in：被安置於……之中
- full merger：完整融合
- knowledge systems：知識系統
- subtle：細微的
- non-native intuition and judgment：非母語者式的直覺與判斷
文法上，housed in a single brain 是過去分詞片語，修飾 two monolinguals，相當於：
two monolinguals that are housed in a single brain
其中 house 並非「房屋」，而是「容納、安置」之意，進一步形成具象化的比喻。
第 47 題2 分
【題組共用題幹】
During the past few decades, a group of second-language (L2) acquisition researchers have attempted to account for L2 ultimate attainment in terms of input processing problems. Among these scholars, Sorace (2004) posited that advanced L2 learners’ real-time processing of L2 input (such as spoken words) is often less rapid and less automatic than first-language (L1) speakers; consequently, L2 learners’ ability to access and coordinate multiple sources of knowledge from different domains may be computationally costly. In this regard, when the meaning of a word or grammatical form requires computing information from different linguistic (sub)domains (e.g., syntax, morphology or semantics), near-native speakers may not efficiently access all the required information for real-time interpretation. According to Liu (2009), this reduced efficiency in real-time processing may not significantly disrupt advanced L2 learners’ comprehension; but it may exert a negative impact on the retention of the comprehended information. In a similar vein, Juffs and Harrington (1995) and Hernandez et al. (1994) both observed that highly advanced L2 learners performed as well as native speakers in rejecting ungrammatical L2 sentences, but with much longer response time.
These scholars thus concluded that although near-native speakers are able to develop a fully amalgamated processing system to reduce cross-linguistic disparities, they were still unable to consistently understand L2 sentences using L2-specific processing strategies. Liu (2009) and Juffs and Harrington (1995) therefore both maintained that processing efficiency, rather than grammatical competence, is the source of difficulty that distinguishes a native speaker from a near-native speaker.
To further explore if L2 learners, who are situated in an input-rich environment, are able to acquire a native-like processing system in the L2, McDonald (1987) recruited English-Dutch and Dutch-English bilinguals who learned the L2 at different ages, and had various amounts of exposure to the L2. McDonald found that both beginning and intermediate L2 learners, who had not yet had sufficient exposure to the L2, still utilized L1-based processing strategies while comprehending L2 sentences. As a result, these L2 learners still suffered from L1 interference. However, McDonald observed that both early and late L2 learners in the long exposure group resembled native speakers in terms of the linguistic cues they drew on when comprehending L2 sentences. McDonald concluded that L2 learners, irrespective of their onset age of learning the L2, are able to completely master L2 processing strategies given sufficient L2 exposure.
McDonald’s view is not without challenge. Bassetti (2004) posited that when learning an L2 with a mature (L1) processing system already in place, adult L2 learners would need to merge the knowledge systems of their two languages. The more comprehensively the L1 and L2 systems are integrated, the more likely the resulting hybrid knowledge system can be consistently drawn upon to reduce the disparities in the decision space in L2 processing. However, Bassetti argued that the above scenario is extremely difficult, if not impossible, for L2 learners; even if it is possible, a full merger of L1 and L2 knowledge systems is not equivalent to two monolinguals housed in a single brain. Consequently, bilinguals would always exhibit subtle, non-native intuition and judgment in both their L1 and L2. Following the above view, complete native-likeness is not possible in L2 acquisition.
Hitherto, researchers still differ in their views on the ultimate (grammatical) attainment in L2 acquisition. The inconclusive finding is attributed to the nature of the participants examined in existing studies. Birdsong (2009) contended that to make a strong case for L2 ultimate attainment, one needs to draw on empirical evidence from the most advanced L2 learners whose language development (in the L2) has reached the highest attainable state. Otherwise, one can always argue that L2 learners’ competence or performance may be subject to change given more exposure, time, and practice. Notwithstanding Birdsong’s suggestion, researchers continue to use various lenient or methodologically convenient criteria recruiting the so-called “advanced L2 learners,” with some using achievement tests (such as scores from final exams) and others using placement tests. The results of these tests can only shed light on L2 learners’ achievement in some limited language subdomains, rather than their overall proficiency profile. Without using stringent standardized “proficiency” tests (such as TOEFL, IELTS, or TOEIC), existing studies might have collected data from L2 learners whose L2 development is still in progress, rather than genuinely advanced L2 learners whose L2 has reached a plateau. Longitudinal data collected from the latter L2 learner population are warranted in order to shed more light on the developmental trajectory that L2 learners take and the upper limit that they can reach. Hitherto, much remains unknown about the attainability of a native-like processing system in L2 acquisition.
Which of the following statements can be inferred from the passage?
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核心觀念
本題考的是閱讀測驗中的「推論題」：答案不一定逐字出現在文章中，而是要根據作者的論證脈絡，判斷哪一項能由文中合理推出。
文章主旨是探討第二語言（L2）學習者能否達到接近母語者的語法能力與語言處理效率。文中提出不同研究者的看法：
- Sorace、Liu、Juffs and Harrington 等人認為，近母語程度學習者的困難主要來自語言處理效率，而不一定是語法能力不足。
- McDonald 認為，只要有充分的 L2 接觸，早期或晚期學習者都可能完全掌握 L2 的處理策略。
- Bassetti 則認為，L1 與 L2 的知識系統難以完全融合，因此完全的母語者般能力並不可得。
- Birdsong 指出，若研究對象並非真正已達最高程度的 L2 學習者，研究結果就不足以判斷 L2 的最終上限。
因此，文章最後的重點不是直接判定「L2 能不能達到母語程度」，而是指出：既有研究的方法與受試者標準不夠嚴謹，導致目前仍無法得到清楚結論。
解題方法
解答推論題可採取以下步驟：
- 先找文章最後的結論句。
- 判斷作者指出的是「理論爭議」、「證據不足」還是「方法問題」。
- 將選項逐一與文章的明確內容比對。
- 特別注意選項中的絕對字眼，如 all、complete、strictly、crucially，這些字眼若與文章的保留語氣不符，通常是錯誤選項。
本題最關鍵的段落是最後一段：
“The inconclusive finding is attributed to the nature of the participants examined in existing studies.”
意思是：
「目前尚無定論的研究結果，被歸因於現有研究所檢驗的受試者性質。」
接著文章進一步指出：
“Without using stringent standardized ‘proficiency’ tests ... existing studies might have collected data from L2 learners whose L2 development is still in progress, rather than genuinely advanced L2 learners whose L2 has reached a plateau.”
意思是：
「如果沒有使用嚴格且標準化的能力測驗，現有研究所蒐集的資料，可能來自語言能力仍在發展中的 L2 學習者，而非 L2 發展已達到平台期的真正高階學習者。」
最後又說：
“Longitudinal data collected from the latter L2 learner population are warranted in order to shed more light on the developmental trajectory that L2 learners take and the upper limit that they can reach.”
意思是：
「有必要蒐集後者這類 L2 學習者的縱貫性資料，以更清楚了解 L2 學習者的發展軌跡及其所能達到的上限。」
這三句共同表示：目前的研究方法與受試者條件尚未完善，在這些方法問題獲得處理前，研究者無法清楚判定 L2 最佳可達狀態。因此選 (B)。
選項分析
(A) All the views in this passage are strictly based on theoretical deduction without any empirical evidence.
錯誤。
文章明確提到多項實證研究，例如：
- McDonald 招募 English-Dutch 與 Dutch-English 雙語者進行研究。
- Juffs and Harrington 觀察高階 L2 學習者拒絕不合語法句子的反應時間。
- Hernandez et al. 也進行類似觀察。
- 文章討論 achievement tests、placement tests、TOEFL、IELTS、TOEIC 等測驗資料。
因此，文中的觀點並非全部只建立在理論推演上，而是包含研究觀察與測驗資料。strictly 和 without any empirical evidence 都是過度絕對的說法。
(B) Before the methodological issue can be resolved, a clearer picture regarding the best attainable state in the L2 cannot be obtained.
正確。
文章指出，過去研究使用的「advanced L2 learners」標準不一致，有些只依據期末考成績，有些使用分班測驗。這些工具只能測量有限的語言面向，無法呈現受試者完整的整體能力。
此外，若受試者其實仍在進步，就無法確定他們目前的表現是否已達到能力上限。文章因此主張，必須使用嚴格的標準化能力測驗，並蒐集真正高階學習者的縱貫性資料，才能更清楚判斷 L2 的最高可達狀態。
所以，在受試者選取與研究方法等問題尚未解決前，無法得到更清楚的結論。
(C) Whether future research can produce fruitful insights depends crucially on analytical innovation.
錯誤。
文章確實談到未來需要更多研究，但強調的是：
- 受試者必須是真正高度進階的 L2 學習者；
- 必須使用嚴格的標準化 proficiency tests；
- 必須蒐集 longitudinal data；
- 必須觀察語言發展是否已達 plateau。
也就是說，文章重視的是研究設計、受試者標準與資料蒐集方式，而非 analytical innovation（分析方法創新）。選項把文章所說的 methodological issue 改成 analytical innovation，並加入 depends crucially 的強烈判斷，文中沒有這樣的依據。
**(D) Results from achievement tests provide a valid and complete picture of L2 learners’ overall profi
第 48 題2 分
【題組共用題幹】
During the past few decades, a group of second-language (L2) acquisition researchers have attempted to account for L2 ultimate attainment in terms of input processing problems. Among these scholars, Sorace (2004) posited that advanced L2 learners’ real-time processing of L2 input (such as spoken words) is often less rapid and less automatic than first-language (L1) speakers; consequently, L2 learners’ ability to access and coordinate multiple sources of knowledge from different domains may be computationally costly. In this regard, when the meaning of a word or grammatical form requires computing information from different linguistic (sub)domains (e.g., syntax, morphology or semantics), near-native speakers may not efficiently access all the required information for real-time interpretation. According to Liu (2009), this reduced efficiency in real-time processing may not significantly disrupt advanced L2 learners’ comprehension; but it may exert a negative impact on the retention of the comprehended information. In a similar vein, Juffs and Harrington (1995) and Hernandez et al. (1994) both observed that highly advanced L2 learners performed as well as native speakers in rejecting ungrammatical L2 sentences, but with much longer response time.
These scholars thus concluded that although near-native speakers are able to develop a fully amalgamated processing system to reduce cross-linguistic disparities, they were still unable to consistently understand L2 sentences using L2-specific processing strategies. Liu (2009) and Juffs and Harrington (1995) therefore both maintained that processing efficiency, rather than grammatical competence, is the source of difficulty that distinguishes a native speaker from a near-native speaker.
To further explore if L2 learners, who are situated in an input-rich environment, are able to acquire a native-like processing system in the L2, McDonald (1987) recruited English-Dutch and Dutch-English bilinguals who learned the L2 at different ages, and had various amounts of exposure to the L2. McDonald found that both beginning and intermediate L2 learners, who had not yet had sufficient exposure to the L2, still utilized L1-based processing strategies while comprehending L2 sentences. As a result, these L2 learners still suffered from L1 interference. However, McDonald observed that both early and late L2 learners in the long exposure group resembled native speakers in terms of the linguistic cues they drew on when comprehending L2 sentences. McDonald concluded that L2 learners, irrespective of their onset age of learning the L2, are able to completely master L2 processing strategies given sufficient L2 exposure.
McDonald’s view is not without challenge. Bassetti (2004) posited that when learning an L2 with a mature (L1) processing system already in place, adult L2 learners would need to merge the knowledge systems of their two languages. The more comprehensively the L1 and L2 systems are integrated, the more likely the resulting hybrid knowledge system can be consistently drawn upon to reduce the disparities in the decision space in L2 processing. However, Bassetti argued that the above scenario is extremely difficult, if not impossible, for L2 learners; even if it is possible, a full merger of L1 and L2 knowledge systems is not equivalent to two monolinguals housed in a single brain. Consequently, bilinguals would always exhibit subtle, non-native intuition and judgment in both their L1 and L2. Following the above view, complete native-likeness is not possible in L2 acquisition.
Hitherto, researchers still differ in their views on the ultimate (grammatical) attainment in L2 acquisition. The inconclusive finding is attributed to the nature of the participants examined in existing studies. Birdsong (2009) contended that to make a strong case for L2 ultimate attainment, one needs to draw on empirical evidence from the most advanced L2 learners whose language development (in the L2) has reached the highest attainable state. Otherwise, one can always argue that L2 learners’ competence or performance may be subject to change given more exposure, time, and practice. Notwithstanding Birdsong’s suggestion, researchers continue to use various lenient or methodologically convenient criteria recruiting the so-called “advanced L2 learners,” with some using achievement tests (such as scores from final exams) and others using placement tests. The results of these tests can only shed light on L2 learners’ achievement in some limited language subdomains, rather than their overall proficiency profile. Without using stringent standardized “proficiency” tests (such as TOEFL, IELTS, or TOEIC), existing studies might have collected data from L2 learners whose L2 development is still in progress, rather than genuinely advanced L2 learners whose L2 has reached a plateau. Longitudinal data collected from the latter L2 learner population are warranted in order to shed more light on the developmental trajectory that L2 learners take and the upper limit that they can reach. Hitherto, much remains unknown about the attainability of a native-like processing system in L2 acquisition.
Which of the following phrases can be used to replace the phrase “computationally costly” without significantly changing the meaning of the original statement?
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核心觀念
本題考「語境中的片語同義替換」，關鍵在於理解 computationally costly 的語意。
- computational：計算上的；涉及心智處理程序的
- costly：昂貴的；代價高的
- computationally costly：在認知或心理處理上需要較多資源、耗費較大心力的
- cognitively demanding：對認知能力要求高的；需要大量心智處理的
文章討論第二語言學習者在即時理解英文時，必須同時整合句法、形態與語意等不同層面的資訊，因此處理過程較慢、較不自動，也較耗費認知資源。
解題方法
定位題幹中的關鍵句：
“L2 learners’ ability to access and coordinate multiple sources of knowledge from different domains may be computationally costly.”
意為：
第二語言學習者從不同領域取得並整合多種知識來源的能力，在處理上可能需要付出很高的心智成本。
此處的 costly 並非指金錢昂貴，而是使用「成本」的比喻，表示大腦在處理資訊時需要耗費較多時間與認知資源。因此，最符合語意的替換片語是 cognitively demanding。
選項分析
(A) compositionally resilient
- compositionally：在組合方面；依組成方式
- resilient：有韌性的；能迅速恢復的
整體意為「在組合方面具有韌性」，與「需要大量認知處理」無關，不能替代 computationally costly。
(B) incredibly expensive
- incredibly：非常地；難以置信地
- expensive：昂貴的
此片語通常指金錢上的高昂，例如商品價格很貴。雖然 costly 在一般語境中可近似於 expensive，但本句的 computationally costly 是指心智運算負荷高，而非花費金錢，因此語意層面不相符。
(C) spiritually inspiring
- spiritually：在精神或心靈上
- inspiring：鼓舞人心的；啟發性的
意為「在精神上具有鼓舞作用」，與語言理解的處理負荷完全無關。
(D) emotionally involved
- emotionally：在情感上
- involved：涉入的；牽涉其中的
第 49 題2 分
【題組共用題幹】
During the past few decades, a group of second-language (L2) acquisition researchers have attempted to account for L2 ultimate attainment in terms of input processing problems. Among these scholars, Sorace (2004) posited that advanced L2 learners’ real-time processing of L2 input (such as spoken words) is often less rapid and less automatic than first-language (L1) speakers; consequently, L2 learners’ ability to access and coordinate multiple sources of knowledge from different domains may be computationally costly. In this regard, when the meaning of a word or grammatical form requires computing information from different linguistic (sub)domains (e.g., syntax, morphology or semantics), near-native speakers may not efficiently access all the required information for real-time interpretation. According to Liu (2009), this reduced efficiency in real-time processing may not significantly disrupt advanced L2 learners’ comprehension; but it may exert a negative impact on the retention of the comprehended information. In a similar vein, Juffs and Harrington (1995) and Hernandez et al. (1994) both observed that highly advanced L2 learners performed as well as native speakers in rejecting ungrammatical L2 sentences, but with much longer response time.
These scholars thus concluded that although near-native speakers are able to develop a fully amalgamated processing system to reduce cross-linguistic disparities, they were still unable to consistently understand L2 sentences using L2-specific processing strategies. Liu (2009) and Juffs and Harrington (1995) therefore both maintained that processing efficiency, rather than grammatical competence, is the source of difficulty that distinguishes a native speaker from a near-native speaker.
To further explore if L2 learners, who are situated in an input-rich environment, are able to acquire a native-like processing system in the L2, McDonald (1987) recruited English-Dutch and Dutch-English bilinguals who learned the L2 at different ages, and had various amounts of exposure to the L2. McDonald found that both beginning and intermediate L2 learners, who had not yet had sufficient exposure to the L2, still utilized L1-based processing strategies while comprehending L2 sentences. As a result, these L2 learners still suffered from L1 interference. However, McDonald observed that both early and late L2 learners in the long exposure group resembled native speakers in terms of the linguistic cues they drew on when comprehending L2 sentences. McDonald concluded that L2 learners, irrespective of their onset age of learning the L2, are able to completely master L2 processing strategies given sufficient L2 exposure.
McDonald’s view is not without challenge. Bassetti (2004) posited that when learning an L2 with a mature (L1) processing system already in place, adult L2 learners would need to merge the knowledge systems of their two languages. The more comprehensively the L1 and L2 systems are integrated, the more likely the resulting hybrid knowledge system can be consistently drawn upon to reduce the disparities in the decision space in L2 processing. However, Bassetti argued that the above scenario is extremely difficult, if not impossible, for L2 learners; even if it is possible, a full merger of L1 and L2 knowledge systems is not equivalent to two monolinguals housed in a single brain. Consequently, bilinguals would always exhibit subtle, non-native intuition and judgment in both their L1 and L2. Following the above view, complete native-likeness is not possible in L2 acquisition.
Hitherto, researchers still differ in their views on the ultimate (grammatical) attainment in L2 acquisition. The inconclusive finding is attributed to the nature of the participants examined in existing studies. Birdsong (2009) contended that to make a strong case for L2 ultimate attainment, one needs to draw on empirical evidence from the most advanced L2 learners whose language development (in the L2) has reached the highest attainable state. Otherwise, one can always argue that L2 learners’ competence or performance may be subject to change given more exposure, time, and practice. Notwithstanding Birdsong’s suggestion, researchers continue to use various lenient or methodologically convenient criteria recruiting the so-called “advanced L2 learners,” with some using achievement tests (such as scores from final exams) and others using placement tests. The results of these tests can only shed light on L2 learners’ achievement in some limited language subdomains, rather than their overall proficiency profile. Without using stringent standardized “proficiency” tests (such as TOEFL, IELTS, or TOEIC), existing studies might have collected data from L2 learners whose L2 development is still in progress, rather than genuinely advanced L2 learners whose L2 has reached a plateau. Longitudinal data collected from the latter L2 learner population are warranted in order to shed more light on the developmental trajectory that L2 learners take and the upper limit that they can reach. Hitherto, much remains unknown about the attainability of a native-like processing system in L2 acquisition.
According to this passage, which of the following protocols is characteristic of the L2 ultimate attainment research?
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核心觀念
本題考查閱讀文章中的「研究方法與研究對象」，重點在於辨認 L2 ultimate attainment research（第二語言最終習得成就研究）所強調的受試者選取原則。
文中的核心主張是：若要判斷第二語言學習者能否達到近似母語者的最高程度，研究者必須選取真正高度進階、語言發展已達平台期的學習者，而不能只依據一般成績或分班測驗判定其程度。
關鍵概念如下：
- L1：first language，第一語言、母語。
- L2：second language，第二語言。
- ultimate attainment：最終習得成就，指學習者經過長期學習後，在第二語言中所能達到的最高程度。
- near-native speaker：近似母語者，語言能力高度接近母語者，但仍可能在處理速度、直覺判斷等方面存在細微差異。
- advanced L2 learner：高階第二語言學習者。
- processing efficiency：處理效率，指即時理解語言時，能否快速且自動地整合語法、形態與語意等資訊。
- plateau：平台期，指語言發展進入相對穩定、不再明顯進步的階段。
- longitudinal data：縱貫資料，指對同一批受試者進行長期、重複追蹤所蒐集的資料。
解題方法
本題應採取「回文章定位」的方法，尋找作者明確討論研究對象與研究設計的段落。
最直接的定位句是：
“Birdsong (2009) contended that to make a strong case for L2 ultimate attainment, one needs to draw on empirical evidence from the most advanced L2 learners whose language development (in the L2) has reached the highest attainable state.”
翻譯：
Birdsong（2009）主張，若要對第二語言的最終習得成就提出有力證據，就必須採用語言發展已達到可達最高狀態的最進階第二語言學習者之實證資料。
這句明確指出，研究 L2 ultimate attainment 的重要做法是使用 the most advanced L2 learners，也就是「最進階學習者」。因此對應選項 Advanced learner approach。
文章後面又補充，不能只使用：
- achievement tests（成就測驗）
- placement tests（分班測驗）
因為這些測驗只能反映有限的語言子領域，無法證明受試者已達到整體語言能力的最高程度。研究還需要使用嚴格的 proficiency tests（能力測驗），並蒐集 longitudinal data，以確認學習者是否真正進入平台期。
選項分析
(A) Naturalistic observation data
Naturalistic observation data 意為「自然情境觀察資料」。
文章雖然提到學習者所處的 input-rich environment（輸入豐富的環境），也討論 L2 exposure（第二語言接觸量），但沒有將「自然情境觀察」列為 L2 ultimate attainment research 的典型研究程序。文章強調的是受試者必須達到最高語言發展狀態，而非資料是否來自自然觀察。
因此本選項錯誤。
(B) Multiple monitoring technique
Multiple monitoring technique 意為「多重監測技術」。
文章討論的是即時語言處理、反應時間與不同語言知識系統的整合，例如：
“processing efficiency, rather than grammatical competence, is the source of difficulty…”
意思是：「造成母語者與近似母語者差異的來源是處理效率，而非文法能力。」
這是語言處理結果與理論解釋，不是文中所說的研究 protocol（研究程序）。文章也沒有提出 multiple monitoring technique 這項方法。
因此本選項錯誤。
第 50 題2 分
【題組共用題幹】
During the past few decades, a group of second-language (L2) acquisition researchers have attempted to account for L2 ultimate attainment in terms of input processing problems. Among these scholars, Sorace (2004) posited that advanced L2 learners’ real-time processing of L2 input (such as spoken words) is often less rapid and less automatic than first-language (L1) speakers; consequently, L2 learners’ ability to access and coordinate multiple sources of knowledge from different domains may be computationally costly. In this regard, when the meaning of a word or grammatical form requires computing information from different linguistic (sub)domains (e.g., syntax, morphology or semantics), near-native speakers may not efficiently access all the required information for real-time interpretation. According to Liu (2009), this reduced efficiency in real-time processing may not significantly disrupt advanced L2 learners’ comprehension; but it may exert a negative impact on the retention of the comprehended information. In a similar vein, Juffs and Harrington (1995) and Hernandez et al. (1994) both observed that highly advanced L2 learners performed as well as native speakers in rejecting ungrammatical L2 sentences, but with much longer response time.
These scholars thus concluded that although near-native speakers are able to develop a fully amalgamated processing system to reduce cross-linguistic disparities, they were still unable to consistently understand L2 sentences using L2-specific processing strategies. Liu (2009) and Juffs and Harrington (1995) therefore both maintained that processing efficiency, rather than grammatical competence, is the source of difficulty that distinguishes a native speaker from a near-native speaker.
To further explore if L2 learners, who are situated in an input-rich environment, are able to acquire a native-like processing system in the L2, McDonald (1987) recruited English-Dutch and Dutch-English bilinguals who learned the L2 at different ages, and had various amounts of exposure to the L2. McDonald found that both beginning and intermediate L2 learners, who had not yet had sufficient exposure to the L2, still utilized L1-based processing strategies while comprehending L2 sentences. As a result, these L2 learners still suffered from L1 interference. However, McDonald observed that both early and late L2 learners in the long exposure group resembled native speakers in terms of the linguistic cues they drew on when comprehending L2 sentences. McDonald concluded that L2 learners, irrespective of their onset age of learning the L2, are able to completely master L2 processing strategies given sufficient L2 exposure.
McDonald’s view is not without challenge. Bassetti (2004) posited that when learning an L2 with a mature (L1) processing system already in place, adult L2 learners would need to merge the knowledge systems of their two languages. The more comprehensively the L1 and L2 systems are integrated, the more likely the resulting hybrid knowledge system can be consistently drawn upon to reduce the disparities in the decision space in L2 processing. However, Bassetti argued that the above scenario is extremely difficult, if not impossible, for L2 learners; even if it is possible, a full merger of L1 and L2 knowledge systems is not equivalent to two monolinguals housed in a single brain. Consequently, bilinguals would always exhibit subtle, non-native intuition and judgment in both their L1 and L2. Following the above view, complete native-likeness is not possible in L2 acquisition.
Hitherto, researchers still differ in their views on the ultimate (grammatical) attainment in L2 acquisition. The inconclusive finding is attributed to the nature of the participants examined in existing studies. Birdsong (2009) contended that to make a strong case for L2 ultimate attainment, one needs to draw on empirical evidence from the most advanced L2 learners whose language development (in the L2) has reached the highest attainable state. Otherwise, one can always argue that L2 learners’ competence or performance may be subject to change given more exposure, time, and practice. Notwithstanding Birdsong’s suggestion, researchers continue to use various lenient or methodologically convenient criteria recruiting the so-called “advanced L2 learners,” with some using achievement tests (such as scores from final exams) and others using placement tests. The results of these tests can only shed light on L2 learners’ achievement in some limited language subdomains, rather than their overall proficiency profile. Without using stringent standardized “proficiency” tests (such as TOEFL, IELTS, or TOEIC), existing studies might have collected data from L2 learners whose L2 development is still in progress, rather than genuinely advanced L2 learners whose L2 has reached a plateau. Longitudinal data collected from the latter L2 learner population are warranted in order to shed more light on the developmental trajectory that L2 learners take and the upper limit that they can reach. Hitherto, much remains unknown about the attainability of a native-like processing system in L2 acquisition.
Which statement can be added to the end of this passage without disrupting its flow?
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核心觀念
本題考的是閱讀測驗中的「篇章銜接與結論判斷」。解題重點不在單句文法，而在於判斷哪個選項能：
- 承接前文主旨；
- 延續文章的論述方向；
- 作為全文自然的結論；
- 不加入文章未討論的新觀點。
本文討論第二語言（L2）學習者能否達到近似母語者的處理系統與最終語言能力（ultimate attainment）。文章依序介紹不同學者的觀點，最後指出目前研究仍有方法學限制，且對 L2 是否能達到母語般處理系統仍有許多未知。因此結尾最適合提出「需要更適切的研究」。
文章主旨與論述脈絡
本文的論述可整理如下：
- Sorace、Liu、Juffs and Harrington 等學者認為，近似母語者的 L2 學習者可能具備相當的文法能力，但即時語言處理效率仍不如母語者。
- McDonald 認為，只要有充分的 L2 接觸，即使晚開始學習者也能完全掌握 L2 的處理策略。
- Bassetti 則認為，L1 與 L2 知識系統的完全融合極為困難，因此雙語者仍會展現細微的非母語直覺。
- Birdsong 指出，要研究 L2 的最終成就，必須選取真正達到最高發展狀態的高度進階學習者。
- 然而，現有研究常使用寬鬆或方便取得的標準，例如成就測驗或分班測驗，未必能證明受試者已真正達到 L2 發展的高原期。
- 因此，仍需要更嚴謹、方法更適切的研究。
最後一段的關鍵句是：
Hitherto, much remains unknown about the attainability of a native-like processing system in L2 acquisition.
翻譯為：
迄今為止，關於第二語言習得是否能達到近似母語者的處理系統，仍有許多未知之處。
這句明確表示研究結果尚未定論，前文也指出現有研究在受試者篩選與研究方法上存在限制。故下一句最自然的功能，是提出未來研究需求。
解題方法
判斷篇章結尾可觀察最後一句的語意方向：
- much remains unknown：仍有許多未知；
- 前文反覆提及 inconclusive finding、methodologically convenient criteria、stringent standardized proficiency tests、longitudinal data；
- 全文最後停留在「研究不足、需要更可靠證據」的方向。
因此，正確選項必須是對研究現況的總結，並合理引出未來研究方向。選項 A 的 To further advance our understanding 與前文的「仍有許多未知」形成直接銜接，語意、邏輯與篇章功能都最完整。
選項分析
(A) To further advance our understanding of L2 ultimate attainment, more methodologically appropriate research is needed.
翻譯：
為了進一步增進我們對第二語言最終成就的理解，需要更多方法學上適切的研究。
正確。
此句同時承接兩個重點：
- 前文表示對 L2 ultimate attainment 的研究結論仍不一致；
- 前文批評現有研究的受試者標準不夠嚴謹，並主張需要縱貫研究與標準化能力測驗。
句中的 more methodologically appropriate research 正好呼應前文的研究方法問題；To further advance our understanding 則自然承接最後一句的 much remains unknown。
此句也具有典型的結論功能：
目前仍有未知 → 因此需要更適切的研究。
所以符合文章的主旨與流向。
(B) Differential success and failure can co-exist in a learner’s language system.
翻譯：
不同方面的成功與失敗可以同時存在於學習者的語言系統中。
錯誤。
此句本身在語意上並非完全不合理，可能意指學習者在某些語言層面表現接近母語者，但在另一些層面仍有缺陷。然而，文章並未以「成功與失敗共存」作為最後要強調的總結。
本文最後聚焦的是：
- 研究結果尚未定論；
- 受試者的能力標準不夠嚴格；
- 仍需更適切的研究。
(B) 沒有回應研究方法的不足，也沒有提出未來研究需求，因此與前一句的 much remains unknown 銜接不足。
(C) Thanks to the advance in instructional technology, the discrepancy between native and near-native speakers’ competence can be minimized.
翻譯：
由於教學科技的進步，母語者與近似母語者之間的能力差距可以縮小。
錯誤。
文章沒有討論：
- 教學科技；
- 數位教學；
- 科技介入；
- 透過教學減少母語者與非母語者的差距。
Thanks to the advance in instructional technology 引入了全文未曾出現的新主題，屬於無中生有的外加資訊。此外，文章重點是探討 L2 學習者是否能自然達到母語般的處理系統，而非討論教學科技能否改善學習成果。
因此，此選項既缺乏前文依據，也不適合作為全文結論。