IV. Reading (Questions 41-50): Choose the BEST answer for each question.  Passage 1        Repeated reading is a pedagogy originally developed to improve first-language (L1) learners’reading deficiency problems, in particular issues related to reading fluency and comprehension. In atypical repeated reading session, students are led to attend to both the phonological and visualinformation of a text by listening to the oral reading of the teacher while the students arecomprehending the text. In repeated reading of the same text, unfamiliar vocabulary or grammaticalstructure is revisited in context. This listening-while-reading technique, according to the dual-modality input theories, can significantly enhance the depth of language learning and foster elaboratememory traces of unfamiliar language forms (such as sound and spelling). In addition, repeatedreading of the same text, according to Bill VanPatten’s input processing principle, could endowsecond language (L2) learners with an optimal processing environment for language forms.Specifically, Bill VanPatten stipulated that there exists a universal tendency for bilinguals to process(language) input mainly for meaning. However, if L2 learners only process language input formeaning without attending to language forms, they will never acquire any new words or novelgrammatical structures. VanPatten also noted that L2 learners may attend to unfamiliar or novellanguage forms, and acquire them if and only after they understand the message(s) that the formsencode. This sequential view of input processing account suggests that in initial reading of a text, itis extremely difficult for L2 learners to perform any form-based processing of new vocabulary orgrammar. This suggests that any one-shot pedagogical reading teaching practice cannot effectivelyserve as the fulcrum for promoting L2 acquisition； only later (in the following exposure to the sametext) are readers’ attentional resources freed up for analyzing unfamiliar or novel language forms incomprehensible contexts. The above account offers a possible theoretical foundation for repeatedreading.        It is important to note that repeated reading pedagogy involves rereading the same text severaltimes and that such a repetitive exposure may dampen learners’ motivation to attend to the languageforms. Stephan Krashen (2004), a famous linguist, proposed that optimal form-based processing ofnovel vocabulary or grammar only occurs when learners are led to read several comprehensible textsrevolving around the same topic, and, ideally, texts constructed by the same author. In reading textsof the above nature, readers are led to familiarize themselves with the writing style and expression ofa given author while accumulating the background knowledge (meaning) of the topic at focus. Thus,in each subsequent reading, the readers’ background knowledge is enhanced； importantly, readers aregiven a contextually- and conceptually-constrained context to revisit the form and usage of unfamiliarvocabulary or grammar. Krashen coined the above approach “narrow reading”, which involves deepreading in a given topic. Narrow reading thus diverges from repeated reading in terms of ‘the context’in which the target vocabulary or structure is (re)visited: same passage vs. different but relatedpassages.        Apparently, the major and clearest advantage of narrow reading is that it is, in comparisonwith repeated reading of the same text, potentially more motivating from the perspective of learners’reading experience. Krashen even goes so far as to claim that narrow reading—the combination ofcontextualized deep reading and guided phonological reading—really has a chance of leading learnersto go beyond “reading for meaning” and to further achieve “reading for learning.” Granted, whethernarrow input is unambiguously effective in all cases warrants further empirical validation. Ioptimistically believe that the positive effects of the narrow reading approach can be expected.
【題組】41. What is the best title for this passage?
(A) An Introduction to the Dual-modality Input Theory
(B) A Developmental Account of L2 Phonological Development
(C) A Review of Two Reading Pedagogical Practices
(D) A Linguistic Approach to L2 Motivation Enhancement