V. Reading
 Questions 41-50: Choose the BEST answer to each question below according to what is stated andimplied in the following passages.
        Student motivation has repeatedly been identified as one of the most prominent factors affectingstudents’ ultimate learning outcomes. According to Ushida (2005), motivation is both a condition for,and a result of, effective instruction. Many empirical cognitive studies have shown that lack ofmotivation for learning may be overcome by providing students with a sense of competition (Gardner,2011). Competition not only implicates “winner takes all” but also allows students who lag in certainareas to sense the imbalance between themselves and others, and then to compete with their peers toachieve “equal” status.
        In a competitive practice activity, students are usually in an alert state and aretherefore more sensitive to the permissible conversation turns/junctures, which in turn prepares themto be better able to communicate in synchronous or “real-time” conversation (Warschauer & Healey,1998). Such oral participation or communication skills are important in any collaborative classroomgroup work or whole-class conversation. In this vein, Hung, Young, and Lin (2013) found thatlearners are more motivated to participate in a classroom activity when the activity is competitive innature； more importantly, a competitive activity was found to have the potential to minimize theachievement gap for disadvantage students and to facilitate the motivation of students at differentdevelopmental stages.In traditional classroom settings where behavior management strategies are employed, learnermotivation tends to be low as students are generally aware that it is the instructor who holds the powerto allocate rewards. As such, these strategies do not reach their full potential as they rely mainly onextrinsic motivation, i.e., the instructor holds the balance of power, leaving learners with less controlover rewards. In contrast, a behavior management strategy that targets intrinsic motivation — wherelearners hold the balance of power and more control over rewards — would in turn realize greaterpotential (Dincer, Yesilyurt, & Takkac, 2012). Note, however, that behavior management methodsthat target intrinsic motivation are difficult to be implemented in traditional classroom settings,because students generally vary from each other in terms of their internal/intrinsic drives for languagelearning. Inter-learner variation in intrinsic motivation also suggests that a thorough learnermotivation analysis is warranted before the design and implementation of a behavior managementmethod； in this regard, it would involve far too much administration for one instructor to handle. Evenif such a learning motivation analysis is possible, instructors are not likely to effectively attend to theneeds of each individual. However, Web 2.0 behavior management system — a technology-mediatedsystem — may potentially tackle the aforementioned power issues and reduce the inter-learnervariation in intrinsic motivation.
【題組】41. Which statement best describes the gist of this passage?
(A) It revisits the outdated pedagogical practices beyond the classroom setting.
(B) It examines a teacher’s dilemma between managing classroom order and reducinglearners’ anxiety.
(C) It invites teachers to provide additional scaffolds focusing on high achievers.
(D) It addresses the effects of motivation on learning and discusses various issues whenapplying different classroom management protocols.