中國醫藥大學110學年後中醫系英文試題

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中國醫藥大學 110 學年度學士後中醫學系入學招生考試

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中國醫藥大學110學年度

學士後中醫學系入學招生考試

英文試題

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中國醫藥大學 110 學年度學士後中醫學系入學招生考試

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I. Vocabulary and Phrases

Questions 1-10: Choose the BEST answer to complete each sentence.

1. Language learners must first have an _____ of some particular language forms before any

subsequent processing or intake of the forms can take place.

(A) artefact

(B) originality

(D) apprehension

2. The raw scores _____ from the vocabulary tests were analyzed by using a non-parametric

statistical test.

(A) imposed

(B) obtained

(D) diminished

3. This patient’s cognitive ability is recoverable but considerable rehabilitative _____ is required.

(A) tournament

(B) interplay

(D) treatment

4. Agrammatism is considered to be the grammatical ____ experienced by aphasia patients.

(A) pledge

(B) deficit

(D) vogue

5. The limited storage space of the brain cannot store the _____ number of sentences that we may

ever need to produce.

(A) infinite

(B) analogous

(D) gracious

6. The view from the top is heady — particularly if you’re _____ in one of the Straits Suites, which

are at least 50 floors up.

(A) disgorged

(B) ensconced

(D) deported

7. Society is crumbling, with the rich living lives of decadent ease while the majority toil and _____.

(A) perjure

(B) volatilize

(D) chaperone

8. This is not a polemic about oppressive men and _____ women, but a subtle drama in which neither

party is guilty.

(A) put-upon

(B) ill-founded

(D) quartile

9. Smugglers exploit refugees by charging _____ fees to smuggle them across European borders,

hiding them in trucks and containers, where they are at high risk of abuse, injury, sickness,

detection, and even death.

(A) exorbitant

(B) nonchalant

(D) tranquil

10. Some voters find themselves in a _____ when they dislike all of the candidates.

(A) mandate

(B) patriarchy

(D) dogma

II. Grammar and Structure

Questions 11-20: Choose the BEST answer to complete each sentence.

11. Broca’s aphasia is typically described _______ laborious speech, little intonational variation, and

difficulties in putting words in order.

(A) is having

(B) as is

(D) as having

12. In ________ papers starting in the 90’s Michael and his colleagues demonstrated that aphasia

patients are less efficient in processing rapid or brief spoken stimuli.

(A) a collection of

(B) order to

(D) the power of

中國醫藥大學 110 學年度學士後中醫學系入學招生考試

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13. Genes can _____ different forms called alleles.

(A) keep order

(B) turn down

(D) come in

14. Insights into attention deployment may be obtained by attending to what have been _____ key

events in real-time input processing.

(A) established

(B) establishing

(D) establish

15. The reviewers’ challenges need to be embraced because it is indeed imperative to base learning

theories _____ empirical evidence.

(A) off

(B) to

(D) at

16. He wants to throw off the dutiful restraint _____ he’s staked his life — as the injured son of an

angry father, and as the patient husband of a demanding, irrational woman.

(A) on which

(B) against that

(D) at which

17. For years, Asian Americans were among _____ likely of any racial or ethnic group to vote or to

join community or advocacy groups.

(A) the few

(B) the little

(D) the better

18. For over a decade, U.S. military and counterterrorism officials have warned that Africa was poised

to become the next frontier _____ international terrorist organizations.

(A) out

(B) for

(D) at

19. The coronavirus-denier movement, _____ in part by wild conspiracy theories, has grown from

criticizing coronavirus lockdown measures and hygiene rules to targeting the state, its leaders,

businesses, the news media and globalism.

(A) to fuel

(B) fuels

(D) fueled

20. When the New York Police Department acquired a robotic dog last year, officials heralded the

_____ device as a futuristic tool that could go places that were too dangerous to send officers.

(A) fourth-legs

(B) four-legging

(D) four-legged

III. Cloze

Questions 21-32: Choose the BEST answer for each blank in the passages.

Specific Language Impairment (SLI) (21) a clinical condition that language users are constrained

in their ability to comprehend, process, and produce a language despite the absence of obvious

problems in intelligence, cognitive development, motor function, neurology, etc. (22) many children

can acquire their first language effortlessly, this is not the case for some children. A recent survey

shows that SLI affects approximately 8% of the first-language population. Notably, SLI appears to be

more common in males than females. To depict this language deficiency more precisely, scientists

(23) SLI patients to normally developing language users. Leonard (1998) posits that SLI children can

differ from normally developing children in five ways: a) delay in cognitive and linguistic

development; b) plateau in language attainment; c) profile difference; d) high frequency of error; and

e) qualitative difference. To begin with, because of cognitive and linguistic delay, children with SLI

start learning later than their peers; they also (24) at much a slower rate of development; in this regard,

the gap between them and their peers becomes more manifest over time. As for plateau, in addition

中國醫藥大學 110 學年度學士後中醫學系入學招生考試

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to suffering from delayed protracted development, SLI patients may never attain full (25) of the

language even after years of learning. In regard to profile difference, a SLI patient may be identical

to a normally developing child in one aspect but may be disparate in another. As for frequency of

error, SLI patients sometimes make the same (26) of errors as normally developing peers, but with a

much greater variety of variants. Finally, SLI patients often produce language errors that are

qualitatively different from the ones in normally developing children.

21.

(A) cancels out

(B) calls off

(D) refers to

22.

(A) After

(B) Before

(D) For instance

23.

(A) notarize

(B) neutralize

(D) compare

24.

(A) proceed

(B) dilute

(D) encompass

25.

(A) compartment

(B) impasse

(D) propensity

26.

(A) caveats

(B) types

(D) mergers

The persistent and universal belief in an afterlife is a very odd phenomenon. It is (27) the rational

part of the brain makes man unique in his awareness that the one inevitable event in his life is death,

while at a deeper level of consciousness the more intuitive part of the brain cannot reconcile itself to

the fact of the inescapable extinction of oneself and those to whom one is attached. The individual

therefore postulates the existence of the (28), as an entity which will live on after his physical decay.

It almost looks as if for half a million years the two parts of the brain (29) irreconcilably at war with

each other, each refusing to accept the conclusions of the other. As Erwin Panofsky pointed out,

“There is (30) any sphere of human experience where rationally incompatible beliefs so easily coexist,

and where pre-logical, one might almost say metalogical feelings so stubbornly survive in periods of

advanced civilization as in our attitudes towards the dead.” A final twist to the (31) is that the concept

of rationality developed in the West in the eighteenth century concurrently with the concept of

individualism. (32), the probability of personal extinction became at the same time more logically

compelling and more emotionally unacceptable. The intellectual and psychological tension has

actually intensified in the last 200 years.

27.

(A) similarly

(B) secularly

(D) no matter

28.

(A) dictator

(B) soul

(D) villain

29.

(A) have been

(B) has been

(D) had

30.

(A) hardly

(B) often

(D) frequently

31.

(A) batch

(B) paradox

(D) caucus

32.

(A) In contrast

(B) In absence

(D) In consequence

IV. Discourse Structure

Questions 33-40: Choose the BEST answer from the box below for each blank in the passages.

(A) It can create rhythm and structure; can be weighty or breathless; can hold a sentence back

or flick it forward “like a stone skipping across water.”

(B) A historian and a philosopher of science, she is indeed a witty, elegant writer with no

nonsense about her.

(D) Her message is that punctuation is not about limits; it’s about making language richer.

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Pity the poor semicolon, punctuation’s wallflower, wrongfully maligned and too seldom asked to

dance. (33). Cecelia Watson, in Semicolon: The Past, Present, and Future of a Misunderstood Mark,

sweeps away the myths that have sidelined the semicolon — it’s not snooty, not rulebound — and

demonstrates what impressive chops it has. (34).

Forget the “rules,” she says; just listen. In example after example — from the majesty of Melville

to the brutal Glasgow slang of Irvine Welsh’s “Trainspotting” — the semicolon is a miracle of prosody.

(35). A semicolon can be like a sigh. In a stunning passage from “The Big Sleep,” Raymond

Chandler’s semicolon is a small hiccup of heartbreak.

Great writers, Watson says, break the rules that would dole out semicolons as if they were “a

controlled substance.” (36).

(A) Being a linguistically deficient learner, I often needed more time and help than my peers in

comprehending the concepts presented by my teachers.

(B) Born two months premature, I weighed only 35 ounces — a little more than a venti-size

Starbucks coffee — and was diagnosed by the doctor as having suffered slight brain

damage that might debilitate my future language development.

learning.

(D) What helped me overcome my language barriers and become a successful language learner

in spite of this physiological deficit carried from birth?

(37). As predicted by the doctor, I experienced exasperating language delays and problems in

decoding speech sounds during the first year of my life. Unlike other babies, language did not come

naturally to me; my language learning experience involved serious effort. I nonetheless attained

native-like proficiency in my first language, Mandarin, became a highly proficient speaker of my

second language, English, and am currently a speech pathologist. (38). Some might say that this

incredible feat was made possible thanks to the brain’s ability to reorganize and restructure itself. The

fortune of encountering several inspiring mentors, however, is the main reason in how I overcame the

biological and mental barriers in my own personal growth over the years. These inspiring mentors

have taught me a number of teaching philosophies, which are quite instrumental in shaping my own

teaching. Among these important philosophies, I have come to realize that instruction needs to be

continuously developed, nurtured and evaluated by teachers and students, experts and novices, and

by peers.

(39). In spite of this comprehension issue, I was fortunate enough to come across several teachers

whose patience, creativity, and, most importantly, adaptation of their teaching structures allowed me

to access each concept in a supporting environment. (40). Instead, I saw alternatives that enabled me

to accomplish the particular goal of learning. Thus, in my own personal growth as a teacher over the

years, I have worked very hard to understand my students’ individual learning styles, accommodate

their instructional/learning needs, deliver my courses at their levels, and teach by illustration and

analogy.

中國醫藥大學 110 學年度學士後中醫學系入學招生考試

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V. Reading

Questions 41-50: Choose the BEST answer to each question below according to what is stated and

implied in the following passages.

Student motivation has repeatedly been identified as one of the most prominent factors affecting

students’ 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 of

motivation 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 certain

areas to sense the imbalance between themselves and others, and then to compete with their peers to

achieve “equal” status. In a competitive practice activity, students are usually in an alert state and are

therefore more sensitive to the permissible conversation turns/junctures, which in turn prepares them

to 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 classroom

group work or whole-class conversation. In this vein, Hung, Young, and Lin (2013) found that

learners are more motivated to participate in a classroom activity when the activity is competitive in

nature; more importantly, a competitive activity was found to have the potential to minimize the

achievement gap for disadvantage students and to facilitate the motivation of students at different

developmental stages.

In traditional classroom settings where behavior management strategies are employed, learner

motivation tends to be low as students are generally aware that it is the instructor who holds the power

to allocate rewards. As such, these strategies do not reach their full potential as they rely mainly on

extrinsic motivation, i.e., the instructor holds the balance of power, leaving learners with less control

over rewards. In contrast, a behavior management strategy that targets intrinsic motivation — where

learners hold the balance of power and more control over rewards — would in turn realize greater

potential (Dincer, Yesilyurt, & Takkac, 2012). Note, however, that behavior management methods

that 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 language

learning. Inter-learner variation in intrinsic motivation also suggests that a thorough learner

motivation analysis is warranted before the design and implementation of a behavior management

method; in this regard, it would involve far too much administration for one instructor to handle. Even

if such a learning motivation analysis is possible, instructors are not likely to effectively attend to the

needs of each individual. However, Web 2.0 behavior management system — a technology-mediated

system — may potentially tackle the aforementioned power issues and reduce the inter-learner

variation in intrinsic motivation.

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 reducing

learners’ anxiety.

(D) It addresses the effects of motivation on learning and discusses various issues when

applying different classroom management protocols.

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42. According to the article, which statement is NOT true?

(A) Competitive activities may enhance students’ motivation and participation.

(B) Traditional classroom management methods that target intrinsic motivation can

unequivocally enhance all students’ learning potential.

a classroom.

(D) Individual difference in intrinsic motivation is an issue for traditional classroom

management.

43. Which of the following is closest in meaning to the word “implicate” in the passage?

(A) entail

(B) restrict

(D) curtail

44. How do you describe the author’s attitude toward technology-mediated classroom management?

(A) suspicious

(B) optimistic

(D) cynical

45. Which statement can be added to the end of this passage without disrupting the flow of this

passage?

(A) In this study, an online Web 2.0 behavior management system called SirWilliam will be

employed as a means to address the aforementioned classroom problems.

(B) The use of a technology-mediated behavior management system will impose a negative

impact on learner affect.

developed to address these problems.

(D) Although the traditional behavior management system encourages repetition, there is

usually no record of students’ repetition unless an assistant is appointed to record such

actions.

Posthuman or post-human is a concept originating in the fields of science fiction, futurology,

contemporary art, and philosophy that means a person or entity that exists in a state beyond being

human. The concept addresses questions of ethics and justice, language and trans-species

communication, social systems, and the intellectual aspirations of interdisciplinarity.

In critical theory, the posthuman is a speculative being that represents or seeks to re-conceive the

human. It is the object of posthumanist criticism, which critically questions humanism, a branch of

humanist philosophy which claims that human nature is a universal state from which the human being

emerges; human nature is autonomous, rational, capable of free will, and unified in itself as the apex

of existence. Thus, the posthuman position recognizes imperfectability and disunity within oneself,

and understands the world through heterogeneous perspectives while seeking to maintain intellectual

rigor and dedication to objective observations. Key to this posthuman practice is the ability to fluidly

change perspectives and manifest oneself through different identities. The posthuman, for critical

theorists of the subject, has an emergent ontology rather than a stable one; in other words, the

posthuman is not a singular, defined individual, but rather one who can “become” or embody different

identities and understand the world from multiple, heterogeneous perspectives.

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Critical discourses surrounding posthumanism are not homogeneous, but in fact present a series

of often contradictory ideas, and the term itself is contested, with one of the foremost authors

associated with posthumanism, Manuel de Landa, decrying the term as “very silly.” Covering the

ideas of, for example, Robert Pepperell’s The Posthuman Condition and Hayles’s How We Became

Posthuman under a single term is distinctly problematic due to these contradictions.

The posthuman is roughly synonymous with the “cyborg” of A Cyborg Manifesto by Donna

Haraway. Haraway’s conception of the cyborg is an ironic take on traditional conceptions of the

cyborg that inverts the traditional trope of the cyborg whose presence questions the salient line

between humans and robots. Haraway’s cyborg is in many ways the “beta” version of the posthuman,

as her cyborg theory prompted the issue to be taken up in critical theory. Following Haraway, Hayles,

whose work grounds much of the critical posthuman discourse, asserts that liberal humanism —

which separates the mind from the body and thus portrays the body as a “shell” or vehicle for the

mind — becomes increasingly complicated in the late 20th and 21st centuries because information

technology puts the human body in question. Hayles maintains that we must be conscious of

information technology advancements while understanding information as “disembodied,” that is,

something which cannot fundamentally replace the human body but can only be incorporated into it

and human life practices.

The idea of post-posthumanism (post-cyborgism) has recently been introduced. This body of

work outlines the after-effects of long-term adaptation to cyborg technologies and their subsequent

removal. For instance, what happens after years of constantly wearing computer-mediating eyeglass

technologies and subsequently removing them; what happens after decades of long-term adaptation

to virtual worlds followed by a return to “reality.”

Posthuman political and natural rights have been framed on a spectrum with animal rights and

human rights. Posthumanism broadens the scope of what it means to be a valued life form and to be

treated as such (in contrast to certain life forms being seen as less-than and being taken advantage of

or killed off); it “calls for a more inclusive definition of life, and a greater moral-ethical response, and

responsibility, to non-human life forms in the age of species blurring and species mixing….[I]t

interrogates the hierarchic ordering — and subsequently exploitation and even eradication — of life

forms.”

46. According to the passage, which statement is NOT true?

(A) Posthuman as a concept is derived from various sources such as science fiction,

futurology, and philosophy.

(B) The posthuman concept exclusively concerns issues about human outer-space

exploitation.

fixed and stable one.

(D) A posthuman is not a singular, defined individual.

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47. According to the passage, which of the following is considered as another term of “posthuman”?

(A) entity

(B) identity

(D) cybog

48. According to the passage, which statement is NOT true?

(A) Scholars have different, sometimes even contradictory, ideas about posthumanism.

(B) Hayles’s How We Became Posthuman follows the traditional humanism in asserting a

clear division of body and mind.

and their later removal.

(D) Donna Haraway reverses the traditional trope of the cyborg by blurring the line between

humans and robots.

49. According to the passage, which statement is NOT true?

(A) Posthumanism conforms to the view that certain life forms are less valued and thus could

be killed off for human benefits.

(B) Posthumanism calls for a greater responsibility to non-human life forms.

(D) Posthumanism fights for the natural rights of animals.

50. What is this passage mainly about?

(A) Well-known scholarly disputes over posthuman mistakes

(B) Quarrels and debates about the mystery of non-human life forms

(D) Prejudices and misconceptions about posthumanism