中國醫藥大學109學年度學士後中醫學系入學招生考試英文試題

中國醫藥大學

109 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109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

109 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.

The most commonly ____ and explicit definition of discourse ability is formulated by an
American scholar.

(A) defrosted

(B) scraped

(D) quoted

(E) annihilated

Compared to ____ approaches, this new one provides a better estimate of the dynamics of
learning in the existing experimental paradigm.

(A) established

(B) reinforced

(D) pertained

(E) pledged

Internalized discourse knowledge may ____ the test-takers to make inferences about the content
of a passage.

(A) blunder

(B) induce

(D) alleviate

(E) jeopardize

To ____ the consistency of the used measurement, the internal reliability estimates were
calculated to examine the homogeneity of the test items.

(A) transmit

(B) fantasize

(D) patronize

(E) rotate

This treaty is a ____ commitment with reciprocal obligations and benefits.

(A) protruding

(B) temporal

(D) delinquent

(E) bilateral

The day’s activities were so enervating that he was soon in the arms of ____.

(A) Achilles

(B) Mars

(D) Apollo

(E) Neptune

With the rise of globalization, many rural cities suffered because capital disappeared along with
factories and jobs. Revenues shrank, debts mounted, and ____ declined.

(A) argument

(B) infrastructure (C) replication

(D) fracture

(E) referendum

Female war correspondents are often mistakenly portrayed as frivolous, slightly hysterical, and
sexually promiscuous ____ in pop culture.

(A) holographs

(B) grenades

(D) itineraries

(E) appendages

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.

(A) abused

(B) gritty

(D) commodious (E) auxiliary

10. 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.

(A) spectrum

(B) atmosphere

(D) emission

(E) suspension

II. Grammar and Structure

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

11. 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.

(A) in which

(B) at which

(D) but that

(E) among others

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12. These two modalities are no longer seen as distinct “ways of knowing,” ____ as different

manifestations of the same phenomenon.

(A) as of

(B) as it were

(D) but rather

(E) instead of

13. 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.

(A) of

(B) as

(D) off

(E) for

14. ____ shall I reveal the secret of this recipe.

(A) Up until now

(B) By and large

(D) By far

(E) On no account

15. If I ____ this match and done so in a well-ventilated room, it would have lit.

(A) strike

(B) stroke

(D) struck

(E) am striking

16. By studying fossils, paleontologists learn ____ forms of life thrived during various periods of

the Earth’s history.

(A) from

(B) its

(D) where

(E) what

17. 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.

(A) it not having been

(B) it is not being

(D) had it not been

(E) have it not been

18. ____ of caffeine can result in restlessness, insomnia, and even delirium.

(A) Consuming in excess

(B) To consume excessively

(D) The consumption excessive

(E) In excessive consuming

19. The University of California, ____ in 1868, is administered by a president and governed by a

twenty-four-member board of regents.

(A) founded

(B) was founded

(D) to be founded

(E) to have founded

20. A logarithm is ____ in algebra as an exponent.

(A) what it is known

(B) know what

(D) what is known

(E) known what it is

III. Cloze

Questions 21-25: Choose the BEST answer for each blank in the passage.

According to Wagner and Torgesen (1987), sound plays a 21 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    22    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

中國醫藥大學

109 學年度學士後中醫學系入學招生考試

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natural cognitive achievement that can develop 23

. 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 24 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 25

21. (A) pivotal

(B) malicious

(D) exposed

(E) cursory

22. (A) ability

(B) stem

(D) partition

(E) liability

23. (A) literally

(B) reluctantly (C) furiously

(D) spontaneously (E) tentatively

24. (A) engagement

(B) exemplar

(D) endurance

(E) exemption

25. (A) lesion

(B) legislation (C) processing

(D) suppression

(E) permission

IV. Discourse structure

Questions 26-35: Choose the BEST answer from the box below for each blank in the passage.
Part 1.

(A) In this light, several researchers have proposed various benchmark criteria.

(B) Additionally, it is still an unresolved issue with regard to where the lower bound of near-native

variation should be placed on the ordinal scale.

standard deviation of the native mean as the cut-off point.

(D) The aforementioned cut-off points provide researchers with operationalized criteria to

distinguish native and near-native variations.

(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.

26 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).
27 For instance, Urponen (2004) attempted to quantitatively depict native and near-native
variations with an ordinal scale, using the 90

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.    28    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.    29    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.    30    Such  a
consent is imperative for formulating the theoretical account on near-nativeness.

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Part 2.

(A) The First Industrial Revolution used water and steam power to mechanize production.

(B)

It is characterized by a fusion of technologies that is blurring the lines between the physical,
digital, and biological spheres

(C)

The speed of current breakthroughs has no historical precedent.

(D)

In its scale, scope, and complexity, the transformation will be unlike anything humankind has
experienced before.

(E)

Moreover, it is disrupting almost every industry in every country.

We stand on the brink of a technological revolution that will fundamentally alter the way we live,

work, and relate to one another. 31 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.

32 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. 33

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. 34 When compared with previous
industrial revolutions, the Fourth is evolving at an exponential rather than a linear pace. 35 And
the breadth and depth of these changes herald the transformation of entire systems of production,
management, and governance.

Reading

Questions 36-50: Choose the BEST answer to each question below according to what is
stated and implied in the following passages.
Part 1.

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.

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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.
36. According to the passage, which of the following statements is NOT true?

(A) Before COVID-19, American society tends to forget about the past epidemics after a period

of time.

(B) H1N1 flu in 2009 impacted the U.S. in a way milder than expected.

(D) The COVID-19 pandemic affects only the privileged group.

(E) After COVID-19, people may begin to realize the importance of public health.

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37. According to the passage, which of the following statements is NOT true?

(A) Scientists may find it easier to obtain funding for virology.

(B) Research grants may be increased in efforts dedicated to finding vaccine.

(D) More students may want to major in public health.

(E) Governments may decrease domestic production of medical supplies.

38. In the context of the passage, the word “lapses” most closely corresponds to which of the

following words?

(A) shortages

(B) redundancies (C) gaffes

(D) priorities

(E) measures

39. 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?

(A) The U.S. may turn from isolationism to international cooperation.

(B) America may build actual and figurative walls, and may be reluctant to invest in other

countries.

even more stronger bond with foreign nations.

(D) Americans may reject “America first” politics in the upcoming election.

(E) The health-care workforce may cease to attract clever young people.

40. What is this passage mainly about?

(A) Experts have little faith in the prospect of American society to defeat COVID-19.

(B) The COVID-19 pandemic brings challenges to people and may bring the nation to a

different path.

(D) Generation C is the most vulnerable age group of COVID-19 pandemic.

(E) Investment in virology and vaccinology is the key to defeat COVID-19.

Part 2.

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

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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

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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.

41. What is this passage mainly about?

(A) Major cognitive factors underlying language disorder

(B) The developmental trajectory for L1 users

(D) An overview of the debate on the best attainable state in L2 acquisition

(E) A critique of the research ethics in existing studies

42. According to the passage, which of the following statements is NOT true?

(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.

(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.

determinant for L2 acquisition outcomes.

(D) Methodological issue is considered as an explanatory account for the mixed findings in

existing studies.

(E) Mastering L2-specific processing strategies is vital for understanding L2 sentences.

43. In the context of the passage, the word “plateau” most closely corresponds to which of the

following words?

(A) ceiling

(B) obstacle

(D) segment

(E) closure

44. Which of the following is NOT mentioned in the passage as a possible outcome due to deficient

or non-native language processing issues?

(A) Interference from L1 processing strategies

(B) Attrition in cognitive and memory skills

(D) Problems in encoding or retaining the comprehended information

(E) Efficiency in coordinating different sources of information in real-time processing

45. 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”?

(A) They exerted comparable and significant effects on L2 learners’ learning outcomes.

(B) The age factor played a more prominent role in determining learners’ attainment.

(D) No conclusion can be made based on the findings of the study.

(E) Both factors were insignificant and negligible.

46. What figurative language does the author apply in the statement “[it] is not equivalent to two

monolinguals housed in a single brain”?

(A) personification

(B) sarcasm

(D) metaphor

(E) irony

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47. Which of the following statements can be inferred from the passage?

(A) All the views in this passage are strictly based on theoretical deduction without any

empirical evidence.

(B) Before the methodological issue can be resolved, a clearer picture regarding the best

attainable state in the L2 cannot be obtained.

innovation.

(D) Results from achievement tests provide a valid and complete picture of L2 learners’ overall

proficiency profile.

(E) All existing studies have seriously considered Birdsong’s suggestion.

48. Which of the following phrases can be used to replace the phrase “computationally costly”

without significantly changing the meaning of the original statement?

(A) compositionally resilient

(B) incredibly expensive

(D) emotionally involved

(E) cognitively demanding

49. According to this passage, which of the following protocols is characteristic of the L2 ultimate

attainment research?

(A) Naturalistic observation data

(B) Multiple monitoring technique

(D) Random sampling technique

(E) Advanced learner approach

50. Which statement can be added to the end of this passage without disrupting its flow?

(A) To further advance our understanding of L2 ultimate attainment, more methodologically

appropriate research is needed.

(B) Differential success and failure can co-exist in a learner’s language system.

near-native speakers’ competence can be minimized.

(D) Non-native language system is often characterized by either divergence or indeterminateness

at the performance level.

(E) Native-likeness may be confined to tasks that tap L2 learning of grammar, lexis, and

phonology.