問題詳情

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-nativevariation should be placed on the ordinal scale.
(C) Using a criterion stricter than the one used in Flege, et al., Birdsong (2004) prescribed onestandard deviation of the native mean as the cut-off point.
(D)The aforementioned cut-off points provide researchers with operationalized criteria todistinguish native and near-native variations.
(E) Some researchers have suggested that despite having similar grammatical intuition, native andnear-native speakers may show different degrees of variation in their grammaticality judgment.  26 Papp (2000) thus urged that “precise criteria for quantifying intuitions underlying thedifferent [language] representations [in native and near-native speakers] are needed in order to allowcomparison 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-nativevariations with an ordinal scale, using the 90th percentile of the native speaker mean as the cut-offpoint differentiating native- and near-native performances. Bongaerts (1999), and Flege, Munro, andMacKay (1995), on the other hand, used two standard deviations of the native speaker mean as thecut-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 “nonnative” if their average scores are not analogous to the ones of native speakers. 29 However, asseen above, researchers still have not yet reached a consensus on the cut-off point that may distinguishthe lower bound of native variation and the upper bound of near-native variation. 30 Such aconsent is imperative for formulating the theoretical account on near-nativeness.
26.
(A)
(B)
(C)
(D)

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