acomparativestudyofthestandardclozetestandthemultiplechoiceclozetest.docx
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acomparativestudyofthestandardclozetestandthemultiplechoiceclozetest.docx
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acomparativestudyofthestandardclozetestandthemultiplechoiceclozetest
acomparativestudyofthestandardclozetestandthemultiplechoiceclozetest
AComparativeStudyoftheStandardClozeTestandtheMultipleChoiceClozeTest我爱英语网
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//-->AComparativeStudyoftheStandardClozeTestandtheMultipleChoiceClozeTestBaiRuixue
0.IntroductionClozetestsareprosepassages,usuallyaparagraphormoreinlength,fromwhichcertainwordshavebeendeleted.Insuchtests,testeesarerequiredtosupplythemissingwords,using“linguisticknowledge,textualknowledgeandknowledgeoftheworld”(Cohen1980:
97).Thispaperaimsatabriefcomparisonbetweenthestandardclozetestandoneofitsalternateforms,themultiple-choiceclozetest.Thefirstpartisintendedforanintroductionofthebirthanddevelopmentofclozeasarelativelynewtypeoftesting.Theremainingpart,themainbodyofthispaper,iscenteredonacomparisonbetweenthetwoalternativeformsmentionedabove,revealingtheirownadvantagesanddisadvantagesrespectively.Thispaperismainlybasedonlibrarysources,supplementedbymyownexperimentdata.1.Background1.1TheoreticBackgroundofClozeTestsInitially,theclozetests,whichwereintroducedbyTaylor(1953),wereusedonlytoassessthereadabilityoftextsinthereader’snativelanguage.ItoriginatesfromGestaltpsychology,whichholdsthatintegrityofhumanconsciousnessisthemostintrinsicfeatureofpsychology.Therefore,itisasub-consciously-motivatedtendencytofilluptheemptywhenoneisobservinganobjectorpicture.AfterTaylor,theclozetestscametobeusedinL2testing,butitdidnotgetpopularuntil1970swhenoverallcompetencewasgainingattention.TheideaofoverallcompetencecanbetracedbacktotheUnitaryCompetencehypothesisproposedbyOller(1979);Beforethattimetestsweredevisedtomeasureperformanceorrecognitionofseparatesounds,specificgrammaticalfeatures,orvocabularyitems.WhatOllersaid,inbrief,wasthatlanguageproficiencyisindivisible,thattestsonlydifferintheireffectivenessatmeasuringthisonefactor,andthattheelaborateapparatusofdimensionsandtestsusedbythepsychometristscouldbereplacedbyonetestwhichwoulddirectlytapthesingleindivisiblefacultyofoverallproficiency,oneofthemostwell-knownbeingclozetests,inwhicheverynthwordhasbeendeleted.Amongthedeletedwords,lexicalonestakeup65percentto75percentandfunctionalones,25percentto35percent.1.2FormsofClozeTestsAccordingtoHughes(1989),“therewastimewhentheclozeprocedureseemedtobepresentedalmostasalanguagetestingpanacea”,becauseitisintegrative–thatis,itrequiresstudentstoprocessthecomponentsoflanguagesimultaneously,muchlikewhathappenswhenpeoplecommunicate.Anintegrativemethod,itwasalsoquiteeasytoprepare,administerandrathereasytoscore.However,proficiencytestssuchastheclozedohavesomelimitations.Foronething,theyarenotsensitivetestsofshort-termgains.Agoodachievementtestcouldshowbigimprovementonquestiontagsstudiedoveratwo-tothree-weekperiod.Butaproficiencytestgenerallywouldnotshowmuchifanyimprovement.What’smore,controversyarisesinscoring.Therearetwopossiblewaystoscoreclozetests.Oneistogivecreditforonlytheexactwordfromthestory,calledtheexactwordmethod.Anotheristoallowfullcreditforequivalentwordsaswell,namely,theacceptablewordmethod.Thefirstmethodisquiteeconomical,butmightdiscouragetheproductiveskillsofstudents.And,althoughthesecondoneisgenerallyconsideredtobemore“fair”,itisdifficultforteacherswhoarenon-nativeEnglishspeakerstochooseacceptableequivalentwords.Problemsinscoringgiverisetomultiple-choiceclozetests,inwhichoptionalitemsareprovidedasclues.Thefollowingpartswillbefocusedontheeffectsofthestandardclozetests(Scloze)andthemultiple-choiceclozetests(M-Ccloze),inwhichanexperimentisconducted.2.Experiment[1]2.1MethodsandMaterialsInmyexperiment,Ichoosesixteenfirst-yearstudentsfrommyuniversityastestees.Allofthesestudentsaretopornearlytoponesintheirclasses,dividedintotwogroupsonthebasisofanequalaveragelevel.Asthefirststep,twoshortpassageswithmultiple-choicesareselectedastestingmaterials(materialsA)forGroup1andGroup2respectively.[2]Next,thetwogroupsexchangetheirmaterialswiththeoptionalitemscanceledoutasstandardclozetests(materialsB).Testeesarerequiredtocompletethetwotaskswithinhalfanhour.Thetwochosenpassagesaregivenbelow:
Passage1Ouraeroplanewasjustbesidetheairportbuilding.Itdidnotlooktoostrongtome,butIdecidednottothinkaboutsuchthings.Wesawluggagegoingout1____itontrolleysandbeingloadedfrom2____theaircraft.Next,threemenandthreegirls,allinuniforms,wentovertotheplaneand3____it.Overtheloudspeakerswewere4____theplanewasreadytoleaveandwereaskedtowalk5____toit.Everybodymovedquicklyinorderto6____theseatstheywanted.Iwas7____togetaseatnearthetail,buttheplanelooked8____insidethanithadfromoutside.Ifastenedmyseat9____beforewetookoffandtriedto10____mynervousness.1.a.atb.forc.tod.above2.a.insideb.besidec.behindd.under3.a.reachedb.flewc.climbedd.entered4.a.askedb.noticedc.announcedd.told5.a.outb.alongc.ind.by6.a.fetchb.holdc.keepd.get7.a.impossibleb.incapablec.unabled,unsuitable8.a.prettierb.strongerc.steadierd.smaller9a.beltb.stringc.bandd.ribbon10.a.smoothb.decreasec.forgetd.relaxPassage2TrafficisaperennialprobleminHongKong.Overtheyearsmanysuggestionshavebeenputforwardtoeasetransportdifficulties.These1____fromconstructingwiderroadsandanundergroundrailway2____tostaggeringhoursforschoolstoopenandclose.Oneofficialreportpressed3____forworkinghourstobe4____outtorelievecongestion5____peakperiods.InEnglandandothercountriesthissystemiscalled“staggeringworkinghours”6____manybusinesscentersuseit.Itis7____thatgreaterworkingefficiencycanbe8____,employeesarehappierbecausetheycanarrangeconvenientpersonal9____hours,busesandtrainscanbedispatchedatsuitable10____,andsoon.1.a.differb.rangec.included.change2.a.systemb.stationc.terminald.terminus3.a.correctlyb.immediatelyc.sympatheticallyd.strongly4.a.takenb.spreadedc.spacedd.stretched5.a.atb.byc.ond.for6.a.becauseb.andc.byd.in7.a.consideredb.predictedc.claimedd.forecasted8.a.reducedb.approvedc.addedd.achieved9.a.departingb.eveningc.workingd.appointed10.a.intervalsb.sessionsc.periodsd.interims2.2ResultsResultsoftheexperimentareshowninthefollowingdiagram,withthefullscorebeingtenpoints.(Tobeappropriatefortesteesasfreshmen,acceptablewordmethodisadoptedinSclozetests.)Group1(8testees)
Group2(8testees)Typeofmaterial
A1(M-Ccloze)
B2(Scloze)
A2(M-Ccloze)
B1(Scloze)Averagescore
7.25
3.75
5.75
2.753.Analysis3.1materialsBeforeanalyzingtheexperimentresults,abriefreviewofthematerialitselfisinorder.Asamatteroffact,thesetwopassageswellpointtoclozeasanintegrativemethod.Justtakepassage2(M-Ccloze)asanexample.BlankNo.1measuresthemasteryofvocabulary(“range”),No.2involvesanoun(“system”)thatre-appearsinlaterlinesandcanbepredictedaccordingtodiscourseknowledge,No.5testsprepositioncollocation,andsoon.Inbrief,thetwentyemptiesinthetwopassagescoverawiderangeofknowledge----vocabulary,discourse,logical,collocation,etc.Inthissensewecansayclozehasitsvalidityasanoverallproficiencytest.3.2S-clozevs.M-CclozeFromthediagramwecanseethatstudentsgethighermarksinM-Cclozethaninstandardcloze.Itseemstosuggestthatthelatterismoredifficulttohandle.InreviewingtheM-Cclozetests,severalconclusionscanbedrawn:
ThemostobviousadvantageofM-Cclozetests,ofcourse,liesintheeconomyinscoring,whichneedsnofurtherexplanations.M-Cclozetestsarecreditablealsointhesensethatalthoughoptionalitemscanbeclues,theycanalsobeconfusingdistractersandtesteeshavetoruleoutdistractersbeforemakinguptheirownchoices.Some“correct”butnotthe“best”itemsareamajorsourceofdistracters.Forinstance,onlytwooutoftheeightexamineesgettherightanswertothelastblankofpassage2:
AtfirstsightitemC(“periods”)seemsOK,bothsemanticallyandgrammatically.However,althoughcorrect,itisnotthebestorthemostsuitable:
Inconsiderationofthesentencesubject“busesandtrains”,“intervals”isthebestword.Newwordsmayalsobecomedistracters.Stillinpassage2,wordslike“sympathetically”,“departing”mightbenewforfreshmenandthusbecomeobstaclesincomprehension.Ofcourse,M-Cclozetestsareinnowaypanacea.ItsgreatestdrawbackisthatthistechniquetestsonlyreceptiveskillsratherthanproductiveonesandthusperformanceonaM-Cclozetestmaygiveaquiteinaccuratepictureof
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