高考英语完形填空的干扰项对考试者考试行为的影响

本研究试图通过分析高考英语完形填空数据和考试者的心理过程来探讨干扰项如何通过文段的语境来干扰考试者的考试行为。研究发现,不同类型的干扰项对考试者的干扰程度不尽相同,它们对考生做题过程中启动的信息处理机制的影响也不完全相同。在研究结果基础上,作者对考试策略、教学以及出题方法提出了建议。     

完形填空测量能力的效度验证——基于答题过程的分析

本文通过定量与定性相结合的研究方法,对集库型完形填空和分题选择型完形填空进行比较研究。定量分析的结果表明,受试在两种测试中的分数存在显著差异。然而,有声思维的定性研究结果却显示受试在答题过程中都较多地使用了句内层面的信息来回答问题。其中从句层面的信息运用的最多,而跨句子的语篇层面信息的运用则相对较少,跨语篇层面的信息运用的最少。这一结果对命题及教学提出了新的思考。     

Informal Measures Challenge the Suitability of the Basic Skills Agency’s Reading Test

When informal measures of reading assessment were used with a Further Education student the results were different to those obtained with the Basic Skills Agency’s reading test based on cloze exercises. After describing the informal assessment the reasons for the discrepancy between the two methods are discussed. These are based first on the language production demands of cloze, and second on the relationship between functional literacy materials and cloze success. The author concludes that the suitability of cloze for testing reading is in doubt; it is likely to underestimate some readers’ abilities and it should not be used to test reading in isolation from other measures. Please note ALBSU has changed its name to the Basic Skills Agency, and to avoid confusion BSA will be used throughout the article even if at the time referred to it was known as ALBSU.     

英语测试中的完形填空

完形填空是一种综合语言运用能力测试方式,一般教师应具备鉴别题目质量的能力,做完形填空时考生则应掌握必要的解题技巧。     

CLOZE MEASURES AS INDICES OF ACHIEVEMENT COMPREHENSION WHEN LEARNING FROM EXTENDED PROSE

The hypothesis that cloze measures are a function of content achievement among adult learners and, consequently, should be sensitive to instructional treatments was tested in two experimental studies. College juniors and seniors took tests immediately before (pre), immediately after (post) and four weeks after (delay) studying a prose passage. The types of tests administered in each session were: (I) a 20-item multiple-choice test, (2) a reproduction passage cloze test, (3) a recognition passage cloze test, (4) a reproduction summary cloze test, and (5) a recognition summary cloze test. All tests show significant differences between pre- and posteonditions, and between recognition and reproduction modes. The reproduction summary cloze test was found to be the most sensitive to the instructional treatment, as indicated by an oJ 2 statistic on pre-post measures. The summary cloze tests were resistant to forgetting while the cloze passage and multiple-choice tests show significant decreases in performance over the four week delay interval.     

基于衔接连贯理论的完形填空解读

在英语考试中,完形填空题是学生失分较多的一项。究其原因主要是学生没有树立准确的语篇意识,没有掌握基本的语篇知识。因此,英语教育者有必要为学生输入语篇知识,教授其用衔接连贯的理论分析完形填空,这一做法必将为广大学生的英语学习以及教师的教学提供帮助。     

以过程分析法研究TEM-4完型填空测试的结构效度

为丰富英语专业测试的结构效度的研究,文章用过程分析法对受试者进行英语专业四级（TEM-4）中的完型填空部分模拟测试,并采用回顾报告的方法与阅读和应试策略列表来获取信息和数据。实验结果表明,TEM-4中完型填空测试很好地考察了受试者在词汇和句子层面的阅读能力,但一些应试技巧却影响着受试者在测试过程中的思维方式,因此TEM-4完型填空的测试设计仍需改进以达到更高的结构效度。     

Are cloze items sensitive to constraints across sentences? A review

Four types of study relating to the sensitivity of cloze to intersentential constraint are reviewed: (1) factor analytical and correlational studies; (2) studies which varied the length of available context; (3) studies which varied the mode of presentation; (4) studies which varied the quality of coherent context. Many of the investigations failed to provide convincing evidence that cloze is sensitive to intersentential constraint. However, this could be explained in part by weaknesses in the studies themselves. The factor analytical and correlational studies often failed to employ an adequate measure of global comprehension. While other studies demonstrated the importance of immediate context they did not specifically address the question of intersentential constraint. Quality of context needs to be considered separately from length of context. The quality of context studies provided conflicting results. Again, some of these investigations have serious weaknesses which tend to prejudice the results. The most reliable recent studies suggest that cloze is sensitive to intersentential constraint. Finally, tentative recommendations are made for establishing testing conditions which are most likely to encourage the use of intersentential constraint.     

Cloze procedure and comprehension: an exploratory study across three languages

This cross-cultural study of cloze procedure and comprehension involved samples of 10- to 11-year-old schoolchildren in Canada, Japan, Sweden and the United States. The aim of the study was to explore the nature of what might be called‘cloze comprehension’in relation to overall or‘global comprehension’of a passage; in particular to establish (a) whether cloze procedure measures the same facets of comprehension regardless of what language is being read; and (b) to what extent cloze procedure, in different linguistic areas, measures‘global comprehension', or comprehension of the general ideas contained in a passage, as distinct from literal comprehension. The results of the study indicate that cloze procedure is a valid and reliable measure of certain aspects of reading comprehension in all the linguistic and cultural areas sampled. Furthermore, comprehension as measured by cloze procedure seems to be a necessary, albeit not sufficient, condition for overall or global understanding of the meaning of a passage. The study also shows that the ability measured by cloze procedure is more generalized (i.e., less text specific) than the ability measured by our global comprehension task. One implication of this seems to be that the higher-order skills necessary for global understanding do not always develop automatically once children have mastered the skills necessary for literal comprehension of simple texts. On the contrary, the higher-order skills may have to be taught systematically at an appropriate stage in the children's reading development.     

The effect on the doze test of changes in deletion frequency

Although the pseudo-random cloze procedure has been in use for some twenty-five years as a measure of readability and reading comprehension, little research has been carried out into the effect of deleting words from text more or less frequently. This paper reports on an experiment in which the deletion frequency variable was systematically studied. Every 6th, 8th, 10th and 12th word was removed from three texts of differing difficulty, and the effect studied. Significant differences among cloze tests resulted, but the differences were unpredictable. Deleting every 12th word did not necessarily result in an easier test than deleting every 6th 8th or 10th word. However, when only items identical to both cloze tests under consideration were compared, no significant differences were found. It appears that cloze items are, on the whole, unaffected by context greater than five words. Testers are warned that changing deletion frequency may result in a different measure of readability or comprehension.     

英语测试中影响完形填空难度因素的实证研究

完形填空被认为是一种测试综合语言能力、阅读理解能力的快捷经济的方式。本研究就可能影响完形填空难度的几个变量进行实证探讨, 其中包括语篇类型、删词类型及答题方法。本研究以98 名高三学生为实验对象,完成3 篇填空式完形测试和3 篇选择式测试 测试完成后,笔者对实验数据进行收集、分析, 探究这些变量对完形填空测试难度的影响,并试图在命题难度的把握上找到一种更为合理、科学的测试方法。     

高考英语完形填空的考点效度分析

近几年,我国高考英语试卷中所采用的几种不同的完形填空试题发生了很大的变化,这些变化体现在单词、词组、句子、语篇层次和意义、惯用搭配和语法因素等层次上,目前高考英语试卷中完形填空的考点层次应逐步从单词、词组层次扩大到语篇层次,考点因素也逐渐以语法为主过渡到以意义为主,在此基础上今后的高考完形填空试题应更加注重考察学生综合运用英语语言的能力和逻辑思维能力。     

Testing reading comprehension of theoretical discourse with cloze

The ability of cloze tests containing frequent, every n‐th word deletions to measure comprehension of macropropositions has been challenged on both theoretical and empirical grounds, calling into question the validity of such tests for assessing comprehension of much of the discourse encountered by university‐level students. To evaluate the comprehension of a writer’s reasoning, it is recommended that cloze tests position gaps so as to target recognition of cohesive devices and the ability to draw inferences from other sentences. To test the validity of such a design, a large sample of scores on discourse cloze tests administered in introductory college economics is compared to scores on true–false comprehension tests designed to target recognition of connective propositions. The two distributions of scores do not differ significantly in terms of mean value, dispersion or frequency distribution, suggesting that appropriately designed cloze tests can provide a valid assessment of the reader’s integration of theoretical text. In addition, the usefulness of readability formulas based on surface characteristics of text is challenged when readability is defined in terms of the difficulty of constructing a coherent representation of theoretical text.     

反思"减负"

从素质教育的根本目标出发来分析,现实中的学生学业负担并非一个"重"字可以概括,而是畸重畸轻.减负绝不能一概而论.为促进学生的发展,学生的负担应该是有减有加.减负必须以学生的全面发展为目标,必须以课堂教学质量的全面提高为保障.     

完形填空试题对英语教学的启示——在语篇教学中加强对学生元认知学习策略的培训

完形填空是英语考试的必考题型。本文通过对近些年完形填空的试题特点及学生在傲完形填空时的一些心理和策略特点进行了分析,提出了应采用语篇教学法并在其过程中加强对学生元认知学习策略的训练。通过对语篇教学中元认知策略训练的探讨,希望对英语教学和完形填空备考有一定的帮助。     

英语四级统考完形填空试题的内容效度分析

在回顾测试中完形填空试题形式的演变及其发展的基础上,采用定性分析方法对2007—2009年大学英语四级完形填空分别从字数、题材、体裁及实词和虚词、句子层面和语篇层面等综合运用能力方面进行内容效度分析,分析结果表明完形填空题的内容效度较高并满足测试目的。     

完型填空试题设计中的常见技术错误

为提高“完型填空试题”设计的信度,指出并分析了试题长度,删词原则,答案及整体布局等技术错误,为编制试题及进行考核提供了借鉴。     

试论完形填空命题原则和方法

阐述英语测试中完形填空的理论基础和主要的命题原则,指出完形填空具有五种可行的布局模式,对比分析了2006年6月与2007年12月大学英语四级完形填空,论证科学遵循完形填空的命题原则和方法的重要性。     

从Bachman模式看完形测试

完形测试建立于完形心理学的理论基础之上,自创建以来,倍受语言测试界的重视,被广泛用于各种大规模的测试中。但后来的研究表明完形测试也存在一些令人费解之处。本文通过分析Bachman模式揭开了完形测试的神秘面纱。分析表明,完形测试结果并不一定是应试者潜在能力（underlying competence）的真实体现,它还会受到方法因素的影响。该分析结果建议采用完形测试形式的命题者不仅要更好地定义测量目标,而且还要考虑测试中存在哪些潜在难点,尽量避免它们对测试结果带来的影响。