高中英语完型填空错误分析
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摘要
自从美国语言学家泰勒于1953年首次用完形填空来检测文章的可读性以来,完形填空便广泛应用于国内外的各种大型考试中。完形填空在高中英语测试中占有重要地位,在高考英语中完形填空也占有一定比例,然而许多高中生在这项测试犯错误的比率很高,通常被同学们认为是最难得分的部分。为了探求完形填空中所犯错误的本质和根源以及有效减少错误的发生,有必要对高中英语中完形填空的错误进行错误分析,这也是本次研究的目的所在。
本论文针对高中英语完形填空错误分析进行实证研究,研究过程中通过采用其中一种研究手段--文本测试卷,文本测试卷取样于东北师范大学附属中学整个高三年级第一次模拟测试中的完形填空,目的用来搜同学们在完形填空中存在的错误;研究中的两种研究工具是问卷和访谈,其目的在于从高三学生和一线教师中了解有关高中学生在英语完形填空测试中所存在的问题;另外,本次研究还采取了有声思维的方法,通过同学们的自我反馈试图去寻找错误的实质。研究结果显示,学生们在完形填空中的表现取决于他们的交际能力和阅读理解能力;依据试验结果推断,学生们应夯实基础知识,加强课外阅读,多接触原汁原味的阅读材料以提高他们的综合阅读能力和提供提高语篇分析能力。
本次研究中的完形填空错误数据收集于东北师范大学附属中学的一次完形填空测试,一份测试文本显然不足以去收集到完形填空中存在的所有错误类型;虽然本文作者提出,提高完形填空能力的根本解决办法在于语言交际能力的提高,后续研究用来验证用来验证其有效性及正确性,将会此方面研究带来更大的使用价值。本次研究只是对完形填空中的错误进行初步的探讨分析,因此,关于完形填空的错误分析有待于更深入和更广泛的研究。希望本次研究能为下一步研究提供实践数据,也希望更多的英语教师从本次研究中获得启示,在平时教学中多加留意完形填空中错误现象并深入剖析完形填空中错误发生的实质,以寻找提高教师教学能力和学生语言综合能力的有效途径
Since Wilson Taylor first introduced the“cloze procedure”as a measure for assessing readability of contextual materials in 1953, cloze and its varieties have been widely employed in most large-scale tests abroad and in China as a necessary subtest. It is also part of NMET and accounts for 20 points in the senior high school English test. However, many students do not feel ease at it and often attain lower marks in this testing item. It is considered the most difficult testing items to deal with and students often make mistakes when taking cloze test. In order to explore the nature of errors and to reduce the occurrence of errors, it is necessary to take an investigation and to make error analysis on cloze test, which is the focus of this thesis paper.
This paper conducts an empirical study on error analysis on cloze test by using questionnaire, interview and protocol (think-aloud) techniques to collect data from students and teachers about cloze in senior high school. Besides, text analysis serves as another instrument to collect data of errors in cloze test. The text is taken from the first mock examination for college entrance examination within the context of Senior High School Attached to Northeast Normal University. Text results show that students’poor performance in cloze test can attribute to their weakness in communicative competence and comprehensive reading ability; some implicit factor are also figured out as sources to explain students’error in cloze, such as Chinese thinking model, affective factors etc. Based on data analysis, it is concluded that students should solidify basic knowledge, strengthen comprehensive reading proficiency as well as utilize flexible problem-solving skills so as to perform with a higher accuracy in cloze test.
This paper only has done on error analysis by focusing on one piece of cloze text material within the context of one middle school in Chang Chun, which leads to certain limitation on exploring all errors sources. although the author suggest improvement of communicative competence to be a fundamental solution to reduce errors in cloze text, actually, further studies from this are extremely wanted to test its validity and practicability Therefore, there leaves more space to give deeper and wider studies on cloze test. Hopefully, this study can provide some practical data for further study and offer some inspiration for language teachers to become aware of errors in cloze test.
本论文针对高中英语完形填空错误分析进行实证研究,研究过程中通过采用其中一种研究手段--文本测试卷,文本测试卷取样于东北师范大学附属中学整个高三年级第一次模拟测试中的完形填空,目的用来搜同学们在完形填空中存在的错误;研究中的两种研究工具是问卷和访谈,其目的在于从高三学生和一线教师中了解有关高中学生在英语完形填空测试中所存在的问题;另外,本次研究还采取了有声思维的方法,通过同学们的自我反馈试图去寻找错误的实质。研究结果显示,学生们在完形填空中的表现取决于他们的交际能力和阅读理解能力;依据试验结果推断,学生们应夯实基础知识,加强课外阅读,多接触原汁原味的阅读材料以提高他们的综合阅读能力和提供提高语篇分析能力。
本次研究中的完形填空错误数据收集于东北师范大学附属中学的一次完形填空测试,一份测试文本显然不足以去收集到完形填空中存在的所有错误类型;虽然本文作者提出,提高完形填空能力的根本解决办法在于语言交际能力的提高,后续研究用来验证用来验证其有效性及正确性,将会此方面研究带来更大的使用价值。本次研究只是对完形填空中的错误进行初步的探讨分析,因此,关于完形填空的错误分析有待于更深入和更广泛的研究。希望本次研究能为下一步研究提供实践数据,也希望更多的英语教师从本次研究中获得启示,在平时教学中多加留意完形填空中错误现象并深入剖析完形填空中错误发生的实质,以寻找提高教师教学能力和学生语言综合能力的有效途径
Since Wilson Taylor first introduced the“cloze procedure”as a measure for assessing readability of contextual materials in 1953, cloze and its varieties have been widely employed in most large-scale tests abroad and in China as a necessary subtest. It is also part of NMET and accounts for 20 points in the senior high school English test. However, many students do not feel ease at it and often attain lower marks in this testing item. It is considered the most difficult testing items to deal with and students often make mistakes when taking cloze test. In order to explore the nature of errors and to reduce the occurrence of errors, it is necessary to take an investigation and to make error analysis on cloze test, which is the focus of this thesis paper.
This paper conducts an empirical study on error analysis on cloze test by using questionnaire, interview and protocol (think-aloud) techniques to collect data from students and teachers about cloze in senior high school. Besides, text analysis serves as another instrument to collect data of errors in cloze test. The text is taken from the first mock examination for college entrance examination within the context of Senior High School Attached to Northeast Normal University. Text results show that students’poor performance in cloze test can attribute to their weakness in communicative competence and comprehensive reading ability; some implicit factor are also figured out as sources to explain students’error in cloze, such as Chinese thinking model, affective factors etc. Based on data analysis, it is concluded that students should solidify basic knowledge, strengthen comprehensive reading proficiency as well as utilize flexible problem-solving skills so as to perform with a higher accuracy in cloze test.
This paper only has done on error analysis by focusing on one piece of cloze text material within the context of one middle school in Chang Chun, which leads to certain limitation on exploring all errors sources. although the author suggest improvement of communicative competence to be a fundamental solution to reduce errors in cloze text, actually, further studies from this are extremely wanted to test its validity and practicability Therefore, there leaves more space to give deeper and wider studies on cloze test. Hopefully, this study can provide some practical data for further study and offer some inspiration for language teachers to become aware of errors in cloze test.
引文
1. Alderson, J. C. 1979a. The Cloze Procedures and Proficiency in English as a Foreign Language. TESOL Quarterly, 2(13), 219-227.
2. Alderson, J. C. 1979b. The Effect on the cloze test of changes in deletion frequency. Journal of Research in Reading, 2(2), 108-119.
3. Bachman, L. F. 1982. The trait structure of cloze test scores. TESOL Quarterly, 1(16), 61-70.
4. Brown, H. D. 2001. Principles of language learning and teaching. Beijing: Foreign Language Teaching and Research Press.
5. Brown, J. D. 1988. Tailored cloze: Improved with classical item analysis techniques. Language Testing, 1(5), 19-31.
6. Carroll, J. B. 1961. Fundamental considerations in testing for English language proficiency of foreign students. In H. B. Allen (Ed.). 1965. Teaching English as a second language. New York: McGraw Hill(pp. 364-372).
7. Clark, J. L. 1983. Language Testing: past and current status directions for the future. Language Testing, 4(64), 431-443.
8. Cohen, A. D. 1980. Testing language ability in the classroom. Massachusetts: Newbury House.
9. Cohen, A. D.1984.On taking language tests: what the students report. Language Testing, 1(1), 70-81.
10. Corder, S. P. 1967. The significance of learner's errors. International Review of Applied Linguistics, 5(4), 161-70. Reprinted in S. P. Corder, 1981. Error analysis and interlanguage (pp. 1-13).
11. Corder, S. P. 1971. Idiosyncratic dialects and error analysis. International Review of Applied Linguistics, 9(2), 147-60. Reprinted in S.P. Corder, 1981. Error analysis and interlanguage (pp. 14-25).
12. Corder, S. P. 1973. Introduction applied linguistics. London: Penguin Education.
13. Corder, S. P. 1981. Error analysis and interlanguage. Oxford; Oxford University Press.
14. Davies, A., Annie B., Cathie E., Kathryn H., Tom L., & Tim M. 2002. Dictionary of language testing. Beijing: Foreign Language Teaching and Research Press.
15. Davies, A.1968. Language testing symposium. Oxford: Oxford University Press.
16. Dulay, H., Burt, M., & Krashen, S. 1982. Language two. Oxford: Oxford University Press.
17. Edge, J. 1989. Mistakes and correction. London: Longman.
18. Ellis, R. 1983. Understanding second language acquisition. Oxford: Oxford University Press.
19. Farhady, H. 1982. Measures of language proficiency from the learner's perspective. TESOL Quarterly, 1(16), 43-59.
20. Haber, L. R. & Ralph , N. H. 1981. Perceptual processes in reading: An analysis-by-synthesis In F. J. Pirozzolo & M.C. (Eds), Neuropsychological andcognitive processes in reading (pp.167-200). New York: Academic.
21. Hammerly, H. 1991. Fluency and accuracy: toward balance in language teaching and learning. Multilingual Matters: Clevedon.
22. Hanania, E. & Shikhani, M. 1986. Interrelationships among three tests of language proficiency: standardized ESL, cloze and writing. TESOL Quarterly, 20, 97-109.
23. Heaton, J. B. 1988. Writing English language tests. London: Longman.
24. Heaton, J. B. 2000, Writing English language tests. Beijing: Foreign Language Teaching and Research Press.
25. Henning, G. 1987. A guide to language testing. Cambridge Mass: Newbury House.
26. James, C. 1998. Errors in language learning and use: Exploring error analysis. London: Longman Group Limited.
27. James, C. 2003. Errors in language learning and use: Exploring error analysis. Beijing: Foreign Language Teaching and Research Press.
28. Klein-Braley, C. 1981. Empirical investigations on cloze tests. University of Duisburg.
29. Klein-Braley, C. 1985. A cloze-up on the C-test: a Study in the construct validation of authentic tests. Language Testing, 2, 76-104.
30. Lado, R. 1961. Language testing—a teachers’book. Bristol: Western Printing Services.
31. Oller, J. W. 1979. Language tests at school: A pragmatic approach. England: Longman.
32. Oller, J. W., & Perkins, K. (Eds). 1978. Language in education: Testing the tests. Rowley, Mass: Newbury House.
33. Oller, J. W. 1979. Language tests at school: A pragmatic approach. England: Longman.
34. Oller, J. W. 1973. Cloze tests of second language proficiency and what they measure. Language Testing, 1(23), 105-117.
35. Oller, J. W. 1976. Evidence of a general language proficiency factor: an expectancy grammar. Die Neuren Sprachen, 76, 165-174.
36. Oller, J. W. Jr. 1979. Language tests at school. London: Longman.
37. Richards, C. J. 2000. Longman dictionary of language teaching & applied linguistics. Beijing: Foreign Language Teaching and Research Press.
38. Shanahan, T., Kamil, M. L., & Tobin, A. 1982. Cloze as a measure of intersentiental comprehension. Reading Research Quarterly, 17, 229-225.
39. Shannon, C. & Weaver, W. 1949. The mathematical theory of communication. Urbana: University of Illinois.
40. Smith, F. 1978. Comprehension and learning. New York: Holt, & Winston
41. Spolsky, B. 1995. Measured words. Oxford: Oxford University Press.
42. Steinman, L. 2002. Considering the cloze. The Canadian Modern Language Review, 59(2), 291-301.
43. Svartvik, J. (Ed.). 1973. Errata: Paper in error analysis. Lund, Sweden: CWK Gleerup.
44. Taylor, W. 1953. Cloze procedure: A new tool for measuring readability. Journalism Quarterly, 30, 415-433.
45. Walker, R., Rattanavich, S. & Oller, J. W. 1992. Teaching all the children to read. Buckingham, England: Open University Press.
46. Weir, C. 1990. Communicative language testing. Hemel Hempstead:Prentice Hall.
47. Yamashita, J. 2003. Processes of taking a gap-filling test: Comparison of skilled and less skilled EFL readers. Language Testing, 20(3), 267-293.
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2. Alderson, J. C. 1979b. The Effect on the cloze test of changes in deletion frequency. Journal of Research in Reading, 2(2), 108-119.
3. Bachman, L. F. 1982. The trait structure of cloze test scores. TESOL Quarterly, 1(16), 61-70.
4. Brown, H. D. 2001. Principles of language learning and teaching. Beijing: Foreign Language Teaching and Research Press.
5. Brown, J. D. 1988. Tailored cloze: Improved with classical item analysis techniques. Language Testing, 1(5), 19-31.
6. Carroll, J. B. 1961. Fundamental considerations in testing for English language proficiency of foreign students. In H. B. Allen (Ed.). 1965. Teaching English as a second language. New York: McGraw Hill(pp. 364-372).
7. Clark, J. L. 1983. Language Testing: past and current status directions for the future. Language Testing, 4(64), 431-443.
8. Cohen, A. D. 1980. Testing language ability in the classroom. Massachusetts: Newbury House.
9. Cohen, A. D.1984.On taking language tests: what the students report. Language Testing, 1(1), 70-81.
10. Corder, S. P. 1967. The significance of learner's errors. International Review of Applied Linguistics, 5(4), 161-70. Reprinted in S. P. Corder, 1981. Error analysis and interlanguage (pp. 1-13).
11. Corder, S. P. 1971. Idiosyncratic dialects and error analysis. International Review of Applied Linguistics, 9(2), 147-60. Reprinted in S.P. Corder, 1981. Error analysis and interlanguage (pp. 14-25).
12. Corder, S. P. 1973. Introduction applied linguistics. London: Penguin Education.
13. Corder, S. P. 1981. Error analysis and interlanguage. Oxford; Oxford University Press.
14. Davies, A., Annie B., Cathie E., Kathryn H., Tom L., & Tim M. 2002. Dictionary of language testing. Beijing: Foreign Language Teaching and Research Press.
15. Davies, A.1968. Language testing symposium. Oxford: Oxford University Press.
16. Dulay, H., Burt, M., & Krashen, S. 1982. Language two. Oxford: Oxford University Press.
17. Edge, J. 1989. Mistakes and correction. London: Longman.
18. Ellis, R. 1983. Understanding second language acquisition. Oxford: Oxford University Press.
19. Farhady, H. 1982. Measures of language proficiency from the learner's perspective. TESOL Quarterly, 1(16), 43-59.
20. Haber, L. R. & Ralph , N. H. 1981. Perceptual processes in reading: An analysis-by-synthesis In F. J. Pirozzolo & M.C. (Eds), Neuropsychological andcognitive processes in reading (pp.167-200). New York: Academic.
21. Hammerly, H. 1991. Fluency and accuracy: toward balance in language teaching and learning. Multilingual Matters: Clevedon.
22. Hanania, E. & Shikhani, M. 1986. Interrelationships among three tests of language proficiency: standardized ESL, cloze and writing. TESOL Quarterly, 20, 97-109.
23. Heaton, J. B. 1988. Writing English language tests. London: Longman.
24. Heaton, J. B. 2000, Writing English language tests. Beijing: Foreign Language Teaching and Research Press.
25. Henning, G. 1987. A guide to language testing. Cambridge Mass: Newbury House.
26. James, C. 1998. Errors in language learning and use: Exploring error analysis. London: Longman Group Limited.
27. James, C. 2003. Errors in language learning and use: Exploring error analysis. Beijing: Foreign Language Teaching and Research Press.
28. Klein-Braley, C. 1981. Empirical investigations on cloze tests. University of Duisburg.
29. Klein-Braley, C. 1985. A cloze-up on the C-test: a Study in the construct validation of authentic tests. Language Testing, 2, 76-104.
30. Lado, R. 1961. Language testing—a teachers’book. Bristol: Western Printing Services.
31. Oller, J. W. 1979. Language tests at school: A pragmatic approach. England: Longman.
32. Oller, J. W., & Perkins, K. (Eds). 1978. Language in education: Testing the tests. Rowley, Mass: Newbury House.
33. Oller, J. W. 1979. Language tests at school: A pragmatic approach. England: Longman.
34. Oller, J. W. 1973. Cloze tests of second language proficiency and what they measure. Language Testing, 1(23), 105-117.
35. Oller, J. W. 1976. Evidence of a general language proficiency factor: an expectancy grammar. Die Neuren Sprachen, 76, 165-174.
36. Oller, J. W. Jr. 1979. Language tests at school. London: Longman.
37. Richards, C. J. 2000. Longman dictionary of language teaching & applied linguistics. Beijing: Foreign Language Teaching and Research Press.
38. Shanahan, T., Kamil, M. L., & Tobin, A. 1982. Cloze as a measure of intersentiental comprehension. Reading Research Quarterly, 17, 229-225.
39. Shannon, C. & Weaver, W. 1949. The mathematical theory of communication. Urbana: University of Illinois.
40. Smith, F. 1978. Comprehension and learning. New York: Holt, & Winston
41. Spolsky, B. 1995. Measured words. Oxford: Oxford University Press.
42. Steinman, L. 2002. Considering the cloze. The Canadian Modern Language Review, 59(2), 291-301.
43. Svartvik, J. (Ed.). 1973. Errata: Paper in error analysis. Lund, Sweden: CWK Gleerup.
44. Taylor, W. 1953. Cloze procedure: A new tool for measuring readability. Journalism Quarterly, 30, 415-433.
45. Walker, R., Rattanavich, S. & Oller, J. W. 1992. Teaching all the children to read. Buckingham, England: Open University Press.
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