Multiple-Choice Cloze Tests of EST Discourse: An Exploration.

Autor/inn/en	Scholz, George E.; Scholz, Celeste M.
Titel	Multiple-Choice Cloze Tests of EST Discourse: An Exploration.
Quelle	(1981), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Chinese; Cloze Procedure; English for Special Purposes; Language Proficiency; Language Tests; Learning Strategies; Listening Comprehension; Multiple Choice Tests; Postsecondary Education; Reading Comprehension; Scoring; Second Language Learning; Social Influences; Test Construction; Test Reliability; Test Validity; Vocabulary Skills; Writing (Composition); Algeria + Suchen Sie Ihr Suchwort? China; Chinesen; Lückentext; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Hörverständnis; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Post-secondary education; Tertiäre Bildung; Leseverstehen; Bewertung; Zweitsprachenerwerb; Sozialer Einfluss; Testaufbau; Testreliabilität; Testvalidität; Aktiver Wortschatz; Schreibübung; Algerien
Abstract	This study examines the relationship between an open-ended cloze test and its multiple-choice versions generated from three sources: (1) interlingual learner-generated distractors--distractors selected from one language group and administered to a different language group, (2) intralingual learner-generated distractors--distractors selected from one language group and administered to a similar sample of the same language group, and (3) teacher-made distractors--distractors generated by a team of trained ESL/FL instructors and administered to their students. Open-ended cloze tests, multiple-choice cloze formats using intralingual learner-generated distractors, and cloze formats incorporating teacher-made distractors appear somewhat similar in terms of their relationship to general ESL proficiency. In selecting a cloze passage in terms of its discourse, teachers/testers need be aware of and sensitive to their learners' needs and goals. If a language program involves an English for science and technology focus, the appropriate discourse to be taught/tested includes science and technology as academic subjects. If a language program involves a professionally heterogeneous group of learners, a variety of authentic discourse types need to be tested/taught. Some cloze passages are more appropriate than others for language teaching, testing, and learning. Tests and distractors are included. (Author/JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC