共查询到19条相似文献，搜索用时 218 毫秒
1.
奚翠华 《外语教学理论与实践》2011,1(4):81
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。 相似文献
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本文对四级模拟考卷中完形填空题型的表面效度进行了一个问卷调查。通过对受试者在合理删词完形填空和多项选择完形填空测试中所表现的状态焦虑数据的分析和比较,发现多项选择完形填空与合理删词完形填空相比,其表面效度更可信一些。 相似文献
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《中学英语教学大纲》明确规定了中学阶段应侧重培养学生的阅读理解能力和应用英语的能力。纵观近几年的各类考题．我们可以看到阅读理解、完形填空试题在试卷中所占的比重很大。完形填空实际上也是一种缺词的阅读．学生必须在阅读和理解的基础上进行完形填空。在平时的英语教学中,教师要注重对学生完形填空能力的培养。 相似文献
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任务型阅读,顾名思义,它是在具体语境中,根据材料内容和指令,完成特定任务的阅读理解的又一种检测形式。它是英语阅读理解和完形填空的综合体,是对学生读和写综合语言运用能力的一种比较合理的考查。笔者就多年来教学经验,总结出一系列利用课堂教学,提升学生任务型阅读解题能力的策略。 相似文献
5.
黄娟 《华夏少年(简快作文 )》2015,(5)
完形填空是通过阅读考查学生语言知识综合运用能力的一种测试形式,旨在考查学生对文章的理解能力和对英语词、句的把握能力及对上下文逻辑关系的辨析能力.完形填空涉及面广,难度较大,得分率低,经常被称之为“障碍性阅读理解”. 相似文献
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完形填空是在高中英语考试中必考的一种考察学生阅读能力的习题,其难度较高,是大多数学生不擅长的一类题型。完形填空的出题规则一般是去掉整篇文章中的一部分词语,为学生设置障碍性阅读,并要求学生在四个选项中选出适合的词语,恢复文章的完整性。基于高中生在完形填空上较为挠头的现状,本文将针对高中英语完形填空的特点提供具体的教学策略。 相似文献
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正英语完形填空题是一种立意新、要求高的综合性语言测验题。完形填空主要是阅读理解的类型,主要是考查学生对各种语言的综合运用能力。完形填空又不同于阅读理解,主要是根据文章进行判断。完形填空在形式上又近似于单项选择,但是答案上的要求又与单项选择有很大的差别,有逻辑,还有上下文的连接,单项选择主要是考查语法为主,根据一个情景判断语法的正确。可是完形填空题型很复杂,涉及词法、句 相似文献
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通过定性和定量研究，分析传统完形填空中的定距删词和C—试题在中国英语考试中的效度。对比研究发现，在试题的编写、评分和信度方面，C—试题优于传统完形填空，它简单、经济、客观、信度高。传统完形填空则在效度方面高于C—试题，建议将其作为一种替换题型用于综合英语能力考试中。C—试题可作为一种词汇练习形式用于课堂练习或词汇测试中。 相似文献
9.
完形填空(Cloze)是让一篇意思连贯的短文中的某些词(或短语)空着,然后在短文后面给出四个选项,要求选择正确答案。“完形填空”(Cloze)不同于单一语法型的“选择填空”题,而是一种考查词汇、语法与阅读理解等多种内容的综合填空题。所以,“完形填空”题是全面地考查学生掌握英语知识和对语言的综合运用能力的一种题型。它包括识词的能力、阅读能力、理解能力以及进行逻辑推理和判断力等。“完形填空”题设置的目的是在实际情景中考查学生遣词造句的能力。其特点是:从文章本身看,文章内容逻辑性强,结构严谨,层次分明;从文体上看,多为故事性叙述文体。 相似文献
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ABSTRACT The purpose of this study was to describe and compare three word recognition abilities of reading disabled students. One hundred and fifty (150) reading disabled pupils, 75 elementary and 75 high school, were randomly selected to participate in this study. Correlated t‐test procedures were used to process the data. The dependent variables were the students’ analytical, phonics, and context analysis word recognition abilities as measured by the Wide Range Achievement Test, Stanford Diagnostic Reading Test, and 12 cloze passages. Results indicated that elementary and secondary reading disabled pupils have significant differences in their ability to use the three different word recognition abilities investigated. Implications for minimum competency testing in reading were discussed. 相似文献
12.
Rihana Shiri Williams Omer Ari Carmen Nicole Santamaria 《Journal of Research in Reading》2011,34(2):215-231
Recent investigations challenge the construct validity of sustained silent reading tests. Performance of two groups of post‐secondary students (e.g. struggling and non‐struggling) on a sustained silent reading test and two types of cloze test (i.e. maze and open‐ended) was compared in order to identify the test format that contributes greater variance in reading comprehension. One hundred participants were recruited from students enrolled in a preparatory course for a high‐stakes statewide reading examination. Our results suggest that all three measures have good concurrent validity. There was no evidence that open‐ended cloze performance was more related to verbal ability than any other reading measure. Maze performance did the best job at discriminating between our struggling and non‐struggling readers. Implications for reading comprehension assessment in post secondary‐aged adults are discussed. 相似文献
13.
包蕾 《浙江教育学院学报》2013,(3):18-24
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。 相似文献
14.
Ann Finlay 《Literacy》1997,31(2):30-35
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. 相似文献
15.
Christine Montecillo Leider C. Patrick Proctor Rebecca D. Silverman Jeffrey R. Harring 《Reading and writing》2013,26(9):1459-1485
Given the increase of bilingual students in the K-12 public school system, understanding reading comprehension performance, especially among this population, has been a major focal point in the research literature. This study explores the nature of reading comprehension among a sample of 123 Spanish–English bilingual elementary students. We add to the existing knowledge base regarding reading comprehension in two significant ways: (1) augmenting the Simple View of Reading by testing the role of both vocabulary depth contribution and dual-linguistic ability in English reading comprehension; and (2) questioning the manner through which reading comprehension is understood through measurement and conceptualization. Specifically, we build a comprehensive model of reading comprehension that tests the effects for vocabulary depth, Spanish oral language, and biliteracy. In line with previous research that suggests different reading measures tap different abilities, we test our model for three different measures of reading comprehension: a cloze exercise, a passage and multiple choice based test, and a timed silent sentence reading judgment task. Our findings converge with previous research on the role of vocabulary depth in reading comprehension and also challenge prior work which has compared different reading measures. Implications for theoretical and empirical approaches to understanding reading comprehension, specifically among Spanish–English bilingual students, are discussed. 相似文献
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This paper reports the results of cloze tests in the reading and listening modes together with a computer analysis of responses to the tests. The subjects were groups of Scottish school children at the ages of 8-9, 11-12 and 13–14 years sampled over the whole country as part of a national survey of English language; the cloze tests were only a small part of the whole testing programme which also contained three other major reading tests. Approximately 400 subjects took cloze tests in each mode at each age. The test material was the same throughout for all stages tested. Two tests, each containing one narrative and one expository text were used. The mode of presentation did not significantly affect the types of cloze responses offered nor the total scores of the tests at any stage. However, results indicated better performance for older subjects when they read, and for the youngest group when they listened to, expository though not narrative passages. The comparisons of the results for the three different school stages showed continuing interdependence of reading and listening ability through the ages tested. The different cloze response patterns for the two types of text (in either mode) as well as the only moderate correlation between the texts, indicated that success in comprehending narratives may not necessarily transfer to comprehending information. 相似文献
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《The Journal of educational research》2012,105(6):321-326
AbstractFew reliable and valid measures of reading achievement are available to evaluate programs for elementary English-as-a-second-language (ESL) pupils. Four variations on the cloze procedure, which has been previously used with disadvantaged and ESL elementary pupils, were evaluated using randomly assigned groups of fourth and fifth grade students. Matching and multiple- choice variations were selected for comparison because they are in greater consonance with current psycho- linguistic theories of the reading process than are other types of reading comprehension measures. Although the overall results were quite similar for the four cloze variations examined, the matching cloze procedure seems to be preferable for elementary ESL students since these tests produced better item characteristics and were more easily constructed. 相似文献
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CET4考试中,学生普遍反映在所有题型中,完形填空属于难度较大、失分较多的题型。经过调查分析,发现造成失误主要是因为学生缺乏相应的语篇分析能力。教师在教学过程中要有意识地培养学生的语篇意识,并引导学生运用于学习过程中,能提高解题能力,减少错误率。 相似文献
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传统的新闻听力训练往往局限于选择题,判断正误题,问答题,填空题,学生往往对新闻听力学习缺乏兴趣。本文作者结合长期新闻听力教学实践提出一种新的新闻听力模式：合作式听写。在这种模式下,学生两人一组合作共同完成一项听写,在此基础上,学生再进行听说读写的综合训练。这不仅能提高学生新闻听力学习的积极性,还能提高学生的听说读写综合运用能力。 相似文献