An Experimental Study on th Effect of Reading―based Lexical Approach on Cloze Test Performance.doc

An Experimental Study on the Effect of Reading―based Lexical Approach on Cloze Test Performance 　　Abstract：It is proposed by previous researches that lexical chunks are the minimum units of language input， storage and output， which possess both lexical and grammatical character， they can be taught and retrieved as a whole to improve language comprehension and production. Lexical approach is about how lexical chunks should be applied to language teaching， and has provided a new perspective for English learning and teaching in senior high school. Cloze test， recognized by western researchers of testing as being able to measure learners comprehensive language performance， is also a language task very daunting for learners to tackle. Therefore， this study attempts to apply lexical approach to English reading teaching and observe if students cloze performance can be enhanced and their vocabulary learning strategies be positively enriched.The results show that they have acquired chunking strategiesin their language learning and their cloze performance has been positivelyinfluenced by their retrieving of multi-word prefabricated chunks. 中国论文网 /1/viewhtm　　Key Words：juniorhigh middle schoolclozetestlexical chunklexical approachCloze test has always been regarded as a vital means to test junior high students’ integrative language ability， also a commonly used form of exercise for foreign language learning. However， cloze test is also considered as one of the most complicated skills to acquire. A plethora of Chinese learners find it a daunting task， one reason being the rote learning of vocabulary which focuses on individual words instead of chunks， which is identified by the present authors preliminary investigation. Therefore，it is necessary to help the students to retrieve vocabulary knowledge effectively and read from context， thus a new teaching approach is needed. 　　Given the present situation in English cloze test and research gap concerning lexical chunks， t