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大学英语四级考试中集库型完型填空和分题选择型完型填空题型的对比研究-外国语言学及应用语言学专业论文.docx

大学英语四级考试中集库型完型填空和分题选择型完型填空题型的对比研究-外国语言学及应用语言学专业论文.docx

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大学英语四级考试中集库型完型填空和分题选择型完型填空题型的对比研究-外国语言学及应用语言学专业论文

PAGE PAGE 2 measure the same or different construct, and which type of cloze format is more effective in testing overall language proficiency. Some researchers (Yang and Weir, 1998) hold the opinion that MC cloze can have a high validity in assessing test-takers’ global reading proficiency; others (Chen, 2001; He, 1999), however, claim that compared with other cloze tests, such as banked cloze or open cloze, MC cloze correlate more with vocabulary and grammar. Moreover, many of the previous studies on the comparison among different cloze tests haven not focused on the two specific test formats used in CET-4 and only a limited number of relevant studies did take the Cloze component in CET-4 as their research targets but focusing on quantitative analysis and not paying attention to explore the aspects of the test-takers’ test-taking processes. Under these circumstances, the present study combines test content analysis, test score statistics and test-taking process investigation into the current study to explore the relationship between banked cloze and MC cloze in CET-4. Research Questions As is mentioned above, MC Cloze and Banked Cloze are two important formats used in CET for many years. This study intends to investigate what the two types of cloze tests actually measure and whether there are differences between test-takers with high scores and those with lower scores in terms of the test-taking processes they have reported. To that end, this study has employed both the quantitative analysis approach like the descriptive and correlation statistics on the tests scores in the cloze components and their relationship with other parts in CET, and the qualitative analysis approach like the simultaneous introspection verbal reports. When the previous researchers (e.g. Feldmann Stemmer, 1987; Storey, 1997; Yamashita, 2003; Cheng Xiaokou Li Shaoshan, 2006) investigate the test-takers’ test-taking processes in cloze test, they focus on two elements, i.e., information so

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