ERIC Number: ED208656
Record Type: RIE
Publication Date: 1981
Reference Count: 0
Multiple-Choice Cloze Tests of EST Discourse: An Exploration.
Scholz, George E.; Scholz, Celeste M.
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)
Descriptors: 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)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Algeria; English for Science and Technology; Psychological Influences
Note: Revised version of paper presented at the Annual TESOL Convention (15th, Detroit, MI, 1981).