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ERIC Number: ED208656
Record Type: RIE
Publication Date: 1981
Pages: 46
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
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)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: 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).