【Abstract】The standard is relatively simple Cloze and an alternate form of multiple-choice Cloze. The purpose of the first part is the introduction of the birth and development of Cloze as a relatively new type of test. The rest of the body of this article focuses on comparing the two alternative forms as mentioned above， exposed their own respective advantages and disadvantages.

【Key words】English teaching and a number of options potential Cloze

【中圖分類號】G64【文獻標識碼】A【文章編號】1005-1074(2009)05-0120-01

1Background

1.1Theoretic Background of Cloze Tests Initially， the cloze tests， which were introduced by Taylor (1953)， were used only to assess the readability of texts in the reader's native language. It originates from Gestalt psychology， which holds that integrity of human consciousness is the most intrinsic feature of psychology. Therefore， it is a sub-consciously-motivated tendency to fill up the empty when one is observing an object or picture. After Taylor， the cloze tests came to be used in L2 testing， but it did not get popular until 1970s when overall competence was gaining attention.

1.2Forms of Cloze TestsAccording to Hughes (1989)， \"there was time when the cloze procedure seemed to be presented almost as a language testing panacea\"， because it is integrative—that is， it requires students to process the components of language simultaneously， much like what happens when people communicate. An integrative method， it was also quite easy to prepare， administer and rather easy to score.。

2Experiment[1]

2.1Methods and MaterialsIn my experiment， I choose sixteen first-year students from my university as testees. All of these students are top or nearly top ones in their classes， divided into two groups on the basis of an equal average level. As the first step， two short passages with multiple-choices are selected as testing materials (materials A) for Group 1 and Group 2 respectively.[2] Next， the two groups exchange their materials with the optional items canceled out as standard cloze tests (materials B). Testees are required to complete the two tasks within half an hour. The two chosen passages are given below:

Passage 1:Our aeroplane was just beside the airport building. It did not look too strong to me， but I decided not to think about such things. We saw luggage going out 1____ it on trolleys and being loaded from 2____ the aircraft. Next， three men and three girls， all in uniforms， went over to the plane and 3____ it. Over the loudspeakers we were 4____ the plane was ready to leave and were asked to walk 5____ to it. Everybody moved quickly in order to 6____ the seats they wanted. I was 7____ to get a seat near the tail， but the plane looked 8____ inside than it had from outside. I fastened my seat 9____ before we took off and tried to 10____ my nervousness.

1.a.at b.for c.to d.above;2.a.inside b.beside c.behind d.under;3.a.reached b.flew c.climbed d.entered;4.a.asked b.noticed c.announced d.told;5. a.out b.along c.in d.by;6.a.fetch b.hold c.keep d.get;7.a.impossible b.incapable c.unable d，unsuitable;8.a.prettier b.stronger c.steadier d.smaller;9 a.belt b.string c.band d.ribbon;10.a.smooth b.decrease c.forget d.relax.

2.2ResultsResults of the experiment are shown in the following diagram， with the full score being ten points. (To be appropriate for testees as freshmen， acceptable word method is adopted in S cloze tests.)

Group 1 (8 testees);Group 2 (8 testees)

Type of material:A1(M-C cloze);B2(S cloze);A2 (M-C cloze);B1 (S cloze);Average score:7.25;3.75;5.75;2.75

3Analysis

3.1materialsBefore analyzing the experiment results， a brief review of the material itself is in order. As a matter of fact， these two passages well point to cloze as an integrative method . Just take passage 2 (M-C cloze) as an example. Blank No.1 measures the mastery of vocabulary (\"range\")， No.2 involves a noun (\"system\") that re-appears in later lines and can be predicted according to discourse knowledge， No.5 tests preposition collocation， and so on. In brief， the twenty empties in the two passages cover a wide range of knowledge――vocabulary， discourse， logical， collocation， etc. In this sense we can say cloze has its validity as an overall proficiency test.

3.2S-cloze vs M-C clozeFrom the diagram we can see that students get higher marks in M-C cloze than in standard cloze. It seems to suggest that the latter is more difficult to handle. In reviewing the M-C cloze tests， several conclusions can be drawn:

The primary strength lies in its effectiveness in measuring one's ability to use language. Without items to give any clues， testees cannot come up with a right answer unless he has a good understanding of its usage. It is encouraging that among eight testees， three fill in the correct word \"range\" in the first blank of passage 2 (S cloze)， an indicator that they can not only identify the word， but also freely use it. Apart from this， S cloze tests help to build up in one's mind a notion of discourse unity: He has to have a careful reading of the passage in search of textual clues; Factors like lexical chain and logical unity may stand out in his effect of processing information.

Bibliography

[1]Bachman， L.F. Fundamental Considerations in Language Testing[M].Oxford and New York: Oxford University press，1990.