Analysis of native speaker performance on a cloze test

Lado, Robert

doi:10.1177/026553228600300203

Cited by 28 publications

(13 citation statements)

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“…Greene (2001: 83) claims that the findings of his study provide strong evidence that “appropriately designed cloze tests permit valid assessments of reading comprehension in theoretical knowledge domains at the college level”. Others (Alderson 1979, 1983; Markham 1985; Lado 1986) maintain that the cloze procedure is more a test of grammatical and lexical knowledge than of reading ability because the reader does not need to look beyond the immediate sentence to figure out what the missing word is. Cohen (1994) notes that L2 students are largely pre‐occupied with the sentence (micro level), only moving to the macro level (the whole text) when a number of the gaps have been filled.…”

Section: Theoretical Contextmentioning

confidence: 99%

Collocational competence and cloze test performance: a study of Iranian EFL learners

Keshavarz¹,

Salimi

2007

Int J Applied Linguistics

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Section: Theoretical Contextmentioning

confidence: 99%

Collocational competence and cloze test performance: a study of Iranian EFL learners

Keshavarz¹,

Salimi

2007

Int J Applied Linguistics

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“…Although, like cloze, the C-Test appears to lend itself primarily to testing reading and writing (see Lado, 1986), it was…”

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confidence: 99%

The C-Test in English: left-hand deletions

Cleary¹

1988

RELC Journal

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The topic of this article is the C-Test — a relatively new addition to the existing battery of techniques, cloze in particular, which claim to measure general language proficiency. Recent trials of th C-Test in Oman on subjects at lower levels of attainment have produced encouraging results on all counts except discrimination. This paper reports an attempt to address the problem of poor discrimination by means of an experimental C-Test variant in which grammatically unmarked items were deleted to the left rather than to the customary right. The findings showed that the discrimination of the C-Test could indeed be enhanced by left-hand deletions, but for a negative rather than a positive reason. It is concluded that the C-Test, and possibly other testing techniques which have proved effective at intermediate level and above, may be less appropriate when applied to lower levels, and that caution should be exercised in their use. BackgroundIn recent years the University of Duisburg has developed a reducedredundancy testing format known as the C-Test. The major publications are Raatz and Klein-Braley (1982), Klein-Braley and Raatz (1984), and Klein-Braley (1985). The C-Test is an adaptation of cloze requiring word completion, and it is intended by its authors to supersede cloze as a measure of general proficiency.

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“…If so, then a more appropriate doze test might be constructed deleting only function words, instead of attempting to use content words to create some type of content validity. These results correspond with what Lado[38) and others have seen concerning performance on items that test…”

supporting

confidence: 92%

Development of parallel cloze tests using cohesion

Jenkins

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Analysis of native speaker performance on a cloze test

Cited by 28 publications

References 4 publications

Collocational competence and cloze test performance: a study of Iranian EFL learners

Collocational competence and cloze test performance: a study of Iranian EFL learners

The C-Test in English: left-hand deletions

Development of parallel cloze tests using cohesion

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