The Study Of English Multiple-Choice Question In Recent Four Years' Liaoning College Entrance Examination

As the accelerating of Chinese internationalization, English becomes more and more important. English is considered as one of the three main subjects. In Chinese senior high schools, English examination includes listening comprehension, multiple-choice question, cloze, reading comprehension, error correction, and composition. Multiple-choice questions which check students' English basic knowledge require broad scope of knowledge. Therefore, it is not easy for students to gain high scores on such questions. Multiple-choice questions can be divided into four types: vocabulary, grammar, idiom and context. Many scholars have studied each of them with various theories, but only few of them studied multiple-choice questions systematically. In this thesis, the study focuses on finding the tackling strategies by analyzing multiple-choice questions in recent four years' Liaoning College Entrance Examination and problems with students on answering multiple-choice questions in recent four years' Liaoning College Entrance Examination. The methodology of this thesis is first to study the book of Liaoning College Entrance Examination texts analysis, then to analyze multiple-choice questions and find problems that exist among students, finally to combine relevant theories with these problems to find out the tackling strategies.There are three points of significance of this study. First is to analyze features of multiple-choice questions. Second is to find out methods of learning multiple-choice question. Third is to find out strategies of dealing with multiple-choice question. This thesis tries to analyze English multiple-choice questions with pluralistic theories. Four types of multiple-choice questions have been studied with the following theories. Metacognitive strategies, cognitive strategies, and social/affective strategies are used for studying vocabulary and grammar. Intercultural communication theory is used for studying idioms, because idioms are formed during long use by people in society. The meaning of an idiom can not be predicted from the meanings of its separate words. Idioms show thinking sense and life concept of that people. Context theory is used for studying context which can be divided into context of situation and context of culture. Different theories are used for studying different types of multiple-choice questions.The thesis is developed as follows. Chapter one is the introduction of the study. It introduces background of the present study, purpose of the present study, and significance of the present study. Chapter two is the literature review. It includes requirement of College Entrance Examination, requirement of New Course Standard, features of multiple-choice question, learning strategies, intercultural communication theory, context theory, application of teaching strategies and learning strategies. Chapter three is the methodology of the study. It includes introduction, research questions, data source, and data analysis. Chapter four is discussion of the study's results. Chapter five is conclusion of the study. It includes major findings, implications students and teachers, limitations and suggestion for further study.