The Probe Into The Performance Of Grade-2 Senior High School Students In English Discourse-type Cloze Test

In 2014,the Examination Center of MOE adjusted the testing structure of the National Matriculation English Test.The most significant change is to replace the grammar multiple choice that has been used for 20 years with the discourse-type cloze test.This new type,mainly aiming to examine students’ ability to apply linguistic knowledge comprehensively,to examine students’ ability to understand and use grammar knowledge in context,and to avoid the situation of grammar learning simply for grammar,meets the requirements of the grammar knowledge of students in the “English Curriculum Standards for Senior High Schools(2017 Edition)”.Therefore,we find it important to investigate students’ performance of English discourse-type cloze test and provide specific strategies according to the problems in their English discourse-type cloze test.The researcher taking the method of text analysis,chose 233 Grade-2 senior students from a Middle School in Zhangzhou as subjects,and held the tests twice in order to check their performance of English discourse-type cloze test from morphology,syntax and discourse.The purpose of this study is to explore:(1)the performance of English discourse-type cloze test in Grade-2 Senior High school students(2)the differences of the performance of the students at high,middle and low level in English discourse-type cloze test.The results are as follows.(1)The students’ overall performance in English discourse-type cloze test is not optimistic.The average score of two tests is 25.906(out of 60).And their average score in morphology is 18.624,that in syntax 4.391 and that in discourse 2.884;(2)the results of One-Way ANOVA show that the significance level is 0.000,which indicates that there is a significant difference in the overall performance of the students at high,middle and low level in English discourse-type cloze test,and also a significant difference of there performance in the aspects of morphology,syntax and discourse at the three,with the probability of significance is 0.000.In the further discussion of the survey results,the author finds that there are threeproblems in their English discourse-type cloze test:(1)their lack of morphology knowledge(2)their weak syntax ability;(3)their lack of discourse awareness.Accordingly,this thesis puts forward three teaching strategies:(1)enlarging students’ morphology knowledge;(2)improving students’ syntactic ability;(3)enhancing the students’ discourse awareness.