| The National Matriculation English Test paper Ⅱ has abandoned the multiple-choice question test item and started to use the grammar gap-filling test item since 2014.Therefore,it is necessary to analyze the propositional quality and content validity of the grammar gap-filling test to examine to what extent the question type conforms to the requirements of the new curriculum standard and the examination syllabus,and whether it can effectively examine the students’ actual grammar ability,so as to guide the positive backwash of English grammar teaching in senior high school.This study aims to explore the content validity of grammar gap-filling task in National Matriculation English Test paper Ⅱ.This paper examines the matching degree between grammar gap-filling task and the requirements of language knowledge in the New Curriculum Standard and Examination Syllabus,and discusses the propositional characteristics of grammar gap-filling test with the methods of text analysis,quantitative analysis and interview,so as to provide some suggestions for high school English grammar teaching.Based on Bachman’s(1996)Framework of Task Characteristics and Test Point Validity Theory of Li Xiaoju(1996),this paper makes a comparative analysis of six grammar gap-filling tests in National Matriculation English test paper Ⅱ from 2014 to 2019,and language knowledge related requirements in the New Curriculum Standard and Examination Syllabus from three aspects:test description characteristics,characteristics of input and expected response,and test point validity.The research results show that test description characteristics,characteristics of input and expected response,and test point validity of grammar gap-filling tests in National Matriculation English test paper Ⅱ are all in line with the language knowledge related requirements in the New Curriculum Standard and Examination Syllabus,for this reason the content validity is high.Besides,the test points are evenly distributed and reasonably designed,which can test students’ grammar ability under the guidance of discourse.However,there are also some shortcomings in the design of test points,such as the lack of genre to the practical essay,the neglect of discourse level and meaning factors.Therefore,the content validity of grammar gap-filling tests can be further improved,and the quality of propositions can be optimized,such as the diversification of genres,the reasonable distribution of the levels of test points and the focus factors in the setting of test points.According to the content validity of grammar gap-filling tests in National Matriculation English Test paper Ⅱ from 2014 to 2019,summarizes the following to the high school English teaching enlightenment and Suggestions:1)in view of the changes in test instructions,teachers should guide students to correctly examine questions,emphasize context awareness,and guide students to grasp the logical relationship between sentences on the basis of mastering the structure and tenses of the article;2)in view of the lack of examination on the types of practical writing,teachers should guide students to contact with articles of different genres in daily teaching,master their language forms,and cultivate their discourse analysis ability by reading a lot.3)in order to cultivate students’ ability to use grammar in context,teachers should emphasize the importance of analyzing sentences and strengthen students’ ability to analyze sentences in the teaching of grammar gap-filling tests;4)in view of the examination of students’ basic vocabulary by grammar gap-filling tests,teachers should guide students to memorize the vocabulary in the examination syllabus,cultivate students’ awareness of word blocks,and improve students’awareness of using grammar in context by combining with specific context. |
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