English Cloze Test Based on BERT

2021 ◽  
pp. 41-51
Author(s):  
Minjie Ding ◽  
Mingang Chen ◽  
Wenjie Chen ◽  
Lizhi Cai
Keyword(s):  
Cloze Test

The Cloze Technique as A Pedagogical Tool for the Training of Translators and Interpreters

Target ◽  
1992 ◽  
Vol 4 (2) ◽  
pp. 223-236 ◽  
Author(s):  
Sylvie Lambert
Keyword(s):  
Second Language ◽  
Language Proficiency ◽  
Real Life ◽  
Second Language Proficiency ◽  
Pedagogical Tool ◽  
And Training ◽  
Cloze Test

Abstract This article focuses on the versatility of the cloze technique, as a tool not only for measuring second-language proficiency, but also for selecting and training both translators (written cloze) and interpreters (aural cloze). When presented auditorily, the cloze test discriminates pass and fail interpreter students, given the external pacing and speed stress experienced by simultaneous interpreters in real life. The article offers several ways to administer the cloze technique as well as examples of such doctored material.

Conceptual tools for the description and acquisition of the German posture verb sitzen

2015 ◽  
Vol 11 (1) ◽  
Author(s):  
Sabine De Knop
Keyword(s):  
Cognitive Linguistics ◽  
Spatial Relation ◽  
Semantic Networks ◽  
Conceptual Metaphors ◽  
French Speaking ◽  
Cloze Test

AbstractThe study of German posture verbs has attracted the interest of many linguists, e.g. Berthele (2004 and 2006), Fagan (1991), Kutscher-Schultze-Berndt (2007) and Serra-Borneto (1996). It is surprising that most studies disregard the posture verbThe study aims at making up for these deficits. With examples from the German corpora from the Digitales Wörterbuch der Deutschen Sprache (DWDS), it first describes the different uses of the verbIn the framework of Cognitive Linguistics the study also proposes some ‘conceptual tools’ to facilitate the learning of the more abstract uses of the verb sitzen. These tools are semantic networks, visuals, and conceptual metaphors. Spatial distinctions such as those between container and contact are extended to more abstract areas of experience, especially in the context of situations describing abstract states. Here one of the main issues for the learner is to find out whether the abstract goal is conceptualized as a container, a contact or still another basic spatial relation. The efficiency of these conceptual tools is tested with a cloze test conducted with French-speaking students.

scholarly journals Metaphor and Reading Comprehension

1976 ◽  
Vol 8 (4) ◽  
pp. 363-368 ◽  
Author(s):  
James W. Cunningham
Keyword(s):  
Reading Comprehension ◽  
Sixth Graders ◽  
Written Language ◽  
Metaphorical Language ◽  
Cloze Test

In this study the influence of the amount of metaphor in written language upon reading comprehension is analyzed. Subjects in this study, 190 sixth graders, read two passages, relating the same events, but differing in the amount of metaphorical language used. Comprehension was measured by means of a cloze test. Though both passage versions yielded identical readability estimates, cloze comprehension of the metaphorical passage was lower than the comprehension of the non-metaphorical version.

scholarly journals Assessing Collocational Competence by Probating Emotioncy: Testing the Mediating Role of Gender in Educational Dimensions

2018 ◽  
Vol 7 (7) ◽  
pp. 123
Author(s):  
Mustapha Hajebi ◽  
Sadegh Ghaffary
Keyword(s):  
Quantitative Methods ◽  
Efl Learners ◽  
Mediating Role ◽  
Inadequate Knowledge ◽  
Advanced Proficiency ◽  
Cloze Test

The purpose of this paper was to examine at shedding more light into the effectiveness of emotioncy on gender in assessing Persian EFL learners’ collocational competence. This study used quantitative methods and the learners were from both intermediate and advanced proficiency groups. The results indicated that male participants who received emotioncy levels performed more efficiently on C-test and open ended test in comparison with females who recorded better performance on cloze test. The study suggested important results for EFL instructors that teacher’s experiences showed Iranian EFL learners generally have inadequate knowledge of English collocations in particular of restricted collocations. Moreover, some participants in this study believed that collocations could not be regarded as something that EFL learners could acquire without any instruction; therefore, it was essential to incorporate collocation instruction into EFL reading classes. The findings could help teachers and curriculum designers to classify errors in a continuum ranging from the least to the most problematic ones.

scholarly journals Traditional and alternative methods of measuring the understandability of accounting narratives

2014 ◽  
Vol 27 (1) ◽  
pp. 183-208 ◽  
Author(s):  
Michael Jones ◽  
Malcolm Smith
Keyword(s):  
Design Methodology ◽  
Alternative Methods ◽  
Annual Reports ◽  
Good Measure ◽  
Content Type ◽  
Identification Test ◽  
Alternative Measures ◽  
Comprehension Tests ◽  
Cloze Test

Purpose – The study aims to explore the use of alternative measures of “understandability” on accounting texts. This includes the meaning identification test (MIT) and the sentence verification technique (SVT), which have not previously been used by accounting researchers, as well as variants on the traditional Cloze tests such as the C-Test. Design/methodology/approach – This study focuses on the understandability of accounting texts and evaluates how reliable the Cloze test is as a measure of comprehension. An experiment was designed and conducted to measure users' performance with a variety of comprehension measures (MIT, SVT, Cloze, C-Test). Findings – The study concludes that the outcomes from the MIT and SVT comprehension tests are not significantly associated with those from the Cloze tests. This implies that while the Cloze test is a good measure of the predictability of accounting narratives, and of textual redundancy, it does not necessarily measure the understandability of the text. Originality/value – These measures of understandability, which have not previously been used in accounting, would enable researchers to test the communicational effectiveness of using different accounting narratives such as annual reports or prospectuses. Such a measure could be used to improve the understandability of accounting narratives. The strengths and weaknesses of the various tests are assessed. It is suggested that there is a need for further experimentation especially with the MIT test.

Tweede Taalbeheersing Meten Met Een Multiple-Choice Cloze-Toets

1987 ◽  
Vol 29 ◽  
pp. 67-82
Author(s):  
W. Jochems ◽  
F. Montens
Keyword(s):  
Second Language ◽  
Empirical Research ◽  
Foreign Students ◽  
Multiple Choice ◽  
Clear Correlation ◽  
Technical University ◽  
Psychometric Quality ◽  
Cloze Test

This article reports on empirical research on the psychometric quality of multiple-choice cloze-tests, specifically their validity. The command of Dutch as a second language of groups of foreign students who attended the course "Dutch for foreigners" at the Technical University of Delft was measured. There were high correlations between the scores on a number of multiple-choice cloze-tests and the achievement in (part of) a four-skills test. In addition a clear correlation was found between the degree of language pro-ficiency and the subjects' scores on a multiple-choice cloze-test. These results suggest that a subject's score on a good quality multiple-choice cloze-test is a good indicator of his proficiency in a second language.

Adult L2 Learners Need a Reading Comprehension Test: Is it a C-Test or a Cloze Test?

2015 ◽  
Vol 7 (5) ◽  
pp. 68
Author(s):  
Reem Ibrahim Rabadi
Keyword(s):  
Reading Comprehension ◽  
Language Learners ◽  
Statistical Significance ◽  
Research Question ◽  
Main Research ◽  
Comprehension Test ◽  
Class 1 ◽  
Comprehension Tests ◽  
Cloze Test ◽  
Reading Comprehension Tests

<p class="1"><span lang="X-NONE">Many language tests are used to measure language learners’ abilities, two of these tests are the cloze test and the C-test. However, insufficient research has done on the usefulness of these tests as reading comprehension tests. </span><span lang="X-NONE">Therefore, </span><span lang="X-NONE">this study attempts to compare the efficiency of the cloze test with the efficiency of the C-test as reading comprehension tests.  It will explore the main research question if there are any significant differences between the results of the testees on the cloze test and their results on the C-test as reading comprehension tests, in addition to their performance on both tests as advanced level and intermediate level learners. A C-test and a cloze test were administered to 80 international university students at</span><span lang="X-NONE"> Otto-von-Guericke </span><span lang="X-NONE">University in Germany to answer these questions. The statistical analysis used in this study was the (t-test) to test the statistical significance of the differences between the two tests. Results revealed statistically significant differences between the scores of the testees in favour of their scores on the C-test. Furthermore, the results indicated that the cloze test correlated positively with the C-test. Contrary to the finding</span><span lang="EN-US">s</span><span lang="X-NONE"> of previous research indicating that the cloze test is more efficient reading comprehension test than the C-test. It is suggested that this study can be expanded to wider population and to be used for testing the lexical knowledge of language learners.</span></p>

scholarly journals Lexical Aspect and the Use of Simple Past Tense by Thai Learners of English

MANUSYA ◽  
2014 ◽  
Vol 17 (1) ◽  
pp. 64-77
Author(s):  
Suriya Sriphrom ◽  
Theeraporn Ratitamkul
Keyword(s):  
Cross Sectional Study ◽  
Past Tense ◽  
Sectional Study ◽  
Cross Sectional ◽  
Aspect Hypothesis ◽  
Low Level ◽  
Lexical Aspect ◽  
The Past ◽  
Past Tense Form ◽  
Cloze Test

This cross-sectional study investigated the use of the simple past tense form by twenty Thai learners of English at two levels of proficiency. A cloze test developed by Ayoun and Salaberry (2008) was adopted. The findings showed that the learners in the high proficiency group used the past tense form more accurately than the learners in the low proficiency group. When verbs were categorized according to lexical aspect, both groups of learners were found to use the simple past tense form most often with telic events as well as with states. This did not correspond to the prediction of the Aspect Hypothesis, which asserts that low-level learners tend to use the simple past tense form with telic events first. The distributional bias in the input could account for the pattern found in this study.

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