作为一种工具，用于测量的文字的可读性，完形填空第一泰勒设计格式塔过程的基础上，然后从片中找到在美国自1950年代以来在测试中常用。据德国格式塔心理学家，有人说，它是自然的人倾向于把对象作为一个整体所观察到的形状和添加删除部分下意识的，如果有任何缺少的一部分。为什么完形填空可以运用于衡量语言能力的另一个原因是，有大量的冗余信息的交际语言。在完型填空设计过程中冗余信息被删除，英语毕业论文，有些话理性。因此，完形填空可以测量受试者的阅读能力通过解码片段消息，并从上下文线索完成删除的信息。As a tool for measuring the readability of the text, the cloze test wasfirst designed by Taylor on the basis of the Gestalt procedure, and then ithas been used commonly in the test since the 1950s in the United States.According to Gestalt psychologists in German, it is said that it is naturallyfor people to tend to regard the observed shape of an object as a wholeand add the deleted parts subconsciously if there is any part missing.Another reason why cloze test can be applied to measure language abilityis that there is lots of redundancy information in the communicativelanguage. In the cloze designing process, some words with redundancyinformation are deleted rationally. Thus the cloze test can measure thetestees' reading ability by decoding the fragment messages andcompleting the deleted information from the contextual clues.
起初，完形填空是用来评估母语教学，阅读文本的可读性。直到20世纪60年代，英语毕业论文，作为测量工具，整体英语水平（1979年奥尔德森）完形填空的价值进行探讨。它后来被运用在各种外国语言的测试。如今，它被用来作为测量确保学习进度，学生在第二语言学习过程。随着时间推移而完形填空已经反复证明，结果表明，它具有较高的可靠性指标，它是一个有效的测试工具测阅读理解能力。例如，据报道，各种完形填空测试的可靠性估计范围从0.13到0.96（巴赫曼1985;1980 Hinofotis）。At first, the cloze test was used to assess the readability of texts forteaching native speakers to read. Till the 1960s, studies were done on thevalue of the cloze test as a measuring tool for overall EFL proficiency(Alderson 1979). It was later applied in a variety of tests of foreignlanguage. Nowadays it is used as a measurement for making sure thatwhich learning progress that students made in the second language studyprocess.With time going by，cloze test has been repeatedly testified, and theresults indicate that it has a high index of reliability and it is an efficienttesting tool for measuring reading comprehension ability. For example, itis reported that the reliability estimates of various cloze tests have rangedfrom .13 to .96 (Bachman 1985; Hinofotis 1980). And many linguistsand testing experts believe that the cloze test is a valid and economicalway to test reading comprehension ability.However, the validity of the cloze test has been argued in the fieldof pragmatics for a long time. Much empirical work on the cloze tests hasbeen focused on determining whether or not cloze tests can measuretestees' reading skills and whether or not the use of cloze tests canimprove testees' reading ability.One of the studies which is most worth mentioned is carried out byHomburg, who have administered a rational-deletion cloze with 23 blanksto 39 EFL subjects. In verbal report studies, they have found that nearly20% of the subjects do not use the co-text for clues when filling theblanks. Yang Huizhong (1998) also shows that the cloze test can test theabilities which are tested by other examination types.
Since there were lots of views about the validity of the cloze test, ithas been used in various kinds of large-scale and high risk test in China,such as NMET, CET-4/6 and TEM-4/8.Generally the MC cloze test isapplied in these tests for measuring the testess' language ability as anintegrative test, because of its merits like convenience and objectivity ofevaluation. But there is a shortcoming of using the MC cloze—guessingprobability, because there are four choices supplied after each item, evenwithout readin
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