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Cloze Tests:An Integrative Approach | ||
| journal of the college of basic education | ||
| Article 1, Volume 15, Issue 64, 2010, Pages 105-116 | ||
| Author | ||
| Abdul-Jabbar Ali Darwesh | ||
| Abstract | ||
| One of the axioms of language testing is that the purpose of a test affects the nature of that test, i.e., if the evaluators are after the development of conscious knowledge of grammatical structures and vocabulary items, they have to use discrete-point approach to testing. But if they are after the development of the language skills the learners need when they use the target language in real transactional situations at home or overseas, then they have to adopt integrative approach to language testing.Obviously, the starting-point for language instruction is to equip its learners with the skills that enable them to use the target language interactively. Therefore the integrative approach to language teaching and learning should be adopted. Thus the problem of the present study stems from the fact that the discrete-point approach which is widely adopted in testing the language ability of Iraqi learners of English does not cater very well for the purposes behind teaching English in Iraq. As a result, there is a validity tension between the purposes behind teaching English in this country and what is actually ensured by the tests used for the evaluation of those purposes. To provide a solution for this tension, the present study is meant to suggest the use of some other evaluative techniques which are capable of measuring the aspects that are immeasurable by the discrete-point tests such as text coherence and contextual constraints. Such aspects cannot be measured at the sentential level which most of the discrete-point tests work at. | ||
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