语篇分析理论视角下的高中英语语法填空教学实证研究 99页

、？Ｉ号丽５＂麵７ｉ身—，１—一為＾．Ｇ．心色号６５２Ｌ．．．．．．．Ｉ，夢爭畫＇皆南乂聲沪．胃｜１硕±学位论文｜｜ｊ；＾；、－ｄ（专业学位）藝％－心东－－努丫襄鸣ｓｔｕｄｏｎｔ；ｈｅＲａｔｉｏｎａｌＣｌｏｚｅＴｅｓｔｏｆＳｅｎｉｏｒＨｉｈｉ；乂一ｙｇ一＾一、－Ｓｃｈｏｏｓ节ｌｆｒｏｍ化ｅＰｅｒｓｐｅｃｔｉｖｅｏｆ运今／ＤｉｓｃｏｕｒｓｅＡｎａｌｙｓｉｓＴｈｅｏｉｙ狂崎＾—＇－＞‘峡托语篇分析理论视角下的髙中英语语法填空教学实证研究专业学位観：：学科教学（英语）４指导教师．：付江涛副教授編每酣：＾Ｂ＇职业导师；谦醒＇苗．－六年五月喝〇；：．遷逢滅二譽：麵議．爆！雜心義參余苗為邏赢推涵ｔ AStudyontheRationalClozeTestofSeniorHighSchoolsfromthePerspectiveofDiscourseAnalysisTheory语篇分析理论视角下的高中英语语法填空教学实证研究AThesisSubmittedtotheGraduateSchoolofHenanUniversityinPartialFulfillmentoftheRequirementsfortheDegreeofMasterofEducationByZhangYanSupervisor:AssociateProf.FuJiangtaoMay,2016 AcknowledgementsIwouldliketoexpressmygratitudetoallthosewhohelpedmeduringthewritingofthisthesis.Firstofall,IwouldliketoextendmygratitudetoMr.FuJiangtao,mytutor,forhisencouragementandguidance.Hehelpedmeovercomeallthedifficultiesofthewritingofthisthesis.Withouthisconsistentandilluminatinginstruction,thisthesiscouldnothavereacheditspresentform.Secondly,IwouldliketoexpressmygratitudetoentireCollegeofForeignLanguages.IamgreatlyindebtedtotheprofessorsandteachersattheCollegeofForeignLanguagewhohaveinstructedandhelpedmealotinthepasttwoyears.Thirdly,IwouldliketoextendmygratitudetoteacherswhooncehelpedmeintheInternshipSchool.Theyofferedmethechanceofteachingandhelpedmeaccumulateteachingexperience.Undertheirguidance,Icouldcarryouttheexperimentandaccomplishtheexperiment.Lastbutnotleast,Ialsoowemysinceregratitudetomyroommatesandmyclassmateswhogavetheirhelptomeandhelpedmeworkoutmyproblemsduringthedifficulttimeofthethesis. AbstractWiththeimplementationoftheNewCurriculumStandardofEnglishinSeniorHighSchools,greatchangeshavebeenmadeintheEnglishExaminationOutlineofSeniorHighSchoolsin2014.ItispointedoutthatattentionsshouldbepaidtotheapplicationofEnglish.Inordertomeettherequirement,someadjustmentshavebeenmadeinthepropositionalformsoftheCollegeEntranceExamination.IntheEnglishtestoftheCollegeEntranceExamination,theGrammarMultipleChoicehasbeenreplacedbytheRationalClozeTest.TheRationalClozeTest,anewtypeoftestquestion,emphasizestheimportanceofdiscourseanalysisability,andtestsstudents’linguisticknowledgeandskillswithinthediscourse.TheRationalClozeTestchecksstudents’discoursecompetencemainlyfromsentencestructures,grammarforms,changesoftheprefixandsuffix,discoursecontextcluesandmarkedwords.Discourseanalysisabilityisoneofthemostimportantaspectsthatinfluencestudents’accuracyintheRationalClozeTest.ThebasicskillthatstudentsshouldhaveistheskilltousecorrectgrammarformsofvocabulariesintheRationalClozeTest.DuringtheteachingoftheRationalClozeTest,teachersshouldbeawareoftheimportanceoftheformationofstudents’textualawarenessandtheimprovementofdiscourseanalysisability.OnlywhenstudentshavethetextualawarenessandthediscourseanalysisabilitycantheydowellintheRationalClozeTest.TheDiscourseAnalysisTheoryisquiteawidefield.ManyspecialistsandscholarshavedoneresearchontheClozeTest,ReadingComprehensionTestandtheBand4TestorBand6TestoftheCollegeEnglishExaminationsbyusingtheDiscourseAnalysisTheory.However,thereisnotenoughresearchontheRationalClozeTestofSeniorHighSchools.Therefore,theresearchhastobeinconformwiththecharacteristicsoftheRationalClozeTest.AftertheanalysisofkeypointsintheRationalClozeTest,theresearchiscarriedoutfromtheI perspectiveofDiscourseAnalysisTheory.ThetheoreticalbasisisthreekindsofcohesivedevicesoftheDiscourseAnalysisTheory,whichmainlyincludestheGrammaticalCohesion,LexicalCohesionandLogicalCohesion.Whatismore,thisresearchattemptstoanswerthefollowingquestions:1.WhatkindofproblemsdostudentshaveintheRationalClozeTestexercises?2.HowcanteachershelpstudentsapplythediscourseanalysisabilitytotheRationalClozeTest?3.Whatkindofmeasurescanbetakentoimprovestudents’accuracyintheRationalClozeTest?BasedonthecurrentsituationoftheRationalClozeTestteaching,anewteachingmethodisexploredintheRationalClozeTest,forexample,applyingthreekindsofcohesivedevicesoftheDiscourseAnalysisTheoryintheRationalClozeTest.Whatismore,twoclasseswithsimilarlevelfromtheSeniorHighSchoolareselectedandexperimentsarecarriedoutinthetwoclasses.IntheExperimentalClass,threekindsofcohesivedevicesoftheDiscourseAnalysisTheoryareappliedduringtheteachingprocess.Meanwhile,thetraditionalteachingmethodisemployedintheControlClass.Byconductingthequestionnaire,experiment,interviewandquantitativeanalysisandqualitativeanalysis,theexperimentrevealsthatthebetterstudents’discourseanalysisabilityis,themoreaccuratestudents’answersofthetestare.Inaddition,students’learninginterestofvocabularyandgrammarhasbeenstimulatedundertheguidanceofthethreekindsofcohesivedevicesoftheDiscourseAnalysisTheory,andstudents’textualawarenessandthediscourseanalysisabilityhavealsobeenenhanced.Moreover,theaccuracyintheRationalClozeTesthasbeengreatlyimproved.KeyWords:NewCurriculumStandardofEnglish;RationalClozeTest;CohesiveDevices;DiscourseAnalysisAbilityII 摘要随着《高中英语新课标》的实施，《高中英语考试大纲》在2014年出现了相应的变化。在对学生的英语能力做出明确要求的同时，高考英语考试中考察学生英语运用能力的题目也出现了相应调整。在2014年全国高考英语试卷中，语法填空试题取代了延续多年的单项选择试题。语法填空是一种新的题型，它突出强调语篇的重要性，着重考察学生在语篇中运用语言知识和语言技能的能力。它主要从句子结构、语法形式、词语前、后缀的变化，以及话语标志词等几方面来考查学生的语篇分析能力。在语法填空中，语篇分析能力是影响学生做题正确率的一个重要因素。学会用单词的正确形式填空是学生在语法填空中应该具备的最基本的能力。在语法填空教学中，教师应该着重培养学生的语篇意识和语篇分析能力，学生只有具备了这两种能力，才可以在语法填空中取得较好的成绩。语篇分析理论是一个很宽泛的领域，许多学者在之前也做过相关研究，这些研究大多数运用于大学四、六级完型填空和阅读理解，很少有关于语篇分析理论在语法填空中的运用研究。因而在语篇分析理论视角下，将语法衔接手段、词汇衔接手段和逻辑衔接手段这三种衔接手段与语法填空试题考察的知识点相结合，将是对语法填空教学的一个新探究。通过对此项问题的研究，本文试图回答以下问题：1.学生在做语法填空试题中存在什么样的问题？2.教师应该如何帮助学生将语篇分析能力应用到语法填空试题中？3.教师应该采取什么措施提高学生做语法填空试题的正确率?在这些问题的基础上，对语法填空教学进行了相关教学探究并且将语篇分析理论中的三种衔接手段应用其中。研究者选取了在语法填空试题方面能力相当的两个班级展开了实验：在控制班应用传统的教学模式，在实验班应用新的教学模式。研究显示，通过实验法、调查问卷以及访谈法、定量和定性分析，在语篇分析理论指导下的教学模式可以大大提高学生学习英语单词和英语语法的兴趣。学生在阅读中语篇分析能力和语境意识的增强使得学生在语法填空试题中的正确率也得到了显著性提高。因此，教师在语法填空教学中应该注重学生这两方面能力的培养。将语篇分析理论中的三种衔接手段教给学生，不仅可以帮助学生在练习中掌握做题技巧，使其在短时间III 内把握文中大意，更可以使学生学会在语篇分析理论指导下在语法填空中正确使用和变换单词，能够根据话语标志词用恰当的单词形式填空，从而提高做题效率。关键词：英语新课标；语法填空；衔接手段；语篇分析能力IV ContentsAcknowledgementsAbstract......................................................................................................................................I摘要......................................................................................................................................IIIChapterOneIntroduction....................................................................................................11.1BackgroundoftheStudy...............................................................................................11.2SignificanceoftheStudy..............................................................................................11.3ResearchQuestions.......................................................................................................21.4ResearchMethod...........................................................................................................31.5StructureoftheStudy....................................................................................................3ChapterTwoLiteratureReview..........................................................................................52.1RelevantStudiesoftheRationalClozeTest.................................................................52.1.1RelevantStudiesoftheRationalClozeTestatHome.........................................52.1.2RelevantStudiesoftheRationalClozeTestAbroad...........................................62.2PreviousResearchesontheRationalClozeTestfromDiscourseAnalysisTheoryPerspective....................................................................................................................82.2.1PreviousResearchesontheRationalClozeTestfromDiscourseAnalysisTheoryPerspectiveatHome..............................................................................82.2.2PreviousResearchesontheRationalClozeTestfromDiscourseAnalysisTheoryPerspectiveAbroad................................................................................92.3Summary.....................................................................................................................11ChapterThreeTheoreticalFramework............................................................................133.1DefinitionofDiscourseAnalysis................................................................................13V 3.2CohesionfromthePerspectiveofDiscourseAnalysisTheory...................................143.2.1GrammaticalCohesion......................................................................................153.2.2LexicalCohesion...............................................................................................173.2.3LogicalCohesion...............................................................................................183.3AnalyticalFrameworkofThreeKindsofCohesiveDevices......................................203.4FunctionsofThreeKindsofKindsofCohesiveDevices...........................................213.5ApplicationofThreeKindsofCohesiveDevices.......................................................22ChapterFourResearchDesign..........................................................................................274.1ResearchPurpose........................................................................................................274.2ResearchSubjects........................................................................................................274.3ResearchInstruments..................................................................................................284.3.1Questionnaire....................................................................................................284.3.2Interview............................................................................................................284.3.3Test....................................................................................................................294.4ResearchProcedure.....................................................................................................304.4.1ThePre-implementationStage..........................................................................304.4.2TheImplementationStage.................................................................................324.4.3ThePost-implementationStage.........................................................................44ChapterFiveDataAnalysisandDiscussion.....................................................................455.1DatafromthePre-testandPost-test............................................................................455.1.1ComparativeAnalysisoftheECandCCinthePre-test...................................455.1.2ComparativeAnalysisoftheECandCCinthePost-test.................................465.1.3ComparativeAnalysisoftheCCinthePre-testandPost-test..........................475.1.4ComparativeAnalysisoftheECinthePre-testandPost-test..........................495.2DatafromtheThreeQuizzesintheExperimentalProcess.........................................50VI 5.2.1ComparativeAnalysisofECandCCintheFirstQuiz.....................................505.2.2ComparativeAnalysisoftheECandCCintheSecondQuiz..........................515.2.3ComparativeAnalysisoftheECandCCintheThirdQuiz.............................535.3DatafromtheQuestionnaireandAnalysis..................................................................545.4InformationfromtheInterviewandAnalysis.............................................................545.5Discussion...................................................................................................................55ChapterSixConclusion......................................................................................................576.1MajorFindings............................................................................................................576.2ImplicationsforRationalClozeTest...........................................................................596.3Limitations..................................................................................................................606.4SuggestionsforFurtherResearch...............................................................................61Bibliography...........................................................................................................................63AppendixIQuestionnaire..................................................................................................67AppendixIIPre-test............................................................................................................69AppendixIIIFirstQuiz......................................................................................................70AppendixIVSecondQuiz..................................................................................................73AppendixVThirdQuiz......................................................................................................76AppendixVIPost-test...........................................................................................................79AppendixVIIInterview......................................................................................................80AppendixVIIILexicalCohesion.......................................................................................81AppendixIXLogicalCohesion..........................................................................................82VII ChapterOneIntroduction1.1BackgroundoftheStudyEnglishisoneofthemostimportantsubjectsinSeniorHighSchools.Inordertoimprovestudents’languagecompetence,theMinistryofEducationvarieditswaysregardinghowtocheckstudents’languageperformanceduringthepastyears,andthemostobviouschangeoftheEnglishtestpapertookplaceintheyear2014.WiththeimplementationoftheNewCurriculumStandardofEnglishinSeniorHighSchools,greatchangeshavetakenplaceintheEnglishExaminationOutlineofSeniorHighSchoolsintheyear2014,andsomeadjustmentshavebeenmadeinpropositionalformsoftheCollegeEntranceExamination.IntermsoftheEnglishtestofCollegeEntranceExamination,theGrammarMultipleChoicehasbeenreplacedbytheRationalClozeTest.ThechangesreflectthetendencyofthereformintheCollegeEntranceExaminationandthetransitionofteachingconcepts.TheRationalClozeTest,anewtypeofEnglishtestquestion,emphasizestheimportanceofdiscourseandmainlytestsstudents’linguisticknowledgeandskillswithinthediscourse.ManyspecialistsandscholarshavedoneresearchontheClozeTest,ReadingComprehensionTestandtheBand4TestorBand6TestoftheCollegeEnglishExaminationsbyusingDiscourseAnalysisTheory.However,thereislittleresearchontheRationalClozeTestoftheSeniorHighSchools.PuttingtheDiscourseAnalysisTheoryintotheresearchoftheRationalClozeTestinSeniorHighSchoolswillcovertheshortageofthepredecessor.1.2SignificanceoftheStudyTheRationalClozeTestchecksstudents’discoursecompetencemainlyfromsentencestructures,grammarforms,originalmeanings,transferredmeaningsofthevocabulary,1 changesoftheprefixandsuffix,discoursecontextcluesandmarkedwords.Therefore,itisnecessaryforSeniorHighSchoolteacherstoworkoutagoodteachingmethodtodevelopstudents’discourseanalysisabilityintheRationalClozeTest.Whatismore,accordingtoasurvey,theRationalClozeTestisoneofthepartswherethestudentsmayeasilylosepoints.Ithasbeenfoundthatthebetterstudents’discourseanalysisabilityis,themoreaccuratestudents’answersofthetestare.Therefore,discourseanalysisisoneofthemostimportantaspectsoftheRationalClozeTest.Now,theRationalClozeTestalsobecomesthefocusforbothstudentsandteachers.ThebasicskillthatstudentsshouldhaveistheskilltousecorrectgrammarformsofthevocabulariesintheRationalClozeTest.Therefore,theEnglishteachingofSeniorHighSchoolsshouldbeadaptedtotheexaminationoutline.Teachersshoulddoasfollows:duringtheteachingprocess,attentionsshouldbepaidtostudents’textualawareness,andimportanceshouldbeattachedtotheteachingofdiscourseanalysisaswell.Moreover,asteachersknow,theimprovementofstudents’discourseanalysisabilitycanhelpstudentslearngrammarandwordsbetterwithinthecontext.Thus,teachersshouldimpartsomeknowledgeofthediscourseanalysistothestudents,andhelpstudentsapplytheDiscourseAnalysisTheoryintotheRationalClozeTest.1.3ResearchQuestionsThemajorcontentofthisstudy,byconductingtheresearchcombingwiththeoryanalysis,exploresthemeritsanddemeritsoftheteachingmethodinRationalClozeTestinSeniorHighSchools.Thisthesisaimsatworkingoutateachingmethodforimprovingstudents’textualawarenessandhelpingstudentshavemoreaccurateanswersbyfocusingonthethreequestionsasfollows:(1)WhatkindofproblemsdostudentshaveintheRationalClozeTestexercises?(2)HowcanteachershelpstudentsapplythediscourseanalysisabilitytotheRationalCloze2 Test?(3)Whatkindofmeasurescanbetakentoimprovestudents’accuracyintheRationalClozeTest?1.4ResearchMethodInordertohaveacomprehensivelyunderstandingofthemajorproblemsandthesituationsinthisresearch,questionnairemethod,interviewmethodandtestmethodareconductedinthisresearch.Byconductingthequestionnaire,students’feelingsandlearningconditionstowardsthenewtypeoftestquestioncanbeunderstood.Byadoptingtheinterviewmethod,students’learningcouldberevealedmoretruthfullyintherelaxingatmosphereduringtheexperimentalprocess.ThePre-testaredesignedtoensurestudentsinthetwoselectedclasshavetheequivalentlevel,andthethreequizzesandPost-testaredesignedtoverifythechangeoftheEnglishlevelofstudentsintheExperimentalClassafteroptimizingthethreekindsofcohesivedevicesofDiscourseAnalysisTheory.1.5StructureoftheStudyThisthesisisdividedintosixparts.ChapterOneisanintroductionoftheresearch,whichismainlyaboutthebackgroundandsignificanceoftheresearch,researchquestionsaswellasthestructureofthisthesis.InChapterTwo,relevantstudiesoftheRationalClozeTestareintroduced,andthenthepreviousresearchesontheRationalClozeTestfromtheperspectiveofDiscourseAnalysisTheoryathomeandabroadareillustrated.InChapterThree,thetheoreticalframeworkofthestudyisintroduced.ItmainlyincludesthedefinitionofDiscourseAnalysisfromthemicroandmacroperspectives.Themicroperspectiveandfunctionsofthetheorywillalsobeintroducedindetail.3 ChapterFouristheresearchdesignofthestudy,whichiscomposedofresearchpurpose,researchsubjects,researchinstrumentsincludingquestionnaires,interview,thePre-testandPost-testandtheresearchprocess.Moreover,theresearchprocedurewillalsobestatedinthispart.ChapterFiveisaboutthedataanddiscussion.ChapterSixistheconclusionoftheresearch.Itismainlyaboutmajorfindingsandimplicationsoftheresearch.Whatismore,limitationsandsuggestionsarealsostatedinthispart.4 ChapterTwoLiteratureReview2.1RelevantStudiesoftheRationalClozeTest2.1.1RelevantStudiesoftheRationalClozeTestatHomeAccordingtoasurvey,therehasbeeninsufficientresearchabouttheRationalClozeTestinthepast.Itwasnotuntiltheitemtype─ClozeTestappearedintheexaminationpaperinthe1990sthatmanyscholarsbegantofocusontheClozeTest.Atfirst,theClozeTestmainlyappearedintheNationalMatriculationTest,Band4TestandBand6Test.Therefore,therearerelevantstudiesofRationalClozeTestathomethatcanbecollected.Hereareexamples:In2002,LiuRunqingclassifiedthetestintofourpatterns,thefixed-rationcloze,therationalcloze,themultiple-choicecloze,andtheClozetest.In2007,ZhongHuixianganalyzedtheRationalClozeTestinthetestpaperofGuangdongProvince.Intheperiodicals,shepointedoutthattheaccuracyoftheRationalClozeTestmainlydependsonthelargevocabulary,grammaticalknowledge,anddiscourseanalysiscompetence.In2014,LiuShengliandZhaoChangyouanalyzedtheRationalClozeTestfromthesystematic-functionalgrammarperspective.Theyspokehighlyofthetesttype,andanalyzedProblemSolvingStrategiesoftheRationalClozeTestforstudents.In2015,WangXiya,inathesisnamedAStudyofSeniorMiddleSchoolDiscourse─basedRationalClozeofNationalMatriculationEnglishTest,drewtheconclusionthatteachersshouldconsciouslyleadstudentstoapplyknowledgeoftextualfunctiontoanalyzehowtodowellinthediscourse-basedRationalClozeTest,whichcanhelpimprovestudents’discoursecompetence.Whatismore,resultsofthestudyshowthatundertheguidanceof5 textualfunction,studentscaneffectivelyimprovetheirsolvingabilitybycomparingtothetraditionalteachingprocedure.Afterlearningtextualfunction,students’abilityofsolvingdiscourse-basedRationalClozeTesthasbeengreatlyenhanced.(WangXiya,2015)2.1.2RelevantStudiesoftheRationalClozeTestAbroadRelevantStudiesoftheRationalClozeTestabroadstartedin1960s.Eversincethen,alotofresearchershaddonesomeresearchontheRationalClozeTestfromdifferentperspectives.InMárciaMariaPeruzziEliadaMota’sTheRelationshipBetweenMorphologicalAwarenessandContextualReadingMeasuredbytheClozeTest(2009),heinvestigatestherelationshipbetweenmorphologicalawarenessandreadingcomprehensionmeasuredbytheClozeTest.Theresultshowsthattosomeextentthisrelationshipisindependentofphonologicalawareness.InRobabehEsfandiariandEhsanollahEkradi’sRelationshipbetweenIranianEFLlearners’emotionalintelligenceandtheirperformanceonClozeTest(2014),theyfurtherinvestigatetheimpactonindividualdifferencesinlanguagetestperformance,andthisstudyprobestherelationshipbetweenforeignlanguagelearners’EmotionalIntelligence(EI)andtheirperformanceonClozeTests.InBenjaminGreene’sTestingreadingcomprehensionoftheoreticaldiscoursewithCloze(2002),hepointsoutthatappropriatelydesignedClozeTestscanprovideavalidassessmentofthereader’sintegrationoftheoreticaltext.Inaddition,theusefulnessofreadabilityformulasbasedonsurfacecharacteristicsoftextischallengedwhenreadabilityisdefinedintermsofthedifficultyofconstructingacoherentrepresentationoftheoreticaltext.(Benjamin,24)InJaanMikk’sSentencelengthforrevealingthecognitiveloadreversaleffectintextcomprehension(2008),heexplorestherelationshipbetweenthesentencelengthinthetext6 comprehension.Hethinksthatthecognitiveloadtheoryrecommendationsforenhancingthesuccessofteachingareeffectiveuptoacertainboundary.Thepaperwasdedicatedtofindingthisboundarylineinsentencelengthfor17─18yearsoldstudents.Studentsfilledintheblanksin30ClozeTests.TheClozeTestresultwascorrelatedwiththepercentageofsentencesovertheboundaryline.Whentheboundary-linewaslow,thecoefficientofcorrelationincreasedwiththerisingofthelineandthecoefficientbegantodropwhentheboundarylinepassed140characters.Thissizeoftheboundarylineindicatedthesentencelength,uptowhichthetakingoftheloadfromthelearners’mindwaseffective.Sentenceswith130─50characterswerethemostsuitableforthestudents.(Jann,34)InMiyokoKobayashi’sClozeTestsRevisited:ExploringitemCharacteristicswithspecialattentiontoscoringmethods(2002),thestudyexaminestheeffectsofitemcharacteristicsonClozeTestperformance.Aparticularfocusofthestudyistoinvestigatetherelationshipbetweenanumberofclozeitemcharacteristicsandscoringmethods.Theitemcharacteristicsexaminedwere:(a)content/functionwords,(b)partsofspeech,(c)wordfrequency,(d)thenumberofoccurrencesofawordinthetext,(e)alternativeanswers,(f)syntacticvariation,(g)theamountofcontext,(h)knowledgebase.Atotalof255Japaneseuniversitystudentsparticipatedandwererandomlyassigned1of4setsofClozeTests.ThedatarevealsvariationsintheresultofClozeTestattributabletodifferentscoringmethods.Thestudyshowsthecomplexeffectsofitemcharacteristicsandscoringmethodsontestperformance.（Miyokoi,86）InJohnMcleodin’sUncertaintyReductioninDifferentLanguagesThroughReadingComprehension(1975),hedoesanexploratorystudyintothefeasibilityofconstructingamultilingualReadingComprehensionTest.Thetestshowsthattestperformanceisassessedbymeansofamethodwhichestimatesthechild"s“contribution”tooveralllanguageredundancy.Theresultalsosuggeststhatthemethodisbothreliableandvalidandhaspotentialfortheassessmentofbilingualityofreadingcomprehension.7 2.2PreviousResearchesontheRationalClozeTestfromDiscourseAnalysisTheoryPerspective2.2.1PreviousResearchesontheRationalClozeTestfromDiscourseAnalysisTheoryPerspectiveatHomeIn2005,FanLixiacarriedoutacomparativestudybetweenthediscourse-basedRationalClozeTestandtheMultipleChoiceClozeTest.Intheresearch,shedrawsaconclusionthatthediscourse-basedRationalClozeTestcanteststudent’textualability,andthedegreeofthedifficultyishigherthantheMultipleChoiceTest.Moreover,thistypeoftestmakesstudentsfeelmorestressedandblocksstudents’interestofEnglishlearning.In2010,ZhaoXiuhongandNieJianzhoudemonstratedthatdiscoursebasedRationalClozeTestisabettertesttypethantheMultipleChoiceCloze,foritcanteststudents’textualability.In2011,LuJiangmuprovedthatduringtheteachingprocessofthediscourse-basedRationalClozeTest,teachersneedtoattachimportancetothecontextoflanguage.In2013,HuangXinglaidmorestressonstudent’sabilityindiscoursecomprehension.Asaconsequence,itissuggestedthatdiscourseanalysisshouldbeappliedtotheproblem-solvingprocessofRationalClozeTest.Whatismore,teachersshouldconsciouslyguidestudentsforusingtheknowledgeofthediscourseanalysistotheproblem-solvingprocessoftheRationalClozeTest.Bydoingthis,itcanbringpositiveeffectsonHighSchoolStudents’attitudetowardstheRationalClozeTestandimprovestudents’problemsolvingabilities.In2015,WangXiya,inathesisnamedAStudyofSeniorMiddleSchoolDiscourse-basedRationalClozeofNationalMatriculationEnglishTestundertheGuidanceofTextualFunction,drewtheconclusionthatteachersshouldconsciouslyleadstudentstoapplythe8 knowledgeoftextualfunctioninanalyzinghowtodowellinthediscourse-basedRationalClozeTest,whichcanhelpimprovestudents’discoursecompetencetocompletethetest.Whatismore,theresultofthestudyalsoshowsthatundertheguidanceoftextualfunction,studentscaneffectivelyimprovetheirsolvingabilitybycomparingtothetraditionalteachingmethod.Afterlearningtheknowledgeoftextualfunction,students’discourseanalysisabilityhasbeengreatlyenhanced.2.2.2PreviousResearchesontheRationalClozeTestfromDiscourseAnalysisTheoryPerspectiveAbroadGiventhedominanceofstandardizedobjectivetestingintheUS,mostoftheAmericanbookshavecontinuedtoresearchsubstantialsectiononVocabularytesting,andthenpresentingtheconventionalrangeofrelativelydiscreteitems:theyarenotjustmultiple-choice,butalsomatching,picturelabelling,fillingablankinasentence,andthelike.AsSpolskynotes,BritisheducationalistshavealwaysbeenmuchmoreresistanttotheallureofobjectivetestingthantheirAmericancounterparts.Inlanguagetesting,likeinotherfields,thetraditionsofthesubjectivelymarkedexaminationhavebeenmaintainedtoalargeextent.Itwasin1970sthatmultiple-choiceitemsappearedinexaminations.Forinstance,theUniversityofCambridgeLocalExaminationsSyndicate(UCLES)firstputforwardmultiple-choiceitemsinoneoftheirexaminations─TheLowerCertificateofEnglish(nowtheFirstCertificate)(Spolsky,2007:213).Nevertheless,themostcomprehensiveBritishhandbook,Heaton’s(2000)WritingEnglishLanguageTesttreatsvocabularyinasimilarmannertotheAmericanbooks,withextensivecoverageofobjectiveitems,althoughthesecondeditiongivesmoreemphasisonthedesirabilityoftestingwordsinthecontextofawholepassage.9 OthermorerecentbooksbyBritishauthorspaymuchlessattentiontovocabulary.Harrison(1980)givesasingletext-basedmultiple-choiceformatfordiagnosticusebyteachersintheclassroom.CarrollandHoll(1985)andWeir(1990),intheirvolumesonthecommunicativetesting,makelittlereferencetothevocabularybeyondarguingfortheinadequacyofdiscretepointtesting;ontheotherhand,Hughes(1989)devotesahalf-chapter(sharedwithgrammar)tovocabularytestingtowardstheendofhishandbook.Henotesthatgrammarandvocabularyitemsareattractivetothedesignersoflargescaleproficiencytestsbecauseoftheirtechnicalqualitiesandthewiderangeofcontentthattheycancover.However,hedoubtsthereisastrongcaseforaseparatevocabularycomponentinotherbooks,exceptforinstitutionswhichemphasizevocabularyteaching:forthosewhobelievethatsystematicteachingofvocabularyisdesirable,vocabularyachievementtestsareappreciatedfortheirbackwasheffect.Theclozeprocedureisanintegrativetypeoflanguagetestthatcanbeassumedtodrawstronglyonthetest-takers’lexicalknowledge.ScholarssuchasJonzhavesustainedalineofinvestigationintothequestionofwhattheindividualclozeitemsmeasureis.Inacarefulanalysisofeightstandard(fixed-ratiodeletion)clozetests,Jonzestimatesabout42percentofclozeitemswhichanswerthelexicalcontentofthetexts.Another34percentoftheitemsinvolveconstraintsderivedfromtextualcohesion,whichcanbetakentohaveasignificantlexicalcomponentaswell.Presumablyinamodifiedclozetest,inwhichthewordstobedeletedareselectedindividuallybythetestdesignerratherthanonafixed-ratiobasis,thelexicalfocusoftheassessmentcanbemadeevenstronger.(Jonz,1976:255-265)Asnotedabove,Henning(1991)findsaveryfavourableevidencetosupporttheuseofaMultipleChoiceClozeasacontextualizedvocabularymeasureforTOEFL.ThisisthetextbythousandsofforeignstudentswhowishtostudyinNorthAmerica,andinsomeways,itistheclassicexampleoftheAmericanobjectivetraditioninlanguagetesting.Fromitsinceptionin10 1964to1976,thetestincludesaseparatevocabularysection,withtwodifferenttypesofmultiple-choiceitem.Thefirsttypesentence-completionmakesashortdefinitioninsentenceforminthestem,withablanktobefilledbythecorrectoption.ThistesttypehasmanysimilaritieswiththeRationalClozeTest.2.3SummaryFromaboveanalysis,itisobviousthatDiscourseAnalysisTheoryisquiteawidefield,andmanyspecialistsandscholarshavedoneresearchontheClozeTest,ReadingComprehensionTestandtheBand4TestorBand6TestoftheCollegeEnglishExaminationbyusingDiscourseAnalysisTheory.However,thereislittleresearchontheRationalClozeTestoftheSeniorHighSchools.PuttingthediscourseanalysistheoryintotheresearchoftheRationalClozeTestinSeniorHighSchoolswillcovertheshortageofthepredecessor.Thisthesiswouldexplorethenewtypeoftestquestion-RationalClozeTestfromtheperspectiveofDiscourseAnalysisTheory.11 12 ChapterThreeTheoreticalFramework3.1DefinitionofDiscourseAnalysisTheterm,DiscourseAnalysis,firstcameintogeneralusefollowingthepublicationofaseriesofpapersbyZellingHarrisbeginningin1952andreportingonworkfromwhichhedevelopedtransformationalgrammarinthelate1930s.ThenmanylinguistsdidsomeresearchontheDiscourseAnalysis,andappearedmanybranchesoftheDiscourseAnalysis.ItmainlyincludestheAction-ImplicativeDiscourseAnalysis,theFeministDiscourseAnalysisandtheComprehensiveDiscourseAnalysis.Itisobviousthatdiscourseanalysisisquiteawidefieldforscholarstoexplore.Overthepastdecades,researchersathomeandabroadputmoreemphasisonthecohesionofthediscourseanalysis.HallidayandHasanin1976triedtoexploretherelationshipofthediscoursebydoingresearchonthecohesionmeans.GeorgeYuleandWiddowsonin1979discussedwhetherthediscoursewascohesivefromtheoutsidelinguisticperspective.Whatismore,therepresentativepsycholinguististGivonexploredthecohesionfromthecognitiveperspective.DiscourseAnalysishasananalyticcommitmenttostudyingdiscourseastextandtalkinsocialpractice.Thatis,thefocusisnotonlanguageasanabstractentitysuchaslexiconandsetofgrammaticalrules(inlinguistics),asystemofdifference(instructuralism),asetofrulesfortransformingstatements(inFoucauldiangenealogies).Instead,itisthemediumforinteraction;analysisofdiscoursebecomes.Then,analysisofwhatpeopledo.(Rolf,3-4)SinceHarrishascomeupwiththediscourseanalysistheory,thenmanylinguistsdidsomeresearchonthistopicandtriedtogiveadefinitiontothistheory.Itisprovedthatresearchofthediscourseanalysistheoryhasbecomeabundantandvariedwithmorelinguists’exploration.Attheinitialstage,researchersputemphasisontheovertcohesion.Later,they13 findthattheovertcohesionisjustatipoftheiceberg,andcovertcoherenceisthekeypointofthediscourseanalysistheory.Whatismore,theygivethediscourseanalysisacleardefinition.Nowthediscourseanalysisiscalled“discourselinguistics,discoursestudies,ortextanalysisItisanareaoflinguisticswhich,likepragmatics,isconcernedwithlanguageinusage,althoughthedistinctioncanbearguablymadewhilepragmaticsismoreconcernedwithmeaning.Discourseismoreconcernedwiththeinformationstructure.Itiswidelyrecognizedasoneofthevastest,buttheleastdefinedinlinguisticarea.However,thegeneraldefinitionofthediscourseanalysisisthestudyofhowsentencesinspokenandwrittenlanguageformlargermeaningunitssuchasparagraphs,conversations,interviews,etc.(LiuRunqing&WenXu,2006:168)Therefore,DiscourseAnalysisisquiteawidefieldforscholarstoexplore.ApplyingDiscourseAnalysisTheoryintoeducationalfieldsisalsoagoodidea.ThisthesismainlyexplorestheRationalClozeTestfromtheperspectiveoftheDiscourseAnalysisTheory.Justaswhathasbeenstatedabove,textisasemanticunitthatisorganizedbysomesentenceswhicharequitesimilarwiththemeaningandcomposedinalogicalway.Waysofconnectingsentencesintoatextarequitedifferent.Asawhole,thesewayscanbedividedintothreekinds.ThefirstkindisGrammaticalCohesion,thesecondkindisLexicalCohesion,andthethirdkindisLogicalCohesion.3.2CohesionfromthePerspectiveofDiscourseAnalysisTheoryTheconceptofcohesionisasemanticone;itreferstorelationsofmeaningthatexistswithinthetext,andthatdefineitasatext.(Halliday,1976:4)Cohesionisthepartofthesystemoflanguage.Whatismore,cohesionisexpressedthroughthestratalorganizationoflanguage.Languagecanbeexplainedasamultiplecodingsystemcomprisingthreelevelsofcoding:thesemantic(meaning),thelexicalgrammatical(forms),andthephonologicalandorthographic(expressions).Meaningsarerealized(coded)asforms,andformsarerealizedinturn(recoded)asexpressions.Toputthisinterminology,14 meaningisputintowording,andwordingintosoundorwriting:Meaning(thesemanticsystem)Wording(thelexicogrammaticalsystem,grammarandvocabulary)Sounding/writing(thephonologicalandorthographicsystems)Table3.1Fromtable3.1,thepopularterm“wording”referstolexico-grammaticalform,thechoiceofwordsandgrammaticalstructures.Withinthisstratum,thereisnohardandfastdivisionbetweenvocabularyandgrammar;theguidingprincipleinlanguageishatthemoregeneralmeaningsareexpressedthroughthegrammar,themorespecificmeaningsthroughthevocabulary.Cohesiverelationsfitintothesameoverallpattern.Cohesionisexpressedpartlythroughthegrammarandpartlythroughthevocabulary.(Halliday,1976:4-5)Cohesionissetuptoaccountforrelationsindiscourseandoccurswheretheinterpretationofsomeelementinthediscourseisdependentonthatofanother.Someformsofcohesionarerealizedthroughthegrammarandothersthroughthevocabularyandlogicalconnectors.TheyareGrammaticalCohesion,LexicalCohesionandLogicalCohesion.Here,theThreeCohesiveDevicesfromtheperspectiveoftheDiscourseAnalysisTheorywouldbediscussedinthefollowingpassages.3.2.1GrammaticalCohesionGrammarreferstothelogicalandstructuralrulesthatgovernthecompositionofclauses,phrases,andwordsinanygivennaturallanguage.TheGrammaticalCohesionincludesReference,Ellipsis,SubstitutionandConjunction.(Halliday,1975:28)Reference15 Averycommoncohesivedeviceisthereferenceword,whichincludespronouns(e.g.it,they,he,she,them,etc.),demonstratives(this,that,these,those),thearticle(the)andthephrase“suchas”.Thesewordsdonothavea“self-evident”meaning.Toworkouttheirmeaningsontheparticularoccasion,somethingelsehastobereferred.Lookattheexamplesfirst.(1)Respectaman,hewilldothemore.(anaphoric)Theunderstandingofhedependsonthepreviouswordsaman;(2)WhenImether,Marylookedill.(cataphoric)TheinterpretationofherdependsonthefollowingwordMary;(3)(Maryisstandingthere)Ilikeher.(exophoric)Theinterpretationofherreliesonthesituationalcontextinwhichthecontextinwhichthediscourseisuttered.Thelinguisticphenomenonofthesekindsarecalledreference.Itconsistsoftwotypes:oneisendophoricreference(endophora),wheretheinterpretivesourceliesintheco-text;theotherisexophoricreference(exophora),wheretheinterpretivesourceliesinthecontext(3).Endophoricreferencecanbedividedintotwosubtypes:anaphoricreference(anaphora),wherethereferentliesinthepriortext(1),andcataphoricreferences(cataphora),wherethereferentliesinthetexttocome(2).EllipsisAnothercommoncohesivedeviceindiscourseistoleaveoutawordorphraseofasentenceforreasonsofeconomy,emphasisorstyle,andomittedpartsusuallyhavethesameconstituentswiththepreviousdiscourse.ThisphenomenoniscalledEllipsis.TherearethreekindsofEllipsis;thefirstkindistheEllipsisintheSimpleSentence;thesecondkindisabouttheEllipsisinCompoundSentence;andthethirdkindistheEllipsisintheClause.ThethreekindsofEllipsiswouldbelistedastheteachingmaterialsintheimplementationstage.Substitution16 TherearesomespecialwordsinEnglishwhichcontributetocohesionbysubstitutingforsamewordsthathavealreadybeenused.TheprocessorresultofreplacingonewordbyanotherataparticularpositioninastructureiscalledSubstitution.Thewordwhichrefersbacktoapreviouslyoccurringelementofstructureiscalledthesubstituteword.Therearethreetypesofsubstitution,namely,NominalSubstitution,VerbalSubstitution,andClausalSubstitution.ThesesubstitutionsbelongtotheGrammaticalCohesion,theywillbelistedintheimplementationstage.ConjunctionThefourthtypeofthecohesivedeviceisConjunction.Itreferstoanitemoraprocesswhoseprimaryfunctionistoconnectwordsortheotherconstructions.Forexample,inthesentence“Itwasraining.Otherwise,Iwouldhavebeenthere.”Thetwoclausesareconnectedbythecohesiveconjunctionotherwise.Theconjunctionhelpspeopleinterprettherelationshipbetweenclauses.Theconventionalsub-classificationoftheseconnectiveitemsdistinguishesCoordinatingConjunctionsandSubordinatingConjunctions,whicharealsoreferredasConjunctiveAdverbs,orsimplyasConjuncts,forexample,however,moreover,indeed,neverthelessandtherefore.ConjunctionscanbeseenintheRationalClozeTest.Therefore,teachersshouldimpartsomeknowledgeofconjunctiontostudents,andhelpstudentsworkoutmoreaccurateanswersintheRationalClozeTest.3.2.2LexicalCohesionLexicalcohesionreferstothewayinwhichrelatedwordsarechosentolinkelementsofatext.ItincludesRepetition,SynonymandSuperordinate.(Halliday,1976:303)17 RepetitionWhenonewordisusedindifferentplacesinapassage,itiscalledRepetition.Insuchspecificcontext,itcanstrengthentheimportanceofthewordandhighlightthetopicofthepassage.Whatismore,peoplecouldknowthemainideawithinashorttime.Whatismore,theteachingmaterialsoftheRepetitionwillbelistedinAppendixⅧ.SynonymThedefinitionofSynonymisthesenserelationsofequivalenceofmeaningbetweenlexicalitems,suchassmall/little,anddead/deceased.TheuseofSynonymscanmakethemeaningofthepassagemoreconcreteandmorevivid.Whatismore,therhetoricaleffectandthestylisticeffectwillbemoreobviousinthepassage.TheteachingmaterialsofSynonymwillbelistedinAppendixⅧ.SuperordinateThesemanticfieldcanbeformedbythecombinationofmanywordsunderthedominationofoneconcept.Theconceptcanberegardedasthesuperordinate,andtheotherwordsinthesemanticfieldiscalledthehyponym.Therelationshipbetweenthesuperordinateandthehyponymisincoordination.Thesuperordinatecontainsthehyponymintermsofthemeaning.TheteachingmaterialsofSuperordinatewillbelistedinAppendixⅧ.3.2.3LogicalCohesionThelogicalCohesionreferstothelogicalconnectorsinthetext.Normally,thelogicalconnectorsincludeTimeorder,OrientationandCausation.(Halliday,1976:324)TimeOrderMostoftheplotsinthepassagesareallarrangedintimeorder.Onlyafterreadersknowingthetimelineofthepassageinthecontextscanreadersunderstandthetextbetter,18 especiallyintheRationalClozeTest.Onlywhenstudentsknowthetimeorderofthetextcantheyfilltheblankscorrectly.Therefore,itisnecessaryforstudentstomasterthetenseandthemarkedwordsofthetensewell.Accordingtothetimeline,itcanbedividedintosixteenkindsoftenses.Therefore,teachersshouldhelpstudentsconsolidatesixteentensestheyhavelearned.Thesixteenkindsoftenseswouldbetaughtastheteachingmaterialsintheclass.TheyarelistedinAppendixⅨ.OrientationAccordingtotheEnglishtestpaper,thepercentageofthekeypointswillberevealedinthefollowingtables.Table3.2Asisshownintable3.2,theprepositionshavethehigherpercentagethanotherkeypointsinEnglishTest.Therefore,theprepositionsshouldberegardedasanimportantpartforstudentstolearn.Orientationisquiteawidefield.ThefrequentuseoforientationwordsintheEnglishTestpaperisthepreposition.TheprepositioncanbedividedintoSimplePrepositionandComplexPreposition.TheuseoftheSimplePrepositionandComplexPrepositionwouldbe19 listedindetailinAppendixⅨ.CausationTheCausationcanbeclassifiedintomanykindsaccordingtodifferentstandards.HerethecausationfromtheperspectiveofthePassiveVoicewouldbeanalyzed.Thesubjectofthepassivevoiceiscontrarytotheactivevoice.Therefore,onlytransitiveverbcanbeusedinthepassivevoice,whiletheintransitiveverbcannot.Thepassivevoicehasthechangesofgender,numberandtense.Thechangesarerevealedintheauxiliaryverbbe.1.Someverbslikebear,situateareusuallyusedinthepassivevoice.Forexample:Thevillageissituatedatthemarginofaforest.2.Theform“get+V-pastparticiple”canberegardedasthethepassivevoice.Forexample:Thisisaquestionweusuallygetasked.3.Inthestructure“verb+noun+preposition”,whenitchangesintothepassivevoice,thenounandtheprepositionshouldbeseparated.Forexample:Theymakegooduseofthelibrary.(activevoice)Gooduseismadeofthelibrary.(passivevoice)3.3AnalyticalFrameworkofThreeKindsofCohesiveDevicesAsstatedabove,itisobviousthatfoundationsofthisthesisarethreekindsofcohesivedevices.ThisthesisismainlyaboutastudyontheRationalClozeTestfromtheperspectiveofDiscourseAnalysisTheory.ThisstudyaimsatexploringanewteachingmethodoftheRationalClozeTestbycombingwiththethreekindsofcohesivedevices.Whatismore,promotingstudents’textualawarenessanddiscourseanalysisabilitybyusingthethreekindsofcohesivedevicesintotheRationalClozeTestandhelpingstudentsworkoutmoreaccurateanswersintheRationalClozeTestarealsothemostimportantpartsinthisresearch.20 ThispartlaystheanalyticalfoundationfortheanalysisofcohesivedevicesintheRationalClozeTest.Thesecohesivedevicesareorganizedinthreesections.Firstly,cohesivedevicesoftheDiscourseAnalysisTheoryarepresentedintermsofitstheoreticalbasis.Secondly,theclassificationsofcohesivedevicesaredescribedindetail.Namely,theyareGrammaticalCohesion,LexicalCohesionandLogicalCohesion.Thirdly,theactualpracticesofthethreekindsofcohesivedevicesaredescribedindetailbycombingwiththelanguagekeypointsintheRationalClozeTest.TheGrammaticalCohesionincludestheattributiveclause,nounclause,adverbialclause,modalverbsandpronouns;theLexicalCohesionincludesthenon-predicateverbs,adjectivesandadverbs;andtheLogicalCohesionincludesthepreposition,thetenseofverbandthevoiceofverb.3.4FunctionsofThreeKindsofCohesiveDevicesThreekindsofcohesivedevicesmainlyincludeGrammaticalCohesion,LexicalCohesionandLogicalCohesion.Theyhavetheirowncharacteristicsinthepassage.Itisthethreekindsofcohesivedevicesthatmakethejoinsofthesentencesinthepassagemorenaturalandmoreharmonious.ApplyingthreekindsofcohesivedevicesinEnglishTeachingactivitieswillbringgoodeffectsonstudents.Firstly,itenhancesstudents’abilityofusingthelanguageandabilityofdiscourseanalysis.Normally,thepassageisnotonlysimplythecombinationofwordsandsentencesthatareorganizedinasyntacticstructurebutalsothecombinationoflanguagepointsandAffectiveComponent.TheabilityofusingthelanguageincludesLanguageKnowledge,LinguisticComponent,EmotionalAttitudeandLearningStrategies.ItcanalsobesummarizedasthecoexistenceofLanguageKnowledge,LinguisticCompetenceandAffectiveComponent.21 Secondly,itcanstimulatestudents’learninginterestandencouragestudents’learningmotivation.Thetraditionalteachingmethodisinstillingtheknowledgeofvocabularyandgrammartostudents.Studentsmustbeboredwiththetraditionalteachingmethodofthewordsandgrammar.Whatismore,studentswouldloseinterestinEnglishstudyinthelongrun.Ifteachersputthevocabularyteachingandgrammarteachingintospecificcontext,itwillchangethesituationofthetraditionalteachingmethod.Studentswouldbeinterestedinlearningthevocabularyandgrammar.Whatismore,itcanalsohelpstudentsconsolidatetheknowledgeofvocabularyandgrammarthathavebeenlearnedbefore.Thirdly,itcanhelpstudentsknowthepropositiondisciplinebetter.Cohesionisthecorepartinthediscourseanalysis.TheplotsareallarrangedinTimeOrder,OrientationandCausation.Afterimpartingthreekindsofcohesivedevicestostudents,studentscouldlearncontextbetterandgraspthemainideaintegrallyandknowhowsentencesarelinkedtogetherbyusingthreekindsofcohesivedevices.Moreover,studentscanknowhowtheycanreadthetexteffectively,andskimforgeneralideasorscanforspecificpointsinthetext.Fourthly,itcanhelptrainandcultivatestudents’creativethinking.DuringthelearningprocessoftheRationalClozeTest,studentswillknowformsofthepassages’organizationsandlogicalrelationshipsofthepassagebyusingtheDiscourseAnalysisTheory.Thus,itwillarousestudents’creativepower,andthenstudentswillbethoughtprovoking.Whatismore,theywillalsomakeacomparisonwithformerthoughtsinthebrain,andusethevocabularyfreely.Lastbutnotleast,itcanmakestudents’answersmoreaccurateinRationalClozeTestexercises.3.5ApplicationofThreeKindsofCohesiveDevicesTheRationalClozeTesthasthecharacteristicthattheSingleChoiceandtheClozeTest22 possess.TheSingleChoicemainlyexaminestheuseofvocabularyandknowledgeofgrammarinshortsentences,whiletheRationalClozeTeststrengthenstheuseofthevocabularyandthegrammarintext.Thisnewitemtypepaysmoreattentiontostudents’cultivationofcommunicativefunction.ClozeTestmainlyteststhevocabularyuseintext.AlthoughtherearemanydifferencesbetweentheClozeTestandtheRationalClozeTest,theyhavemanysimilarities.Forexample,theRationalClozeTestisbuiltonthebasisoftheClozeTest.OnlywhenstudentsunderstandthepassagebettercantheyfilltheblankscorrectlyintheRationalClozeTest.IntheRationalClozeTest,themostimportantabilitythatstudentsshouldbeequippedwithisthediscourseanalysisability.Ithasbeenfoundthatthebetterstudents’discourseanalysisabilityis,theeasierstudentscanunderstandthepassage,andthemoreefficientlystudentsdotheRationalClozeTest.Therefore,teachersshouldattachgreatimportancetotheteachingoftherelatedknowledgeofDiscourseAnalysisTheory,soastocultivatestudents’discourseanalysisabilityinRationalClozeTest.Duringtheteachingprocess,teachersshouldchangethetraditionalteachingmethod.Thetraditionalteachingmethodisinstillingtheknowledgeofvocabularyandgrammartostudents.Studentsarelikelytogetboredwiththetraditionalteachingmethodofvocabularyandgrammar.However,thenewteachingmethodmakesanattempttochangethissituation.WhenteachersapplythenewteachingmethodintheRationalClozeTest,theyaresupposedtodoasfollows:Firstly,teachersshouldteachstudentsallkindsofcohesivedevices.ThecohesivedevicesintheRationalClozeTestmainlyincludeGrammaticalCohesion,LexicalCohesionandLogicalCohesion.TheGrammaticalCohesionincludestheReference,Substitution,EllipsisandConjunction.TheLexicalCohesionincludestheRepetition,SynonymandSuperordinate.TheLogicalCohesionincludesTimeOrder,OrientationandCausation.Teachersshould23 introducethreekindsofcohesivedevicestothestudentsfirstly.Eachofthemshouldbetaughtindetailintheclass.Forexample,theReferenceincludes“thePronounReference”,“PersonalReference”and“DemonstrativeReference”.Ellipsisismainlyusedin“theSimpleSentence”,“intheClause”,“intheObjectiveClause”,“intheAdverbialClause”,“intheAttributiveClause”and“intheInfinitive”.Substitutionincludes“theNominalSubstitution”and“NominalSubstitute”,“VerbalSubstitution”and“VerbalSubstitute”,“ClausalSubstitution”and“ClausalSubstitute”.Conjunctionincludes“theCoordinatingConjunctions”and“SubordinatingConjunctions”.Theyaremainlytaughtfromtheconcept,theuseinsentencesandinRationalClozeTestexercises.Whatismore,theothertwodevicesaretaughtinthesameway.Secondly,thereshouldbemorepracticesforstudentsafterthelearningthreekindsofcohesivedevices.ThepracticesshouldberelatedtothethreekindsofcohesivedevicesintheRationalClozeTest.Totally,thepracticeisdividedintothreeaspects,andthepracticeshouldbearrangedafterthelearningofeachsection.Forexample,GrammaticalCohesionincludesthreesections.Afterlearningthreesections,thereisaquizaboutthethreesectionsoftheGrammaticalCohesion.TheothertwochaptersaretaughtandtestedliketheGrammaticalCohesion.Thirdly,threekindsofcohesivedevicesaretestedinthesamepassage.Teachersshouldguidestudentstolearnthreekindsofcohesivedevicesindifferentforms.Forexample,studentscanactasateacher.Inthepassage,studentstrytofindthewordsthatarerelatedtotheRationalClozeTest.Then,letotherstudentsfillintheblanks.Bydoingthis,everystudentcanbeanexaminer.Theycanunderstandtheintentionsoftheexaminersbetter,andthenstudentscanalsounderstandthepropositiondisciplinebetter.IntermsofthecontentoftheRationalClozeTest,teachersshouldnotbelimitedinthetestpaper.Theycanusevariousteachingmaterialssuchasthetextalreadylearnedinthe24 textbook.Byusingteachingmaterialsinthetextthathasalreadylearned,studentscouldknowtheimportanceofsummarizingmainideasofthepassage.Theywillalsohavetheawarenessoftheimprovementoftheirdiscourseanalysisability.Fourthly,teachersshouldhelpstudentsconsolidateanddigesttheknowledgeandskillsthatstudentshavemasteredbefore.TeachersshouldcarryoutthestudyofEnglishteachingbehaviors.Duringtheprocessofthreequizzes,teachersshouldpaymoreattentiontostudents’feedback.Thus,teacherscouldknowwhichpartstudentsaregoodatandwhichpartstudentsarenotgoodat.Bydoingthis,teacherscanadjusttheirteachingplanaccordingtothecharacteristicofthestudents’learningprocess.25 26 ChapterFourResearchDesign4.1ResearchPurposeThepurposeofthisthesisistoanalyzethecurrentsituationandexistingproblemsintheRationalClozeTestforSeniorHighSchoolstudents.InaccordancewiththeNewCurriculumStandardofEnglishinSeniorHighSchoolsandtheDiscourseAnalysisTheory,theThreeCohesiveDevicesofRationalClozeTestteachingmodedesignedforSeniorHighSchoolstudentsisexplored.TheapplicationofthreekindsofcohesivedevicesaimsatlookingforwardtochangingthesimpleteachingmethodoftheRationalClozeTest.Theresearchpurposesofthethesisareasfollows:Firstly,teachersaresupposedtostimulatestudents’learninginterestandguidethestudentstoapplythreekindsofcohesivedevicesofDiscourseAnalysisTheorytotheRationalClozeTestafterthelearningofthethreekindsofcohesivedevices;secondly,teachersaresupposedtopromotestudents’discourseanalysisabilitybyadoptingthenewteachingmethod;thirdly,teachersguidestudentstofillintheblanksoftheRationalClozeTestbyusingthecorrectformsofthemarkedwordsundertheguidanceofThreeCohesiveDevicesoftheDiscourseAnalysisTheory;andfourthly,teachersaresupposedtohelpstudentshavemoreaccurateanswersintheRationalClozeTestbyusingtheDiscourseAnalysisTheory.4.2ResearchSubjectsTheresearchsubjectsofthisthesisaretheGradeOnestudentsinClass7andClass8inSeniorHighSchool.Class7isselectedastheExperimentalClass(EC),andClass8isselectedastheControlClass(CC).TraditionalmethodisemployedinClass8,butthenewteachingmethodisemployedinClass7.Ineveryweek,thereare6Englishlessonsineach27 classeveryweek,andthelessonineachclasslasts45minutes.Thetimespanoftheexperimentisoverthreemonths.Inaddition,Englishlearninglevelofthestudentsintwoclassesisalmostthesame,andthishasbeenconfirmedbyformerexaminations.Thetwoclasseshavenoobviousdifferenceintermsoftheteachingmethods,teachingcontentsandsoon.Therefore,theresearchsubjectsarerepresentativetoacertainextent.4.3ResearchInstrumentsBasedontheoriesandpractices,thisresearchhasmainlyemployedquestionnaire,interviewandtesttodiscoverandsolveproblemsexistinginteachingpractice.4.3.1QuestionnaireInordertocomprehensivelyunderstandthecurrentsituationofstudents’feelingtowardsthenewtesttype-RationalClozeTestinSeniorHighSchool,questionnairesaredesignedforthisresearch.TheobjectsofthequestionnairearestudentsintheExperimentalClass.Ononehand,byconductingquestionnaires,teacherscanknowwhichaspectstudentsaregoodatandwhichaspectstudentsarenotgoodat.Whatismore,thepresentlevelofthestudents’proficiencycouldalsobelearned.Onlywhenteachersknowstudents’expectationstowardsthelearningofRationalClozeTestcantheymotivatestudents’interestandenthusiasmintheclass;ontheotherhand,meritsanddemeritsofthenewteachingmethodthatteachersadoptnowcouldbereflectedbystudentsandimprovementscouldalsobemadeaccordingtothechangesofteachingconditions.4.3.2InterviewInordertoexactlyunderstandthecurrentsituationoftheRationalClozeTestteaching.Theinterviewmethodisalsoadoptedforthisresearch.TheobjectsoftheinterviewarefourstudentsinExperimentalClass.Duringtheprocess28 oftheinterview,therealsituationandtheexistingproblemofstudents’learningcouldberevealedmoretruthfully.Moreover,intherelaxedatmosphere,thesubtlechangesofthestudentscouldberevealedbyadoptingtheinterviewmethod.4.3.3TestBeforeandaftertheexperiment,thetwoclasseshavebeentestedrespectively.ThemainpurposeofthetestbeforetheexperimentistotesttheEnglishlevelofstudentsintwoclasses,andthepurposeofthetestaftertheexperimentistoverifythechangeoftheEnglishlevelofstudentsinExperimentalClassafteroptimizingthreekindsofcohesivedevicesofDiscourseAnalysisTheory.Whatismore,threequizzesarealsoarrangedduringtheapplicationofthethreekindsofcohesivedevices.ThetestsaredividedintothePre-test,threequizzesandthePost-test.Theexperimentsarecarriedoutbasedonthesamelevelofthestudents’proficiency.Class7ischosenastheExperimentalClass,andClass8ischosenastheControlClass.InClass7,teachersmainlyimpartstudents’knowledgeabouttheDiscourseAnalysisTheoryintheRationalClozeTest.InClass8,teachersstillemploythetraditionalteachingmethod.IntheExperimentalClass,threekindsofcohesivedevicesofDiscourseAnalysisTheoryareintroducedtostudents,theymainlyincludeGrammaticalCohesion,LexicalCohesionandLogicalCohesion.TheGrammaticalCohesionmainlyincludesReference,Substitution,EllipsisandConjunction.TheLexicalCohesionmainlyincludesRepetition,SynonymandSuperordinate.TheLogicalCohesionmainlyincludesTimeOrder,OrientationandCausation.TheLogicalCohesionistaughtfromtheperspectiveofTimeOrder,OrientationandCausation.Thesetheoriesaretaughtineightweeks.Everypartistaughtinaweek.Afterclass,teachersassigndifferentkindsoftaskstothestudentstoconsolidatewhattheyhavelearned.Intheclass,teachersgivedifferenttaskstostudentstocheckwhattheyhavelearned.Afterthelearningofeverypart,a29 quizisdesignedtocheckstudents’learningoutcome.Whatismore,ThenewteachingmethodoftheRationalClozeTestaimsatpromotingstudents’discourseanalysisabilityandhelpingstudentsworkoutmoreaccurateanswersintheRationalClozeTest;WhilethetraditionalmethodisemployedinClass8.4.4ResearchProcedureTheresearchhasmainlybeencarriedoutbymeansofquestionnairesurvey,interviewandtest.TheexperimentstartedfromSeptember,2015andendedinNovember,2015.Theresearchprocessislistedasfollows:4.4.1ThePre-implementationStageThePre-implementationStageoftheresearchprocedurehasmainlyconductedthequestionnairemethodandPre-testmethod.Byconductingquestionnaires,students’feelingstowardsthenewtypeoftestquestion—RationalClozeTestcouldbemoreclearlyrevealed.Theresearchprocessmainlyincludesdistributingquestionnairesinselectedclassandcollectingquestionnaires.120questionnaireshavebeendistributedintheresearch,115validquestionnaireshavebeencollected,and2questionnairesareinvalid.Effectiverateofthequestionnaireisabout94%.Aftercollectingquestionnaires,fourstudentswerechosenrandomlyintwoclasses.TwostudentsarefromtheControlClassandtwostudentsarefromtheExperimentalClass,andthenteachersinterviewedstudentsaccordingtothecontentofthequestionnairethathasbeenpreparedbefore.Duringthe20minutesinterviewprocess,contentsoftheinterviewhavebeenrecorded.Theinterviewwascarriedoutinarelaxingatmosphere.Thus,thethoughtsandadviceofstudentscanbemorebelievable.30 Table4.1Asisshownintable4.1,accordingtotheresultsofquestionnaires,studentsarenotadaptedtothenewtypeoftestquestion.Mostofthestudentsthinkthatthenewtypeoftestquestionisalittledifficult.Butthenewtypeoftestquestionisanimportantpartinthewholetestpaper.Someofthemdoknowcohesivedevices,whilehalfofthestudentsdonotknowhowsentencesareformedtogether.Moreover,teachersrarelyteachthemtheRationalClozeTestasasinglepartintheclass.Whatismore,studentslikehavingatryonthenewteachingmethodaboutthelearningofgrammarandvocabularyinthepassage.Whenaskedtherelationshipbetweenvocabulary,grammarandpassage,studentssaythattheybroadentheirvocabularybyrecitingwords,andtheylearnthegrammarmainlyfromsentencesusedinthetextbook.31 Table4.2Asisshownintable4.2,itcanberevealedthatstudentsthinkthattheuseofnon-predicateverbsisthemostdifficultpartinthepassage.rdThePre-testwasconductedonSeptember3,2015.Itlasted20minutes.TheEnglishleveltestwascarriedoutintheExperimentalClassandtheControlClassrespectivelybeforetheexperimenttoensurestudentsintheExperimentalClassandtheControlClasshavetheequivalentlevel.Atotalof124studentsparticipatedinthePre-test.124testpaperswerecollected.AfterthePre-test,testresultswereanalyzedandsummarized.4.4.2TheImplementationStageDuringtheexperimentalprocess,threekindsofcohesivedevicesoftheDiscourseAnalysisTheoryintheRationalClozeTestwereemployedintheExperimentalClass,whileintheControlClass,teachersemployedthetraditionalteachingmethod.Whatismore,intheteachingprocess,therewasaquizafterthelearningofeachsection.ThecohesivedevicesintheRationalClozeTestmainlyincludeGrammaticalCohesion,LexicalCohesionandLogicalCohesion.TheGrammaticalCohesionmainlyincludestheReference,Substitution,EllipsisandConjunction.TheLexicalCohesionmainlyincludesthe32 Repetition,SynonymandSuperordinate.TheLogicalCohesionmainlyincludesTimeOrder,OrientationandCausation.Teachersshouldintroducethreekindsofcohesivedevicestothestudentsfirstly.Eachofthemshouldbetaughtindetail.Forexample,theReferenceincludes“thePronounReference”,“PersonalReference”and“DemonstrativeReference”.Ellipsisismainlyusedin“theSimpleSentence”,“intheClause”,“intheObjectiveClause”,“intheAdverbialClause”,“intheAttributiveClause”and“intheInfinitive”.Substitutionmainlyincludes“theNominalSubstitution”and“NominalSubstitute”,“VerbalSubstitution”and“VerbalSubstitute”,“ClausalSubstitution”and“ClausalSubstitute”.Conjunctionmainlyincludes“theCoordinatingConjunctions”and“SubordinatingConjunctions”.Theyweremainlytaughtfromtheconcept,theuseinsentencesandinRationalClozeTestexercises.EverypartinGrammaticalCohesion,LexicalCohesionandLogicalCohesionwastaughtin15minutes.Theteachingdesignofthethreekindsofcohesivedeviceswouldbelistedintable4.3.Inaddition,theteachingmaterialsofLexicalCohesionandLogicalCohesionwouldbelistedinAppendixⅧⅨandAppendix,andteachingprocedureofGrammaticalCohesionwouldbelistedintable4.4.TeachingMaterialsThreeKindsofCohesiveDevicesTeachingKeyPointsClassificationanduseofthreekindsofcohesivedevicesTeachingDifficultPointsGrammaticalCohesionTeachingAimsStudents’applicationofthethreekindsofcohesivedevicesintheRationalClozeTestTeachingMethodEC:ApplicationofthreekindsofcohesivedevicesinteachingprocessCC:DoingexercisesTeachingToolsTextbook,TestPaper,MultimediaTable4.3TeachingDesignofThreeKindsofCohesiveDevices33 HeretheteachingprocedureofGrammaticalCohesionwouldbelistedbelow:Step2:1.DefinitionGrammaticalCohesion2.ExplanationStep2:ClassificationReference,Ellipsis,SubstitutionandConjunctionStep3:Consolidation1.Discussingintheclass;2.Reviewingtheknowledgethatstudenthavelearnedintheclassandlettheyshowexamplesintheclass.Step4:TestAtestisarrangedafterthelearningofGrammaticalCohesion.Table4.4TeachingProcedureofGrammaticalCohesionPronounReference1)AnaphoricReference,CataphoricReferenceandSituationalReference.Intermsofthepronounsandthepositionsofthereferenceobject,thePronounReferencecanbeclassifiedintoAnaphoricReference,CataphoricReferenceandSituationalReference.Whenthereferenceobjectisintheformersentence,thelatterpronounmustbeinthecorrespondencewiththeformerreferenceobject.ThisphenomenoniscalledAnaphoricReference.Example:BobtoldLucythatRuthwasleaving,butshedidnotbelievehim.Whenthereferenceobjectisinthelattersentence,theprepositionsmustbeincorrespondencewiththelattersentence.ThisphenomenoniscalledCataphoricReference.Example:Whenhewasatcollege,Alexwasagreatfriendofmine.Whenthereferenceobjectisnotusedinthesentence,butonlyusedinspecialsituations,thisphenomenoniscalledSituationalReference.Example:(PointingtoRudywhoisrushingtothegoal)Look,heisapproachingthegoal.PersonalReferencePersonalReferenceisakindofrelationshipbuiltamongthePersonalReference,PossessivePronoun,ReflexivePronoun,PossessiveDeterminerandtheReferentialObject.WhentheAnaphoricReference,theReferencialObjectisintheformersentence,and34 PersonalReferenceinthelattersentence.Inthiscondition,thepositionofthePersonalReferenceandtheReferencialObjectcanbeexchangedfreely.PersonalReferencecanalsobetheCataphoricReference,thePersonalReferenceintheformersentence,andtheReferencialObjectinthelattersentence.Inthiscondition,thepositionofthePersonalReferenceandtheReferencialObjectcannotbeexchangedfreely.Asusual,whenwordsoftheCataphoricReferenceappearinthesubordinateconstructions,theycanalsobereplacedbythewordsofAnaphoricReference.Example:Aftersheweightedanchor,theshipsailedoutoftheharbor.Here,thewordshipisinthefollowingsentence,andsheisintheformersentence.Itcanalsobeexpressedinanotherway.Example:Aftertheshipweightedanchor,shesailedoutoftheharbor.ButAnaphoricReferencecannotbereplacedbytheCataphoricReferenceatanytime.Example:Maryboughtanewdress,butshedidnotlikeit.Sheboughtanewdress,butMarydidnotlikeit.Inthefirstsentence,sheandMaryrefertothesameperson;inthesecondsentence,sheisnotMary,inotherwords,sheandMaryaretwopersons.Thereisnotanyreferentialrelationsbetweenthem.DemonstrativeReferenceDemonstrativeReferenceisakindofrelationshipmadeupoftheDemonstrativePronounandtheDemonstrativeDeterminer.DemonstrativePronounandDemonstrativeDeterminercanbothbeusedfreelyintheAnaphoricReference.Example:Theplatformextendstothedepthof100feetunderthesea.Thesealonetook16monthstobuild.Iamgoingtobuythehouse.Thatwillcostmealotofmoney.Necessityisthemotherofinvention.This/Thatisremarkablytrue.35 DemonstrativePronounsuchasthis/thesecanbeusedintheCataphoricReference,buttheyareusedfrequentlyinthefollowingpassage.Forexample:Listentothis.Theseshouldbenoerror,nodelay,andnowaste.ThisiswhatImean:Youshouldhavechanged,notdeleted,thatparagraph.Theselanguagepointsareopentoourstudents:Spanish,FrenchandGerman.EllipsisintheSimpleSentence1.Theellipsisisusuallyusedinthesimplesentenceforansweringthequestionorhavingconversationwithsomebodywhenspeakersaresharingwiththeonetopic.Forexample:Hewentshoppingthismorning.Withwhom?1.TheEllipsisisusuallyusedintheconversationforaskingforadvice,commands,andquestions.Forexample:Whattodonext?2.EllipsisintheExclamationForexample:Howdelicious(theyare)!3.EllipsisoftheSubjectorthePredicate.Forexample:(Doyou)Understand?4.EllipsisintheCompoundSentence.Ifthelattersentencehasthesameconstituentswiththeformersentence,thesameconstituentsinthelattersentencecouldbeomitted.Forexample:Maryisthewinnerin1995,andSally(wasthewinner)in1996.EllipsisintheClauseEllipsisintheObjectiveClauseThoseinterrogativesentencesareguidedbythewordswhich,when,where,howandwhy.36 Whentheformersentencehasthesameconstituentswiththelattersentence,thesameconstituentsinthelattersentencecouldbeomitted.Example:Mywifehashiddenmycigarette,butIdonotknowwhere.Theellipsisusuallyexistsintheinterrogativesentence,whichisansweredwiththesentencesI’mafraid,Ithink,Ibelieve,Ihope,Iguess.Theaffirmativeresponsecouldbereplacedbythewordso,whilethenegativeresponsecouldbereplacedbythewordnot.Example:Ishesick?I’mafraidso.WhentheObjectiveClauseiswithtransitiveverbs,thewordthatcouldbeomitted.whentwoObjectiveClausesaretogether,onlythefirstwordthatcouldbeomitted.Forexample:Ithink(that)thereformoftheRMBexchangerateisnecessary.EllipsisintheAdverbialClauseWhenthedependentsentenceandtheindependentsentencehavethesamesubjectintheAdverbialClause,andthepredicateisbeforms,thenthesubjectverbandthebeformscanbeomitted.Forexample:When(Iwas)introuble,Ialwaysturnedtohimforhelp.Sometimes,theellipsisofthesubjectiveandpredicatewordsalsoexistintheAdverbialClauseofConcession.Forexample:HehaslivedherelongerthanI(havelivedhere).EllipsisintheAttributiveClauseWhenthewordwhom,which,thatareusedastheobjectiveortheprepositionalobjectintheendofthesentence,thewordwhom,which,thatcanbeomitted.Forexample:Thisistheperson(whom/that)youarelookingfor.WhentheAttributiveClauseisguidedbythesame...as,someconstituentsinthesentencecouldbeomitted.37 Forexample:Ihavethesametroubleasyou(have).EllipsisintheInfinitiveInordertoavoidrepetitioninonesentence,thelatterinfinitiveisusuallyomitted.Forexample:Marywantedtouseyournewbike,butIaskedhernotto.Whenthebeformsortheauxiliarywordhaveappearsintheinfinitivesentence,beformsandauxiliarywordhavecannotbeomitted.Forexample:Areyouateacher?No,butIusedtobe.Exceptfortheconditionsstatedabove,somesubstitutionsareusuallyusedinthesentencetoreplacethelongsentence.Thesesubstitutionsincludesuchasdo(es)so,not,to,neither,nor,dothat,one(ones),thesameandsoon.HespeaksEnglishmorefluentlythanyoudo(do=speakEnglish)NominalSubstitutionandNominalSubstituteWhentheNominalSubstituteone(s),thesame,thekind,thesortserveascomponentsinsomespecificcontexts,itiscalledNominalSubstitution.ExceptfortheformerNominalSubstitutes,theNominalSubstitutesalsoincludeindefinitepronounslikeall,both,some,any,enoughseveral,none,many,much,more,(the)most,(a)few,(a)little,less,(the)least,another,theother,others,either,neither.Forexample:Canyougivemeafewnails?Ineedsome.(some=somenails).WeofferedJackacupofcoffee,buthedidnotwantany.(any=anycoffee)Idonotwantanymorefood.Ihavehadenough.(enough=enoughfood)Usethistypewriter,alltheothers.(others=othertypewriter)arebeingrepaired.A:Ihavelostmydictionary.B:Getanewone.(one=dictionary)38 Shechosetheroastduck;Ichosethesame.(thesame=theroastduck)VerbalSubstitutionandVerbalSubstituteWhentheVerbalSubstituteorthe(Pro-verb)do,soserveascomponentsinsomespecificcontexts,theyarecalledtheVerbalSubstitution.Forexample:A:weallhatehypocrisy.B:Yes,everybodydoes.(does=hateshypocrisy)TheClausalSubstitutesocanbeusuallyseeninthefollowingstructures.So+do+subjectSo+subject+doNeither/nor+doForexample:A:Johnhasanewdictionary.B:Yes,andsohaveI./sodoI.(sameperson)Yes,sohehas./sohedoes.(differentperson)ClausalSubstitutionandClausalSubstituteWhentheclauseisreplacedbytheClausalSubstitutelikeso/not,itiscalledtheClausalSubstitution.TheUseoftheClausalSubstituteTheClausalSubstitutelikeso/notisusuallyusedwithIamafraid,believe,except,fear,guess,hope,suppose,andthink.Thenegativeformsareusuallywiththeauxiliarywordsdo,did,does.Forexample,Idonotthinkso,Idonotsupposeso.Thepositiveformisnotusedwithso/not.Forexample:A:Arethegirlscomingtoparty?B:Iamsuretheyare/Iamsureofit.Idoubtiftheyare/Idoubtit.39 Whatismore,itcannotbeansweredwithIamsureso/not,Idoubtso/not,andIknowso/not.TheClausalSubstitutesocanalsobeusedwiththewordsuchassayandtell,butthewordnotcannotbeusedastheClausalSubstitutewordso.Forexample:A:TheYankeeswillwinthegame.B:Allmyfriendssayso.A:Howdoyouknowthatheisleavingsoon?B:Hetoldmeso.A:Yourfatherandmineweregreatfriendswhentheywereyoung.B:Ihavebeentoldso.TheClausalSubstitutenotisusuallyusedwithwordsperhaps,possibly,probably,certainly,andsurely.Forexample:A：Isyourbrothergoingwithyou?B:Perhapsnot.(Perhapsheisnotdoingwithme.)A:WillMarycometothepartytomorrow?B:Possiblynot.(Perhapsheisnotgoingwithme.)A:Willyouwasteyourtimeandmoneyonthat?B:Certainlynot.(certainlynot=certainlyIwillnotdoit)A:Doesshereallyknowhim?B:Surelynot.(surelynot=Surelyshedoesnotknowhim)CoordinatingConjunctionsCoordinatingConjunctions,arealsocalledCoordinators.TheyareConjunctionsthatjointwoormoreitemsofequalsyntacticimportance,suchaswords,mainclauses,orsentences.TheCoordinatingConjunctionsmainlyincludefor,and,nor,but,or,yet,andso.Herearesomeexamples:40 For:Presentingareason.Itmustbemorning,fortherostersbegincrowing.And:Presentingnon-contrastingitemsorideas.e.g.Theteacher’snameisJack,andthestudent’snameisBob.Nor:Presentinganon-contrastingnegativeitemsorideas.e.g.Hishusbanddoesnotsmoke,nordoeshedrink.But:Presentingacontrastorexception.e.g.Thelittleboylikesdogs,buthedoesnotlikecats.Or:Presentinganalternativeitemoridea.e.g.Inordertokeepfit,shegoesswimmingordoesYogaeveryday.Yet:Presentingacontrastorexception.e.g.Thoseadultsgamble,yettheydonotsmoke.Sopresentingaconsequence.E.g.Damongambledwelllastnight,sohesmokedacigartocelebrate.SubordinatingConjunctionsThesubordinatorscanbedividedintoSimpleSubordinator,ComplexSubordinator,CorrelativeSubordinatorandMarginalSubordinator.TheSimpleSubordinatormainlyincludesafter,although,as,because,before,how,if,once,since,than,that,though,till,until,when,where,whether,while.TheComplexSubordinatormainlyendsupwiththewordthat,forexample,assumingthat,consideringthat,exceptthat,providedthat,provingthat,grantedthat,grantingthatandsoon.CorrelativeSubordinatormainlyincludesas...as,barely/hardly/scarcely...when,more/less...than,nosooner...than,so...as,so...that,such...that,whether...orandsoon.MarginalSubordinatorismadeupofshortgroupsofwordsthatactassubordinators.e.g.Evenif,ifonly,justas,onlyas,themomentthat,duetothefactthatandsoon.HereisasummaryabouttheSubordinatorsinviewoftheAdverbialClause.1.AdverbialClauseofTime:41 Guidingwords:1)when,whenever,while,as,after,before,since,till,onceExample:Studentshavelearnedquitealotaboutitsincewecamehere.2)assoonas,hardly(scarcely)...when,nosooner...than,each(every)time,themoment,immediately(that)Example:Assoonashesentanemail,hereceivedpositiveresponses.ThemomentJaneheardthegoodnews,shejumpedwithjoy.2.AdverbialClauseofPlaceGuidingwords:where,whereverExample:Whenevershewent,shetookherlittledaughterwithher.3.AdverbialClauseofConditionGuidingwords:if,unless,aslongas,incase,providedthat,incase,supposingExample:If/providedthat/Incase/Assumingthatairtrafficiscloselycontrolled,flyingisrelativelysafe.4.AdverbialClauseofObjectiveGuidingwords:inorderthat,sothat,forfearthat/lest,may/might/cancould/wouldExample:Wegotupearlythismorningsothatwecouldcatchtheearlybustoourcompany.5.AdverbialClauseofConsequenceGuidingwords:so...that,such...that,sothat...,soExample:MickeyMouseissoattractivethatthechildrenarereluctanttoleave.6.AdverbialClauseofReasonGuidingwords:because，as,since,nowthat/seeingthat/consideringthat/inthatExample:Consideringthatheisafreshman,wemustsayheisdoingwell.Because/Since/Consideringthatairtrafficiscloselycontrolled,flyingisrelativelysafe.7.AdverbialClauseofConcession42 Guidingwords:although,though,eventhough(if),whether,nomatterExample:Although/Eventhoughairtrafficiscloselycontrolled,flyingisrelativelyunsafe.8.AdverbialClauseofMannerGuidingwords:asif,justas,asif,asthough,andthePredicativeVerbsareusuallyinthesubjectivemoodwiththeguidingwordasthough(if)Example:Theyoungmanmadetheexperimentjustastheteacherhadtaughthim.Everythingwentonasusualasifnothinghadhappened.9.AdverbialClauseofComparisonGuidingwords:than,asExample:Thisbookistwiceasthinasthatone.Hefeelsnobettertodaythanhedidyesterday.Asubordinatingconjunctionusuallyjoinsasubordinate(dependent)clausetoamain(independent)clause.Asubordinateordependentclausedependsonamainorindependentclause.Itcannotstandalone.Imagingthatsomebodysaystosomeone:Hello,Althoughitwasraining.Whatdoesthepersonget?Nothing!Butamainorindependentclausecanstandalone.Conjunctiveadverbsusuallyrefertothewordssuchashowever,moreover,indeed,neverthelessandtherefore.ThefirstquizwasarrangedaftertheteachingoftheGrammaticalCohesion.BycombingwiththeEnglishtestpaper,thelanguagepointsinGrammaticalCohesionincludeattributiveclause,nounclause,adverbialclause,modalverbsandpronouns.Afterthefirstquiz,gradeswererecordedandanalyzed.Whatismore,theothertwodevicesweretaughtinthesameway.TheLexicalCohesionwastaughtfromtheperspectivesoftheRepetition,SynonymandSuperordinate.WhenteachersimpartedtheLexicalCohesiontostudents,theylistedtheteachingmaterialsonthe43 blackboardatfirst,andthenletstudentsfindtheregularityinteachingmaterialsontheblackboard.TheteachingmaterialsarelistedinAppendixandⅧⅨAppendix.4.4.3ThePost-implementationStagestThePost-testwasconductedonNovember31,2015.Afterthreemonths’teaching,thetestwascarriedoutintheControlClassandExperimentalClassrespectively,studentsinClass7andClass8tooktheexamination.Afterthetest,students’gradeswererecordedandanalyzed.AnotherinterviewwascarriedoutintheExperimentalClass,andthenthecontentoftheinterviewwasrecorded.FourstudentsintheExperimentalClasswerechosenastheinterviewees.Thesecondinterviewlasted15minutes.ThefeedbackinformationofthestudentsintheExperimentalClasswereanalyzedsoastolearnthemeritsanddemeritsofthenewteachingmethodoftheRationalClozeTest.Atlast,theexperimentalresultsweresummarized.Accordingtotheexperimentalresult,students’discourseanalysisabilityhasbeengreatlyimprovedandtheirtextualawarenesshavebeenstimulated.Whatismore,students’answersintheRationalClozeTestbecomemoreaccurate.44 ChapterFiveDataAnalysisandDiscussion5.1DatafromthePre-testandPost-test5.1.1ComparativeAnalysisoftheECandCCinthePre-testGroupStatisticsGROUPNMeanStd.DeviationStd.ErrorMeanEC636.411.4330.181Pre-testCC616.341.3770.176Table5.1GroupStaticsinthePre-testAsisshownintable5.1,themeanoftheECis6.41,whilethemeanofCCis6.34.ThemeandifferenceofECandCCis0.07.AlthoughthemeansofECandCCisobvious,thedifferencebetweenthetwoclassesisnotsignificant.ThemeansofIndependentSamplesT-testofECandCCinthePre-testhavetobefurtherexplored.TheresultsoftheIndependentSamplesTestofECandCCinthePre-testareshownbelow:Levene"sTestt-testforEqualityofMeansforEqualityofVariancesFSig.tdfSig.MeanStd.Error95%(2-tailedDifferenceDifferenceConfidence)IntervaloftheDifferenceLowerUpperEqual0.0160.8990.2711220.7870.0680.2520.4310.568variancesassumedPre-testEqual0.271121.9940.7870.0680.2520.4310.568variancesnotassumedTable5.2IndependentSamplesT-testinthePre-test45 Fromtable5.2,thesignificancevalueinLevine’sTestforEqualityofVariancesis0.899anditislargerthan0.05,whichmeansthevarianceofECandCCisequal.TheT-testforEqualityofMeansrevealsthatPis0.787,whichislargerthan0.05.ItmeansthatthereisnotsignificantdifferencebetweenECandCCinthePre-test.Moreover,from95%ConfidenceIntervalofthedifference,thereisno“0”valuebetweenthelowervalueanduppervalue.Theyare0.431and0.568respectively.ItalsomeansthereisnotsignificantdifferencebetweentheECandCCinPre-test.Therefore,theconclusionisthatstudentsintheECandCCareatthesamelevelbeforetheexperiment.Thedataresultsshowthattheexperimentcouldbeconducted.5.1.2ComparativeAnalysisoftheECandCCinthePost-testAftercollectingthedataofthePost-test,SPSSsoftwareisusedtoanalyzetheIndependentSamplesTestinthePost-test,whichwastocheckwhetherthenewteachingmethodoftheRationalClozetestismoreeffectivethanthetraditionalteachingmethod.Theresultsareshownasbelow:GroupStatisticsGROUPNMeanStd.DeviationStd.ErrorMeanEC636.861.0600.134Post-testCC616.381.3310.170Table5.3GroupStatisticsinthePost-testAsisshownintable5.3,themeanoftheECis6.86,whilethemeanoftheCCis6.38,themeandifferenceoftheECandCCis0.48,themeanofECishigherthanthatofCCinthePost-test,butthedifferencebetweenthetwoclassesinthePost-testisnotsignificant.FurthermeansofIndependentSamplesT-testofECandCCinthePost-testneedtobeexplored.TheresultsofIndependentSamplesT-testofECandCCinthePost-testareshownasbelow:46 Levene"st-testforEqualityofMeansTestforEqualityofVariancesFSig.tdfSig.MeanStd.Error95%Confidence(2-tailDifferDifferenceIntervaloftheed)enceDifferenceLowerUpperEqual4.450.0372.2251220.0280.4800.2160.0530.907variancesassumedPost-testEqual2.217114.5340.0290.4800.2170.0510.909variancesnotassumedTable5.4IndependentSamplesT-testinthepost-testAsisshownintable5.4,thecalculatedvalueoftheT-testresultinthePost-testscoresis2.217,anditislargerthanthecriticalvalue2.00.Whatismore,thePis0.029,itislessthan0.05.Therefore,themeanscoresaresignificantlydifferentatthe5percentlevel.Intermsofthe95%ConfidenceIntervaloftheDifference,thereisno“0”valuebetweenthelowervalue0.051andtheuppervalue0.909.ThestaticsrevealthatthereisobviousdifferencebetweentheECandCC.Whatismore,studentsinEChavemadeprogressintheRationalClozeTest.Thedatashowsthatthenewteachingmethodismoreeffectivethantraditionalteachingmethod.Therefore,theconclusionisthatstudents’levelofRationalClozeTestintheECandCChasnodifferencebeforetheexperiment.However,students’levelintheRationalClozeTesthasobviousdifferenceaftertheexperiment.5.1.3ComparativeAnalysisoftheCCinthePre-testandPost-testThoughanalyzingthePairedSamplesStatisticsofthePre-testandPost-testofCC,PairedSamplesCorrelationsofthePre-testandPost-testofCCandPairedSamplesTestofthePre-testandPost-testofCC,furtherexperimentsarestillneedtobecarriedouttomakeitclearthatwhetherthetraditionalteachingmethodiseffectiveinRationalClozeTest.The47 resultsareshownasbelow:MeanNStd.DeviationStd.ErrorMeanPre-test6.34611.3770.176Pair1Post-pest6.38611.3310.170Table5.5PairedSampleStatisticsofthePre-testandPost-testIntable5.5,themeansofthePre-testandPost-testofCCare6.34and6.38respectively.ThemeanofPre-testislessby0.04thanthatofPost-test.ButthedifferencebetweenthePre-testandPost-testofCCisnotsignificant.Furtherstudyneedstobedone.ThefollowingtwotableswouldhelpseethedifferencebetweenthePre-testandPost-testofCC.NCorrelationSig.Pair1Pre-test&Post-pest610.9830.000Table5.6PairedSampleCorrelationsofthePre-testandPost-testofCCAsisshownintable5.6,thecorrelationvalueis0.983,anditislargerthan0.05.Thesignificancevalueis0.000.Fromtheaboveanalysis,itcanbeconcludedthatthecorrelationisverystrong.PairedDifferencestdfSig.(2-tailed)MeanStd.Std.95%ConfidenceDeviatioErrorIntervalofthenMeanDifferenceLowerUpperPre-test0.0330.2560.0330.0980.0331.000600.321Pair1-Post-pestTable5.7PairedSampleTestofthePre-testandPost-testofCC.Fromtable5.7,themeanbetweenthePre-testandPost-testis0.033,andtheStandardDeviationis0.25.Asforthe95%ConfidenceIntervalofthedifference,thereisno‘0”valuebetweenthelowervalueanduppervalue,whichimpliesthatthedifferencebetweenPre-testandPost-testofCCissignificant.Moreover,thesig(2tailed)is0.321,whichislessthan0.05,whichalsomeansthatthedifferencebetweenPre-testandPost-testofCCissignificant.48 Fromtheabovedataandanalysis,itcanbeconcludedthatthetraditionalmethodisalsoeffectiveinRationalClozeTestteaching.However,themeandifferenceBetweenthePre-testandPost-testoftheECis.444whilethemeandifferenceofbetweenthePre-testandPost-testofCCis0.033,themeanofECisobviouslyhigherthanthatofCC.Moreover,thet-valueoftheT-testis1.000,whichishigherthan0.05.Thus,itcanbeconcludedthatthereisnoobviousdifferencebetweenthePre-testandPost-testoftheCC.Thetraditionalteachingmethodislesseffectivethanthenewteachingmethod.5.1.4ComparativeAnalysisoftheECinthePre-testandPost-testAfteranalyzingtheIndependentSampleTestinthePre-testandIndependentSamplesTestinthePost-test,SPSS21.0isusedtofurtherexploretheresultsofPre-testandPost-testofEC.Theresultsareshownintable5.8MeanNStd.DeviationStd.ErrorMeanPre-test6.41631.4330.181Pair1Post-pest6.86631.0600.134Table5.8PairedSamplesStatisticsofthePre-testandPost-testofECThetablerevealsthatthemeansofPre-testandPost-testofECare6.41and6.86respectively.AlthoughthemeansofECandCCis0.45,thedifferencebetweenthescoresofthetwotestscouldnotbeeasilyexplained.NCorrelationSig.Pair1Pre-test&Post-pest630.9310.000Table5.9PairedSamplesCorrelationsofthePre-testandPost-testofECPairedSamplesCorrelationsareusedtotestthecorrelationbetweentwovariables.Table5.9showsthatthecorrelationvalueofthetwotestis0.931thatislargerthan0.05.Moreover,thesignificancevalueis0.000.Thus,thereisastrongcorrelationbetweenPre-testand49 Post-testofEC.PairedDifferencestdfSig.(2-tailed)MeanStd.Std.95%ConfidenceDeviatioErrorIntervalofthenMeanDifferenceLowerUpperPre-test0.4440.5900.0740.5930.2965.983620.000Pair1-Post-pestTable5.10PairedSamplesTestofPre-testandPost-testofECIntable5.10,themeanbetweenthePre-testandPost-testis0.444,andthestandardDeviationis0.590.The95%ConfidenceIntervaloftheDifference,thereisno“0”valuebetweenthelowervalueanduppervaluethatare0.593and0.296respectively.Moreover,thesig.(2-tailed)is0.000whichislessthan0.05.ItindicatesthatthedifferencebetweenthePre-testandPost-testofECissignificant.Thus,fromtheresultsofPre-testandPost-testofEC,PairedSamplesTestofthePre-testandPost-testofECandPairedSamplesTestofthePre-testandPost-testofEC,itcanbeconcludedthatthenewteachingmethodintheRationalClozeTestismoreeffective.5.2DatafromtheThreeQuizzesintheExperimentalProcessInordertohaveamoreclearunderstandingandcomparisonoftheECandCC,threequizzesarearrangedduringtheexperimentalprocess.Bydoingthis,anobservationisbeingdoneoftheECandCC.5.2.1ComparativeAnalysisofECandCCintheFirstQuizGROUPNMeanStd.DeviationStd.ErrorMeanEC636.7971.23580.1557FirstQuizCC616.2921.48750.1905Table5.11GroupStatistics50 Asisshownintable5.11,themeanoftheECis6.797,whilethemeanofCCis6.292.ThemeandifferenceofECandCCis0.505.AlthoughthemeansofECandCCisobvious,thedifferencebetweenthetwoclassesisnotsignificant.FurtherexplorationhastobedoneforthemeansofIndependentSamplesT-testofECandCCinthefirstquiz.Levene"sTestt-testforEqualityofMeansforEqualityofVariancesFSig.tdfSig.MeanStd.Error95%(2-tailed)DifferenceDifferenceConfidenceIntervaloftheDifferenceLowerUpperEqualvariances1.9260.1682.0591220.0420.50500.24530.01950.9905FirstassumedQuizEqualvariances2.053116.5950.0420.50500.24600.01780.9922notassumedTable5.12IndependentSamplesT-testinFirstQuizAsisshownintable5.12,itcanbelearnedthatthecalculatedvalueoftheT-testresultinthePost-testscoresis2.059,anditislargerthanthecriticalvalue2.00.Whatismore,thePis0.042,whichislessthan0.05.Therefore,themeanscoresaresignificantlydifferentatthe5percentlevel.Intermsofthe95%ConfidenceIntervaloftheDifference,thereisno“0”valuebetweenthelowervalue0.0195andtheuppervalue0.9905.ThestatisticsshowthatthereisobviousdifferencebetweentheECandCC.Whatismore,studentsinEChavemadeprogressintheRationalClozeTest.Thedatashowthatthenewteachingmethodismoreeffectivethantraditionalteachingmethod.5.2.2ComparativeAnalysisoftheECandCCintheSecondQuizGROUPNMeanStd.DeviationStd.ErrorMeanEC636.8001.20910.1523SecondQuizCC616.2821.46080.1870Table5.13GroupStatistics51 Asisshownintable5.13,themeanoftheECis6.800,whilethemeanofCCis6.282.ThemeandifferenceofECandCCis0.518.AlthoughthemeansofECandCCisobvious,itcannotbeconcludedthatthedifferencebetweenthetwoclassesisnotsignificant.FurtherexplorationshouldbedoneforthemeansofIndependentSamplesT-testofECandCCinthesecondquiz.Levene"sTestt-testforEqualityofMeansforEqualityofVariancesFSig.tdfSig.MeanStd.Error95%Confidence(2-tailed)DifferenceDifferenceIntervaloftheDifferenceLowerUpperEqual5.6180.0192.1541220.0330.51800.24050.04200.9941variancesassumedSecondQuizEqual2.148116.4260.0340.51800.24120.04030.9958variancesnotassumedTable5.14IndependentSamplesT-testinSecondQuizAsisshownintable5.14,thecalculatedvalueoftheT-testresultinthePost-testscoresis2.148,anditislargerthanthecriticalvalue2.00.Whatismore,thePis0.034,itislessthan0.05.Therefore,themeanscoresaresignificantlydifferentatthe5percentlevel.Intermsofthe95%ConfidenceIntervaloftheDifference,thereisno“0”valuebetweenthelowervalue0.0403andtheuppervalue0.9958.ThestatisticsshowthatthereisobviousdifferencebetweentheECandCC.Whatismore,studentsinEChavemadeprogressintheRationalClozeTest.Thedatashowthatthenewteachingmethodismoreeffectivethantraditionalteachingmethod.52 5.2.3ComparativeAnalysisoftheECandCCintheThirdQuizGROUPNMeanStd.DeviationStd.ErrorMeanEC636.8791.12940.1423ThirdQuizCC616.4001.38660.1775Table5.15GroupStatisticsAsisshownintable5.15,themeanoftheECis6.879,whilethemeanofCCis6.400.ThemeandifferenceofECandCCis0.479.AlthoughthemeansofECandCCcanbegot,thedifferencebetweenthetwoclassesisnotsignificant.FurtherexplorationshouldbedoneforthemeansofIndependentSamplesT-testofECandCCinthethirdquiz.Levene"sTestt-testforEqualityofMeansforEqualityofVariancesFSig.tdfSig.MeanStd.Error95%Confidence(2-tailed)DifferenceDifferenceIntervaloftheDifferenceLowerUpperEqual5.1900.0242.1141220.0370.47940.22680.03040.9283variancesassumedThirdQuizEqual2.107115.6570.0370.47940.22750.02870.9300variancesnotassumedTable5.16IndependentSamplesT-testinThirdQuizAsisshownintable5.16,thecalculatedvalueoftheT-testresultinthePost-testscoresis2.107,anditislargerthanthecriticalvalue2.00.Whatismore,thePis0.037,anditislessthan0.05.Therefore,themeanscoresaresignificantlydifferentatthe5percentlevel.Intermsofthe95%ConfidenceIntervaloftheDifference,thereisno“0”valuebetweenthelowervalue0.02847andtheuppervalue0.9300.Fromthestatics,itcanbelearnedthatthereisobviousdifferencebetweentheECandCC.Whatismore,studentsinEChadmadeprogressintheRationalClozeTest.Thedatashowthatthenewteachingmethodismore53 effectivethantraditionalteachingmethod.5.3DatafromtheQuestionnaireandAnalysisBeforetheexperimentiscarriedout,questionnairesareconductedinthetwoclasses.Theaimofthequestionnaireistofindoutstudents’feelingstowardsthenewtypeoftestquestion.Moreover,thecurrentsituationisalsoexploredabouttheteachingofRationalClozeTest.Accordingtotheinterview,studentsarenotadaptedtothenewtesttype.Mostofthestudentsthinkthatthenewtesttypeisalittledifficult.Buttheythinkthatnewtypeoftestquestion—RationalClozeTestisanimportantpartinthewholetestpaper.Someofthemdoknowcohesivedevices,whilehalfofthestudentsdonotknowhowsentencesareformedtogether.Moreover,teachersrarelyteachstudentstheRationalClozeTestasasinglepartintheclass.Whenaskedtherelationshipamongvocabulary,grammarandpassage,studentssaythattheybroadentheirvocabularybyrecitingwords,andtheylearnthegrammarmainlyfromsentencesusedinthetextbook.Whatismore,studentslikehavingatryonthenewteachingmethodaboutthelearningofgrammarandvocabularyinthepassage,theythinkthatthemostdifficultpartinthepassageistheuseofnon-predicateverbs.5.4InformationfromtheInterviewandAnalysisInordertohaveafurtherunderstandingofthesituationduringtheexperimentalprocess.Exceptforthreequizzesduringtheexperimentalprocess,aninterviewwithstudentsintheExperimentalClassisalsoconducted.Throughthemethodofsimplerandomsampling,fourstudentsintheExperimentalClassareselectedasinterviewees.Accordingtotheinterview,studentspreferthenewteachingmethodoftheRationalClozeTestratherthanthetraditionalteachingmethod.Theythinkthatthenewteachingmethodisanewwaytolearnvocabularyandgrammar.Beforethenewteachingmethodis54 conductedinclass,theydonotlikelearningvocabularyandgrammar,whilethisnewteachingmethodcouldstimulatestudents’interestoflearningvocabularyandgrammar.Somestudentsthinkthattheirtextualawarenesshasbeenimprovedafterseveralweekstraining.AfterlearningaboutcohesivedevicesintheRationalClozeTest,students’learningskillsintheRationalClozeTesthavebeenstimulatedandanswersinRationalClozeTestaremoreaccurate.Thesuggestionsthatstudentsputforwardaremainlythreepoints:ononehand,timeislimited,theydonothaveenoughtimetohaveareviewofwhattheyhavelearnedbefore.Iftimepermits,theeffectwouldbemuchbetter;ontheotherhand,theRationalClozeTestexercisesshouldbelinkedwithothertesttypes,suchastheClozeTestandtheReadingComprehension;lastbutnotleast,teachersshouldimpartstudentssomeknowledgeaboutthemorphology.Thus,studentscanknowthestructureofthewordandusewordsflexibly.5.5DiscussionItcanberevealedfromtheexperiment,questionnaire,andinterview:1)ThenewteachingmethodoftheRationalClozeTesthasmanymeritsthatthetraditionalteachingmethodoftheRationalClozeTestdoesnotpossess.2)ThenewteachingmethodoftheRationalClozeTestismoreeffectivethanthetraditionalteachingmethod.3)ThenewteachingmethodcanhelpstudentsworkoutmoreaccurateanswersintheRationalClozeTest.55 56 ChapterSixConclusion6.1MajorFindingsInordertomaketheteachingoftheRationalClozeTestmorescientificandmoreeffective,plentyofresearchliterature,questionnaire,andinterviewarepresentedduringtheapplicationofthenewteachingmethodoftheRationalClozeTest.Throughtheresearch,ithasbeenfoundthat:Students’textualawarenessanddiscourseanalysisabilityhaveabiginfluenceonthetheiraccuracyoftheRationalClozeTest,themorebetterstudents’discourseanalysisabilityis,themoreaccuratestudents’answersofthetestare.Whatismore,thenewteachingmethodoftheRationalClozeTesthasalotofmeritsthatthetraditionalteachingmethoddoesnotpossess.Firstly,underthetraditionalteachingmethodoftheRationalClozeTest,someproblemsarefoundinstudents’learningoftheRationalClozeTest.Theseproblemsmainlyinclude:ononehand,studentsarelikelytogetboredwiththesimpleteachingmethodofthevocabularyteachingandgrammarteaching;withtimepassing,theyloseinterestinEnglishstudy;ontheotherhand,studentsarenotabletoapplytheknowledgetheyhavelearnedintheRationalClozeTest,whichiscausedbytheirblindnessofthecohesivedevicesintheRationalClozeTest.Atlast,students’poortextualawarenessleadstopooranswersintheRationalClozeTest.ThereasonwhystudentshavepooranswersintheRationalClozeTestisthatteacherspaylessattentiontotheimprovementofstudents’textualawarenessanddiscourseanalysisability.Normally,theyteachvocabularyandgrammarindividually.TheRationalClozeTestisatestofusingvocabularyandgrammarwithinthecontext.Byadoptingthetraditionalmethod,studentscannotusewordsandgrammarverywell.57 Secondly,comparedwiththetraditionalteachingmethod,thenewteachingmethodofthetheRationalClozeTestcanstimulatestudents’learninginterestandencouragestudents’learningmotivation.Underthenewteachingmethod,teacherscanpaymoreattentiontotheimprovementofstudents’textualawarenessandstudents’discourseanalysisability.Moreover,asteachersknow,theimprovementofstudents’discourseanalysisabilitycanhelpstudentslearngrammarandvocabularywellwithinthecontext.Teachersimpartthreekindsofcohesivedevicesofdiscourseanalysistostudents,theymayunderstandtheconceptofdiscourseanalysisability.Whatismore,whenteachersputvocabularyteachingandgrammarteachingintothespecificcontext,andteachstudentsthethreekindsofcohesivedevicesintheRationalClozeTest,itcanalsohelpstudentsconsolidatetheknowledgeofvocabularyandgrammarthathasbeenlearnedbefore.Bydoingthis,itcanhelpstudentsunderstandtherelationshipsbetweenvocabularyandgrammarbetter,andthenhelpstudentsapplythediscourseanalysistheoryintotheRationalClozeTest.Thirdly,thenewteachingmethodcanmakestudents’learningmoreefficientintheRationalClozeTestexercisesandhelpstudentscomeupwithmoreaccurateanswersintheRationalClozeTest.ThenewteachingmethodoftheRationalClozeTestcanhelpstudentsknowthepropositiondisciplinebetter.Cohesionisthecorepartinthediscourseanalysis,forexample,theplotsareallarrangedinTimeOrder,OrientationandCausation.AfterlearningtheLogicalCohesion,studentscouldgraspthemainideaofthecontextintegrallyandknowthewayshowsentencesarelinkedtogetherinthetextbyusingthemarkedwordsofthecohesivedevices.Moreover,studentscanknowhowtheycanreadthetextefficientlyandskimforgeneralideasorscanforspecificpointsofimportantinformationinthetext.Thus,afterlearningthethreekindsofcohesivedevices,studentscancomeupwithmoreaccurateanswersintheRationalClozeTest.58 6.2ImplicationsforRationalClozeTestFirstly,studentsshouldhaveafullunderstandingofthepassageasawholeandunderstandthemeaningofeachsentenceinthepassage.Havingabetterunderstandingofthewholepassagecanhelpstudentsgraspthemainideaofthecontextintegrally.Moreover,havingabetterunderstandingofeachsentenceinthepassagecanhelpstudentsfigureoutthebestanswerintheRationalClozeTestexercises.Secondly,teachersshouldpaymoreattentiontogrammarteaching.Forexample,teachersshouldtrytoimpartstudentsknowledgeaboutthewayofanalyzinglonganddifficultsentences.Apassageisnotmadeupofsimplewordsorsentences,itisusuallymadeupofthelonganddifficultsentences.Ifstudentsonlyknowthemeaningoftheword,butdonotknowlanguagepointsandgrammarinthepassage,studentswouldnotunderstandthewholepassageclearly.TheaccuracyintheRationalClozeTestwouldbepoor.Therefore,duringtheteachingprocess,teachersshouldattachgreatimportancetogrammarteaching,andteachstudentsthewayofanalyzingthepassage.Thirdly,teacherscanhelpstudentsenlargetheirvocabularybyimpartingstudentstheknowledgeofmorphology.Morphologyisaboutthestudyofthestructureofthewords.Knowingthestructureofthewordscouldhelpstudentsmemorizewordsquickly.Havingalargevocabularycanhelpstudentsunderstandthepassagebetter.Therefore,studentsshouldmaster3,500wordsaccordingtotheExaminationOutlineoftheCollegeEntranceExamination.Moreover,studentsshouldenrichthebackgroundinformationandbroadentheirhorizonbywatchingforeignTVseriesandforeignmoviesorreadingforeignnovels.Accordingtoasurvey,thebroaderstudents’backgroundinformationis,themoreconfidentstudentsareintheRationalClozeTest.Fourthly,studentsshouldmemorizewordsandusewordscorrectly.Someofthelanguage59 pointsandverbphrasesappearedfrequentlyintheRationalClozeTest.Therefore,studentsshouldusewordsandverbphrasesflexiblytosomeextent.Teacherscanimprovestudents’textualawarenessbyarrangingthedictationandtheoralsentence-makingtestsintheclass.Moreover,whenstudentslearnnewwords,teachersshouldbroadenthewordappropriately.Theycantouchonthechangeofthesuffixandprefix.Whatismore,wordexercisesandgrammarexercisesshouldbevariousandcontextualized.Teachersaresupposedtomakefulluseofthebook,andchangethetextintoasummaryandletstudentsdotheRationalClozeTestaccordingtothetextinthebook.Moreover,studentscanmakefulluseofthesinglechoicetestinthepastEnglishexaminationpaperoftheCollegeEntranceExamination.ThenewtesttypeofEnglishquestion,RationalClozeTest,hasthesimilarcharacteristicswiththesinglechoice.Theybothtestthetenseandcaseoftheverb,prepositions,nouns,conjunctions,adjectives,adverbsandetc.IntheRationalClozeTestexercises,teacherscanteststudents’abilityfromdifferentperspectives.Atlast,teachersaresupposedtotellstudentsabouttheproblem-solvingsolutionsandskillsintheRationalClozeTest.Firstly,theycanhelpstudentsskipthepassageandfindthemainideasinthepassage;secondly,letstudentsreadthepassagecarefully,analyzelonganddifficultsentencesinthetextandtrytofilltheblankswithmarkedwords;andthirdly,teacherscanguidestudentstohaveareviewofthepassage,andthenmakesurethattheanswersintheRationalClozeTestarecorrect.6.3LimitationsDuetotherestrictionofobjectiveconditions,theresearchismainlycarriedoutbasedonEnglishteachingpracticesinGradeOneinSeniorHighSchool,therespondentsareonlylimitedtoanumberofstudentsinGradeOne.Therefore,furtherresearchstillneedstobedonetofindwhethertheresearchresultsareapplicableforstudentsofotherGrades.This60 researchjustlastedforoverthreemonths.AsanimportantandnewpartoftheEnglishtestpaperintheCollegeEntranceExamination,thenewtypeofEnglishtestquestion-RationalClozeTest,canalsoberegardedastheteachingofthevocabularyandgrammarinaspecificcontext.Accordingtothepracticalteachingconditions,itisdifficulttoimprovestudents’discourseanalysisabilitywithinashortperiodoftime.Problemshavebeenanalyzedandfurtherexplorationinthefutureteachingprocesswouldbecarriedout.Effectivemeasuresandstrategiespresentedinthisresearchwillalsobeverifiedinlaterpractice.6.4SuggestionsforFurtherResearchRationalClozeTestisanewandimportanttesttypeintheEnglishTestpaperoftheCollegeEntranceExamination.ThisresearchhasjustresearchedRationalClozeTestfromtheperspectiveofDiscourseAnalysisTheoryforSeniorHighSchoolstudentswithinlimitedtime.Someproblemsandissuesarerevealedduringtheresearchprocess.Hopefullythesesuggestionscouldbecarriedoutinfurtherexplorationduringthefutureteachingprocess.Firstly,thecultivationofthediscourseanalysisabilityandtheconsciousnesswithinthecontextcouldnotonlylimitedwithintheRationalClozeTest.Teachersshouldchangethesimpletesttypeform.Forexample,thediscourseanalysisabilitycanberevealedinvarioustesttypes,suchastheClozeTest,ReadingComprehensionTestandetc.Thethreepartshavemanysimilarcharacteristicsandtheyarerelatedtoeachother.Whencultivatingstudents’discourseanalysisabilityandtextualawarenesswithinthecontext,teachersshouldcombinetheRationalClozeTest,ClozeTestwiththeReadingComprehensionTest.Byadoptingthisway,studentsmayhaveimprovementsasawhole.Therefore,itisworthyforresearchershavingafurtherexplorationonthis.Secondly,theRationalClozeTestnotonlytestsstudents’discourseanalysisabilityandthetextualawarenesswithinthecontext,butalsotestsstudents’abilityofusingwordsflexibly.61 ItisveryimportantforstudentstoknowandlearnhowtheycanusethethreekindsofcohesivedevicesoftheDiscourseAnalysisTheory.Therefore,teachersshouldimpartstudentssomeknowledgeaboutthestructureofthewords.Inthisway,studentscanmemorizethewordsquicklyafterlearningthemorphology.Whatismore,learningtheknowledgeaboutthemorphologycanhelpstudentschangethesinglewayofmemorizingwords.Exceptforthecultivationofthestudents’discourseanalysisabilityandtextualawareness,teacherscouldtrytoteachstudentsthreekindsofcohesivedevicesoftheDiscourseAnalysisTheorybycombiningwiththeteachingknowledgeofmorphologytogether.Thirdly,teachersshouldselectvariousteachingmaterialstostimulatestudents’interests.Forexample,theycanputthenewteachingmethodFlippedClasseswiththeRationalClozeteachingtogether.Whatismore,nowadays,FlippedClassroomisverypopularamongschools,teacherscanhandovertheclasstothestudents.IntheRationalClozeTest,teacherscanletstudentschoosetheirfavoriteteachingmaterials.Duringtheteachingprocess,teacherscangivestudentssomereadingmaterials,andletstudentsdigthemostimportantpartthatisrelatedtothelanguagepointsintheRationalClozeTest.Byanalyzingadvantagesofthesenewteachingmethods,teacherscaninstructstudentstohaveareformintheclass.62 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ForeignLanguageTeachingandResearchPress.Widdowson,H.G.1979.ExplorationsinAppliedLinguistics.Oxford:OxfordUniversityPress.Widdowson,H.G.1996.Linguistics.Shanghai:ShanghaiForeignLanguageEducationPress.范丽霞，2004，关于完形填空试题的效度研究，硕士学位论文，安徽大学。高考英语命题研究中心，2014，高中英语语法填空专项训练（新课标全国卷)。上海：上海交通大学出版社。耿庆丽，2005，语境理论、衔接与连贯理论在CET-6听力测试中的应用,《烟台师范学院学报》（2）：90-91。桂诗春，2013，《多视角下的英语词汇教学》。上海：上海外语教育出版社。顾晓禹，2005，语篇分析理论与外语教学，《长春工业大学学报》（4）：60。高中英语词汇语法一本通(全国卷)。2015，吉林：吉林教育出版社。黄国文，1988，《语篇分析概要》。长沙：湖南教育出版社。黄杏，2013，语篇分析理论对高中完形填空Ⅱ解题能力培养的作用，硕士学位论文，湖南大学。胡壮麟，1994，《语篇的衔接与连贯》。上海：上海外语教育出版社。雷怀玲，2015，高中英语语法填空解题技巧与学生能力的培养，《西部素质教育》（3）：86。李利斌，2014，语篇型语法填空命题特点与解题技巧，《教育园地》66。李薇，2014，试分析高中英语新题型语法填空的解题策略。《学术理论，经营管理者》（7）：361。梁雪妮，2010，高考英语新题型下“语法填空”教学策略及评价，《新课程研究》（188）：29-30。刘润清，韩宝成，2002，《语言测试和它的方法》（修订版）。北京：外语教学与研65 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AppendixIQuestionnaire同学们，你们好。为了提高和更好地进行语法填空教学，特展开以下调查。本次调查问卷采取匿名形式，不会将个人信息泄露。希望你们可以如实回答，配合本次调查。谢谢合作。1.对于语篇性语法填空新题型你觉得适应吗？A.不适应B一般C适应2.你觉得语法填空新题型难度如何？A.难B一般C简单3.你认为语法填空在整个英语试题中分量重吗？A分量重B一般C不重要4.你知道语法填空考查侧重点在哪吗？A.知道B不太知道C不知道5.你知道语法填空中的语篇是怎样衔接到一块的吗？A.知道B知道一点C不知道6.你之前了解语篇中的各种衔接手段吗？A.了解B了解一点C完全不了解7.你的老师之前有讲过各种衔接手段吗？A.有B讲过一点C没有8.你觉得词汇量多少对你做语法填空有直接影响吗？A.有影响B一般C没有影响9.你喜欢将单词和语法放到篇章中学习吗？A.喜欢B.一般C.喜欢10.平常你是如何扩大自己词汇量的？A.背单词B构词法11.你平常是怎样学习语法的？A.在句子中B.在篇章中12.下列选项中，选出在语法填空试题中你认为最难的一项：67 A.非谓语动词B.定语从句C.名词性从句D.动词的时态E.动词的语态F.形容词G.副词H.情态动词I.代词J.介词68 AppendixIIPre-testWhatwouldyousaywhenyouareunderworkpressure,stressedoutandfranticor＿(challenge)andenergized?Thereisverylittlephysiologicaldifferencebetweenthetwo,saysagrowingcontingentofexperts＿claimworkstresshasanupside.Theseexpertsbelievethatstresscanstrengthenyouortearyou＿.Inmostcases,youcanchoose.Givestressagoodname.Whyresentworkstress─itisanindicatorthatyourcareerisadvancing.Thinkofaheavyworkloadsan＿(excite)opportunitytopushyourself,learnnewskillsandshowyourmettle.＿(complain)depletesyourenergy;instead,greetanoverloadeddaywithoptimism.Tellyourself,“ThisisachallengeIamcapableofhandling”.＿(put)itinperspective,sometimesitisimpossibletotalkaboutthepositivesideofstress─sayyourcomputercrashesandyoulosevaluablework─＿youcanmoderateyourreaction.Rateyourdistressonascaleof1to10,beingmildirritationand10extremepanicoranger,Now,ranktheimportanceofthesituationfrom1(anotice)to10(youarefired).＿yourdistressranks＿(high)thantheseriousnessofthesituation,askyourself:IsthissomethingIwillrememberinfouryears,fourmonths,fourdays?Thendownshiftyourresponse＿(according),savingyouremotionalenergyfordisasters.答案：1.challenged2.who3.down4.exciting5.Complaining6.Put7.But8.If9.higher10.accordingly69 AppendixIIIFirstQuizGrammaticalCohesion定语从句、名词性从句、状语从句、代词、情态动词（每小题2分，共50道题）定语从句1.Thegentleman＿youtoldmeaboutyesterdayprovedtobeathief.2.Haveyouseenthefilm“Titanic”,＿leadingactorsisworldfamous?3.＿hasbeenannounced,weshallhaveourfinalexamsnextmonth.4.Afastfoodrestaurantistheplace＿,justasthenamesuggests,eatingisperformedquickly.5.Thethoughtofgoingbackhomewasall＿kepthimhappywhilehewasworkingabroad.6.Villagersheredependonthefishingindustry,without＿therewon’tbemuchwork.7.Samuelsurvivedwhenthecar＿hewasapassengerinturnedofftheroadandhitatree.8.Faye’sfondestmemoryisoflastyear,＿theclubgaveateapartyforherbirthday.9.Americanwomenusuallyidentifytheirbestfriendassomeonewith＿theycantalkfrequently.10.Wewentthroughaperiodin＿communicationswereverydifficultintheruralareas.名词性从句11.Inhisvictoryspeech.Obamaextendedhisthanksto＿hadsupportedhimduringthepresidencycampaign.12.ThelatestachievementofSteveJobsis＿Applereleasedits3GiPhonelastsummerandthedeviceprovedtobeanimmediatehitwithconsumers.13.＿youhavepickedup,youmustgiveitbacktowhoeveritbelongs.14.＿thechildcannotforgiveistheparents’refusaltoadmitthesechangesifthechildknowsthemtobetrue.15.Yesterdayeveningtheboardhadadiscussionregarding＿theyshouldsetupmorescholarshipstomeettheincreasingdemands.16.Itissuggestedbymanyexpertsandwelcomedbykidsinschool＿studentsshouldbegivenmorefreetime.17.Thinkabout＿youreallycareabout,andtryyourbesttoaccomplishyourgoals.70 18.Manypeopleinthecitywonder＿thecityofficialshavetheinformationtheyneedtosolvetheproblem.19.Hisparentsdonotcare＿hemanageshispocketmoney,butonethingisforsure:themoneyspentmustbeworthwhile.20.＿doessomethinggoodwillbepraisedbytheteacher.状语从句21.Howlonghasthisbookshopbeeninbusiness?＿1982.22.Ifweworkwithastrongwill,wecanovercomeanydifficulty,＿greatitis.23.Iamgoingtothepostoffice.＿youarethere,canyougetsomestamps.24.TheWTOcannotliveuptotheitsname＿itdoesnotincludeacountrythatishometoonefifthofmankind.25.Themanwillhavetowaitallday＿thedoctorworksfaster.26.Agoodstorytellermustbeabletoholdhislistenerscuriosity＿hereachestheendofthestory.27.UnlikewatchingTV,readingishighlyactiveprogress＿itrequiresattentionaswellasmemoryandimagination.28.Theoldtowermustbesaved,＿thecost.29.＿environmentaldamageisdone,ittakesmanyyearsfortheecosystemtorecover.30.Youwillbesuccessfulitheinterview＿youhaveconfidence.情态动词31.Idreamedofsomeanimalsrunningonthemoon.It＿be.Thereisnoairorwateronthemoon,youknow.32.Thesepeachesreallyjuicy.They＿be!Justseetheprice,$3,00apound.Veryexpensive,arenotthey!33.Itisquitecoldhereinwinter,butit＿warmsometimes.34.He＿beintherestaurant.Hiscarisjustoutsideit!35.Thereisenoughtimeforyoutogototheairport.You＿hurrynow.36.TheMBA＿opendoorsandcommandahighersalaryinitially,buttheimpactofadegreewashesoutafterfiveyears.71 37.Thewomanasked:“so,howhaveyoubeen?”andtheboywho＿nothavebeenmorethansevenoreightyearsoldreplied.“Frankly,Ihavebeenfeelingalittledepressedlately.38.Whileanyofthesestatements＿betrue,theyarepracticallyimpossibletoprovescientifically.39.It＿helpyoucopewithyouranxietiesandprovideagoodmodelforyourkids.40.Asixyearold＿needremindingthatspoilingotherchildren’sexpectationscanrequireanapology.代词41.Hewasastrictbutgoodcaptain,＿who,usually,tookgoodcareofthesailorsonhisship.42.Iwasgoingtoofferyousomecakebutthereis＿left.43.Markisthemostpopularpersoninourclass.Soheis.＿elseisfunnierthanhim.44.WehaveredandyellowTshirts.Whichcolordoyoulike?Iamafraid＿.IthinkbluewillbeOK.45.＿withanycommonsenseisabletomaketheappropriatedecisionanddowhateversuitstheoccasionsbest.46.Whatisyouradviceforformyinterview.Bring＿totheinterview’sattentionthatyouhavebeenlongingforthejobs.47.Althoughhemajoredinartandliteratureincollege,hehadlittleinterestin＿-subject.48.Adultwomendonotrememberbeingsoobsessedwiththecolor,yet＿ispervasiveinouryounggirls’lives.49.Wearefreetoactonouropinionsonlyaslongas,indoingso,wedonotharm＿.50.Eventhegames＿havebecomeahugebusiness.72 AppendixIVSecondQuizLexicalCohesion非谓语动词之不定式、非谓语动词之动名词、非谓语动词之分词、形容词、副词（每小题2分，共50道题）非谓语动词之不定式1.＿(stay)warmatnight,Iwouldfillthewoodstove.thensetmyalarmclockformidnightsoIcouldrefillit.1.Letthoseinneed＿(understand)thatwewillgoallouttohelpthem.2.Theairport＿(complete)nextyearwillhelppromotetourisminthisarea.3.Havingfinishedherproject,shewasinvitedbytheschool(speak)＿tothenewstudents.4.Tomtookataxitotheairport,only＿(find)hisplanehighupinthesky.6.IthinkTom,astheheadofabigdepartment,shouldeitherstudyregularlyor＿(quit)hisjob.7.Thereweremanytalentedactorsouttherejustwaiting＿(discover).8.IheartheyhavepromotedTom,buthedidnotmention＿(promote)whenwetalkedonthephone.9.ItisalongtimesinceIsawmysister.Whynot＿(visit)herthisweekend?10.Myparentshavealwaysmademe＿(feel)wellaboutmyself,evenwhenIwastwelve.非谓语动词之动名词11.Icertainlyappreciatehis＿(tell)usaboutthedelayindeliveringthematerialsbecausewehadplannedtobeginworktomorrow.12.Themarriedcoupleregularlydiscussedthelifehabitstheyfind＿(annoy)ineachother.13.WhatisitthatmadePetersohappyandexcited?＿(choose)asavolunteerforShanghai2010WorldExpo.14.Itisacommonsensethat＿(expose)foralongtimeinthesunmightseriouslydamageyourskin.15.Consideringhispoorhealthcondition,thedoctorinsistedon＿(hetake)agoodrestbeforegoingbacktowork.73 16.Theboy’s＿(do)theassignmentmadehisfatherlosehistemper.17.＿(finish)yourhomeworkbyyourselfisoneoftheeffectivewaystoimproveyourgrades.18.Theyareconsidering＿(purchase)thehousebeforethepricesgoup.19.Accordingtoarecentreport,Indiaisconsideringit＿(produce)thecheapestlaptopcomputerwhichcanbeaffordedbymostofthepeople.20.Iregret＿(spend)moretimewithmygrandmabeforeshepassedaway.非谓语动词之分词21.DiscoveredbythePortuguesein1506and＿(settle)in1810,theislandbelongstotheGreatBritainandhasapopulationofafewhundred.22.MoreandmoreyoungIndianwomenaresaying“Idonnot”ratherthan“Ido”tochildmarriage,＿(turn)theirbackstotroublesometraditionthatisstillaliveinthecountry’spoorestregions.23.After＿(leave)hisgovernmentserviceasalawyer,hecreatedmanyfamouscompositions.24.＿(attack)bytheterrorist,thetallbuildingcollapsed.25.＿(escape)frombeingkilled,thedeerlookedforaplacewherehecouldgetfood.26.Youshouldunderstandthetrafficrule,sinceyohavehadit＿(explain)oftenenough.27.Stormchasingissodangerousthatsomechasersareoftenhurtinaccidents＿(cause)bydrivinginaheavyrain.28.＿(influence)bymanydifferentkindsofdancing,MarthaGrahamdevelopedherownpersonaldancestyle.29.Europeancountries,＿(realize)crisisisathand,areprovidinggreatencouragementforstparentstocreatemorebabiesinthe21century.30.＿(show)aroundtheChinesePavilion,wewenttoseetheeye-catchingBritishCatchingattheWorldExpo2010Shanghai.形容词31.Itwasa＿(silence)eveningandIreallyhadagoodsleep.32.Infact,normalchildrenages9to17exhibita＿(high)levelofanxietytodaythanchildrenwhoweretreatedformentalillness50yearsago.33.Intheracetoimprove＿(education)standards,parentsarethrowingthebooksatkids.74 34.Hisbusiness,wasvery＿(success),butitwasattheexpenseofhisfamilylife.35.TwohoursfromthetallbuildingofManhattanandPhiladelphialivesomeoftheworld’s＿(large)blackbears.36.Awordprocessorismuch＿(good)thanatypewriterinthatitenablesyoutoenterandedityourtextmoreeasily.37.Theotherday,MumandIwenttoSt.Jame’shospital,andtheydidlotsandlotsoftestsonme,mostofthem＿(horror)andfrightening.38.Wearegivingpeoplehigh-quality,healthfulproductsandanopportunitytomakechoicesthathavea＿(benefit)effectontheworld.39.Buttelevisionisan＿(expense)medium,andnotalladvertiserscanaffordtouseit.st40.Globalwarmingmayormaynotbethegreat＿(environment)crisisofthe21century.副词41.＿(direct)hewastoldhisfatherwasinjuredinanaccidentonthephone,herantothehospital.42.＿(fortunate)hewastoldhisfatherwasinjuredinanaccidentonthephone,herantothehospital.43.Asheworksinaremotearea,hevisitshisparentsonly＿(occasion).44.whatdoyouthinkofmyhair?＿(frank),dear,itisadisaster.45.Hebegantotakepoliticalscience＿(serious)onlywhenheleftschool.46.Volunteersisbecoming＿(increase)popularinChina.-Yeah,peoplearenowawarethathelpingothersishelpingthemselves.47.IwasafraidI’dneverrun＿(quick)again.So,everynightfortherestoftheweeks,Iranupanddownmystreet,buildingmyselfupinpreparationforthetestinthefollowing.48.AsIwaslookingatthemIcameacrosstheorgandonorcardthatIhadsignednineyearsago.＿(thank),ithadnotyetbeencalledintouse.49.Withsmallhopeofgainingemployment,eachdayshewouldjustridetothecity,walk＿(aim)aboutandatduskreturnhome.50.Thecommitteeisdiscussingtheproblemrightnow.Itwill＿(hope)havebeensolvedbytheendofnextweek.75 AppendixVThirdQuizLogicalCohesion动词时态、动词语态、介词、（每小题2分，共50道题）1.ForfortyyearsJaneGoodall＿(help)therestoftheworldunderstandandrespectthelifeoftheseanimals.2.Whatisthematter,Sara?Youwearasadlookonyourface.Oh,nothingmuch.Asamatteroffact,Ijust＿(think)myfriendsbackhome.3.Thedaywehadbeenlookingforwardto＿(come)atlast.4.Manycollegestudentsregisteratdrivingschoolsduringthesummervacation,sayingthatgettingalicense＿(give)themanadvantageinthejobmarket.5.Theworkersweresotiredthattheyfeltasleepwherethey＿(lie)withoutundressing.6.Tohelptoday’scustomersmakeachoice,acompanyinNewYork＿(invent)avideotrolley＿asupermarkettrolleywithavideoscreentodisplayadvertisementandpriceinformation.7.Thecausehehaddevotedhimselfto＿(prove)aperfectsuccess.8.Wewillbelosingmoneythisyearunlessthatneweconomicplanofyours＿(work)miracle.9.It＿(turn)outthatmakingaplaniseasierthancarryingitout.10.Becauseofthesharpdropofbirthrate,thenumberofstudentssittingthecollegeentranceexams＿(decline)allthetime.11.IwonderwhyJenny＿(write)tousrecently.Weshouldhaveheardfromherbynow.12.Itisthethirdtimethatthepresident＿(come)toChinaforavisit.13.AmericanIdol,whichcameintoexistencein2002,＿(become)oneofthemostpopularshowsinthecountryandmillionsofaudiencewatchtheprogrameveryweek.14.Astudyofancientwritingsandevidence＿(show)thatforthepast5000years,catshavebeenkeptaspets.15.Howniceit＿(feel)tobebackhomeagainaftersuchalongabsence!动词的语态16.Facingtheeconomicdepression,everypossiblemeans＿(try)thisyeartosavethecompanyfromgoingbankrupt.76 17.Afteracarefuldiscussion,thetwopartieshavemadearoughplanbutthedetails＿(work)outlater.18.Becausethefarmland＿(lose)quickly,thegovernmentisconsideringstartingaprogramtosolvetheproblem.19.TheMinistryofHealthissuedanoticeinSeptemberthatthefeesfortestsandtreatmentsinH1N1flucases＿(cover)bymedicalinsurance.20.Alotofcarsandbuses＿(block)frompassingfromthehighwaysbecauseoftheheavysnow.21.TheDubaifinancialcrisis＿(report)tohaveaddedmorepressuretothealreadyseriousworldeconomy.22.Inacertainstorewheretheypuddings,thecustomers＿(allow)tosamplethembeforecomingtoadecision.23.Doyouhaveanyproblemsifyou＿(offer)thisjob?Well,Iamthinkingaboutthesalary.24.Onceharm＿(do)totheenvironment,ittakesyearstohavethesystemrecovered.25.Thedriver＿(say),accordingtoanewspaper,tohavebeenkilledinthetrafficaccident.26.Doyouhaveanyproblemswhenyou＿(offer)thisjob?Well,Iamconsideringthesalaryandworkingconditions.27.Thealarmsbecomesactivewhentheswitch＿(turn)on.28.Oncethebalanceofnature＿(disturb),itisbarelypossibleforhumanbeingtorestoreit.29.Theywereaheadduringthefirsthalfofthematch,butthey＿(beat)inthelastfiveminutes.30.Rainforest＿(cut)andburnedatsuchaspeedthattheywilldisappearfromtheearthinthenearfuture.介词31.TheBostonMarathonbombingskilled3peopleincludingaChinesecitizen＿Shenyang.32.Abroadsmilespread＿Jack’sfacewhenheeventuallygainedascholarship.33.Lookingaround,wearedespairedatthesingularlack＿imaginationaboutthegirls’livesandinterests.34.Girls’attraction＿pinkmayseemunavoidable,somehowencodedintheirDNA.35.Arecentsurveyshowsthatcompaniesthegraduatesinsuchfieldasbusinessandhealth77 carethatcangotoworkimmediately＿verylittleonthejobtraining.36.AboutsixyearsagoIwaseatinglunch＿arestaurantinNewYorkCitywhenayoungwomanandayoungboysatdownatthenexttable,Icouldnothelpoverhearingpartsoftheirconversation.37.A16-yearolddriver＿threeormorepassengersinthreetimesaslikelytohaveafatalaccidentasateenagerdrivingalone.38.Whenfamiliesgather＿Christmasdinner,somewillsticktoformaltraditionsdatingbacktoGrandma’sgeneration.39.Weareworried＿ourteachersandprinciples,andwereallydonotwanttolosethembecauseofthem.40.Theexecutivesacknowledgethattheytrytoswingnationaleatinghabitstoafoodcreated＿America,buttheydenythatamountstoeconomicimperialism.41.Students’parentsarebuyingclassroomsuppliesandofferingtopay＿groceriesandutilitiestokeepfistyearteachersandprinciplesintheirjobs.42.＿thelongrunthesehormonescanhaveaharmfuleffectonthebodyandrain.43.A12-yearoldmightneedtobeshownthatraidingthebiscuittinwithoutaskingpermissionisacceptable,butthatborrowingaparents’clothes＿permissionisnot.44.IthasbeenshownonTVand＿theradiothateveryyearthousandsandthousandsofmiddleschoolstudentsvisitTsinghuaUniversityandPekingUniversity.45.Welearn＿thesecondparagraphthattheAmericanoilindustrytendstoexaggerateAmerican’srelianceonforeignoil.46.Thedictionarymeaning＿theterm“opponent”is“adversary”;enemy;Onewhoopposeyourinterests.47.Accordingtothepassage,players,ingame,maykeep＿screamingandshoutingthroughoutthegame.48.Openspacesarethreatenedbyplansforhousingestatesandimportanthabitatsareendangered＿highwayinstruction.49.Thekey＿protectingtheseremarkablelandsisconnectingwiththelocalcommunity.50.Manycustomerstodaydonotsit＿homeandwatchtelevision.78 AppendixVIPost-testWanttobehappy?Simple.Maximizepleasureand＿(minimum)pain!Thisadviceisasgoodasthisone:wanttoberich?Simple.Buy＿(low)andsellhigh!Thefactisthatpeoplecanbehappy＿inpainandunhappywhileexperiencingpleasure.Thisbrilliantobservation,madebyHarvardUniversitypsychologist,WilliamMcdougall,nearlyonehundredyearsago,stillholds＿.Talkingaboutpresenttimes,apsychologistbythenameofStevenReissrecentlyfacedlittle＿(threaten)illness.Ashewaitedforalivertransplant,hebegantopondersuchmetaphysicalquestionsasthemeaningoflifeandthetruenatureofhappiness.Hesurveyedmorethan6,000peopleandaskedthem＿theydesiredintheirlivesandwhatwouldmakethemhappy.Based＿thissurvey,Reissoffersnewsightsonhappinessinhisbook,the16basicdesiresthatmotivatehappinessanddefineourpersonalities.Hebelievesthateverythingeverythingweexperienceasmeaningcanbetracedtothese16basicdesires.So,theauthorhasgivenussomethinglikean“Inventoryofhappiness”＿(compose)ofthe16basicdesireswithgooddescriptionsoyoucancompareandidentifywhichonesyoudesire＿.(strong)Thesesbasicdesiresholdakeytoone’shappiness.Theonesthatyoustronglyarethekeystoyourhappiness.Trytosatisfythose,providedtheymatchthe＿(value)youupholdinyoulife.Note,iftheydonotagreewithyourtruevalues,satisfyingthemwillnotmakeyouhappier.答案解析：1.minimize2.low3.while4.true5.threatening6.what7.on8.composed9.strongly10.values79 AppendixVIIInterview访谈者被访谈者访谈时间访谈地点1.相比较传统的教学法，你喜欢现在的教学模式吗？为什么？2.通过这几周的训练，你觉得自己在做语法填空试题方面有所提高吗？3.你觉得现在的教学模式有何缺陷?4.你有何建议？1.他们反应比较喜欢现在的教学模式，因为这是一种将单词和语法放到篇章中去学的教学方法。我以前很讨厌语法，更讨厌背单词。可是我发现这样可以在篇章中学到好多东西。包括一些单词中的转换还有各种语法知识。自己以前不是特别了解语篇中的衔接手段，做题的时候无从下手。可是自从学习了语篇衔接的手段，我知道了他们是如何组合到一块的。2.学生觉得有所提高。因为我觉得我的语境意识比以前增强了。做题的时候不会觉得不知道怎么做。学习了这衔接手段，它把我以前学习的单词和语法可以应用到语法填空试题当中去了。我好像在无形中做题技巧有了提高。我学会用逻辑手段中标志词去推断时态，去推断词性的用法。3.老师讲的这几种连接手段讲的有点快，复习巩固的时间不是特别多。如果能够复习巩固，效果估计会更好.4.这种可以语法和单词一块学，语境意识倒是增强了，也学会判断各种衔接手段。可是单词有时候怎么用不是特别清楚。你可以通过词根讲一下构词法，这样效果可能会更好。因此，增强语境意识不一定在语法填空中去锻炼，他还可以和完形填空阅读理解语法填空试题相结合进行练习和巩固。SummaryThestudentspreferthenewteachingmethodoftheRationalClozeTest.Theythinkthenewteachingmethodisanewwaytolearnthewordsandgrammar.Beforethenewteachingmethodwasconductedintheclass,theydonotlikelearningthewordsandgrammar.Butthisnewteachingmethodcouldstimulatetheinterestoflearningthewordsandgrammar.Somestudentsthinkthatafterseveralweekstraining,theirtextualawarenesshasimproved.TheyknowcohesivedevicesintheRationalClozeTest.TheycanknowtheskillsintheRationalClozeTest.Thesuggestionsthatthestudentsputforwardaremainlythreepoints:ontheonehand,thetimeislimited,theydonothaveenoughtimetohaveareview.Iftimepermits,theeffectwouldbemorebetter.Ontheotherhand,thestrengthenofthetextualawarenesscanbelinkedwithothertesttype,forexample,theClozeTestandtheReadingComprehension.Lastbutnotleast,teachersshouldimpartstudentssomeknowledgeaboutthemorphology.Thus,theycanusethewordsflexibly.80 AppendixVIIILexicalCohesionRepetitionTherewasacatonthetable.Thecatwassmiling.Noonecanbeperfectlyfreetillallarefree;noonecanbeperfectlymoraltillallaremoral;noonecanbeperfectlyhappytillallarehappy.SynonymExample:Hegotalotofpresentsfromhisfriendsandfamily.Allthegiftswerewrappedincoloredpaper.Themeetingcommencedatsixthirty.Butfromthemomentitbegan,itwasclearthatallwasnotwell.Inthepassage:Thegirlinthegreensuitwaswalkingquicklyaway.IfeltasthoughIwassplitintwo,sokeenwasmydesiretofollowher,andyetsodeepwasmylongingforthewomanwhosespirithadtrulycompanionedmeandupheldmyown(AValentine).Inthepassagestatedabove,thewordkeepanddeep,desiretoandlongingforarewordsofSynonym.ByusingSynonyms,itcanavoidrepetitionofthesameword.Theintentionofthewritercanalsobeexpressedmorefreely.SuperordinateForexample:Yesterday,apigeoncarriedthefirstmessagefromPinhursttoSilbury.Thebirdcoveredthedistanceinthreetimes.LatinAmericanStatesandthecountrywasonthevergeofcompletecollapse.Here,pigeonandbird,LatinAmericanStatesandCountrybelongtooneconcept,andtheyareintherelationshipofsuperordinateandhyponym.AftertheteachingoftheLexicalCohesion,thesecondquizwasarrangedintheExperimentalClassandtheControlClass.BycombingwiththeEnglishtestpaper,thelanguagepointsinLexicalCohesionincludesnon-predicateverbs,adjectivesandadverbs.Afterthesecondquiz,gradeswererecordedandanalyzed.TheLogicalCohesionwouldbetaughtfromtheperspectivesoftheTimeOrder,OrientationandCausation.TheteachingmaterialsintheLogicalCohesionwouldbelistedinAppendixIX.81 AppendixIXLogicalCohesionTimeOrderHerearesixteentensesthatareusuallyusedintheRationalClozeTest,andformsandrelatedmarkedwordsofthetensewouldbeintroduced.ThesimplepresenttenseMarkedwords:everyday,often,always,onceaweek,usually,seldom.Example:Shegoestoworkbybuseveryday.ThesimplepasttenseMarkedwords:then,yesterday,justnow,atthattime,lastyear.Example:Shemadethreetripslastyear.ThesimplefuturetenseMarkedwords:will/shall,begoingto,beaboutto,itcannotbeusedwiththewordtomorrow,nexttobeto,bedoing,itisusuallyusedwithcome,arrive,go,leave,arrive.ThepresentcontinuoustenseForm:be+V-ingExample:Imustrememberwhatyouaretellingme.ThepastcontinuoustenseForm:Was/were+V-ingExample:WhatwasthematterwithLily?Shewascomplaining.ThefuturecontinuoustenseForm:shall+will+be+V-ingExample:Isupposetheywillbeleavingsoon.ThepresentperfecttenseForm:Have/has+V-pastparticipleExample:Ihavehadthiscoatforoneyear.ThepastperfecttenseForm:Had+V-pastparticipleExample:Shedidnotgotobeduntilshehadfinishedherwork.82 ThefutureperfecttenseForm:Will/(shall)have+V-pastparticipleExample:IshallhavefinisheditbynextFriday.ThepresentperfectcontinuoustenseForm:Have/hasbeen+V-presentparticipleExample:Wehavejustbeentalkingaboutyou.ThepastperfectcontinuoustenseForm:Hadbeen+V-presentparticipleExample:IhadbeenlookingforitfourdaysbeforeIfoundit.ThefutureperfectcontinuoustenseForm:Will(shall)havebeen+V-presentparticipleExample:Bynextsummer,hewillhavebeenworkingherefortwentyyears.ThesimplepastfuturetenseForm:would/should+verbExample:Ithoughtyouwouldagreewithme.ThepastfuturecontinuoustenseForm:should/would+be+V-ingExample:Ithoughtyouwouldbesleeping.ThepastfutureperfecttenseForm:should/would+have+V-pastparticipleExample:Ithoughtshewouldhavetoldyouaboutit.ThepastfutureperfectcontinuoustenseForm:should/would+havebeen+V-pastparticipleExample:Hetoldmethatbytheendoftheyearhewouldhavebeenlivingthereforthirtyyears.OrientationSimplePrepositionTheSimplePrepositionmainlyreferstotheuseoftheSinglePrepositioninthesentence.ThecommonlyusedSimplePrepositionsmainlyincludeon,at,about,in,of,at,from,by,for,to,below,up,down,through,across,beneath,over,under,above.HerearesomeprepositionsthatareusedfrequentlyinEnglish.Usuallytheprepositionscanbedividedintoseveralkinds.(1)Thefirstkindofprepositionsisusedforexpressingtime.Theyaremainlyin,on,at,83 after,for,since,during.Theprepositioninisusuallyusedinthetimepointforalongertime,andisusedwiththemeaningsexpressedforweeks,months,seasons,years,dynasty,century,andwiththetimepointsuchasthemorning,afternoon,andthenightnotinspecific.stForexample:in1997,inthe21century,inwinter,inMarch,intheday,inthemorning,atnight,inthemorning.Theprepositiononusedinthespecificday,andthedayinthemorning,afternoon,andnight.Forexample:onSaturdayevening,ontheMayseventh,onawindynight,onOctoberst31.Theprepositionatusedinthespecifictimepoint.Forexample,ateighto’clock,attheendof,atthismoment,atthistime,attimes/atatime/atonetime,attheageof.Theprepositionforusedforlastingforaperiod.Amongthemwerehisparents.Forexample:HehasbeeninShanghaifor3years.Theprepositionsinceusedinthespecifictime.Itusuallywiththesimpleperfecttense.Forexample:HehasbeeninBeijingsince3yearsago.Theprepositionduringusedinthetimespan.Forexample:IwasinBeijingduringlastsummer.Whatismore,thereisadifferenceintheuseofinandafter.Inusuallyinthesimplefuturetense,andafterusedinthesimplepasttense.Hewillbebackintwodays.Hecamebackaftertwodays.(2)Thesecondkindofprepositionsmainlyincludesin,on,at.ThePrepositionatusuallywiththesmallplace.Forexample:atthestation/airport/atthecinema,arriveatavillage.Theprepositioninusuallywiththebigplace.Forexample:arriveinabigcity.TheprepositiononusedforthemeaningalongForexample:onthesideoftheroad,ontheright,ontheleft,onthebankoftheriver.(3)Thethirdkindofprepositionsincludesin,to,on.Theprepositioninusedforexpressingoneplaceisinthescopeofanotherplace.Forexample:ShenzhenisinthesoutheastofGuangdong.84 ThePrepositiontousedforexpressingapart.Forexample;ChangshaistothenorthofGuangdong.ThePrepositiononusedforexpressingadjoin.Forexample:AnyangisontheeastofHebi.(4)Theforthkindofprepositionsincludescross,across,through.Theprepositionacrossreferstoacrossthesurface.Forexample:Canyouswimacrosstheriver?Theprepositionthroughreferstoacrosstheinside.Forexample:Theroadrunsthroughtheforest.(5)Thefifthkindofprepositionsincludesbetweenandamong.Theprepositionbetweenusedinthetwothings.Forexample:JanesitsbetweenLucyandLily.Theprepositionamongusedinthreethings.Forexample:AcrowdofpeoplewerewaitingforLindaonthebeach.Amongthemweretheirparents.(6)Thesixthkindofprepositionsincludeswithandin.Theprepositioninisusuallyusedwithcolor.Forexample:Thegirlingreenlooksverybeautiful.Theprepositionwithisusuallyusedwithspecificclothesorglasses.Forexample:Thegirlwithgreenskirtlooksverygorgeous.TheladywithglassesisLucy’smother.(7)Theseventhkindofprepositionsincludesby,inandwith.Theprepositioninisusuallyusedwithmaterialsandlanguages.Forexample:inink,inEnglishPleasespeakinaloudervoice.Theprepositionwithisusuallyusedwithaspecifictool.Forexample:withapen.Pleasewritetheletterwithapencil.Theprepositionbyisusuallyusedwithanounthatisexpressingtheway.Forexample:byhand,byphone.(8)Theeighthkindofprepositionsincludesby,on,andin.Theyareusuallyusedwiththetransportationtool.Forexample:bycar/ship/plane.85 In/on/+the/a/an+transportationtool(9)Theninthkindofprepositionsincludesover,aboveandon.Thewordoverreferstotherightaboveanddonottouchthesurface.Itsantonymisunder.Forexample:Thebridgeisovertheriver.Thewordabovereferstoaboveinahigherplace.Itsantonymisbelow.Forexample:Theplaneisabovetheclouds.Thewordonreferstoaboveandtouchthesurfaceofthesubstances.Forexample:Thecupisonthetable.(10)Thetenthkindofprepositionsincludesof,toandfor.Theprepositionofreferstobelonging.Forexample:Thedooroftheroom.Thefriendofmyfather.Theprepositionstoreferstotheconnectionsbetweentwothings.Forexample:Thekeytotheexercises.Thekeytothedoor.Theanswertothequestion.TheprepositionforreferstotheuseForexample:Theticketsforthegame.Moreover,exceptforknowingtheuseoftheseSimplePrepositions,studentshavetobefamiliarwiththeuseoftheComplexPrepositions.HerearetheComplexPrepositionsusedfrequentlyintheRationalClozeTestinSeniorHighSchools.ComplexPrepositionTwo-wordPrepositionAccordingto,aheadof,alongwith,apartfrom,irrespectiveof,nextto,outof,owingto,previousto,asto,becauseof,butfor,carefor,dueto,exceptfor,insteadof,priorto,regardlessof,savefor,thanksto,togetherwith,upto,whatwithandsoon.Three-wordPrepositionAtvarianceof,byforceof,bymeansof,byreasonof,bywayof,forfearof,forlackof,inadditionto,in/onbehalfof,incaseof,incomparisonwith,inconnectionwith,incontrastto/with,inconsequenceof,indangerof,indefianceof,inexcessof,inlinewith,inplaceof,inpointof,inreturnfor,insearchof,inspiteof,intermsof,inviewof,onaccountof,on/underpainof,ontopof,underthecoverof,under/on(the)presenceof,with/withoutreferenceto,86 with/withoutregardto,withrespectto,withoutprejudicetoandsoon.Four-wordPrepositionAttheexpenseof,atthemercyof,attherateof,forthebenefitof,forthepurposeof,forthesakeof,inthecareof,intheeventof,intheinterest(s)of,inthepayof,intheteethof,inthewakeof,inthewayof,intheprocessof,on/atthebrinkof,ontheeveof,onthegroundof,onthepartof,onthepointof,onthescoreof,onthestrengthof,onthewatchfor,onthevergeof,totheexclusionof,to/intheprejudiceof,undertheauspicesof,undertheguiseof,withaviewto,withaneyeto,withtheexceptionofandsoon.CausationCausationcanbeclassifiedintomanykindsaccordingtodifferentstandards.HerethecausationfromtheperspectiveofthePassiveVoicewouldbetaught.Thesubjectofthepassivevoiceiscontrarytotheactivevoice.Therefore,onlytransitiveverbscanbeusedinthepassivevoice,whiletheintransitiveverbscannot.Thepassivevoicehasthechangesofgender,numberandtense.Thechangesarerevealedintheauxiliaryverbbe.1.Someverbslikebear,situateareusuallyusedinthepassivevoice.Forexample:Thevillageissituatedatthemarginofaforest.3.Theform“get+V-pastparticiple”canberegardedasthethepassivevoice.Forexample:Thisisaquestionweusuallygetasked.3.Inthestructure“Verb+noun+preposition”,whenitchangesintothepassivevoice,thenounandtheprepositionshouldbeseparated.Forexample:Theymakegooduseofthelibrary.(activevoice)Gooduseismadeofthelibrary.(passivevoice)Whatismore,thethirdquizwasconductedintheExperimentalClassandtheControlClassafterthelearningoftheLoxicalCohesion,thethirdquiztestedstudentsfromtheperspectiveofthepreposition,thetenseofverbandthevoiceofverb.Afterthethirdquiz,gradeswererecordedandanalyzed.Byconductingthreequizzes,teacherscanhaveagoodevaluationonstudents’learningoutcomeduringtheteachingprocess.87 ．，？？Ｖ■＇－－－詞；！．巧德新氏化於至善．ｒ；：．＼皆．．／早．：Ｖ．．。．Ｉ７．一．＞＞ｒ奸店．４杉ｒ．＾．．．＞％、－／ｖ．－／ｘ苗＾苗、ｉＶ一．梦ｆ－ｒ／．ｖ：ｒＶｒ一拥Ｊ＆／．．．＞■装Ｊ脊■＇