Research On Applying Discourse Analysis To The Verb+Noun Collocation In English Cloze Test Of Senior High School

Cloze test is a comprehensive test of students’ language proficiency, which can objectively reflects the students’ language ability. In English teaching of high schools, it is one of the most important types of tests. But in fact, students generally consider the cloze test is difficult and it is hard for them to get a high score. Especially for the verb+noun collocation questions, it is more obvious to lose scores. After investigation, the author found the main cause of errors is the lack of discourse knowledge of students. This paper took Research on Applying Discourse Analysis to the Verb+Noun Collocation in English Cloze Test of Senior High School as the title, which aims to study the practical application of discourse knowledge to the verb+noun collocations in English cloze of senior high school.In the process of teaching, teachers should consciously guide students to use the discourse knowledge to solve problems and help them establish the consciousness of concluding collocations in order to improve their problem-solving skills.The study first describes the theoretical basis and characteristics of cloze test. Then the analysis of cloze test in senior high school and its features concluded. Next elaborates the theory of discourse analysis and focuses on collocation knowledge. Meanwhile the relationship between the discourse analysis and this type of test is revealed. According to the interview of English teachers from the research school, the author wants to learn about the main teaching method in English classroom and the main problems the students encountered in the study of the verb+noun collocation. The analysis of the scores in the test and the questionnaire survey point out the possible reasons leading to mistakes and the level of understanding to discourse analysis. The focus of this study is how to apply the theory of discourse analysis to the verb+noun collocation questions in the cloze test. The following part is a description of the experiment on discourse analysis theory in cloze test and the analysis of the results. At the end of the article is some advice to teaching.In the empirical study, The author primarily adopted questionnaire, tests and interviews. First, two classes whose usual grades are fair were chosen as the experimental group (EG) and the control group (CG). According to the test, the author found there was no significance between the two classes. An interview was conducted to the English teachers of the research school. Then a questionnaire was conducted in order to investigate the students’ basic situations including their methods and techniques when they do the verb+noun collocation items in cloze test. Next, the author adopted the approach based on the discourse knowledge to the experimental class, at the same time, two classroom tests were conducted to the experimental class in order to find the changes after they have received the discourse knowledge after a long time. Three months later, all students participated in the comprehensive test. After the tests, the datum were collected and analyzed with the software SPSS.Research results show that in English teaching of high schools, teachers should consciously guide students to use the theory of discourse analysis theory to solve problems in the cloze test, which can help them improve problem-solving skills.