English Cloze Test Strategies In Senior High Schools

Learning strategy is currently a popular research topic, which shows that the study of foreign language teaching has changed its focus. Now the experts concentrate more on how to make students study better. Making preparations for students' lifelong learning has become a basic teaching principle. In this background, it is important for us to apply learning strategy to language learning, especially in some areas where students are unable to do well. English cloze test is one of the traditional items in English teaching. This thesis aims at working out the following questions. What kind of strategies can be employed when doing cloze tests? How can the students use those strategies well? How to make the students apply those strategies to their English learning ? How can we motivate students by using strategies is the purpose of this thesis.First an introduction of theory in learning strategy at home and abroad will be put forward as well as the theory in learning strategy training. At the same time the theoretical basis for the cloze tests and some relevant information about English cloze tests in senior high schools will be introduced. In this thesis, the most important part is the study on the application of English cloze test strategies in senior high schools. In terms of the application of those strategies, a survey is conducted by taking two classes in Wujiang Middle School as a sample. According to the survey, the author finds the students may apply the following strategies but use them differently. For example, the strategies used for predicting the main idea, analyzing the structure of cloze tests and determining the choices according to the context. In addition, translation strategies, self-management strategies and self-evaluation strategies are used when doing English cloze tests. Finally, a training intended to improve students' ability to accomplish English cloze tests better is conducted, which is based on the former survey. With the intention of proving that it is necessary for students to carry out those above strategies when doing English cloze tests, the data collected from the training will be analyzed. This thesis concludes that the students make little progress in doing English cloze tests after training. Much to author's delight, the students involved in the training are more likely to apply strategies when doing cloze tests.