Discourse Error Analysis Of English Discourse-based Rational Cloze In Senior High School

According to the 2014 Examination Syllabus of National Matriculation English Test,the traditional multiple choice test was replaced by the discourse grammar cloze test.However,facing with this new kind of test,many students cannot have a clear recognition to the discourse on the whole,resulting in the low scores and many errors in the test.In recent years,some scholars have done some research on the application of discourse rational-based cloze.Seldom researches are about discourse errors analysis of the discourse rational-based cloze.This paper collected 1680 discourse rational-based cloze test papers from 112 senior high students' 15 tests in Yining NO.3 Middle School.On the basic of error analysis and discourse analysis,the paper analyzes the genres of discourse and the distribution of cohesion devices from the macro level.On the micro level,the errors are marked,classified and counted up,whose purpose is to enlighten our English teaching and learning based on the analysis of the ratio of different discourse errors and the differences of ratios of the different discourse errors among narration,argumentation and exposition.In this paper,the findings are found as followed:(1)substitution and omission these two cohesive devices didn't appear in the data and the frequencies of the other discourse cohesive devices' appearance are similar.(2)Cross-type errors and connection errors are major errors in discourse errors.Demonstrative reference errors are the major errors in reference errors.The error rates of several cohesive devices in connection are similar.(3)On the whole,the distribution of the blanks related to the discourse is relatively even.As for the conjunction,the students may make more errors in argumentations.The frequency of the lexical cohesion in the exposition is the highest,but the ratio of the errors is the lowest.In three different kinds of genres,the ratio of the cross-type cohesion errors in narration is the highest,which is almost one second.The results show that: in English teaching,it is necessary to make a systematic explanation of the cohesive devices,especially on the conjunction and the reference.In addition,teachers grasp the macro level of the discourse which is beneficial to the improvement of students' English level.Therefore,both the cohesive devices and the overall understanding of the discourse should be valued by the students and teachers.