This study investigated the underlying factor structure of second language (L2) cloze test performance as explained by a theoretical model including the following hypothetical constructs: cloze-taking ability, knowledge of language, knowledge of text content, and knowledge of contextual constraints. Eight cloze tests reflecting the posited factors were constructed and administered to 182 Francophone, university-level students. The factors were examined separately and in combination through a causal model building process. A model composed of three orthogonal factors was confirmed and accepted as the best explanation of the data. The results indicate that cloze performance is dependent upon knowledge of a specific language (second language or first language) and nonlinguistic-specific knowledge related to close-taking ability that crosses over linguistic boundaries. Cloze has been considered as an overall L2 proficiency measure. This study empirically demonstrates that factors other than language are significantly contributing to cloze performance. It also demonstrates the potential of a causal modeling approach.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.75848 |
| Date | January 1988 |
| Creators | Turner, Carolyn E. (Carolyn Elizabeth), 1951- |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Education in Second Languages.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 000726984, proquestno: AAINL48546, Theses scanned by UMI/ProQuest. |
Page generated in 0.0022 seconds