Languagetestpaper

本文是一篇作文教学论文范文,关于作文教学相关函授毕业论文,关于Languagetestpaper相关毕业论文的格式范文。适合作文教学及语文教育及语文教学方面的的大学硕士和本科毕业论文以及作文教学相关开题报告范文和职称论文写作参考文献资料下载。

【摘 要】完型填空是一种比较传统和广受欢迎的测试方式,C-测试是对完型填空的修改.尽管C-测试在当前的英语测试中并为广泛使用,但是许多研究已经证明C-测试在一定程度上优于完型填空.本篇论文主要总结了一些研究者的成果.

【关 键 词】完型填空；C-测试；测试；信度

Languagetestpaper

CuiWen-juan

（NingxiaConstructionVocationalandTechnicalCollegeYinchuanNingxia750000）

【Abstract】CloseTestisatraditionalandpopularwayoftest,whileC-TestisamodificationofCloseTest.ThoughC-TestdonotenjoygreatpopularityinthecurrentEnglishtesting,butmanystudiesheprovedthatinsomedegreesC-TestisabetterwaythanCloseTest.Thispapergeneratessomeachievementsandinfluentialwordsofsomeresearchers.

【Keywords】CloseTest；C-Test；test；reliability

CloseTestiserypopulartestmethodinmanyEnglishtests,suchasCET4,CET6,andTEM4.CloseTestisatestinwhichwordsaredeletedmechanically,regardlessofthefunctionoftheword.Ithaanymeritssuchasitcantestastudent'soverallability,itisreliableandeasytoconstruct.Italsohaanyunoidabledisadvantages,forexample：1.Differentpassagesgivedifferentresultsandthedeletionofdifferentsetsofwordsresultindifferentresults.2.itisnotpossibletopredictaccuratelyfromthisispeople'sabilitywithrespecttothevarietyseparateskills,suchasspeaking,writing,etc.C-TestisamodifiedformofCloseTest,inwhichthesecondhalfofsomewordsaredeleted.ManypeopleassumeitisbetterthanthetraditionalCloseTest.Forexample,1,C-Testcangenerateexactscoring,becauseinonespace,thereisonlyoneanswer.2,AC-Testof100itemstakeslittlespaceandnotreallysomuchtimetoplete.Inthepaper,thefirstchapterisdevotedtoillustrateCloseTest,andinthesecondchapter,adetailedstudyofC-Testisgiven.Inthelastpart,aconclusionisreached：C-TestisabettermethodthanCloseTestinseveralrespects.

1.ChapterIClosetest：ageneralview

1.1AboutClosetest.

Thecloseprocedurewasoriginatedinthe1950sasameansofassessingthedifficultyofareadingtextfornativespeakers,butwithinthreeyearsitsoriginatorsuggestedthatitcouldbeusedforassessingtheprogressofsecondandforeignlanguagelearners.UlrichRaatzregardedclozetestsasthemostimportantrepresentativeofthiamilyofforeignlanguagetests.Toconstructaclozetestoftheclassicaltypeafairlylongtextisneeded.Sinceitmerelyfunctionsasasampleofthelanguagethetextshouldbeauthentic,butitscontentisnotimportant,althoughitshouldnotbebiasedinanyway.Aftertheinitialrun-insentenceeverynth-veryoftenevery7th-wordisdeleted.Thisisasimplificationofarandomsamplingprocedureforworddeletion.Itisremendedthatatestshouldheatleast50blanksinordertoensureadequatesampling.Whenthetestisprocessedtwosamplingprocessesareoperatingsimultaneously：thetext（anditsredundancy）isbeingsampledbytheblanks；theexaminee'spetenceisbeingsampledbyrestoringthemissingelements.Clozetestswererepeatedlyreportedtohehighreliabilitiesandtocorrelatehighlywithotherlanguagetests（validity）.HoweverthemajorityofthesestudieswereperformedintheUSAonhighlyheterogeneousgroupsoflearnersofEnglishasaforeignlanguage.（UlrichRaatz,IntroductiontolanguagetestingandC-Tests）教育培养的人才能否适应未来社会的需要,昼衡量教育成败的主要标志,未来学家认为：21世纪将是智能革命的世纪.信息更新之快,智能发展之速,要求未来公民终身学习,具有应变力与创造性.英国教育家布鲁纳在《关于学习的学习》一书中,就十分强调学生学习方法的重要性.联合国教科文组织在1972年提供的报告书《学会生存》中指出：“未来的文盲,不再是不识字的人,而是没有学会怎样学习的人.”而要学会学习,就不能不掌握科学的学习方法,而科学的学习方法是以“会学”为总目标的,这其中包括两方面的内窖和三方面的因素.两方面的内容是指：一是“乐学”,这是会学的前提.二是“自学”的能力和习惯,这是会学的核心.而渗透其中的三个因素是：智力因素,非智力因素和技能因素.

在上面的两个方面内容中,“乐学”是“会学”的前提,而培养学生的学习兴趣,则又是“乐学”的必要条件.下面就笔者在近几年的语文教学实践中如何培养学生作文兴趣谈几点体会：

兴趣,从心理学的意义上讲,是人们力求认识某种事物和从事某种活动的意识倾向,表现为人们对某种事物,某项活动的选择性态度和积极的情绪反应.深厚的兴趣是长效的兴奋剂,可以调动人体的各部分器官,调节神经系统,使之处于兴奋状态,加速血液循环.使大脑各区域得到丰富的营养,使人长时间地工作而不感到疲劳,总些都是促成创造性成果产生的前提和保证.

著名物理学家丁肇中教授说：“任何科学研究,最重要的是对所从事的事业有没有兴趣.”作文是高级的心智活动,是艰苦的精神生产,就不能不把激发兴趣当做重要的教学原则,有了浓厚的兴趣,才能极大的提高大脑皮质的兴奋作用.使学生以满腔热情从事写作活动,

有了浓厚的兴趣.才能增强大脑机体的能量.使学生思维活跃,记忆复苏,不知不觉地进入想象关联的境地.有了浓厚的兴趣,才能战胜种种困难,长期不倦的积累和历练,从而养成一个终身受益的良好作文习惯.

传统语文教育中的作文教学.忽视了学生创造性思维活动,束缚了学生心志.使学生无法自由表达自己的思想和看法.致使学生逐渐丧失了积极思考和积极表达的热情,一味听凭教师的灌输,使学生的作文内容空洞贫乏,创作思路狭窄.从而失去了作文的兴趣,从写作中体会不到丝毫的快乐,一看见作文题目就“头痛”,作文对学生没有了吸引力,刺激不了学生积极的情绪反应,因而每次作文,摆在教师面前的是一堆内容千篇一律且空洞乏味、句子干瘪、苍老的学生作文本,根本上挖掘不出学生书面表达和口头表达的潜力.

如何改变传统语文教育中作文教学的这一状况呢?首先应该从培养学生的作文兴趣入手,而要培养学生的作文兴趣,启迪他们的智慧,开拓他们的思维,散发他们的想象力联想力,必须从以下三个方面去进行.

1.优化情境,诱发写作的

根据儿童心理和生理特点,设置一种迷人的优美的作文情境,就可能使他们入境生情,触物思人,从而产生写作的冲动.苏联著名的教育家苏霍姆林斯基在谈到如何创造情境来激发学生的创作时曾说：我们坐在山岗上,感受着夏日的黄昏,魄霞,星星的闪光,徐徐的柔风,蝈蝈儿的鸣叫等,空气里弥漫着草原上野花的芬芳等,在大自然的怀抱里,让孩子们去听、去看、去感受,从而构筑起他们饱满的生态伦理情怀,当同学们有了这些对美好事物的各种不同情绪体验和感受之后,便形成了他们自己的审美心理,而此时,如果教师用正确的方法启发和引导他们,在作文课上,让同学们将观察到的事物用书面的形式表达出来,井适当地加以点评和鼓励,抓住孩于们的“闪光点”,让这些心灵的吟唱互相发生撞碰,从而产生出美妙的乐章时,他们就会发现,作文并不是他们想象中的那么难写,于是便会用恰当的表达方式将自己的所见、所闻、所感、所思用自己的笔触折射出来,当学生有了这种倾吐和表达的需要之后,他们便会以各种方式来实现这种需要,以满足自己的心理需求,于是,写作的兴趣就会自然而然地高涨起来.当然,这里我们还必须注意这样一个问题.即写作的兴趣,不是一朝一夕就能形成的,而是在长期写作实践体验中形成的,尤其是成功的体验,它能使学生领略思维的魅力,发现智慧的灵光.进发无穷的创造力.教师应该针对学生每次作文的重点和难点,设疑激思,让学生心灵的火花互相多次反复地碰撞,在一次次的碰撞中加速这种体验的到来.

2.关注身边的事,去写熟悉的生活

文章,是作者思想素质,感情素质,思维素质及表达素质的综合运用,其中思想素质和情感素质对写好文章起着决定性作用.学生作文兴趣不高的另一原因是离现实大远,写作不能贴近生活,写出的文章没有真情实感,思想内容空洞贫乏,正如苏霍姆林斯基所说的：为什么在儿童的语言中,缺乏那种活生生的――他们的思想?我开始把他们的答案记下来,分析他们的词汇和言语逻辑.修辞成分,发现在学生的思想上,并没有把自己运用的词汇和词组同周围世界的各种鲜明概念、事物及现象联系起来.

针对上述这一现象,教师应该如何去引导学生去关注外界、熟悉生活,井通过自己切身的感受和体验,将写作与现实生活联系起来,激发学生的创作兴趣.

我们知道,思想和情感不是凭空而来的.它是观霉、认识、体验、分析社会生活的结果.以写作的目的讲：应该引导学生对自己熟悉的生活,熟悉的环境及发生在自

本文是一篇作文教学论文范文,关于作文教学相关函授毕业论文,关于Languagetestpaper相关毕业论文的格式范文。适合作文教学及语文教育及语文教学方面的的大学硕士和本科毕业论文以及作文教学相关开题报告范文和职称论文写作参考文献资料下载。

3.注重鼓励,增强写作信心

居里夫人说过：“引言是成功的基石”,可见缓解学生害怕作文的心理,增强作文的信心是何等重要.作文的兴趣和爱好拄往来自作文的自信心.而自信心则出于作者发现自己写作的潜力,作文要注重鼓励的意义就在这里.基于这样的认识,教师在培养和保护学主作文的积极性方而,应该有一个正确的态度和恰当的方法.我们知道,学生的习作,总是首先要得到教师的认可,要通过教师的批阅,方能了解和把握作文水平的高下,在这一过程中,教师不可能肘学生的思维轨迹把握得非常准确,有时甚至会错误地理解习作者的本意,因此,教师在批阅学生作文时,不能武断的妄下评语,而应该在充分尊重习作者劳动成果的基础上用商榷的口吻与习作者进行平等的交流,达到共同进步的目的.当学生充分被尊重之后,互相的信赖而产生的作文兴趣也就日趋强化.

作文教学是浯文教育的重要组成部分,而作文也是衡量学生语文水平的重要尺度.因为写作是综合性,创造性的心智活动,学生作文与作家创作在难度上虽然有所不同,但在本质上是相同的.正固为这样,作文是学生心灵与水平的一面境子.它真实地反映着习作者的思想情感、认识能力、知识积累、智力水平、审美观念和文字功底,田此,加强学生的作文能力训练,培养学生的良好的作文习惯,提高学生的作文水平,是语文教学的主要任务,而要提高学生的作文水平,关键是要培养学生的作文兴趣.因为兴趣一旦发展到入迷、持久和稳.

定的程度,就变成了一种爱好.兴趣也就成了作文的最好的老师.

收稿日期：2013-07-13J.CharlesAlderson,etcdefinesclosetestasthetestinwhichwordsaredeletedmechanically.Eachwordisdeletedregardlessofwhatthefunctionofthewordis.（J.CharlesAlderson,etc.1995,p55）

InhisAlanguagetestinghandbook,AndrewHawisontalkedabouttheprincipleofclosetest,"Theprincipleisthatsinglewordsaretaken'fillers',oneonlyforeachgap.

Inhistestingforlanguageteacher,ArthurHughesexplainedclosetestasthis：initsoriginalform,thecloseprocedureinvolvesdeletinganumberofwordsinapassage,leingblanks,andrequiringthepersontakingthetesttoattempttoreplacetheoriginalwords.Afterashortunmutilated'lead-in',itisusuallyabouteveryseventhwordwhichisdeleted.

AccordingtoAndrewHawison,therearetwotypesofgap：functiongaps,suchasconjunctions,prepositions,articles,etc,andforthiskindofgap,thereisonlyonecorrectanswer.Forexample,"Ivisithim____themorning..."inthegap,only"in"canbefittedhere.Anothertypeissemanticgap,suchasadjectives,verbs,adverbs,nouns,andforonegap,thereareseveralalternatives,aslongastheyaresemanticallyrelated.Forinstance,"thereisa_____ladyinthegarden..."inthegap,"beautiful","pretty","attractive",etccanbeusedinthegap.

Hereisanexampleofclosetest：

Hehasbeencalledthe"missinglink."Half-man,half-beast.Heissupposedtoliveinthehighestmountainintheworld-MountEverest.

HeisknownastheAbominableSnowman.The___1__oftheSnowmanhasbeenaroundfor___2__.Climbersinthe1920sreportedfindingmarkslikethoseofhumanfeethighuponthesideofMoundEverest.Thenativepeoplesaidthey___3___thiscreatureandcalleditthe"Yeti,"andtheysaidthattheyhad___5__caughtYetisontwooccasions___4__nonehaseverbeenproducedanevidence（证据）.

Overtheyears,thestoryoftheYetishas___6___.In1951,EricShiptontookphotographsofasetoftracksinthesnowofEverest.Shiptonbelievedthattheywerenot____7___thetracksofamonkeyorbearand____8___thattheAbominableSnowmanmightreally____9___.

FurthereffortshebeenmadetofindoutaboutYetis.Buttheonlythingspeopleheeverfoundwere___10__footprints.Mostbelievethefootprintsarenothingmorethan___11___animaltracks,whichhadbeenmade___12___asthemelted（融化）andrefrozeinthesnow.____13___,in1964,aRussianscientistsaidthattheAbominableSnowmanwas____14___andwasaremaininglinkwiththeprehistorichumans.But,_15__,noevidencehasever___16___beenproduced.2,anotherdisadvantageisthatannthworddeletionclosetestisnotreallyamended.Ifthetesterdecidestoreinstatethedifficultwordanddeleteanotheronenearby,thentheprincipleofnthworddeletioneslessauthentic.

3,markingclosetestscanbedifficultsincetheremaybemanypossibleansweroranyonegap,andthereisoftendisagreementastowhatanswersareacceptable.It'stime-consumingtoproduceaprehensiveanswerwhichmayrequirewideprotestingofthetestandthenlengthydiscussionontheappropriatenessofdifferentanswers.Tooidthis,sometestersonlyaccepttheexactwordthatwasusedintheoriginaltext.Thisnaturallyleadstolowerfinalscoresbutdosenotusuallychangethestudents'ranks.

4,Unlesstheaimoftheclosetestistotestoveralllanguageproficiency,asadvocatedbyDller1979,suchtestaybeawastefulwayoftesting.Fewoftheitemsinanyonepassagemaytesttheaspectsoflanguagewithwhichthetesterisconcerned..

In1979and1983Aldersonandin1981Klein-Braleyreportedstudiesusingmorehomogeneoussamplesofexamineesandcametotheconclusionthatclozetests,whiletheoreticallysound,sufferedfromanumberofmajortechnicaldefects：Inordertoensureasufficientnumberofitems,clozetestshetoberelativelylong.Becauseofthedeletionprinciple,clozetestsusuallyconsistofonlyonelongertext.Thiscanresultintextspecificityandthusintestbias.Thefactors'text','deletionrate'and'startingpoint'affectreliabilityandvaliditycoefficients.Iftheexactmethodofscoringisused,thenclozetestsareoftentoodifficultforadulteducatednativespeakers.Iftheacceptablemethodofscoringisused,alargesubjectiveponententersthescoring,andthetestsaremuchlessreliable.Moreoverscoringthetestsconsumeuchmoretime.Thedifficultyofclozetestsdependsontheproportionofstructureandcontentwordsdeleted.

UlrichRaatzalsoputforwardhispointofview：Manyoftheclozetestsreportedintheliteraturearelessreliablethanoriginallyassumed.（UlrichRaatz,IntroductiontolanguagetestingandC-Tests）

2.ChapterIIAnelaborationofC-Test

2.1AboutC-Test.

AC-Testisanintegrativewrittentestofgenerallanguageproficiencybasedontheconceptofreducedredundancy.AC-Testconsistsoffivetosixshortauthentictexts,eachpleteasasenseunitinitself.Inthesetextsthefirstsentenceisleftstanding.Thenthe'ruleoftwo'isapplied：beginningatwor

本文是一篇作文教学论文范文,关于作文教学相关函授毕业论文,关于Languagetestpaper相关毕业论文的格式范文。适合作文教学及语文教育及语文教学方面的的大学硕士和本科毕业论文以及作文教学相关开题报告范文和职称论文写作参考文献资料下载。

Thewordsaffectedbythedeletionsshouldbeagenuinelyrepresentativesampleoftheelementsofthetext.

Examineeswithspecialknowledgeshouldnotbefouredbyspecifictexts,thereforethenewtestoughttoconsistofanumberofdifferenttexts.

Onlyexactscoringshouldbepossiblesoastoensureobjectivity.

Nativespeakersoughttobeabletomakevirtuallyperfectscoresonthetest：90'%orhigher.Ifnativespeakerscannotmakescoreshigherthan90%,thenthetextshouldnotbeusedfornon-nativespeakers.

Thenewtestshouldbereliable,validandeasytodevelop.Thefirstresultspresentedin1982showedthatallthesecriteriawerefulfilled.Subsequentresearch（cf.Grotjahn,Klein-Braley,Raatz,thisvolume）hasconfirmedtheseearlyfindings.（UlrichRaatz,IntroductiontolanguagetestingandC-Tests）

TheC-testisreallyarietyofclose,whichitsoriginatorsclaimissuperiortothekindofclosetest.Insteadofwholewords,itisthesecondhalfofeverywordwhichisdeleted.（ArthurHughes,TestingforLanguageTeachers）

In1981RaatzandKlein-BraleypresentedC-Testsasatechnicalimprovementoverclozetests.Theyhadsetupanumberofconditionswhichthenewtestformatshouldfulfill：

"Thenewtestshouldbemuchshorter,butatthesametimeitshouldheatleast100items.

"Thedeletionrateandthestartingpointfordeletionsshouldbefixed.

"Thewordsaffectedbythedeletionsshouldbeagenuinelyrepresentativesampleoftheelementsofthetext.

"Examineeswithspecialknowledgeshouldnotbefouredbyspecifictexts,thereforethenewtestoughttoconsistofanumberofdifferenttexts.

"Onlyexactscoringshouldbepossiblesoastoensureobjectivity.

"Nativespeakersoughttobeabletomakevirtuallyperfectscoresonthetest：90'%orhigher.Ifnativespeakerscannotmakescoreshigherthan90%,thenthetextshouldnotbeusedfornon-nativespeakers.

"Thenewtestshouldbereliable,validandeasytodevelop.Thefirstresultspresentedin1982showedthatallthesecriteriawerefulfilled.Subsequentresearch（cf.Grotjahn,Klein-Braley,Raatz,thisvolume）hasconfirmedtheseearlyfindings.

LucyKatonaandZoltanDornye（TheC-Test：ATeacherFriendlyWaytoTestLanguageProficiency）pointedoutthatTheC-testisanintegrativetestinginstrumentthatmeasuresoveralllanguagepetence,verymuchliketheclozetest.Itconsistsoffourtosixshort,preferablyauthentic,textsinthetargetlanguage,towhich"theruleoftwo"hasbeenapplied：thesecondhalfofeverysecondwordhasbeendeleted,beginningwiththesecondwordofthesecondsentence；thefirstandlastsentencesareleftintact.Ifawordhasanoddnumberofletters,the"bigger"partisomitted,e.g.,proudbeespr-.One-letterwords,suchasI,areignoredinthecounting.Thestudents'taskistorestorethemissingparts.InatypicalC-testthereare100gaps-thatis,missingparts.Onlyentirelycorrectrestorationsareaccepted.Bywayofillustration,hereisashortC-test："Onecoolautumnevening,BobL.,ayoungprofessional,returnedhomefromatriptothesupermarkettofindhisputergone.Gone!Allso-ofcr-thoughtsra-throughh-mind：H-itbe-stolen?H-itbe-kidnapped?H-searchedh-housef-acl-untilh-noticeda-pieceo-printoutpa-stuckun-amaga-onh-refrigeratordo-.Hishe-sanka-here-thissim-message：can'tcontinue,fileclosed,bye."

C-Testsbelongtothefamilyoflanguagetestsusingthereducedredundancyapproachtowardstestdevelopment.Theyareintendedasatechnicalimprovementonclozetests.C-Testsconsistof4to6authentictextsinthelanguagerequired,shouldbeselectedfromdifferentsourcesandmustbeappropriateincontentanddifficultylevelforthetargetgroupenvisaged.C-Testshebeenusedinanumberoflanguagese.g.English,French,German,Italian,Russian,SpanishandPortuguese.ForEnglishandGermantextsreadabilitytypepredictionformulaorestimatingdifficultybeforetestuseareailable.

HerearetwosamplesofC-Test：

1Haywoodfootballteamneedsnewplayers

Youli__footballa__youdo__heate__topl__with?Th__et_ourne__trainingo_Wednesdayafter____int__newspo___halla_Haywood.Every____iswel_____here,ju__bringyo__footballsh___alonga__hef__.Ourn__traineri_perfect,la__yearw_evenbe__theteamofNottinghamHighSchool.We'rewaitingforyou!

2.Fillinthemissingwords

BeforetheDixons_____toSeahouses,MrsDixonneededs___thing____theshop.Shet___Sarahtobringthreet___ofcatf___,fours____bottles__wateranda___ofmuesli.Sarahdidn't!_____tohermother.Sheb_____thew____thingsandf_____tobringthemuesli.MrsDixondidn'twant___chocolate,butSarahboughtfive____ofchocolate.

____shecamehome,Sarah'otherwasa____.Sheshouted："Youn____listentowhatItellyou."Sarahsaid："Sorry,mum,butI'msoe_______aboutourt____toSeahouses."ThenDad____inandsaid："Don'tw____!Wecangetallth___thingsinSeahouses,t_eritsof

2.2MeritsofC-Test.

C-Testsheprovedtobehighlyreliableandtohehighempiricalvalidityintermsofcorrelationswithotherlanguageproficiencytests.TheirconstructvalidityhasbeenthesubjectofconsiderableresearchwhichisdocumentedintheC-Testbibliography.InTheC-Test：ATeacherFriendlyWaytoTestLanguageProficiency,LucyKatonaandZoltanDornyecametosuchaconclusion：

1.TheC-testappearstocorrelatewellwithourotherlanguage-proficiencytests,whichprovesthatitisagoodandreliabletestinginstrument.Itisalsoanintegrativelanguage-testingmethod,correlatinghighlywithbothvocabularyandgrammarscores,aswellasspeakingskills（图1）.

图1

2.TheC-testmeasuresgenerallanguageproficiencymoreaccuratelythanthecloze,anditisaloteasiertoconstructandtoscore（图2）.

图2

3.Weremendtheexactscoringmethod（thatis,acceptingonlyentirelycorrectrestorations）,aswefoundthatacceptingwordswithspellingerroradenosignificantdifferencetothestudentrankings.

2.3DemeritsofC-Test.

Disadvanta

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Alderson（1995）pointedtwoproblemacingC-Test：1,ThefirstfewlettersofamissingwordaregiveninaC-Testtextwillreducethenumberofpossibleansweroranyonegap.2,itdoesnotprovideenoughclueoreducatednativespeakerstobeabletodraw._."

ChapterIIIC-Test：abettermethodoverCloseTest.

AccordingtoLucyKatonaandZoltanDornye,theC-testwasdevelopedasamodificationoftheclozetest,whichisafrequentlyused,majorlanguage-testinginstrument,extremelypopularbecauseoftheeaseofconstructingitanditshighreliabilityandvalidity.（Theclozetestconsistsofalongertextofwhicheveryfifthtotenthpletewordisleftout.）

Inthepaper,TheComparativeStudyoftheValidationbetweentheClassicalClozeTestandC-Test,throughresearchandquestionnaire,ZhangLing&HanHuicametosuchaconclusion：1,closeformatissuperiorintermsofitsconstructingandscoringmethodandreliability.2,aspragmatictestformat,whichcloseformathaorecontentcoveragetomeasureacandidate'sabilities,includinglinguisticandnon-linguisticaspects.3,whichclosetestcouldprovidemoreinformationtopredictacandidate'sactualperformanceinlanguagelearning.ThestudyshowsthatC-Testcouldbeadoptedinvocabularypractice,whileclassicaltestcouldbetestedinpragmaticlanguagetest.

TheC-testappearstohesomeadvantagesovertheclozetest：