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In response to Trista Chang's query:

>What doyou think about the cloze procedure?
> Do you consider it challenging, interesting or boring?
> Do you recommend its continous use in English Testing?
>Please share your opinions with me!

        In 1995, the Japan Association for Language Teaching
published a book editted by J.D. Brown and S. Yamashita,
"Language Testing in the Classroom". The book is a collection
of articles on subjects of direct interest to classroom teachers
which are theoretically  grounded.
        One of the articles included therein, happens to be written
 by me is on "Cloze Testing Options in the Classroom".
It outlines the four different types of cloze in relation to classroom
testing. The specific language traits measured by a particular cloze
depends on the method of cloze construction and on the types
of responses required of students.
        I personally believe that the ease or difficulty of cloze
tests depends largely on the type of material the teacher uses,
 as well as of course its interest level. I continue to use cloze
 (traditionally  labelled as the fill-in-the blanks type of test)
 especially with songs. And one thing is sure,  students love
"them" (not the cloze perhaps, but the materials presented).

Cecile B-Ikeguchi, Ph. D.
ww4s-ikgc@asahi-net.or.jp
Tsukuba Women's University, Japan
http://www.kasei.ac.jp/in/cecilia/HP/index.html

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