Fill-in-the-blank questions, or cloze items, are commonly used in language learning applications. The benefits of personalized items, tailored to the user’s interest and proficiency, have motivated research on automatic generation of cloze items. This paper is concerned with generating cloze items for prepositions, whose usage often poses problems for non-native speakers of English. The quality...

This study aims to examine when and how readers make use of top-down information to predict or integrate upcoming words by utilizing the characteristics of Chinese classifier-noun agreement, as measured by event-related potentials (ERPs). Constraint strength of classifiers (strong and weak) and cloze probability of the pairing noun (high, low, implausible) was manipulated. Weakly constrained cl...

When students study for multiple-choice cloze tests as the Test of English for International Communication (TOEIC), they tend to repeatedly tackle questions of the same type. In such situations, students can effectively solve questions related to their incorrectly answered questions. However, since they need several different kinds of knowledge and a large vocabulary to derive answers, it is in...

Linguists have suggested that one mechanism for the creative extension of meaning in language involves mapping, or constructing correspondences between conceptual domains. For example, the sentence, "The clever boys used a cardboard box as a boat," sets up a novel mapping between the concepts cardboard box and boat, while "His main method of transportation is a boat," relies on a more conventio...

In the 1st part of the experiment, older and younger adults read a series of high-cloze sentence frames, each missing its final word (e.g., "She ladled the soup into her____."). Subjects were instructed to predict the ending for each. For critical sentences, the predicted final word (bowl) was not shown. Instead, an unexpected but acceptable ending (lap) was provided as the target. On a subsequ...

Verbal working memory is recognized as a strong predictor of L2 reading development in the area of learning new vocabulary, reading comprehension, and overall L2 proficiency in alphabetic languages such as English. However, few studies have addressed if the same is true in logographic languages such as Japanese. Previous literature has indicated that phonology plays a weaker role in reading Jap...