本研究根据交际语言测试的基本理论和语言交际中的Information Gap原理，采用传统的完形填空形式，在口语测试中将听、说、读、写等语言技能结合起来，综合地测试考生的口语水平。在本研究中，作者选取了一位新西兰籍教师的信件为文本，根据完形填空的命题原则和方法，设计了20个空，要求考生在15分钟内完成测试。在该测试过程中，不是考官向学生提问由学生回答，而是考生首先通读短文，然后向考官提出问题，从考官那里获得信息，并把获得的信息填在空白处。测试结束后，考官根据学生所写下来的内容进行评分。

前言

Introduction

 0.1 Background and Aims of the Research

 0.2 Organization of the Dissertation

Chapter One Theoretical Basis of Communicative Language Testing

 1.1 Hvmes: Communicative Competence

 1.2 Canale and Swain.the Notion of Communicative Competence

 1.3 Bachman.A Framework of Language Competence

 1.4 A Framework of Test Method Facets (TMF)

 1.5 Other Factors Influencing Language Performance Testing

 1.6 Distinguishing Features of Communicative Language Testing

 1.7 Integration of the Four Skills

 1.8 Summary

Chapter Two Communicative Oral Testing

 2.1 The Nature of Oral Communication

 2.2 Stylistic Features of Spoken Language

 2.3 Definition of Speaking Ability

 2.4 Types of Oral Tests

 2.5 Elicitation Techniques

 2.6 Historical Trends and the Present Situation of Oral Testing

 2.7 The Difficulty in Testing Speaking Ability

 2.8 Issues to Be Considered in Testing Speaking

 2.9 Summary

Chapter Three Information Theory and Information Gap

 3.1 Information and Information Theory

 3.2 Information Theory in Linguistics

 3.3 Information Gap

 3.4 Cloze and Information Gap

 3.5 Forms of Information Gap Used as an Oral Testing Technique

 3.6 Summary

Chapter Four Cloze Test

 4.1 Definition of Cloze Test

 4.2 Theoretical Basis of Cloze

 4.3 Classifications of Cloze

 4.4 Other Varieties of Cloze

 4.5 Previous Studies of Cloze Test

 4.6 Criticism of Cloze Test

 4.7 Summary

Chapter Five An Experimental Study

 5.1 Rationale behind the Research

 5.2 Research Questions

 5.3 Development of the Oral Cloze Test

 5.4 Administering the Test

 5.5 Scoring the Test

 5.6 Summary

Chapter Six Analysis of the Research Results

 6.1 Statistical Analysis of the Test Results

 6.2 Analysis of the Test Items

 6.3 Analysis of the Questionnaire tor Students

 6.4 Analysis of the Questionnaire for Teachers

 6.5 Correlation of the Oral Cloze Test with Other Courses

 6.6 Summary

Chapter Seven Validation of the Experimental Test

 7.1 Framework of Evaluating a Language Test

 7.2 Four Components in the Oral Cloze Test:Reading, Speaking, Listening and Writing

 7.3 Face Validity

 7.4 Content Validity

 7.5 Construct Validity

 7.6 Concurrent Validity

 7.7 Reliability

 7.8 Practicality

 7.9 BaCkwash Effect of the Oral Cloze Test on Language Teaching and Learning

 7.10 Limitations of the Study and Prospect for Further Research

 7.11 Summary

Chapter Eight Conclusion

Appendices

Bibliography