introduction

Emphasis was placed on the importance of scientific assessment in foreign language teaching, pointing out the insufficient understanding of language knowledge application testing by high school English examiners and teachers, as well as the lack of specific requirements for language knowledge application in curriculum standards. At the same time, the necessity of exploring more effective language knowledge application test questions was proposed.

The connotation, essence, and process characteristics of language knowledge application

Deeply explored the connotation, essence, and process characteristics of language knowledge application. The New Curriculum Standards for Yijiao emphasize that language proficiency is the foundation of core competencies, including language comprehension and expression abilities, involving language structure, meaning construction, context, communication needs, and cognitive abilities. The application of language knowledge is an important component of language ability, covering the practical use of language knowledge and structures such as phonetics, vocabulary, grammar, etc., including language form knowledge, discourse knowledge, and pragmatic knowledge. The language knowledge application framework in foreign language tests usually includes grammatical abilities such as vocabulary, morphology, syntax, and pronunciation/spelling. Lin Dunlai reduced morphology and syntax to grammar. Understanding the application of language knowledge requires attention to the meaning and role of phonetic means in communication, the meaning and role of vocabulary in context, and the semantic function of grammar. When formulating test questions, examiners should pay attention to the formal characteristics and connotations of knowledge composition, such as vocabulary referring to things, phonetic expression of meaning and emotion, grammar and discourse knowledge emphasizing accuracy, and pragmatic regulation of language use. These knowledge components are combined and used in practical applications, and testing should focus on the process of language knowledge use. The types of test questions such as cloze tests should be designed based on comprehensive language knowledge, while current high school English tests are mostly limited to reading comprehension and vocabulary knowledge, lacking examination of multiple types of knowledge. This is not conducive to students truly understanding and using language knowledge, and it is also difficult to meet the needs of cultivating compound talents in the new era. The "New Curriculum Standards for Yijiao" propose to design test questions that can reflect students' comprehensive use of English for understanding and expression in real situations. The examination of language knowledge application in the middle school entrance examination should focus on the semantic function of language and its understanding and use in specific situations.

The requirements of curriculum standards for students' language knowledge application ability

This article elaborates on the requirements of the curriculum for students' language knowledge application ability, including five aspects: phonetics, vocabulary, grammar, discourse, and pragmatics. Phonetic knowledge emphasizes its importance in oral communication, requiring students to understand and express meaning and attitude through phonetic changes. Vocabulary knowledge tests students' ability to understand and express information in context, such as detecting vocabulary use through real-life situations. Grammar knowledge, as the foundation of language use, tests students' ability to understand and express information in discourse, while emphasizing the application of grammar knowledge in practical contexts. Discourse knowledge emphasizes the importance of organizing language into coherent discourse, testing students' ability to connect and coherence in discourse. Pragmatic knowledge focuses on students' ability to choose appropriate language forms based on different communicative purposes and situations, such as testing students' ability to communicate appropriately through situational communication language. Overall, the curriculum requires students to achieve cross skill integration in language knowledge application and enhance their ability to effectively use English.

Analysis of Common Question Types in Language Knowledge Application Test

In depth analysis was conducted on the common types of language knowledge application questions used by students in the middle school English entrance examination, including multiple-choice questions, discourse fill in the blank questions, and cloze test questions. The article first points out the impact of exam format on reliability and validity, emphasizing the importance of discourse in language learning and exams. Subsequently, the author criticized multiple-choice questions, stating that they lack authentic context and may lead to fragmented knowledge and exam oriented education for students. It is suggested that examiners should use discourse as much as possible to test students' language knowledge and skills. Using the example of English grammar multiple-choice questions in the 2021 high school entrance examination in a certain city, this paper demonstrates how to assess students' ability to apply grammar knowledge in discourse analysis.

Suggestions on Proposition Techniques for Language Knowledge Application Test Questions

Emphasis was placed on the importance of test paper quality in primary and secondary school English teaching, and it was pointed out that proposition techniques play a key role in it. In order to improve the proposition technique of language knowledge application test questions, four suggestions are proposed: 1 The selection of test questions should be based on the theme category of the "New Curriculum Standards for Moral Education", selecting texts that are relevant to students' lives and conducive to moral education, and controlling the complexity and difficulty of the texts; 2. The setting of examination points should consider the form, meaning, and expression intention in the context of language knowledge, and follow basic proposition principles, such as not leaving empty spaces in the first sentence, and filling in words with contextual clues; 3. The option settings should ensure that the correct options are consistent in form with the interference items, that the interference items have interference effects, and that the correct options are undisputed; 4. Clarify the uniqueness or non uniqueness of the answer and provide all possible correct answers in the test description and grading criteria. These suggestions aim to guide teachers and students to pay attention to the practical use of language and improve the quality of test questions.

conclusion

Emphasis should be placed on the use of discourse and real-life situations to test students' ability to apply language knowledge in the middle school entrance examination English proposition. Suggest setting a reasonable proportion of test questions to comprehensively assess core competencies, especially thinking qualities. Teachers should teach based on discourse, pay attention to the semantic function of language, cultivate students' pragmatic awareness, and guide students to understand the value of language knowledge and skills in problem-solving. Teachers should also pay attention to students' problem-solving process, give them more time, collect learning evidence, and promote learning.