Level Strengths Weaknesses - TOEIC · Reading TOEIC ® Reading Score Descriptors Level Strengths...

L I STEN INg

TOEIC® Listening Score DescriptorsLevel Strengths Weaknesses

400 Test takers who score around 400 typically have the following strengths:■ Theycaninferthecentralidea,purpose,andbasiccontextofshort

spokenexchangesacrossabroadrangeofvocabulary,evenwhenconversationalresponsesareindirectornoteasytopredict.

■ Theycaninferthecentralidea,purpose,andbasiccontextofextendedspokentextsacrossabroadrangeofvocabulary.Theycandothisevenwhentheinformationisnotsupportedbyrepetitionorparaphraseandwhenitisnecessarytoconnectinformationacrossthetext.

■ Theycanunderstanddetailsinshortspokenexchanges,evenwhennegativeconstructionsarepresent,whenthelanguageissyntacticallycomplex,orwhendifficultvocabularyisused.

■ Theycanunderstanddetailsinextendedspokentexts,evenwhenitisnecessarytoconnectinformationacrossthetextandwhenthisinformationisnotsupportedbyrepetition.Theycanunderstanddetailswhentheinformationisparaphrasedorwhennegativeconstructionsarepresent.

Test takers who receive a score at this level typically have weaknesses only when uncommon grammar or vocabulary is used.

300 Test takers who score around 300 typically have the following strengths:■ Theycansometimesinferthecentralidea,purpose,andbasiccontextofshortspokenexchanges,especiallywhenthevocabularyisnotdifficult.

■ Theycanunderstandthecentralidea,purpose,andbasiccontextofextendedspokentextswhenthisinformationissupportedbyrepetitionorparaphrase.

■ Theycanunderstanddetailsinshortspokenexchangeswheneasyormedium-levelvocabularyisused.

■ Theycanunderstanddetailsinextendedspokentextswhentheinformationissupportedbyrepetitionandwhentherequestedinformationcomesatthebeginningorendofthespokentext.Theycanunderstanddetailswhentheinformationisslightlyparaphrased.

Test takers who score around 300 typically have the following weaknesses:■ Theyhavedifficultyunderstandingthecentralidea,purpose,andbasic

contextofshortspokenexchangeswhenconversationalresponsesareindirectordifficulttopredictorwhenthevocabularyisdifficult.

■ Theydonotunderstandthecentralidea,purpose,andbasiccontextofextendedspokentextswhenitisnecessarytoconnectinformationwithinthetextorwhendifficultvocabularyisused.

■ Theydonotunderstanddetailsinshortspokenexchangeswhenlanguageissyntacticallycomplexorwhendifficultvocabularyisused.Theydonotusuallyunderstanddetailsthatincludenegativeconstructions.

■ Theydonotunderstanddetailsinextendedspokentextswhenitisnecessarytoconnectinformationacrossthetextorwhentheinformationisnotsupportedbyrepetition.Theydonotunderstandmostparaphrasedinformationordifficultgrammaticalconstructions.

200 Test takers who score around 200 typically have the following strengths:■ Theycanunderstandshort(single-sentence)descriptionsofthecentral

ideaofaphotograph.

■ Theycansometimesunderstandthecentralidea,purpose,andbasiccontextofextendedspokentextswhenthisinformationissupportedbyalotofrepetitionandeasyvocabulary.

■ Theycanunderstanddetailsinshortspokenexchangesanddescriptionsofphotographswhenthevocabularyiseasyandwhenthereisonlyasmallamountoftextthatmustbeunderstood.

■ Theycanunderstanddetailsinextendedspokentextswhentherequestedinformationcomesatthebeginningorendofthetextandwhenitmatchesthewordsinthespokentext.

Test takers who score around 200 typically have the following weaknesses:■ Theydonotunderstandthecentralidea,purpose,orbasiccontext

ofshortspokenexchanges,evenwhenthelanguageisdirectandnounexpectedinformationispresent.

■ Theydonotunderstandthecentralidea,purpose,andbasiccontextofextendedspokentextswhenitisnecessarytoconnectinformationacrossthetextorwhenthevocabularyissomewhatdifficult.

■ Theydonotunderstanddetailsinshortspokenexchangeswhensomewhatdifficultvocabularyisusedorwhenthelanguageissyntacticallycomplex.Theydonotunderstanddetailsthatincludenegativeconstructions.

■ Theydonotunderstanddetailsinextendedspokentextswhentherequestedinformationisheardinthemiddleofthetext.Theydonotunderstandparaphrasedinformationordifficultgrammaticalconstructions.

Listening. Learning. Leading.Copyright©2007byEducationalTestingService.Allrightsreserved.ETS,theETSlogoandTOEICareregisteredtrademarksofEducationalTestingService(ETS)intheUnitedStatesofAmericaandothercountriesthroughouttheworld.LISTEnIng.LEArnIng.LEAdIng.isatrademarkofETS.7080

Read ing

TOEIC® Reading Score DescriptorsLevel Strengths Weaknesses

450 Test takers who score around 450 typically have the following strengths:■ Theycaninferthecentralideaandpurposeofawrittentext,andtheycan

makeinferencesaboutdetails.

■ Theycanreadformeaning.Theycanunderstandfactualinformation,evenwhenitisparaphrased.

■ Theycanconnectinformationacrossanentiretext,andtheycanmakeconnectionsbetweentworelatedtexts.

■ Theycanunderstandabroadrangeofvocabulary,unusualmeaningsofcommonwords,andidiomaticusage.Theycanalsomakedistinctionsbetweenthemeaningsofcloselyrelatedwords.

■ Theycanunderstandrule-basedgrammaticalstructures.Theycanalsounderstanddifficult,complex,anduncommongrammaticalconstructions.

Test takers who score around 450 typically have weaknesses only when the information tested is particularly dense or involves difficult vocabulary.

350 Test takers who score around 350 typically have the following strengths:■ Theycaninferthecentralideaandpurposeofawrittentext,andtheycan

makeinferencesaboutdetails.

■ Theycanreadformeaning.Theycanunderstandfactualinformation,evenwhenitisparaphrased.

■ Theycanconnectinformationacrossasmallareawithinatext,evenwhenthevocabularyandgrammarofthetextaredifficult.

■ Theycanunderstandmedium-levelvocabulary.Theycansometimesunderstanddifficultvocabularyincontext,unusualmeaningsofcommonwords,andidiomaticusage.

■ Theycanunderstandrule-basedgrammaticalstructures.Theycanalsounderstanddifficult,complex,anduncommongrammaticalconstructions.

Test takers who score around 350 typically have the following weaknesses:■ Theydonotconnectinformationacrossawideareawithinatext.

■ Theydonotconsistentlyunderstanddifficultvocabulary,unusualmeaningsofcommonwords,oridiomaticusage.Theyusuallycannotmakedistinctionsbetweenthemeaningsofcloselyrelatedwords.

250 Test takers who score around 250 typically have the following strengths:■ Theycanmakesimpleinferencesbasedonalimitedamountoftext.

■ Theycanlocatethecorrectanswertoafactualquestionwhenthelanguageofthetextmatchestheinformationthatisrequired.Theycansometimesanswerafactualquestionwhentheanswerisasimpleparaphraseoftheinformationinthetext.

■ Theycansometimesconnectinformationwithinoneortwosentences.

■ Theycanunderstandeasyvocabulary,andtheycansometimesunderstandmedium-levelvocabulary.

■ Theycanunderstandcommon,rule-basedgrammaticalstructures.Theycanmakecorrectgrammaticalchoices,evenwhenotherfeaturesoflanguage,suchasdifficultvocabularyortheneedtoconnectinformation,arepresent.

Test takers who score around 250 typically have the following weaknesses:■ Theydonotunderstandinferencesthatrequireparaphraseor

connectinginformation.

■ Theyhaveaverylimitedabilitytounderstandfactualinformationexpressedasaparaphraseusingdifficultvocabulary.Theyoftendependonfindingwordsandphrasesinthetextthatmatchthesamewordsandphrasesinthequestion.

■ Theyusuallydonotconnectinformationbeyondtwosentences.

■ Theydonotunderstanddifficultvocabulary,unusualmeaningsofcommonwords,oridiomaticusage.Theyusuallycannotmakedistinctionsbetweenthemeaningsofcloselyrelatedwords.

■ Theydonotunderstandmore-difficult,complex,oruncommongrammaticalconstructions.

150 Test takers who score around 150 typically have the following strengths:■ Theycanlocatethecorrectanswertoafactualquestionwhennotvery

muchreadingisnecessaryandwhenthelanguageofthetextmatchestheinformationthatisrequired.

■ Theycanunderstandeasyvocabularyandcommonphrases.

■ Theycanunderstandthemost-common,rule-basedgrammaticalconstructionswhennotverymuchreadingisnecessary.

Test takers who score around 150 typically have the following weaknesses:■ Theycannotmakeinferencesaboutinformationinwrittentexts.

■ Theydonotunderstandparaphrasedfactualinformation.Theyrelyonmatchingwordsandphrasesinthetexttoanswerquestions.

■ Theyareoftenunabletoconnectinformationevenwithinasinglesentence.

■ Theyunderstandonlyalimitedrangeofvocabulary.

■ Theydonotunderstandeveneasygrammaticalconstructionswhenotherlanguagefeatures,suchasdifficultvocabularyortheneedtoconnectinformation,arealsorequired.

Listening. Learning. Leading.Copyright©2007byEducationalTestingService.Allrightsreserved.ETS,theETSlogoandTOEICareregisteredtrademarksofEducationalTestingService(ETS)intheUnitedStatesofAmericaandothercountriesthroughouttheworld.LISTEnIng.LEArnIng.LEAdIng.isatrademarkofETS.7076