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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