TOEFL Ibt Speaking 2015

8/19/2019 TOEFL Ibt Speaking 2015

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2015ELL SUMMER INSTITUTE SECTION

TOEFL iBT Speaking

R EQUIREMENTS FOR SAVING AND SUBMITTING DOCUMENTS

1. Filenae! Save your document with your first and last name plus the ELL Summer Institute

section and the year “2015.”

• Eample! "ane #oe $%E&L i'$ Spea(in) 2015.doc

2. I"en#i$%ing In$&! *our name should not appear anywhere inside the document. It shouldonly appear in the filename.

+. S'(i))i&n F&*a#! ,reate a separate -ord document for your wor( sample. #o not

include the instructional material or the accompanyin) source material in your sumission.Include oth your Listenin)/Spea(in) item and your eadin)/Listenin)/Spea(in) item inyour document. Insert a pa)e rea( etween the two assi)nments.

OVERVIE+

$he TOEFL iBT Spea(in) test is desi)ned to evaluate the En)lish spea(in) proficiency of

students whose native lan)ua)e is not En)lish ut who want to pursue under)raduate or )raduatestudy in an En)lishspea(in) contet. $he Spea(in) test is one of four sections of the $%E&L

test. In the $%E&L Spea(in) section3 eaminees are as(ed to spea( in response to material that

they read and/or hear.

#urin) the ELL Summer Institute3 Spea(in) interns will write spea(in) prompts on topics that

are familiar to students. Interns will also research academic or campusased topics and write

various (inds of scripts used in the Spea(in) test. $he Spea(in) interns mi)ht also continue afterthe Summer Institute in a freelance capacity as offsite writers of Spea(in) items.

&or this wor( sample3 you will write two samples of Spea(in) items that are li(e those thatappear in the Spea(in) section of the $%E&L test. 4 complete item consists of a stimulus3 which

is the material the eaminee hears or reads a prompt3 which is the instruction that indicates the

(ind of spo(en response the eaminee is to ma(e to the stimulus and the (ey points3 which are

used y scorers as )uides to the (inds of responses a hi)haility eaminee should ma(e. $hewor( samples are descried as follows.

+OR, SAM-LE TAS,S

-a*# I! A Li)#ening.Speaking I#e


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$he listenin)/spea(in) stimulus you are as(ed to write consists of a selfcontained ecerpt from

an academic lecture3 similar to a lecture a student would hear at a university. $he stimulus is

rou)hly 2+0 to 260 words in len)th. Eaminees listen to the lecture stimulus and are thendirected to )ive a spo(en summary of the main points of the lecture. $he listenin)/spea(in) item

evaluates an eaminee7s aility to spea( aout the content of an academic lecture.

*ou will find source material at the end of this pac(et to use in developin) this item.

I#e Spe/i$i/a#i&n)

In a lecture3 the professor does the followin).

• Introduces a concept or claim

• Elaorates the concept or claim y presentin) two aspects3 perspectives3 parts3 or sta)es

that help further characteri8e or eplain the concept or claim

• Illustrates each of the two differentiatin) aspects3 perspectives3 parts3 or sta)es with aconcrete3 vivid eample

Eaple &$ a Li)#ening.Speaking I#e

$he followin) lecture script is an eample of an academic listenin)/spea(in) item. $he lecture

ta(es place in a psycholo)y class. $he scripts are recorded y professional readers.

Lecture/stimulus

9script:

In psycholo)y3 when we tal( aout a person7s sense of selfefficacy3 we7rereferrin) to the person7s elief in his or her aility to succeed at somethin). In

other words3 if you elieve you7re capale of dealin) effectively with asituation ; or of achievin) a certain )oal3 then you have a sense of selfefficacy aout it. *ou have a elief in your aility. 'ut where does this elief

come from< =sycholo)ists point out that our sense of selfefficacy in any )iven

situation depends oth on our own past eperiences and on the eperiences ofothers that we oserve.

>ow proaly the most effective way of developin) this3 this elief in ouraility to do somethin)3 is throu)h past eperience?psycholo)ists refer to this

as “mastery eperience .” Simply put3 each time we7re successful at a

particular tas(3 we increase our confidence in our aility to e successful at it

the net time. &or eample3 if you were always )ood at math ; throu)houtschool3 you always )ot )ood )rades in it ; that success would help to

)radually develop a sense of selfefficacy concernin) your math s(ills.

>ow ; I mentioned earlier ; there7s another way we develop a sense of self

efficacy3 and that7s throu)h social models. -hen we see that another person?

someone we consider to e e@ual to or similar to ourselves ; when we see this person accomplish a particular tas(3 we tend to elieve in our own aility to


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accomplish the same thin). $his person is our model3 and when the model is

successful at somethin)3 then we7re li(ely to elieve in our own selfefficacy? in our own aility to do the same thin). &or eample3 let7s say you and your

older sister are a lot ali(e3 you have similar interests and ailities ; well3 if

you oserve that your sister has learned to ; say ; play the piano well3 then

you7re li(ely to elieve you too are capale of playin) piano well. 'ecause ofyour sister7s influence?your model7s influence?you would approach playin)

the piano with confidence ; with a sense of selfefficacy.

=rompt Eplain the two ways of developin) a sense of selfefficacy mentioned in thetal(. Include details and eamples from the lecture in your eplanation.

Aey

points

B Selfefficacy is a person7s elief in his/her aility to succeed in a particular

situation/tas(/challen)e.

B %ne way we increase selfefficacy is throu)h past eperience 9CDasteryeperienceC:. -hen we7re successful at somethin)3 the success ma(es us more

confident the net time. Eample! If you7re )ood at math when youn)3 overtime you develop a sense of selfefficacy re)ardin) your math s(ills.

B 4nother way we increase selfefficacy is throu)h 9social: models. Seein)

someone similar to ourselves?a modelsucceed at somethin)3 ma(es us elieve in our own aility to accomplish the same thin) 9develops our sense of

selfefficacy in our aility at that tas(:. Eample! %servin) your sister

9model: learn to play piano well raises your elief that you too have the sameaility 9develops selfefficacy:.

+&*k Saple A))ignen# $&* #e Li)#ening.Speaking I#e

se the accompanyin) source material on helpin) ehavior to construct an academic

listenin)/spea(in) item of your own. $he item should include a stimulus3 a prompt3 and a sample

response. Do not attempt an exhaustive synthesis of the sources. ather3 the tas( is to findmaterial within the source that meets the re@uirements of the item. $he two eamples in your

items should e ased on the source material as well as your own ac()round (nowled)e.

In writin) your lecture3 (eep the followin) in mind.

• $he eaminee will hear the lecture only once and will not see the script. nnecessary

details should therefore e (ept to a minimum so as not to ta a test ta(er7s memory.

• $he purpose of the item is to determine how well test ta(ers can spea(3 not to test their

listenin) proficiency 9a separate section of the $%E&L test:. ,onse@uently3 the structure

and eposition of the lecture need to e very clear. $he main idea or topic3 the two


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elaorated aspects3 and their respective eemplifications need to e transparent on a

sin)le hearin). $he lecture should e (ept simple3 should stay focused3 and should e

memorale.

• $he lecture7s style and synta should reflect spo(en academic lan)ua)e. &or eample3

there can e hesitations or filler words 9“um3” “uh3” etc.:3 contractions3 and even falsestarts. Fowever3 e careful that such aspects do not interfere with communicatin) the

lecture.

• $he central topic should e clearly identified3 and the relationship etween the main topic

and its two aspects3 perspectives3 parts3 and sta)es should also e presented clearly.

• $he two eamples should e concrete and vivid.

'efore sumittin) your writin) sample3 you mi)ht find it helpful to test your lecture y as(in)

someone to record a response to it.

-a*# II! A Rea"ing.Li)#ening.Speaking I#e

$he readin)/listenin)/spea(in) item you are as(ed to write consists of a readin) passa)e aout acampusrelated issue and a listenin) stimulus in which spea(ers comment on the issue presented

in the readin). $he eaminee first reads the passa)e3 then listens to the commentary3 and finally3

in accordance with the prompt3 provides a spo(en response.

*ou will find your own source for this item.

Spe/i$i/a#i&n)

Rea"ing pa))age

$he readin) passa)e is a short passa)e of G5 to 100 words that can e read and processed within

H5 seconds. It can e an announcement3 a news article3 a student letter from a campus newspaper3

and the li(e.

$he readin) passa)e riefly sets forth a campusrelated issue y descriin) a proposed or

intended plan or course of action alon) with the rationale for it3 the way the eample elow aout

evenin) classes does.

$he readin) passa)e should e focused3 ma(in) only two points in support of the plan or courseof action. $he situations and rationales or opinions presented in the readin) should not e sooutlandish or etreme that the ar)uments a)ainst them are ovious efore one has even heard the

commentary of the listenin) stimulus.

$he plan or course of action and supportin) rationale should e accessile to an international

audience and not presume familiarity with >orth 4merican university parlance or procedures.

4dditionally3 the plan or the course of action should e sensitive to the customs and eliefs of an


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international audience. &or instance3 do not include references to romantic relationships3 the

consumption of alcohol/dru)s3 campus parties3 campus security issues3 or reli)ious holidays.

Li)#ening )#i'l')

$he listenin) stimulus is a response to the readin) passa)e in the form of a conversation etweentwo people 9one man and one woman:. %ne of the two interlocutors is the primary spea(er3 and

the other serves mainly as a foil to draw out the primary spea(er7s opinions. $he lan)ua)e should

e in the form of spontaneous3 nonacademic conversation.

Rela#i&n)ip (e#een /&n#en# &$ #e *ea"ing pa))age an" #e /&n3e*)a#i&n

$he purpose of the readin)/listenin)/spea(in) item is to see how well the test ta(er inte)rates inspo(en En)lish certain information from two different sources. $herefore3 the listening stimulus

of the item should be constructed in such a way that the test taker cannot derive the full answer

from the listening stimulus without incorporating material from the reading passage. >either

spea(er in the listenin) passa)e should eplicitly restate the points made in the readin). In effect3each of the spea(ers in the conversation assumes that the other is familiar with the content of the

readin). $hus3 in order to follow the conversation and respond accordin) to the prompt3 theeaminee will need to inte)rate the content of the readin) passa)e with that of the conversation.

In the conversation you write3 the primary spea(er should disagree with the proposal or opinionin the readin) passa)e. $he primary spea(er should en)a)e the rationale of the readin) y

ma(in) two concise points that directly address the two reasons )iven in the readin) the way the

male spea(er does in the eample that follows. $he spea(er may also introduce new information3

ut the new material must serve to directly undermine the position or rationale of the readin) passa)e.

Eaple &$ a Rea"ing.Li)#ening.Speaking Cap')4(a)e" I#e

eadin)

passa)e

9an article

from auniversity

newspaper:

>o Dore Evenin) ,lasses<

$he administration announced that startin) net fall3 the university will

stop offerin) evenin) classes in many departments. 4ccordin) to auniversity administrator3 the decision was prompted y a steady decline in

enrollments in evenin) classes. “Evenin) classes are ust too small3” the

administrator said. -hen as(ed to eplain the decline in enrollments3 theadministrator pointed to the fact that most evenin) classes are tau)ht y

teachin) assistants3 who are )raduate students. “Surveys show that

students prefer to ta(e classes tau)ht y eperienced faculty memers3”the spo(esperson said3 “proaly ecause they simply (now more than

)raduate teachin) assistants do.”

Listenin) 9Dan: I ust don7t (now aout this decision.


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stimulus

9script of aconversation

etween two

students

discussin)the article:

9-oman: It sort of ma(es sense to me.

9Dan: >ot to me. I don7t understand their reasonin). I mean3 what7s wron)

with small classes< I thin( that7s what students prefer. 4nd it7s easy to see

why.

9-oman: *eah3 you do )et to participate more.

9Dan: #efinitely. *ou can e more actively involved; )et more attention

and support. It7s ust a etter way to learn.

9-oman: %A3 ut there is that survey;.

9Dan: I don7t (now what students they as(ed3 ut I (now a lot of peoplewho feel ust the opposite. I mean3 what does “eperienced” mean3

anyway< Sometimes it means you7ve een teachin) the same suect for20 years and you7re proaly tired of it y now3 and maye not veryenthusiastic.

9-oman: *eah3 that does happen.

9Dan: -hereas if it7s the first time or maye second you7re teachin) a

class3 well3 it7s )oin) to e more ecitin) to you3 and you7re )oin) to

communicate that ecitement to the people you7re teachin). 4t least3 that7show I see it.

=rompt $he man epresses his opinion of the university7s plan. 'riefly summari8e

the plan. $hen state his opinion aout the plan and eplain the reasons he)ives for holdin) that opinion.

Aey points • $he university announced a plan to stop offerin)/eliminate evenin)

classes ecause of small enrollments/evenin) classes had ecome too

small. $he man disa)rees.

• Fe 9disa)rees with the decision ecause he: thin(s that small classes are

actually etter for learnin) 9since in small classes students )et moreattention and support:.

• Fe also thin(s the survey 9sayin) that students donJt ta(e evenin)

classes ecause the classes are tau)ht y teachin) assistants: may ewron) he thin(s students would rather e tau)ht y )raduate teachin)

assistants3 who are more enthusiastic than eperienced professors.


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+&*k Saple A))ignen# $&* #e Rea"ing.Li)#ening.Speaking I#e

-rite a readin)/listenin)/spea(in) item of the type descried. Include a readin) passa)e3 a

listenin) stimulus 9conversation:3 a prompt3 and a sample response. *ou may find it helpful to

read throu)h university campus newspapers or to chec( university -e pa)es for ideas for acampusrelated issue that could e used as a source for your readin) passa)e.

4s you write3 (eep in mind the followin) considerations.

• Se##ing Is the contet clear and plausile< Is the scenario realistic and nontrivial< Is the

lan)ua)e in the listenin) passa)e characteristic of spo(en En)lish<

• C&n#en# 4re the reasons provided in the readin) passa)e lo)ical and sensile< Is the

reaction in the listenin) passa)e plausile<

• In#eg*a#i&n Is inte)ration of the readin) and listenin) passa)es necessary to answer the prompt3 or is the item answerale only y summari8in) the listenin)<

• A//e))i(ili#% Is the information presented accessile to an international student<

'efore sumittin) your writin) sample3 you mi)ht find it helpful to try it out y as(in) a native

spea(er of En)lish to )ive a spo(en response to your prompt after readin) your readin) passa)e

9within H5 seconds: and after listenin) to a dramati8ation of your listenin) script.

SOURCE MATERIAL FOR -ART I

se the followin) information as source material as the asis your academic listenin)/spea(in)

item.

Dyers3 #avid K. Social sychology. DcKrawFill3 1. H61H62.

S&/ial N&*)

%ften we help others not ecause we have consciously calculated that such ehavior is in our

selfinterest ut simply ecause somethin) tells us we ought to. -e ou)ht to help a newnei)hor move in. -e ou)ht to turn off a par(ed car7s li)hts. -e ou)ht to return the wallet we

found. -e ou)ht to protect our comat uddies from harm. >orms are social epectations.

$hey prescribe proper ehavior3 the oughts of our lives. esearchers studyin) helpin) ehaviorhave identified two social norms that motivate altruism.

Te *e/ip*&/i#% n&*

Sociolo)ist 4lvin Kouldner 91M0: contended that one universal moral code is a n&* &$*e/ip*&/i#%! To those who help us! we should return help! not harm. Kouldner elieved this norm

is. . . . universal. . . . -e “invest” in others and epect dividends. Dail surveys and


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solicitations sometimes include a little )ift of money or individuali8ed address laels3 assumin)

some people will reciprocate the favor. =oliticians (now that the one who )ives a favor can later

epect a favor in return. $he reciprocity norm even applies with marria)e. Sometimes one may)ive more than one receives. 'ut in the lon) run3 the echan)e should alance out. In all such

interactions3 to receive without )ivin) in return violates the reciprocity norm.

$he norm applies most stron)ly to interactions with e@uals. $hose who do not see themselves as

inferior or as dependent especially feel the need to reciprocate. $hus3 compared to low self

esteem people3 those with hi)h selfesteem are more reluctant to see( help 9>adler aN &isher316M:. If they cannot reciprocate3 they may feel threatened and demeaned y acceptin) aid.

eceivin) unsolicited help can ta(e one7s selfesteem down a notch 9Schneider N others3 1M

Shell N Eisener)3 lM:. Studies show this can happen to eneficiaries of affirmative action3

especially if it fails to affirm the person7s competence and chances for future success 9=rat(anisN $urner3 lM:.

Te )&/ial4*e)p&n)i(ili#% n&*

$he reciprocity norm reminds us to alance )ivin) and receivin) in social relations. . . . .

Fowever3 with people who clearly are dependent and unale to reciprocate?children3 theseverely impoverished and disaled3 and others perceived as unale to return as much as they

receive?another social norm motivates our helpin). $he elief that people should help those

who need help3 without re)ard to future echan)es3 is the n&* &$ )&/ial *e)p&n)i(ili#%9'er(owit83 1G2 Schwart83 1G5:. $he norm motivates people to retrieve a dropped oo( for

a person on crutches. In . . . . a relatively collectivist culture3 people support the social

responsiility norm more stron)ly than in the individualist OcultureP;. 9Diller N others3 10:.

$hey voice an oli)ation to help even when the need is not lifethreatenin) or the needy personis outside their family circle.

Eperiments show that even when helpers remain anonymous and have no epectation of anyreward3 they often help needy people 9Shotland N Steins3 16+:. Fowever3 they usually apply

the socialresponsiility norm selectively to those whose need appears not to e due to their own

ne)li)ence. Especially amon). . . . Ocertain )roupsP 9S(it(a and $etloc(3 1+:3 the norm seemsto e! Kive people what they deserve. If they are victims of circumstance3 li(e natural disaster3

then y all means e )enerous. If they seem to have created their own prolems3 y la8iness3

immorality3 or lac( of foresi)ht3 then they should )et what they deserve. esponses are thus

closely tied to attributions. If we attriute the need to an uncontrollale predicament3 we help.If we attriute the need to the person7s choices3 fairness does not re@uire us to help we say it7s

the person7s own fault 9-einer3 160:.

,risp3 ichard ".3 $urner3 hiannon >. Essential Social sychology. London! Sa)e =ulications3

2010. 26H6.

ORIGINS OF -ROSOCIAL BE6AVIOR

$here are three road accounts of why we help others. Some psycholo)ists ar)ue that we are

innately predisposed to help others ecause of our evolutionary ma(eup. $wo other accounts


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rely on more social psycholo)ical theories. Some psycholo)ists ar)ue that we are sociali8ed to

help others3 and that our helpin) ehavior relates to internali8ed beliefs aout the social norms of

the society in which we live. 4 third eplanation ar)ues that we attend to the helpin) ehavior ofthose around us3 and that this leads us to copy3 or model3 such ehaviors. $hese three approaches

and the evidence that has een found in support of each are outlined elow.

E3&l'#i&na*% -e*)pe/#i3e

$he e3&l'#i&na*% pe*)pe/#i3e ar)ues that we are iolo)ically predisposed to help others. =utanother way3 we are orn with a uiltin tendency to loo( after those around us3 even if it does

not have any ovious enefit for us. 'ut why would this e the case< 4ccordin) to socio

iolo)ists3 we en)a)e in helpin) ehavior to ensure the survival of our )enes. 'y helpin) our

lood relatives3 we improve their chances of survival3 thus increasin) the li(elihood that theywill survive to pass our )enes on to future )enerations. 4ccordin)ly3 it has een ar)ued that the

)enes responsile for prosocial ehavior mi)ht e selfselected as3 in the lon) term3 they increase

the proaility that the species will survive.

$his approach has )enerated heated deate etween social psycholo)ists and socio

iolo)ists. &irst3 we help not only relatives3 ut also friends and even complete stran)ers. It is notclear how this would increase the chances of our own )enes survivin). Second3 social

psycholo)ists ar)ue that despite anecdotal evidence3 there are3 in fact3 no empirical studies that

clearly support the evolutionary eplanation for prosocial ehavior in humans. $his is due to aninherent prolem with evolutionary eplanations! the processes that are assumed to eplain

ehavior 9i.e. evolution of )enetic typolo)y: cannot e oserved over an appropriate timescale in

the laoratory. $hird3 the approach fails to eplain why people help in some circumstances ut

fail to help in others. Evolutionary theory would predict3 @uite simply3 that we should help loodrelatives in every situation Q any situation that re@uires help may e a potential threat to )enes

ein) passed on. Fowever3 this is clearly not the case3 as instances of child ause y family

memers vividly illustrate. 4ny complete eplanation of helpin) ehavior will need to eplainnot only when helpin) ehavior will occur3 ut also why in some cases it does not. $hese three

critical limitations mean that while it is li(ely that evolutionary theory has some role to play in

eplainin) helpin) ehavior3 a comprehensive account of prosocial ehavior will need toconsider other factors.

Standin) in contrast to the evolutionary eplanation are two social psycholo)ical

accounts of why people ehiit helpin) ehavior. $he first account eplains helpin) withreference to social norms. $he second account ar)ues that social learnin) eplains helpin) we

help ecause we have repeatedly oserved other people ehavin) helpfully3 providin) a model

for our own ehavior. 'elow3 we first discuss how social norms eplain why we help others.

S&/ial N&*)

Social norms 9see ,hapter M on social influence: reflect what is considered normal and

acceptale in a )iven )roup3 culture or society. $hey are commonheld attitudes3 eliefs and

ehaviors that have a powerful influence on how we ehave. Indeed3 there is evidence that

people are rewarded 9e.). approval3 social acceptance: for ehavin) in accordance with social


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norms3 ut punished for violatin) social norms 9e.). disapproval3 reection:3 as we saw in ,hapter

M. 4lthou)h social norms differ etween different social )roups and different cultures3 almost

every culture holds a norm that we should help others whenever possile. $hree normative eliefs may eplain why we have a tendency to help others! reciprocity3 social responsiility3 and

social ustice.

4ccordin) to the *e/ip*&/i#% p*in/iple 9Kouldner3 1M0: we should help those who help

us. $his principle is universally held3 and plays an important role in interpersonal processes 9see

,hapter 11:. -e do not3 however3 automatically help others who have helped us! we are moreli(ely to reciprocate to another person if they previously made a i)3 unepected3 sacrifice for us

9$esser3 Katewood3 N #river3 1M6:.

In contrast3 the )&/ial *e)p&n)i(ili#% norm holds that we should help those in needre)ardless of whether they have helped us3 or are li(ely to e ale to help us in the future. $here

is evidence that people are often willin) to help needy others3 even when they remain anonymous

and do not epect to e rewarded y approval from others 9'er(owit83 1G2:. -e do not3

however3 help any needy person. Instead3 we are selective. -hether the person is seen as havin) rou)ht their misfortune on themselves may influence whether we decide to help. $he ustworld

hypothesis may eplain this tendency.

$he 7')#4&*l" %pe)i) 9Lerner N Diller3 1G6: is the )eneral elief people have that

the world is a ust3 fair3 place where people )et what they deserve 9an eample of a heuristic elief see ,hapter +:. 4ccordin) to this norm3 people typically elieve that C)ood thin)s happen

to )ood people3 ad thin)s happen to ad people.C Fowever3 when we are confronted with a

person who appears to e sufferin) undeservedly3 this undermines our elief in a ust world. $o

restore our elief that the world is a fair place3 we have a tendency to help others who are inneed3 ut only if we elieve their sufferin) is throu)h no fault of their own. 4ccordin) to this

principle3 we are more li(ely to donate money to a reast cancer charity 9where sufferers are seen

as havin) no role in developin) the disease: than to a lun) cancer charity 9where we may assumesmo(in) is often to lame for the disease:.

4lthou)h social norms may play a role in eplainin) helpin) ehavior3 not all social psycholo)ists a)ree that they are the (ey to our understandin) of the phenomenon. $e)er 91G0:

ar)ued that while we may verally endorse the idea of helpin) others3 we do not necessarily act

on this endorsement 9i.e. there is sometimes a mismatch etween attitudes and ehavior see

,hapter H:. $here is also evidence that eternal factors influence whether an attitude predisposedtowards helpin) will actually translate into helpin) ehavior. -arren and -al(er 911: loo(ed

at the effect of “need persistence” 9how lon) help is needed for: on helpin) ehavior3 and found

that people were more li(ely to donate money to a refu)ee family ; when the family onlyneeded financial assistance in the short term rather than in the lon) term. It appeared that the

social norm of helpin) only translated into helpin) ehavior when the ehavior was perceived as

ein) li(ely to e effective. $his study hi)hli)hts the possiility that it is not only internally held eliefs Q li(e social norms Q that determine whether people help3 ut that there are situational

factors that play a role. %servation of what other people are doin) in the situations we find

ourselves in is the asis for the second socialpsycholo)ical account of why we help others.


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TOEFL Ibt Speaking 2015