INTRODUCTION
Listening is
tested in the first section on both the paper TOEFL test and the computer TOEFL
test. This section consists of a number of different types of listening
passages, each followed by one or more questions. The paper (PBT) and the computer(CBT)
listening sections are similar in the following ways: some of the passages and some
of the language skills
The paper and the computer listening
sections are different in the following ways: some of the passages, some of the
language skills, the use of visuals, the number of questions, the amount of
time, the control of time between questions, the procedures and strategies
On the paper based TOEFL
test, the first section is called the Listening section. This section consists
of 30-50 questions. In this section, you will listen to recorded material, look
at visual cues, and respond to various types of questions about the material.
You must listen carefully because you will hear the recorded material one time
only and the recorded material does not appear on the computer screen. Four
types of passages may appear in the Listening section of the computer TOEFL
test:
1. Short
Dialogues consist of two- to four-line dialogues between two speakers. Each
dialogue is accompanied by a context-setting visual and is followed by one
multiple- choice question. You will listen to each short dialogue as you see a
context-setting visual on the screen. Then you will listen to a question as you
see the question and four answer choices on the screen. The 11-17 short
dialogues and questions about them make up Part A on the computer TOEFL test.
2. Casual
Conversations consist of five- to seven-line conversations on casual topics
between students. Each conversation is accompanied by a context-setting visual
and is followed by two or three multiple-choice questions. You will listen to
each casual conversation as you see a context-setting visual on the screen.
Then you will listen to each question as you see the question and the four
answer choices on the screen. The two to four conversations and the questions
that accompany them are found in Part B on the computer TOEFL test.
3. Academic
Discussions consist of 120-150 second discussions on academic topics by two to
five speakers. Each discussion is accompanied by a number of context-setting
and content visuals and is followed by three to six questions of varying types.
You will listen to each academic discussion as you see a series of
context-setting and content visuals on the screen. Then you will listen to
each question as you see the various types of questions and answers on the
screen. The one or two academic discussions and the questions that accompany
them are found in Part B on the computer TOEFL test.
4. Academic
Lectures consist of 120-150 second lectures on academic topics by university
professors. Each lecture is accompanied by a number of context-setting and
content visuals and is followed by three to six questions of varying types. You
will listen to each academic lecture as you see a series of context-setting
and content visuals on the screen. Then you will listen to each question as you
see the various types of questions and answers on the screen. The two to four
academic lectures and the questions that accompany them are found in Part B on
the computer TOEFL test.
GENERAL
STRATEGIES FOR LISTENING COMPREHENSION
1. Be
familiar with the directions. The directions on every
paper TOEFL test are the same, so it is not necessary to spend time reading the
directions carefully when you take the test. You should be completely familiar
with the directions before the day of the test.
2. Listen
carefully to the passages. You should concentrate fully on
what the speakers are saying on the recording because you will hear the recording
one time only.
3. Know
where the easier and the more difficult questions are generally found.
Within each part of the Listening Comprehension section on the paper test, the
questions generally progress from easy to difficult.
4. Be
familiar with the pacing of the test. You have 12 seconds
between each question on the recording, so you must answer each question within
12 seconds and then be prepared for the next question on the recording.
5. Never
leave any answers blank on your answer sheet. Even if you are
not sure of the correct response, you should answer each question. There is no
penalty for guessing.
6. Use
any remaining time to look ahead at the answers to the questions that follow.
When you finish with one question, you may have time to look ahead at the
answers to the next question.
PROCEDURES FOR THE SHORT DIALOGUES
1. As
you listen to each short dialogue, focus on the second line of the conversation.
The answer to the question is generally found in the second line.
2.
Keep
in mind that the correct answer is probably a restatement of a key word or idea
in the second line of the dialogue. Think of possible restatements.
3. Keep
in mind that certain structures and expressions are tested regularly in the
short dialogues. Listen for these structures and expressions:
a.
structures
(passives, negatives, wishes, conditions)
b.
functional
expressions (agreement, uncertainty, suggestion, surprise)
c.
idiomatic
expressions (two-part verbs, three-part verbs, idioms)
4. Keep
in mind that these questions generally progress from easy to difficult. This
means that questions I through 5 will be the easiest and questions 26 through
30 will be the hardest.
5.
Read
the answers and choose the best answer to each question. Remember to answer
each question even if you are not sure of the correct response. Never leave any
answers blank.
6.
Even
if you do not understand the complete dialogue, you can still find the correct
answer.
a. If
you only understand a few words or ideas in the second line, choose the answer
that contains a restatement of those words or ideas.
b. If
you do not understand anything at all in the second line of the conversation,
choose the answer that sounds the most different from what you heard.
c. Never
choose an answer because it sounds like what you heard in the dialogue.
7.
Be
prepared for the next question. You have only 12 seconds between questions
STRATEGIES IN LISTENING SHORT DIALOG
- The last line of the dialogue probably contains the answer to the question.
- Listen to the first line of the dialogue. If you understand it, that’s good. If you don’t understand it, don’t worry because it probably does not contain the answer.
- Be ready to focus on the last line of the dialogue because it probably contains the answer. Repeat the last line in your mind as you read through the answers in the text.
- As you listen to the last line of the dialogue, focus on key words in that line.
- If you see any synonyms for key words in a particular answer, then you have probably found the correct answer.
- Identify key words in the last line of the dialogue.
- Identify words in the answers that contain similar sounds, and do not choose these answers.
Skill 4: draw conclusions about who, what, where
It is common in
the short dialogues to ask you to draw some kind of conclusion. In this type of
question the answer is not clearly stated; instead you must draw a conclusion
based on clues given in the dialogue. One kind of conclusion that is common in
this part of the test is to ask you to determine who the speaker is, based on
clues given in the dialogue. It is common for you to be asked to
draw one of the following conclusions in the short dialogues:
- WHO is probably talking?
- WHAT will s/he probably do next?
- WHERE does the dialogue probably take place?
Skill 5: listen for who and what in passives
- If the dialogue contains a passive statement, the answer to the question is often an active statement.
- If the dialogue contains an active statement, the answer to the question is often a passive statement.
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TYPES OF NEGATIVE EXPRESSIONS |
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|
Expression |
Example |
Correct Answer |
|
Regular negative: not or n't |
Tom is not sad about
the results. |
not sad =
happy |
|
Other negatives: nobody,
none, nothing, never |
Nobody arrived on time. Sal never
works hard. |
nobody ...on time =
late never works hard = lazy |
|
Negative prefixes: un-,
in-, dis- |
The patient was insane. |
insane = not sane = crazy |
Skill 8: listen for double negative expression
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COMMON ALMOST NEGATIVE EXPRESSIONS |
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|
Meaning |
Expression |
Example |
|
almost
none |
hardly,
barely, scarcely, only |
There is hardly any food in the
refrigerator. |
|
almost
never |
rarely,
seldom |
He
rore/y drives to work. |
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COMPARATIVES WITH
NEGATIVES |
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|
Comparative |
Example |
Meaning |
|
more |
No one is more
beautiful than she is. |
She is the most
beautiful. |
|
-er |
He couldn’t be happ/er. |
He is extremely happy. |
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COMPARATIVES WITH
NEGATIVES |
||
|
Comparative |
Example |
Meaning |
|
more |
No one is more
beautiful than she is. |
She is the most
beautiful. |
|
-er |
He couldn’t be happ/er. |
He is extremely happy. |
|
EXPRESSIONS OF AGREEMENT |
|
|
Agreement
with Positive Statements |
Agreement
with Negative Statements |
|
So do /. |
Neither
do 1. |
|
Me, too. |
1 don’t
either. |
|
I'll say! |
|
|
Isn’t it! |
|
|
You can say that again! |
|
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EXPRESSIONS
OF EMPHATIC SURPRISE |
|||
|
Verb |
Emphatic Form |
Example |
Meaning |
|
be modal present tense past
tense perfect tense |
be, with
emphasis modal, with emphasis do(es), with
emphasis did, with
emphasis have, with emphasis |
Then he is here! Then you
can go! Then you do play
tennis! Then she
did read it Then he has gone
there. |
1 thought he was not here. 1 thought you could not
go. 1 thought you did not play tennis. 1 thought she had not read it 1 thought he had not gone
there. |
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KEY
INFORMATION ABOUT WISHES |
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|
Point |
Example |
Meaning |
|
An
affirmative wish implies a negative reality. A
negative wish implies an affirmative reality. |
1 wish 1 had time to help. 1 wish 1 did not have time to help. |
= no time to help = time
to help |
|
• A past tense verb implies a present reality. •A past perfect tense verb implies a past reality. |
1 wish he were at home * 1 wish he had been at home. |
= is not at home = was
not at home |
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KEY INFORMATION ABOUT UNTRUE CONDITIONS |
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|
Point |
Example |
Meaning |
|
• An affirmative condition implies a negative reality. •A negative condition implies an affirmative reality. |
If she were at home, she could do it* If she weren’t at home, she could do it |
= not at home = at home |
|
•A past tense implies a present reality. •A past perfect verb implies a past reality. |
If 1 had money, 1 would buy it. If I had had money, 1 would have
bought it. |
= do not have money = did
not have money |
|
• Had can be used without if |
Had 1 had money, 1 would have
bought it** |
= did not have money |