Tài liệu TOEFL STUDY GUIDE PART 2 LISTENING COMPREHENSION docx

TOEFL STUDY GUIDE PART 2 LISTENING COMPREHENSION Test Design Features Length: 40-60 minutes (15-25 minutes are actually for response time; the time spent listening to the stimuli is not counted). Number of Questions: 30-50 questions m Dialogues: 11 - 17 with 1 item each m Short conversations: 2 - 3 sets with 2-3 questions per set m Mini-lectures/academic discussions: up to 2.5 minutes in length, 4 -6 sets with 3 - 6 questions per set. Headphones with adjustable volume control Examinees will both see and hear the questions before the answer choices appear. This section is computer-adaptive. Types of Listening Material Dialogues and short conversations (traditional multiple-choice questions only) Segments of classroom lectures on academic topics (traditional and new question types) Segments of academic discussions on academic topics involving multiple speakers (traditional and new question types) Types of Listening Questions Mostly traditional multiple-choice questions (1 stem and 4 options) Some new question types that are not single-selection multiple choice: m Clicking on a picture or parts of a picture: not very different from traditional multiple-choice m Clicking on two choices: testing main reasons or supporting details; similar to traditional multiple choice but with two correct answers (usually four options total) Matching/ordering objects or text: testing comprehension of a process, understanding of a categorization of groups. We do not specify that a certain number of these types of questions be used; one type is not necessarily more difficult than the others; each type can range from easy to difficult. Use of visuals Can take advantage of the multimedia capability of the computer by using photos and graphics to create context and support the content of the lectures, and more closely approximate "real world" situations (in which we don't just listen to voices). Use of visuals in two ways: 1. Context - photos of the speaker or speakers that provide setting for the stimulus (e.g., photos of lecturer, photo of speakers conversing); every set has a context-setting visual. 2. Content - reinforces what the stimulus is about; visuals are authentic to lectures (e.g., diagram of a cell or key terms from lecture written on the board); half of the sets in the pool have a content-related visual; the visuals are used only if they fit well with the lecture. Some pictures are associated with more than one dialogue of short conversation, but because of selection rules it is unlikely that examinees will encounter this. It is possible to have the same people in different pictures. Examinees should concentrate on listening to the dialogue or short conversation and not focus on the visuals. Pacing Examinee-controlled pace; you control the pace of how soon the next question is presented; however, now test takers need to exercise time management. (With the paper TOEFL the pace of the questions was determined by the tape recording; examinees had 11 seconds to respond to each question.) Notetaking You are not allowed to take notes or have any notes at their computer. (NOTE: Research we have conducted indicates that you do not perform any better when allowed to take notes. In fact, some may perform worse because they may focus on taking notes or specific details rather than listening for an overall understanding of the stimulus.) Listening Section Tips 18 - 25 Listening Section Tip 18 In the Listening Section of the computer-based exam, it is important NOT to GUESS the answers! Do not try to fill in the answers if you run out of time. It will not make a difference in your score if you guess on the other sections of the exam. Tip 19 For Listening, you must answer and confirm each question before going on. In these sections they should use effective guessing strategies: 1. If you get stuck on a difficult question, you should eliminate as many answer choices as possible and then select and confirm the answer you think is best. 2. If you find that they are running out of time at the end of a section, you should NOT randomly guess, because it can lower your score. Listening Section Tip 20 Pace yourself - answer as many questions as you can. The question types in the Listening section include: m Main ideas (including the order of a process and categorizing topics/objects) m Supporting ideas m Important details m Inferences Listening Section Tip 21 For the computer-based test, you will not see the answer choices before you hear the question. Listening Section Tip 22 A trap answer choice is one that means the opposite of the right answer choice. Listening Section Tip 23 A trap answer choice is one that uses some of the same sounds and words as those in the stem. (ex: Some day sounds like Sunday) Listening Section Tip 24 Guess the question (answer choices: meaning, circumstance, action) 1. MEANING: subject and a verb in each answer choice (example: what does the man/woman imply, suggest, infer, conclude); 2. CIRCUMSTANCE: do not have a subject or a verb in each answer choice (place, name or detail); 3. ACTION: have a verb in each answer choice. (verb examples; go, do, stay, save, wait) Listening Section Tip 25 Three ways to find the right answer: 1. OPPOSITES: if there is one pair of opposites in the answer, one of them is likely to be the right answer; 2. COMMON SENSE: too extreme, wrong topics, silly; 3. SOUND-ALIKES: an incorrect answer choice often contains words that sound like the words in the stem. . TOEFL STUDY GUIDE PART 2 LISTENING COMPREHENSION Test Design Features Length: 40-60 minutes (15 -25 minutes are actually for. details rather than listening for an overall understanding of the stimulus.) Listening Section Tips 18 - 25 Listening Section Tip 18 In the Listening Section