Test of English as a Foreign Language TOEFL is abbreviated test the English
language skills needed to enroll into schools in the United States and other
countries that use English as a primary language. This exam is required
registrants who use English as a second language (second language). In contrast
to the IELTS score between 0-9, then TOEFL score until 700. Score that it
indicates the ability of the test taker language. For those who will be
studying abroad, so expected TOEFL score over 500. The following interpretation
of TOEFL scores with the ability of participants. Non User category with values
<400 is considered not being able to use English in
every context / situation / topic. While Extremely Limited User (grades
400-449) just enough to communicate a very basic one, and even then with the
help of the other person.
User Marginal category with a score between 450-489 is called user language
is mediocre can only use short sentences and in the field / context / situation
/ topic that we've learned. While Modest User (grades 490-529) that the message
is quite understandable in general, specifically less clear because a lot of
mistakes made. Competent User (values 530-559) can be
assessed using the English language in oral and written boldly in various
contexts / situations / topics, although here and there, seen a lot of
mistakes. Categories Good User (values 560-609) can be
skilled in written and spoken English is effective in almost all contexts /
situations / topics with few errors.
Perfect User (grades 610-644) were able to use English both oral and
written perfectly be effective in the context / situation / topic whatsoever.
Users like Native Speaker (grades 645-670) that is able to use the English
language as native speakers of English. From the description above, you can
understand why TOEFL scores can be so high as 450-600 to enroll in school.
That's because for the good that you also have no difficulty in completing
education.
History of TOEFL
In 1962, a national council
made up of representatives of thirty government and private organizations was
formed to address the problem of ensuring English language proficiency for
non-native speakers wishing to study at U.S. universities. This council
recommended the development and administration of the TOEFL exam for the
1963-1964 time frame.
The test was originally
developed at the Center for Applied Linguistics
under the direction of Stanford University applied linguistics
professor Dr. Charles A. Ferguson.
The TOEFL test was first
administered in 1964 by the Modern Language Association financed by
grants from the Ford Foundation and Danforth Foundation.
In 1965, The College
Board and ETS jointly assumed responsibility for the continuation of
the TOEFL testing program.
In 1973, a cooperative
arrangement was made between ETS, The College Board, and the Graduate Record Examinations board of
advisers to oversee and run the program. ETS was to administer the exam with
the guidance of the TOEFL board
Formats
and contents
Internet-based Test
- Reading
The
Reading section consists of 3–5 passages, each approximately 700 words in
length and questions about the passages. The passages are on academic topics;
they are the kind of material that might be found in an undergraduate
university textbook. Passages require understanding of rhetorical functions
such as cause-effect, compare-contrast and argumentation. Students answer
questions about main ideas, details, inferences, essential information,
sentence insertion, vocabulary, rhetorical purpose and overall ideas. New types
of questions in the TOEFL iBT test require filling out tables or completing
summaries. Prior knowledge of the subject under discussion is not necessary to
come to the correct answer.
- Listening
The
Listening section consists of six passages 3–5 minutes in length and questions
about the passages. These passages include two student conversations and four
academic lectures or discussions. A conversation involves two speakers, a
student and either a professor or a campus service provider. A lecture is a
self-contained portion of an academic lecture, which may involve student
participation and does not assume specialized background knowledge in the
subject area. Each conversation and lecture stimulus is heard only once.
Test-takers may take notes while they listen and they may refer to their notes
when they answer the questions. Each conversation is associated with five
questions and each lecture with six. The questions are meant to measure the
ability to understand main ideas, important details, implications,
relationships between ideas, organization of information, speaker purpose and
speaker attitude.
- Speaking
The
Speaking section consists of six tasks: two independent tasks and four
integrated tasks. In the two independent tasks, test-takers answer opinion
questions on familiar topics. They are evaluated on their ability to speak
spontaneously and convey their ideas clearly and coherently. In two of the
integrated tasks, test-takers read a short passage, listen to an academic
course lecture or a conversation about campus life and answer a question by
combining appropriate information from the text and the talk. In the two
remaining integrated tasks, test-takers listen to an academic course lecture or
a conversation about campus life and then respond to a question about what they
heard. In the integrated tasks, test-takers are evaluated on their ability to
appropriately synthesize and effectively convey information from the reading
and listening material. Test-takers may take notes as they read and listen and
may use their notes to help prepare their responses. Test-takers are given a
short preparation time before they have to begin speaking. The responses are
digitally recorded, sent to ETS’s Online Scoring Network (OSN) and evaluated by
three to six raters.
- Writing
The
Writing section measures a test taker's ability to write in an academic setting
and consists of two tasks: one integrated task and one independent task. In the
integrated task, test-takers read a passage on an academic topic and then
listen to a speaker discuss the same topic. The test-taker will then write a
summary about the important points in the listening passage and explain how
these relate to the key points of the reading passage. In the independent task,
the test-taker must write an essay that states, explains, and supports their
opinion on an issue, supporting their opinions or choices, rather than simply
listing personal preferences or choices. Responses are sent to the ETS OSN and
evaluated by four raters.
Paper-based Test
- Listening (30 – 40 minutes)
The
Listening section consists of 3 parts. The first one contains 30 questions
about short conversations. The second part has 8 questions about longer
conversations. The last part asks 12 questions about lectures or talks.
- Structure and Written Expression (25 minutes)
The
Structure and Written Expression section has 15 exercises of completing
sentences correctly and 25 exercises of identifying errors.
- Reading Comprehension (55 minutes)
The
Reading Comprehension section has 50 questions about reading passages.
- Writing (30 minutes)
The
Writing section is one essay with 250–300 words in average.
Example :
1. The French Quarter is the
most famous and the most old section of New Orleans.
A B
C
D
Answer : C (most old)
The superlative form of a
one-syllable adjective (old) is formed with the suffix -est: oldest.
2. Liquids
take the shape of any container which in they are placed.
A
B
C
D
Answer : C (which)
in The preposition must
precede the relative pronoun: in which.
3. Many
communities are dependent on
groundwater __________ from wells
for
their water supply.
(A) that obtained
(B) obtained
(C) is obtained
(D) obtain it
Answer : B (obtained)
The only correct way to
complete this sentence is with a participle (obtained really means which
is obtained).
4. Physical
therapists help patients relearn how to use their bodies after
disease or injure.
A
B
C
D
Answer : D (injure)
A noun (injury), not a
verb (injure), is required.
5. Not
only ____________________ places of
beauty, but they also serve
scientific and
educational purposes as well.
(A) are botanical gardens
(B) botanical gardens to be
(C) botanical gardens are
(D) to be botanical gardens
Answer : A (are botanical gardens)
A main verb, such as are,
is required to complete the clause (to be is not a main verb), and the
subject and verb must be inverted because the clause begins with the negative
phrase not only.
Source
:
http://en.wikipedia.org/wiki/TOEFL
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