LISTENING COMPREHENSION
STRATEGY
TOEFL listening section, tests the ability of a student,
especially a non-native English speaker, to understand spoken English
(accentuated) in educational setting. Listening is an important skill to
understand the concepts and ideas. Only when the concepts are understood
completely it becomes a lighter task to score in the listening section of TOEFL
test. In order to develop the listening skills for TOEFL, there are certain set
of listening strategies or steps. They are explained in detail given below.
Requirements for TOEFL Listening
Strategy
Listening strategies for TOEFL aims at providing each and
every minute detail that are required to respond to all the questions within
the given time in this section. Responding to the questions in time is very
important because, it will help TOEFL candidates to save time, which they might
spend on, one specific part of the test section.
There are certain steps in strategies that would help in
managing time in each part of listening test section (recordings). There are
some basic requirements for listening skills which serves the steps in TOEFL
listening strategies as detailed below:
·
Basic
Comprehension
When students listen to a recorded lecture or a
conversation, they should understand the central or main idea in it. Then they
should skim the recording for key points, important facts, purpose and the
relevant details that connects the key points.
·
Practical
Understanding
It may also be called as “pragmatic understanding” where the
meaning of a word should be taken, according to the context. Students are
needed to find the intended meaning of the speaker i.e. from his point of view.
A wide range of vocabulary is necessary for this process because, the
recordings in listening test are usually from academic background. Practical
understanding also becomes a must to find the purpose of a lecture or a
conversation.
·
Relate
Ideas given in multiple information sources
Relating ideas is the final state where the key points and
the important facts are compared to find the relationship between them. This
method would initially lead to construct an argument. Then a string of
supportive and non supportive elements are categorized and as a result the
causes for the events are traced. This is where a student would end up identifying
the conclusion which is expressed indirectly.
·
Inference
Inference is to find the implied conclusion
in recordings from the author’s point of view. The conclusion might be implied
or expressed indirectly anywhere in the passage.
These are the basic requirements necessary,
in each part of the strategy of listening section, which consists of two
recorded lectures and one long conversation. These fundamentals are to be
followed, in the following few preparatory steps.
Strategies in Preparation
·
Spoken
English From Various Sources And Accents
There are variations between the accents of English. It is
the best to listen to English from various sources like television, music,
radio etc. And also it is good to listen to the native speakers of English with
different pronunciation and dialect. By doing this students would be able to
improve their listening skills and also they will get used to different kinds
of accents. It will be helpful very much if they listen to academic passages or
conversations.
·
Making
Notes
While listening to a recording, notes should be jot down.
These notes would help you to remember the important points given by speaker.
The reason is also that, during the test you will be given only one chance to
listen to a passage. Note making will help you to remember the details and the
clues effectively.
·
Main Idea
The main idea of a passage should be identified in a
recording, as a first task while taking notes. Main idea of a lecture is
usually given in the introductory part. The other details would be given in the
rest of a lecture. Once the main idea is found it becomes a lighter task to
find the purpose of the speaker.
·
Pointer
Words, Important Facts And Relationship Between The Facts
The pointer words may be defined as signal words or clues,
given by the speaker. These keywords should be collected along with important
facts and events. This should be done in order to compare them and identify the
relationship between them. In turn this would give you the cause of the events.
·
Summary
of Observation
Give a summary of the recording which was listened, using
the notes that are taken down. During this process, only important facts,
relevant details, main idea and the key facts are covered. This is a good time
saving technique, to prevent going through the notes again and again.
·
Building
your Vocabulary
Above all it is also important to build a student’s
vocabulary, to find the meaning of a word, according to the context of the
speaker. Students should get familiar with the words which they consider as new
ones and practice them in their everyday life.
The steps and the requirements in TOEFL strategies for
listening section, which are elaborated above should be followed and practiced
to manage time while taking up the test. The most important part in listening
section is to concentrate on the subject of the speaker, and a student does not
have to be distracted by the accent.
General strategy for
Listening Comprehension Section for part A, part B and part C.
1. Be familiar with the directions. The
directions on every TOEFL test are the same, so it is not necessary to listen
carefully to them each time. You should be completely familiar with the
directions before the day of the test.
2. Listen carefully to the conversations and
talks. 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 more difficult
questions are generally found. Within each part of the Listening
Comprehension section, the questions generally progress from easy to difficult.
4. Never leave any questions blank on your
answer sheet. Even if you are unsure of the correct response, you should
answer the question. There is no penalty for guessing.
5. 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.
LISTENING TEST
In the Listening
test, you will be asked to demonstrate how well you understand spoken
English. The entire Listening test will last approximately
45 minutes. There are four parts, and
directions are given for each part. You must mark your
answers on the separate answer sheet.
Do not write your answers in your test book.
Directions and Practice Questions
Directions and examples of the types of questions you will
find in the Listening Comprehension section of the TOEFL® test are below.
There are three parts to this section, with special
directions for each part. Answer all questions based on what is stated or
implied by the speakers you hear.
Do not:
take notes or write in your test book at any time
turn the pages until you are told to do so.
Part A
Directions: In Part A, you will hear short conversations
between two people. After each conversation, you will hear a question about the
conversation. The conversations and questions will not be repeated. After you
hear a question, read the four possible answers in your test book and choose
the best answer. Then, on your answer sheet, find the number of the question
and fill in the space that corresponds to the letter of the answer you have
chosen.
Here is an example.
On the recording, you will hear:
(woman) : I don't
like this painting very much.
(man) : Neither
do I.
(narrator) : What
does the man mean?
In your test book, you will read:
A. He doesn't like the painting either.
B. He doesn't know how to paint.
C. He doesn't have any paintings.
D. He doesn't know what to do.
You learn from the conversation that neither the man nor the
woman likes the painting. The best answer to the question, "What does the
man mean?" is A, "He doesn't like the painting either."
Therefore, the correct choice is A.
PRACTICE QUESTIONS
1. You will hear:
(man) :
Shall I lock up the computer
lab now before I go home?
(woman) : Don't
bother. I'm not leaving for a while, I can check it on my way out.
(narrator) : What
will the woman probably do?
You will read:
A. Lock the computer lab later.
B. Leave with the man.
C. Buy a new lock for the
computer lab.
D. Show the man where the lab is.
2. You will hear:
(man) :
Do you mind if I turn the television off?
(woman) : Well, I'm in the middle of watching
a program.
(narrator) : What does the woman imply?
You will read:
A. The man should watch the
program too.
B. The man should leave the
television on.
C. The program will be over soon.
D. She'll watch television later.
3. You will hear:
(woman) : I heard the math requirements for
graduation are being changed.
(man) :Yes.
And I may be short one course.
(narrator) : What does the man mean?
You will read:
A. He isn't sure what course to
take.
B. The math course is too short.
C. He may not meet the graduation
requirements.
D. The graduation date has been
changed.
Part B
Directions: In this part of the test you will hear longer
conversations. After each conversation you will hear several questions. The
conversations and questions will not be repeated.
After you hear a question, read the four possible answers in
your test book and choose the best answer. Then, on your answer sheet, find the
number of the question and fill in the space that corresponds to the letter of
the answer you have chosen.
Remember, you are not allowed to take notes or write in your
test book.
SAMPLE CONVERSATION
AND PRACTICE QUESTIONS
(narrator) Questions
4 through 7. Listen to a conversation about a trip.
(man) :
Are you ready for "The Big Apple"?
(woman) : Excuse me?
(man) :
You know, New York City. You are going to New York with us, aren't you? I
wanted to show everybody around my old neighborhood.
(woman) : Oh...sure! I wouldn't miss it
especially when the tour guide is a native New Yorker.
(man) :
I thought we could start at the Museum of Modern Art. Right now there's an
exhibit on twentieth-century American painters.
(woman) : Fine with me...but what were you
saying about...a big apple?
(man) :
"The Big Apple." It's a nickname for New York. I think I heard once
that it started with jazz musicians in the 20's.
(woman) : Oh.
(man) :
Whenever they played a concert in a city, they called that city an
"apple." In those days, New York was the biggest city in the country,
so they called it "The Big Apple."
(woman) : Hey, I have an idea! Let's go to a
jazz club while we're there.
(man) :
Sounds good.
Questions:
4. You will hear:
(narrator) : What is the man planning to see?
You will read:
A. An art exhibit.
B. A Broadway play.
C. A modern dance production.
D. An opera.
5. You will hear:
(narrator) : What can be inferred about the man?
You will read:
A. He is a jazz musician.
B. He wants to join the woman's
club.
C. He is in his twenties.
D. He was born in New York.
6. You will hear:
(narrator) : What does the word "Apple"
in the phrase "The Big Apple" refer to?
You will read:
A. An instrument.
B. A city.
C. A theater.
D. A concert.
7. You will hear:
(narrator) : Who gave New York its nickname?
You will read:
A. Painters.
B. Tour guides.
C. Musicians.
D. Grocers.
Part C
Directions: In this part of the test you will hear several
talks. After each talk, you will hear some questions. The talks and questions
will not be repeated.
After you hear a question, read the four possible answers in
your test book and choose the best answer. Then, on your answer sheet, find the
number of the question and fill in the space that corresponds to the letter of
the answer you have chosen.
Here is an example.
On the recording, you will hear:
(narrator) Listen to an instructor talk to his
class about a television program.
(man) : I'd like to tell you about an interesting TV
program that'll be shown this coming Thursday. It'll be on from 9 to 10 p.m. on
Channel 4. It's part of a series called "Mysteries of Human Biology."
The subject of the program is the human brain — how it functions and how it can
malfunction. Topics that will be covered are dreams, memory, and depression.
These topics are illustrated with outstanding computer animation that makes the
explanations easy to follow. Make an effort to see this show. Since we've been
studying the nervous system in class, I know you'll find it very helpful.
Here is an example.
You will hear:
(narrator) : What is the main purpose of the
program?
In your test book, you will
read:
A. To demonstrate the latest use
of computer graphics.
B. To discuss the possibility of
an economic depression.
C. To explain the workings of the
brain.
D. To dramatize a famous mystery
story.
The best answer to the question, "What is the main
purpose of the program?" is C, "To explain the workings of the
brain." Therefore, the correct choice is C.
Here is another example.
You will hear:
(narrator) : Why does the speaker recommend watching the
program?
In your test book, you will
read:
A. It is required of all science
majors.
B. It will never be shown again.
C. It can help viewers improve
their memory skills.
D. It will help with course work.
The best answer to the question, "Why does the speaker
recommend watching the program?" is D, "It will help with course
work." Therefore, the correct choice is D.
Remember, you are not allowed to take notes or write in your
test book.
PRACTICE TALK AND
PRACTICE QUESTIONS
(narrator) Questions
8 through 10. Listen to a talk about animal behavior.
(woman) Today's
discussion is about a common animal reaction — the yawn. The dictionary defines
a yawn as "an involuntary reaction to fatigue or boredom." That's
certainly true for human yawns, but not necessarily for animal yawns. The same
action can have quite different meanings in different species.
For example, some animals yawn to intimidate intruders on
their territory. Fish and lizards are examples of this. Hippos use yawns when
they want to settle a quarrel. Observers have seen two hippos yawn at each
other for as long as two hours before they stop quarreling.
As for social animals like baboons or lions — they yawn to
establish the pecking order within social groups, and lions often yawn to calm
social tensions. Sometimes these animals yawn for a strictly physiological
reason — that is, to increase oxygen levels. And curiously enough, when they
yawn for a physical reason like that, they do what humans do — they try to stifle
the yawn by looking away or by covering their mouths.
Questions:
8. You will hear:
(narrator) What is
the speaker's main point?
You will read:
A. Animals yawn for a number of
reasons.
B. Yawning results only from
fatigue or boredom.
C. Human yawns are the same as
those of other animals.
D. Only social animals yawn.
9. You will hear:
(narrator) According
to the speaker, when are hippos likely to yawn?
You will read:
A. When they are swimming.
B. When they are quarreling.
C. When they are socializing.
D. When they are eating.
10. You will hear:
(narrator) What physiological reason for yawning
is mentioned?
You will read:
A. To exercise the jaw muscles.
B. To eliminate fatigue.
C. To get greater strength for
attacking.
D. To gain more oxygen.
