Here is the hardest part of learning a foreign language as an adult learner.
This learner, Ken, is a civil engineering expert who has just started his research for his doctorate dissertation. Since he needs to improve his English for his presentation (he has never studied abroad), he decides to go to school to learn English. His use of the second language is limited basically to the academic settings, so the TOEFL would serve his purpose, his adviser suggested.
That has brought him to this speaking class.
This hypothetical learner is very good at thinking logically and analyzing an issue. He already knows all the necessary technical terms to explain his major. The only thing he has in common with the other learning mates is the lack of English ability.
However, TOEFL familiar topics will ask you whether you prefer to eat out or eat at home, which of the three meals is the most important to you, or what was your favorite toy when you were a child. Many of the TOEFL test takers are happy to discuss these issues. This is especially true if they are still high school students – those whose memory about their childhood is still vivid. This hypothetical student, however, is, in my opinion, overqualified.
He is not interested in the toy he played with in his childhood, nor does he want to talk about it. He is not interested in the language per se; his interest lies in his major.
Ken’s case sounds a bit too extreme, but in general, adult learners would be more sympathetic with Ken’s struggle of discussing with his teenage learning mates what his favorite toy was. Familiar topics should be dealt with in the speaking test to measure one’s ability to have a casual talk with his/her friends. However, they may be an affective factor in discouraging him/her from displaying the otherwise enough ability to get by.