At different stages, TOEFL test-takers have a different impression on the speaking section. You start to seriously prepare for the test when you are a young adult, just as you come back from your exchange program (which most students of mine did). They have already gotten used to responding to everyday events, so all the familiar topic questions like “Describe your favorite food.” or “Do you prefer to get up early to start the day’s work?” are very easy.
In fact, that’s what these young adults have been doing for the past year. At the same time, they find it extremely hard to effectively summarize a lecture on why dinosaurs became extinct (which, obviously, is an Academic topic). So this hypothetical young adult learner would receive a score report that says Familiar — G(ood), Campus — F(air), Academic — L(imited).
When this student gets older and seriously starts to get back to school (hopefully a grad school for his/her MBA degree), things will have changed. They will always see themselves struggling out of familiar topics. They cannot even develop their favorite food. “My favorite food is Chinese food. I have three reasons for this choice. First of all, it is delicious…” – a response that does not represent what they really have in mind. Such being the case, their score reports will say Familiar — L, Campus — F, and Academic — G.
Which results in the same score of this speaking section.
From my teaching experience – longer than the TOEFL iBT itself – this phenomenon has always repeated. So much so that I have even hypothesized that there should be a trade-off between the two topics: familiar and academic. This is what makes this section extremely difficult, compared to the reading section, where you can improve your score by one if you get an additional correct answer. The result in the Speaking Section does not form a linear line.
One strategy that can result from the above hypothesis is to focus on the Campus topics, which seem to be topic-neutral. The topic itself does not determine the difficulty level of the prompt.
The next time you take the TOEFL, however, I do hope that you defeat my hypothesis!
All the test-takers will find this question the most profound of all: Should the entire passage be read first or should the questions be read first?
The answer depends on your ability and your current score (or your goal).
If your score is below 80, wouldn’t it be impossible to read through the passage in just about 5~6 minutes to get the gist (as well as examples and details to support the main ideas) and confidently move on to each question? My advice is to directly go on to Question 1. After you read the question and four answer choices, you read the corresponding part of the passage (which appears on the screen) specifically to search for the answer.
This strategy is effective because you can set your purpose of reading the passage before you start reading. Whatever activity you may get involved in (sales promotion, for example), you will have a better result if your goal is clearly set. If you think “the larger number you can sell, the better you feel.” You will not be able to put your desire into action, thus failing to “feel good.”
The same it true of the TOEFL reading. The reading passage is as wide and deep as the Pacific Ocean. It is hard to get the whole picture of the ocean by sailing without a purpose. If your goal is to see if there are dolphins in the five-mile radius of Oahu, an island of the State of Hawaii, your goal is more likely to be reached.
If you can read the entire passage in 5 minutes before moving on to the questions, however, you should. Having already understood the main ideas and details, you stand a better chance of getting the correct answers. But if it takes more than 10 minutes to read the passage, you should take the “Question prior to Passage” approach. The passage is not worth spending as much as 10 minutes without knowing what to answer. The ultimate goal is to get a higher score.
What if it takes 7 or 8 minutes? That’s when you take the topic into consideration. If the topic is familiar to you, you can make it to the end of the passage faster and better. If it is not familiar, the “Question prior to Passage” approach is in action.
By the way, the first thing you are supposed to do at the test center is to test your microphone. Since the TOEFL involves listening and speaking, if the headset doesn’t work properly (which is often the case!) it will disrupt your calm and negatively influence your motivation, thus possibly lowering your score. Hence headset check. You are asked to say something for that purpose. Maybe I should refrain from revealing the exact prompt here, but anyways, there are four types of test takers in this case.
- those who repeat the prompt until the beep is heard (which indicates the headset is working normally)
- those who repeat the response (I live in … I live in… I live in…) until the beep
- those who read aloud what the screen says
- those who respond to the prompt on their own
This does not affect your score at all, but I like to respond to the prompt on my own. I belong to Group 4.
Below is what I say (The prompt is always the same, and so should the response be).
I live in Tokyo, the capital of Japan. Since it is located in the temperate zone, it has a warm climate. I like this climate partly because I was born and raised in the northern part of the country, where it often snows. One main feature of Tokyo is its function as a world financial center just like New York and London. In the center of the city, we have hundreds of banks and securities firms. It is therefore a very international city where you can see many foreigners. Tokyo is also a cultural center of Japan. We can enjoy Kabuki in the theater just adjacent to the business district.
Just a reminder. I cannot complete this prepared speech. By the time I say New York, I hear the beep and the screen changes. I have never said London … just yet.
Everything has a flipside. Entering the room later than most people would give you an edge, as far as the reading section is concerned, but it also has a disadvantage – some people would even regard it as fatal. By the time you start the Speaking Section, most others would be working on their essays in the Writing Section. Just imagine. The entire room is replete with a mechanical sound of typing on the key board. It’s already a prohibiting area. There should not be any one sound that breaks this thick ice … except your lousy response to the prompts.
Are you sure you can keep responding in a sane manner in such an unbearably tense atmosphere? Only when you are, will this “late-entry” strategy work.
The reading section is by far the most important section of the TOEFL test. If you make a blunder here you will not be motivated enough already to go on to the next section, which is listening, an even tougher section. this section is not for the faint-hearted. So in the sense that you should be well-prepared for the following sections, you cannot pay enough attention to the reading section.
If you want to really concentrate on the reading passages, you should enter the room after, not prior to, most of the test-takers. If you start the section earlier than the others in, let’s say, a room that can accommodate 30 people, then, you are supposed to hear 29 others testing the microphone, asking the administrator questions, bumping into the table you are sitting at, and making complaints about the malfunction of the PC. I do not believe this is an ideal environment in which to concentrate on the work.
The reading section is, in a sense, a key to success in the TOEFL test. So important is the section that you should even be more careful in deciding when to enter the room. On entrance into the test center, your test already starts.
I just posted my latest You Tube video on the importance of making a contrast.
In responding to Q2 of 6 questions of the Speaking Section of the TOEFL, you will end up using this technique. After all, you are asked to compare the two in this question. However, even when responding to Q1, this technique should be utilized to its fullest.
You say,”I would choose to drive to school.” And in 10 seconds, you will give up, saying, “I have nothing to talk about any more! I just drive to school. That’s it! That’s the end of the story! What else do you want?!”
Now, I would like to contend that if you have nothing to talk about, create something to talk about.
That’s when making a contrast works.
As opposed to using public transportation, driving a car is easier. First of all, if you take a bus, you are never sure when the next bus will arrive at the bus stop. …
Nobody asks you to discuss public transportation, but you can, if that’s how you can display your ability to speak.
In the speaking section, you have to display how much you can speak. Otherwise there will be no evaluating your ability. But you have nothing to show your ability with. Now, if you have nothing, you can create something else.
I know there are two main types of motivation: instrumental motivation and integrative motivation. If you have set a certain score of an English proficiency test as a future goal and work on it, you have instrumental motivation. This is probably because you know that your test score will affect your future career path. Some Japanese companies require the candidates for managerial positions to have a certain test score of an English proficiency test. The higher position means the higher salary, and the higher social status means the more personal satisfaction. There is no doubt that quite a few people are involved in this test (in most cases, the test is TOEIC). If you keep studying English for this purpose with instrumental motivation, however, the English uttered by you may turn out a bit weird from the viewpoint of those who study the same language with integrative motivation. Some people like me want to join the circle of native English-speaking people at the beginning of their pursuit of the language. If so, they are more likely to choose a book with lots of sentences actually uttered by native English speakers. The content, as well as its conversation structure is different from that of test preparation books. Test prep references, on the other hand, cater to test-takers whose primary purpose of learning English is to get a good score on the test. Accordingly, those books offer what seems too logical, and they have limited numbers of topics in them. This affects learners’ perception of what English conversations should look like. Many learners with instrumental motivation find it hard to keep the conversation going, because that not what the proficiency test asks them to; on the other hand, many learners with integrative motivation find it hard to make a grammatically correct sentence or stop excessive use of slang and colloquial expressions. Overwhelmingly difficult as it seems, an ideal learner must take an integrated approach to mastery of the target language.
The December TOEFL workshop will be offered on 12/6. More info at http://www.shikenyajuku.com/