TEST of ENGLISH as a FOREIGN LANGUAGE
Introduction
The Test of English as a Foreign Language (TOEFL) is a standardized test recognized worldwide. It is designed to evaluate the English proficiency of people whose native language is not English. TOEFL scores are required for admission purposes by more than 2.400 colleges and universities in the United States and Canada, as well as by many institutions and agencies in other countries. Because the TOEFL test is not related to an established curriculum, institutions use the scores as a baseline from which to compare the proficiency levels of students coming from diverse academic backgrounds.
The TOEFL test is available through three testing formats: paper-based, the Institutional Testing Program, and computer-based. Since 1965, more than 11 million examinees have taken the TOEFL test in over 170 countries. In 1998 TOEFL began its switch to computer. Over the years, many institutions had asked ETS (Educational Testing Service) for additional proficiency information, including an estimate of candidates’ productive skills and ability to perform more cognitively challenging tasks. In redesigning the test for computer, TOEFL has taken an important first step in that direction. The test consists of four sections: Listening, Structure, Reading, and Writing. Two sections, Listening and Structure, are computer adaptive, which means questions are tailored to examinees’ proficiency levels. Therefore, students will no longer receive questions that are too easy or too difficult on those sections and candidates’ ability can be estimated more accurately. While the Structure section features the same types of questions used in paper-based TOEFL test, the Listening and Reading sections feature some new, innovative types of questions in addition to traditional multiple-choice questions. Furthermore, integral to every to every test administration is a new Writing section, which assesses the ability to compose a written response to an assigned essay topic.
The paper-based and computer based programs are regarded as the “official” testing programs. Under these programs, individual applicants register for the test, submit the proper fee, and may request that official copies if their scores be sent to designated institutions and agencies. Scores from the Institutional Testing Program is not a substitute for the official paper-based and computer-based programs.
Institutional Testing Program (ITR)
The Institutional Testing Program (ITP) has been in existence since 1965 and depends on the continuing support of educational institutions throughout the world.
TOEFL endorses the use of ITP tests for placement into intensive English programs Or for exit from such programs and into mainstream courses.
PLEASE NOTE
Students who need TOEFL scores for admission to universities and colleges must take the TOEFL test at a TOEFL paper-based or computer-based administration. Scores obtained at an ITP administration are reported only to the institutions administering the test.
Structure of the Test
The ITR TOEFL consists of three sections that are separately timed. The questions in each section are in multiple-choice format, with four possible answers per question. The examine marks all answers on an answer sheet that is then computer scored.
Section 1.Listening Comprehension, measures the ability to understand English as it is spoken in North America. The oral features of the language are stressed, and the problems tested include vocabulary and idiomatic expressions , as well as special grammatical constructions that are frequently used in spoken English. The stimulus material and oral questions are recorded in standard North American English; the response options are printed in the test books.
Section 2. Structure and Written Expressions, measures the ability to recognize selected structural and grammatical points in standard written English.
This section is divided into two parts. The first part tests an examinee’s ability to identify the correct structure needed to complete a given sentence. The examinee reads incomplete sentences printed in the test book. From the four responses provided for each incomplete sentence provided for each incomplete sentence, the the examinee must choose the word or phrase that the best completes the given sentence. Only one of the choices fits correctly into the sentence. The second part tests the examinee’s ability to recognize correct grammar and detest errors in standard written English. Here the examinee reads sentences in which some words or phrases are underlined. The examinee must identify the one underlined word or phrase in each sentence that would not be accepted in standard written English.
Section 3. Reading Comprehension, measures the ability to read and understand short passages that are similar in topic and in style to those that students are likely to encounter. To avoid creating an advantage to individuals in any one field of study, sufficient context is provided so that no subject-specific familiarity with the subject matter is required to answer the questions.
Examinees read a variety of short passages on academic subjects. Each passage is followed by a number of questions. Most questions ask about factual information presented in the passages, although examinees may also be asked to make inferences, recognize analogies, or questions can be answered by reading and understanding the passages.
Although the questions are different on all editions of the test, the content is written and statistical equating procedures are employed to ensure that scores examinees earn on one edition can be compared to scores earned by examinees on any other test edition. For example, a score of 550 suggest a particular level of language proficiency
No matter which test is taken. This means that all examinees who take the test, at the same administrations or at different administrations, always have the same chance to show their proficiency in English. Therefore, score may compare the ITP results of their students with scores earned worldwide at ITP paper-based administrations.
Scores from ITP administrations are not to be used for admission to other Universities.
All TOEFL questions are written by English-as-a-foreign-language specialists who are given rigorous training in writing questions for the test before they undertake actual writing assignments. Additional materials are prepared by members of the TOEFL Committee of Examiners and test specialists from Educational Testing Service.
Good English language instruction is an essential foundation. It is also important to keep in mind that language proficiency can be achieved after sustained study and practice.
S A M P L E T E S T Q U E S T I O N S
The sample questions and the directions that follow are similar to those found in an actual ITP TOEFL test. The directions are part of the timed test. During the test, examinees must indicate their responses by filling in the space on the answer sheet that corresponds to the chosen answer.
SECTION 1 - Listening Comprehension
This section is designed to measure the ability to understand spoken English. It contains three parts, each administered by audio recording.
Part A
In part A, the examinee will hear a short conversation between two speakers. At the end of each conversation, a third person will ask a question about what was said.
After hearing the conversation and the question about it, the examinee will read four possible answers and select the one best response to the question he or she heard.
Example Sample Answer
a b c d
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 the 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 questions, “What does the man mean?” is (A), “He doesn’t like the painting either.” Therefore, the correct choice is answer (A).
Part B
In Part B, the examinee will hear longer conversations each followed by several questions. The conversations and questions will not be repeated. After hearing a question, the examinee will read the four possible answers in the test book and select the one best answer to the question.
Example
On the recording, you will hear:
(narrator) Questions 1 through 3. Listen to the 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 the 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.
1. On the recording, you will hear: Sample Answer
(narrator) What is the man planning a b c d
to see?
You will read:
(A) An art exhibit.
(B) A Broadway play.
(C) A modern dance production.
(D) An opera.
The correct choice is (A).
2. On the recording, you will hear: Sample Answer
(narrator) What can be inferred a b c d
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.
The correct choice is (D).
3. On the recording, you will hear: Sample Answer
(narrator) Who gave New York a b c d
it’s nickname?
You will read:
(A) Painters.
(B) Tour guides.
(C) Musicians
(D) Grocers.
The correct choice is (C) .
Part C
In Part C, the examinee will hear several talks, each followed by some questions. The talks and the questions will be spoken just one time; they will not be written out. After hearing a question, the examinee will read the four possible answers in the test book and select the one best answer to the question.
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 Tuesday. It’ll be on from 9 to 10 p.m. on Channel 4. It’s a 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 depressions. 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
1. on the recording, you will hear: Sample Answer
(narrator) What is the main purpose
of the program?
In the 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 working of the brain.
(D) To dramatize a famous mystery story.
The correct choice is (C).
2. On the recording, you will hear: Sample Answer
(narrator) Why does the speaker recommend
watching the program?
In the test book, you will read:
(A) It requires of all science major.
(B) It will never be shown again.
(C) It can help viewers improve their memory skills.
(D) It will help with course work.
The correct choice is (D).
SECTION 2 – Structure and Written Expression
This section is designed to measure the examinee’s ability to recognize language that is appropriate for standard written English. There are two types of questions in this section, with special directions for each type.
STRUCTURE
Beneath each sentence are four words or phrases, marked (A), (B), (C) and (D). The examinee must choose the one word or phrase that best completes the sentence.
Example 1 Sample Answer
Geysers have often been compared to
volcanoes _________ they both emit
hot liquids from below the Earth’s surface.
(A) due to
(B) because
(C) in spite of
(D) regardless of
The sentence should read, “Geysers have often been compared t0o volcanoes because they both emit hot liquids from below the Earth’s surface”. Therefore, the correct choice is (B).
Example 11 Sample Answer
During the early period of ocean navigation, _______ any need for sophisticated instruments and techniques.
(A) so that hardly
(B) where there hardly was
(C) hardly was
(D) there was hardly
The sentence should read, “During the early period of ocean navigation, there was hardly any need for sophisticated instruments and techniques”. Therefore, the correct choice is (D).
WRITTED EXPRESSION
Each sentence has four underlined words or phrases. The four underlined parts of the sentence are marked (A), (B), (C), and (D). The examinee must identify the one underlined word or phrase that must be changed in order for the sentence to be correct.
Example 1 Sample Answer
Guppies are sometimes call rainbow fish
A B
because of the males’ bright colors.
C D
The sentence should read, ”Guppies are sometimes called rainbow fish because of the males’ bright colors”. Therefore, the correct choice is (A).
Example 11 Sample Answer
Serving several term in Congress,
A B
Shirley Chisholm became an
important United States politician.
C D
The sentence should read, “Serving several terms in Congress, Shirley Chisholm became an important United States politician.” Therefore, the correct choice is (B).
SECTION 3 - Reading Comprehension
This section is designed to measure the ability to read and understand short passages similar in topic and style to those that students are likely to encounter in American universities and colleges. Each passage is followed by questions about the material.
The answers to the questions following each passage are based on what is stated or implied in the passage
Sample passage and questions
| Line 5 | The railroad was not the first institution to improve regularity on the society, |
Example 1 Sample Answer
What is the main idea of the passage ?
(A) In modern society we must make more time for our neighbors.
(B) The traditions of society are timeless.
(C) An accepted way of measuring time is essential for the smooth functioning of society.
(D) Society judges people by the tomes at which they conduct certain activities.
The main idea of the passage is that societies need to agree about how time is to be measured in order to function smoothly. Therefore, the correct choice is (D).
Example 11 Sample Answer
a b c d
In line 5, the phrase “this tradition” refers to
(A) the practice of starting the business day at dawn
(B) friendly relations between neighbors
(C) the railroad’s reliance on time schedules
(D) people’s agreement on the measurement of time
The phrase “this tradition” refers to the preceding clause, “people have been in rough agreement with their neighbors as to the time of day”. Therefore, the correct choice is (D).
Administering the Test
For each scheduled administration, ETS will provide test books, answer sheets, two or more listening cassettes, a Manual for Supervisors, and copies of the Examinee Handbook. ITP TOEFL requires the use of recording equipment.
The Manual for Supervisors includes general information about the equipment needed for the Listening Comprehension section, receipt of test materials, test security, and the Supervisor’s Report Form to be returned with the used answer sheets. The Manual also contains detailed instructions for administering the test and returning test materials to ETS.
Copies of the Examinee Handbook are provided for distribution (before the test date) to persons who will take the test. The Handbook contains
- practice questions
- detailed instructions for filling out the answer sheet
- an explanation of the procedure to be followed at the test center
- an admission form
- information about interpreting ITP TOEFL scores.
ITP TOEFL Scores
Test scores includes three sections and a total score. Each correct answer counts equally towards the score for the each section. There is no penalty for wrong answers; however, multiple grids are scored as incorrect answers. The total number of correct answers is called the raw score.
The raw score for each section is converted by statistical means to a number on a scale. Section scores are reported as scaled scores that can range from 20 to 68; total scores are reported on a scale that can range from 200 to 677. The scaled scores are the ones that appear on score reports.
The scaled score for each section is simply an indication of the examinee’s performance on that section. It is neither the number nor the percentage of questions he or she answered correctly.
The process that is used to convert the raw cores to scaled scores is called score equating. Although each new edition of a test is constructed to match previous edition, the level of difficulty may vary slightly from one edition to another. Score equating ensures that test scores are equal for persons of equal proficiency regardless of the difficulty level of the particular test taken.
An important advantage of the test is that it provides score comparability across alternate test forms with a high degree of reliability and validity. Guidelines for the use of the scores are included in the TOEFL Test and Score Manual. The Manual, Which is available from the TOEFL program office on request and at no cost to user institutions, provides detailed statistical data about the tests and general information about the TOEFL program.
Reporting scores
To provide the fastest possible service, answer sheets for the ITP TOEFL are scored each week by the local TOEFL representative. Test scores are mailed approximately two weeks after receipt of the answer sheets. Scores records are sent only to the institution that administered the test.
Test results are reported in roster forms, listing the names and scores (section and total) of all students who took the test at the administration, In addition, two copies of an examinee’s score record for each student are provided to the administering
Institution: a file copy for the institution and a personal copy for the examinee. Both copies indicate that the scores were obtained at an Institutional Testing Program administration. It is the responsibility of the test administrator to provide the examinee with single copies of their score records.
Institutional Testing Program scores are for use by the administering
institutions only. Examinees who need TOEFL scores for admission
to other institutions or agencies must take the TOEFL test at a TOEFL-based
(where offered) or computer-based administration. ITP program tests
are not to be used for admission purposes.
Using ITP Scores
The ITP test is designed to be a measure of English language proficiency, not of academic aptitude. Although there may be some overlap between language proficiency and academic aptitude, other tests have been designed expressly to measure academic aptitude and are available for that purpose. Use of ITP scores to predict academic performance is inappropriate.
Each institution that requires TOEFL scores determines for itself what scores, or ranges of scores, are acceptable. These requirements vary from institution to institution, depending on such factors as the student’s field of study and the level of study (graduate or undergraduate), whether he or she will be a teaching assistant, and whether the institution offers special courses in English as a second language. There is no specific passing or failing scores for the ITP TOEFL.
The TOEFL program conducts periodic surveys of institutions regarding their use of the test. Survey results and further information about the proper use of TOEFL scores are included in the TOEFL Test and Score Data Summary and the TOEFL Test and Score Manual, available from the TOEFL program office or from TOEFL representatives.
Study Materials
Proficiency in English can only be achieved after a relatively long period of study and practice. Therefore, an attempt to study English for the first time shortly before taking a TOEFL test will probably not be useful. The TOEFL program does not operate, endorse, or recommend any schools or study materials that claim to prepare people for the test in a short time or promise them high scores on the tests. To help examinees become familiar with the test format, several practice questions are included in this Manual.
Summary of Institutional Testing Program Policies
Policies Governing the Administration of ITP TOEFL
1. To submit a test form use application for the Institutional Testing Program, accompanied by the free payment, for each administration. The order must reach TOEFL institutional Services or the designed TOEFL representative no later than 30 days before the test.
2. To administer the test only to students connected with the institution.
3. To conduct the administration in accordance with the policies and procedures outlined in the Manual for Supervisors.
4. To provide testing facilities and supervision without charge to ETS or the representative and maintain the security of the test before, during, and after the administration.
5. To use only the answer sheets provided by ETS or the representative.
6. To return all the test materials within three days of the test administration.
a. To pay for airmailing the completed answer sheets to ETS or to the ETS-designed representative.
b. To pay for returning all the test materials (used and unused) to the address given.
7. To notify ETS or the representative immediately if unable to give the test on the date specified.
8. To distribute to each examinee a copy of his or her score record.
9. To preserve the confidentiality of the scores released to the institution by ETS or the local representative.
10. To comply with ETS/TOEFL copyright policies. Test materials, brochures, and other publications must not be copied without written consent from Educational Testing Service.
Obligations of ETS or ETS/TOEFL Representative
1. To supply the institution with test books, answer sheets, recordings, and copies of the Examinee Handbook and the Manual for Supervisors in the quantities needed by the institution for the administration.
2. To pay the outgoing shipping charges (except in the case of special requests for materials by express mail or special delivery).
3. To mail score results within two weeks after the answer sheets are received by ETS representative.
4. To send to the administering institution a score roster listing the examinee names and scores for all answer sheets received and to provide two copies of the individual score records, one copy for the institution’s use and one copy for distribution to the examinee.
5. To restrict access to data concerning an examinee or an examinee’s score records to recipients authorized in writing by the individual
Further information about the TOEFL Institutional Testing Program may be obtained from
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