¿Qué estrategias se pueden usar para mejorar la puntuación en la sección Listening del TOEFL®?
En este artículo, se trabaja el tipo de listening “Conversaciones”. Se parte de la transcripción de una conversación entre dos estudiantes. Luego se analiza el tipo de preguntas que pueden aparecer en esta sección, y finalmente se presentan 9 ejemplos basados en la conversación.
Introducción
En la sección de Listening hay varios tipos de preguntas. Aunque un listening específico no tendrá todos los tipos, es muy probable que el conjunto de audios incluya al menos uno de cada tipo.
Los tipos de listening en el TOEFL® son:
- Conversaciones
- Lecturas
Transcripción de conversación
Student A: Hey Jerry, how’s it going?
Student B: All right I guess. I’ve got this really tough Calculus test and a Freshman English essay coming up that are costing me some sleep but otherwise I’m great.
Student A: Welcome to Southeast University! I can tell you that things will only get worse in your sophomore year. I am barely keeping up myself. Oh, by the way, did you hear that our R.A. won’t be coming back after Christmas break?
Student B: No way! How come? I thought Tom would be our Resident Advisor until after the spring semester.
Student A: I did too, but yesterday I ran into him and he told me about this opportunity he couldn’t refuse.
Student B: What do you mean?
Student A: Well, you know that he’s getting a master’s degree in Art History, right? Professor Williams is going to Europe for three months to study the various pilgrim routes there and how these routes have affected the development of art. Originally she wanted her teaching assistant to help her but that didn’t work out so she asked Tom to do it.
Student B: Why did she pick Tom?
Student A: As an undergraduate, Tom did a Semester Abroad in Paris so he speaks French. He also has experience driving in Europe and that will come in handy. He’s a really good student too.
Student B: I can understand why Tom accepted. He loves Romanesque art. I dropped by his dorm room once and after looking at all the posters on his walls, I felt like I had just travelled a thousand years back in time. Still though, won’t that mean he’ll have to put off finishing his master’s?
Student A: I guess so but it would be worth it. I had Professor Williams for a class in Italian history. I’m only a business major and I really liked her class. I think the trip will be useful to him with his master’s in the future. The only problem is the money.
Student B: Oh, he won’t be paid as her assistant then?
Student A: Professor Williams got a grant to do the research and Tom will get some of that but I’m sure he’ll have to come up with a lot to cover things like his food and transportation. I hope being our R.A. helped him save enough money.
Student B: Well, if I didn’t have to pay for room and meals, I’d actually be able to save money for once. But you’re right about the money. I suppose it will be hard for Tom to make ends meet while he’s there. Hey, why don’t we see if we can get a collection going to help him out?
Student A: Great idea. I’ll miss Tom. He has been a really good R.A. Last year when he wasn’t here I had trouble concentrating at night with all the racket going on. This year things have been much better.
Student B: A lot of the guys are at the library studying. We can go over there to see what they say.
Student A: Okay, but let’s grab something to eat first. I’m starving.
Observaciones sobre el audio
La conversación es muy natural, como la que se puede escuchar entre dos estudiantes en la universidad:
- Uso de lenguaje informal y contraído (e.g., “Whaddaya mean?”)
- Presencia de phrasal verbs o expresiones idiomáticas: drop by, put off, make ends meet</em >
- Uso de la entonación para transmitir matices
Tipos de preguntas en el TOEFL Listening (Conversaciones)
- Main idea / Main purpose
- Specific / Negative specific
- Inference
- Purpose
- Method
- Opinion / Attitude
- Replay
- Next
Explicación de cada tipo
1. Main idea / Main purpose
Este tipo de pregunta busca la idea central o propósito general del audio.
Ejemplos:
- What is the main topic of the conversation?
- What is the conversation primarily about?
- What is the purpose of the conversation?
2. Specific / Negative specific
Busca identificar detalles concretos mencionados directamente en el audio.
En el caso de negative specific</em >, hay que identificar cuál opción NO es verdadera.
3. Inference
Este tipo de pregunta evalúa la capacidad de inferir información que no se ha dicho directamente, pero que se puede deducir a partir del contexto.
4. Purpose
Se enfoca en el propósito con el que alguien dice algo o da un ejemplo en la conversación.
5. Method
Preguntas sobre el método usado para dar cierta información (¿cómo lo hace?).
6. Opinion / Attitude
Evalúa la opinión o actitud que una persona muestra hacia una idea o situación.
7. Replay
Estas preguntas repiten una parte del audio y piden interpretar expresiones, pausas, correcciones o entonaciones.
8. Next
Evalúa qué acción tomarán los hablantes después de la conversación.
Ejemplos de preguntas (basadas en el audio anterior)
- What is the conversation primarily about?
- Why Tom is a good R.A.
- What places Tom will visit on Europe’s pilgrim routes
- Why Tom cannot accept Professor William’s offer
- Tom’s plans for the spring semester
- What problem does Tom have with his trip with Professor Williams?
- He has never driven a car in Europe
- He will not be able to obtain a master’s in Art History
- He might have financial difficulties
- He does not like French art
- Which of the following is NOT true about Tom?
- He studies art
- He is a resident artist
- He has art on his walls
- He does not have his master’s degree in art
- What can be inferred about an R.A. position?
- The salary for an R.A. is quite low
- An R.A. must be a good student
- An R.A. must help students with problems with their classes
- An R.A. receives free food
- Why does the student mention Tom’s posters?
- To show that Tom is an enthusiastic Art History student
- To show that Tom is an excellent artist
- To show that he really likes Tom’s apartment
- To show that Tom’s apartment is really old
- How does the student show that Tom has an interest in Romanesque art?
- He gives an anecdote from his personal experience
- He shows some posters made by Tom
- He describes Tom’s work at the university
- He reports what he heard Professor Williams say about Tom
- What is the student’s opinion of Tom’s decision to delay getting his master’s degree?</strong >
- He thinks it is a good idea because Art History is very difficult
- He believes it is not worth it financially
- He himself would not do this
- He thinks it would be beneficial to Tom’s education in the long run
- What does the student mean when he says “it will be hard for him to make ends meet”?</strong >
- Tom may have problems meeting people
- Tom may have problems paying his monthly expenses
- Tom may have problems with Professor Williams
- Tom may not be able to be with Professor Williams the full three months
- What will the students do next?
- The students will talk to Tom’s friends
- The students will go to the library
- The students will have some food
- The students will grab some money and help Tom
