¿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 general
En la sección de Listening hay muchos tipos de preguntas. Aunque en un listening concreto no aparezcan todos, es muy probable que haya al menos un ejemplo de cada tipo a lo largo de toda la sección.
Hay dos tipos principales de audio:
- Conversaciones
- Lecturas
Conversaciones: Ejemplo de script
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
- Lenguaje informal, propio de estudiantes
- Uso de contracciones y reducciones: «Whaddaya mean?»
- Expresiones idiomáticas: drop by, put off, make ends meet
- Entonación y ritmo también afectan el significado
- Solo se escucha una vez
Tipos de preguntas en la sección Listening
- Main idea / Main purpose
- Specific / Negative specific
- Inference
- Purpose
- Method
- Opinion / Attitude
- Replay
- Next
Explicación breve de cada tipo de pregunta
1. Main idea / Main purpose
Busca la idea principal o propósito general.
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 información explícita en la conversación.
En el caso de negative specific, hay que identificar cuál opción NO es correcta.
3. Inference
Evaluación de deducciones. No se dice directamente, pero puede inferirse del contexto.
Ejemplos:
- What can be inferred from the speaker?
- What does the speaker suggest about…?
4. Purpose
Se pregunta por qué se dijo algo o se puso un ejemplo en concreto.
5. Method
Preguntas sobre cómo se da la información (ej. con una anécdota, con un cartel, etc.).
6. Opinion / Attitude
Se enfoca en la opinión o actitud que alguien muestra hacia una idea, persona o situación.
7. Replay
Repite una parte del audio para interpretar frases, pausas, errores o expresiones.
8. Next
Pregunta qué ocurrirá después de la conversación.
Preguntas de ejemplo (basadas en el script anterior)
1. 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 Williams’ offer
- Tom’s plans for the spring semester
2. 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
3. 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
4. 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 academic problems
- An R.A. receives free food
5. 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
6. 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
7. What is the student’s opinion of Tom’s decision to delay his master’s degree?
- He thinks it’s a good idea because Art History is difficult
- He believes it’s not worth it financially
- He himself would not do this
- He thinks it would benefit Tom’s education in the long run
8. What does the student mean when he says: “It will be hard for him to make ends meet”?
- Tom may have problems meeting people
- Tom may have problems paying monthly expenses
- Tom may have problems with Professor Williams
- Tom may not be able to stay the full three months
9. What will the students do next?
- Talk to Tom’s friends
- Go to the library
- Have some food
- Collect money and help Tom
