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托福簡介

TOEFL(The Test of English as a Foreign Language，簡稱TOEFL)是由美國教育測驗服務(wù)社(ETS)舉辦的英語能力考試，全名為“檢定非英語為母語者的英語能力考試”，中文音譯為“托福”。TOEFL有三種，分別是： pbt—paper based test 紙考 677, cbt—computer based test 機考 300, ibt—internet based test 網(wǎng)考 120, 新托福滿分是120分。TOEFL考試的有效期為兩年，是從考試日期開始計算的。

新托福

2005年9月，美國教育考試服務(wù)中心ETS在全球推出了一種全新的綜合英語測試方法，即能夠反映在一流大專院校教學(xué)和校園生活中對語言實際需求的新托?？荚?，即TOEFL iBT(Internet Based Test)。

新托福由四部分組成，分別是閱讀(Reading)、聽力(Listening)、口試(Speaking)、寫作(Writing)。

閱讀(Reading)：有三篇文章

與老托福不同的是，考生不需要在答題之前通讀全文，而是在做題的過程中分段閱讀文章。每篇文章對應(yīng)有11道試題，均為選擇題。除了**后一道試題之外，其他試題都是針對文章的某一部分提問，試題的出現(xiàn)順序與文章的段落順序一致。**后一題針對整篇文章提問，要求考生從多條選擇項中挑選若干項對全文進行總結(jié)或歸納。新一代托福閱讀文章的篇幅比老托福閱讀文章的篇幅略長，難度也有所增加。這部分持續(xù)時間為1小時，在此時限中考生可以復(fù)查、修改已遞交的答案。

聽力(Listening)：取消了短對話

由兩篇較長的校園情景對話和四篇課堂演講組成，課堂演講每篇長約5分鐘。由于是機考，考生在聽錄音資料之前無法得知試題。在播放錄音資料時，電腦屏幕上會顯示相應(yīng)的背景圖片。考生可以在聽音過程中記筆記?？忌荒軓?fù)查、修改已遞交的答案。這個部分持續(xù)大約50分鐘。

聽力水平無疑是新托福成功與否的關(guān)鍵，除閱讀外，無論哪一部分都離不開“聽”。對于中國考生來說，聽力卻正是薄弱環(huán)節(jié)。中國考生提高聽力的其中一條有效途徑是“聽寫法”，即把相關(guān)聽力材料拿來精聽，并把聽到的內(nèi)容逐句寫下來。也有專門用來練習(xí)新托福聽寫的軟件，如新托福聽寫王軟件。“聽寫法”提高聽力的一個缺點是，剛開始練習(xí)時可能比較費時。

口試(Speaking)：把TSE(Test of Spoken English)融合在新托福中

然而與現(xiàn)行的TSE相比又有較大改動。這個部分共有6題，持續(xù)約20分鐘。

**、二題要求考生就某一話題闡述自己的觀點。

第三、四題要求考生首先在45秒內(nèi)閱讀一段短文，隨后短文隱去，播放一段與短文有關(guān)的對話或課堂演講。**后，要求考生根據(jù)先前閱讀的短文和播放的對話或課堂演講回答相關(guān)問題，考生有30秒鐘的準(zhǔn)備時間，然后進行60秒鐘的回答。例如，短文中描述了對學(xué)校體育館進行擴建的兩種方案，對話中一位同學(xué)闡述了自己的立場，即贊成哪種方案，反對哪種方案，并列舉了若干理由。要求考生敘述對話中同學(xué)的立場并解釋他/她列舉了哪些理由支持這一觀點。

第五、六題要求考生聽一段校園情景對話或課堂演講，然后回答相關(guān)問題?？忌?0秒鐘的準(zhǔn)備時間，之后進行60秒鐘的回答。例如，先播放一段市場學(xué)課堂演講，演講中教授列舉了兩種市場調(diào)查的方法，然后要求考生使用課堂演講中的觀點和例子描述教授列舉出的兩種市場調(diào)查的方法。

考生可以在聽音過程中記筆記以幫助答題。在準(zhǔn)備和答題時，屏幕上會顯示倒計時的時鐘。

寫作(Writing)要求考生在1小時內(nèi)完成兩篇作文

其中一篇類似于老托福的寫作，要求考生在30分鐘內(nèi)就某一話題闡述自己的觀點，字數(shù)要求為300字以上。

另一篇則要求考生首先閱讀一篇文章，五分鐘以后，文章隱去，播放一段與文章有關(guān)的課堂演講。課堂演講列舉了一些論據(jù)反駁文章中的論點、論據(jù)。隨后要求考生在20分鐘內(nèi)寫一篇作文，總結(jié)課堂演講的論點、論據(jù)，并陳述這些論點、論據(jù)是如何反駁文章的論點、論據(jù)的，字數(shù)要求為150字到225字之間。在寫作時，文章會重新顯示在屏幕上。這篇作文不要求考生闡述自己的觀點。

加試

般實際考試中，考生往往會在聽力或閱讀部分碰到加試試題，也有可能閱讀、聽力兩部分同時被加試。加試部分不算分(有人說會算分，說是抽幾題給分)，但考生事先并不知道哪一部分是加試部分(有的時候經(jīng)典加試是能判斷出來的)，所以應(yīng)該認真對待。

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托福聽力：巴朗聽力音頻及原文（Linguistics Class）

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Professor: What comes to mind when I say the word grammar?

$ Student 1: That’s easy. English class and lots of rules.

$ Student 2: Memorizing parts of speech . . . like nouns and verbs.

$ Student 3: Diagramming sentences.

$ Professor:

$ Well, yes, that’s fairly typical. But today we’re going to look at grammar from the point of view of the linguist, and to do that, we really have to consider three distinct grammars for every language.

The first grammar is referred to as a mental grammar. And that’s what a speaker of a language knows, often implicitly, about the grammar of that language. This has also been called linguistic competence and from that term competence grammar has become popular. I like to think of it, of mental or competence grammar, I mean . . . I like to think of it as an incredibly complex system that allows a speaker to produce language that other speakers can understand. It includes the sounds, the vocabulary, the order of words in sentences and . . . even the appropriateness of a topic or a word in a particular social situation. And what’s so amazing is that most of us carry this knowledge around in our heads and use it without much reflection.

One way to clarify mental or competence grammar is to ask a friend a question about a sentence. Your friend probably won’t know why it’s correct, but that friend will know if it’s correct. So one of the features of mental or competence grammar is this incredible sense of correctness and the ability to hear something that "sounds odd" in a language. Haven’t you had the experience of hearing a sentence, and it stood out to you? It just wasn’t quite right? For native speakers we can call this ability native intuition, but even language learners who’ve achieved a high level of competence in a second language will be able to give similar intuitive responses even if they can’t explain the rules. So that’s mental grammar or competence grammar.

Okay then, that brings us to the second type of grammar, and this is what linguists are most concerned about. This is descriptive grammar, which is a description of what the speakers know intuitively about a language. Linguists try to discover the underlying rules of mental or competence grammar and describe them objectively. So descriptive grammar is a model of competence grammar, and as such, it has to be based on the best effort of a linguist, and consequently, subject to criticism and even disagreement from other linguists. Because no matter how skilled a linguist is, describing grammar is an enormous task. In the first place, the knowledge is incredibly vast and complex; in the second place, the language itself is changing even while it’s being described; and finally, the same data can be organized in different but equally correct ways in order to arrive at generalizations. And the ultimate goal of a descriptive grammar is to formulate generalizations about a language that accurately reflect the mental rules that speakers have in their heads.

But, getting back to what most people think of as grammar-the grammar that we may have learned in school. That’s very different from either competence grammar or descriptive grammar because the rules aren’t meant to describe language at all. They’re meant to prescribe and judge language as good or bad. And this kind of grammar is called, not surprisingly, prescriptive grammar because of its judgmental perspective. Again, to contrast prescriptive grammar with descriptive grammar, just think of descriptive generalizations as accepting the language that a speaker uses in an effort to describe it and recognizing that there may be several dialects that are used by various groups of speakers and that any one speaker will probably choose to use different language depending on the formality, for example, of the situation. On the other hand, prescriptive rules are rigid and subject to enforcement. Prescriptivists want to make all speakers conform to one standard in all situations, and that tends to be a very formal level of language all the time.

Now which of these types of grammar do you think you were learning in school when you had to memorize parts of speech and rules and diagram sentences?

$ Student 2: Sounds like prescriptive grammar to me.

$ Professor:

$ Precisely. But how did prescriptive rules get to be accepted, at least in the schools? And probably even more important, why are so many of these rules disregarded even by well-educated speakers in normal situations?

$ Student 1: Did you say disregarded?

$ Professor:

$ I did. Some of you may recall that during the seventeenth and eighteenth centuries in Europe, Latin was considered the perfect language and was used by the educated classes. The argument for the perfection of Latin was reinforced by the fact that Latin had become a written language and, consequently . . . Latin had stopped changing in the normal ways that spoken languages do, so the rules were also fixed, and for many writers of English during that period, the rules of Latin were held as a standard for all languages, including English. But the problem was that English had a different origin and very different constructions. For example, how many times have you heard the prescriptive rule, "never end a sentence with a preposition?" This is a Latin rule, but it doesn’t apply to English, so it sounds very formal and even strange when this Latin rule is enforced. Now, how many of you would say, "What are we waiting for?" I think most of us would prefer it to "For what are we waiting?" But as you see, this breaks the rule-the Latin rule, that is.

$ Student 2:

$ So we’re really learning Latin rules in English classes. No wonder I was confused. But wouldn’t you think that . . . well, that things would change? I mean, Latin hasn’t been recognized as a world language for a long time.

$ Professor:

$ You’re right. But the reason that prescriptive rules survive is the school system. Teachers promote the prescriptive grammar as the standard for the school, and consequently for the educated class. And "good" language is a requisite for social mobility, even when it’s very dissimilar to the mental grammar or the descriptive grammar of a language.

>>托福聽力練習(xí)：巴朗聽力音頻及原文(匯總)

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