Listening

Listening Materials

Conversations

There are two types of conversations in TOEFL:

  • office hours: Office hours are interactions that take place in a professor's office. The content may be academic or related to course requirements.
  • service encounters: Service encounters are interactions that take place on a university campus and have non-academic content.

Lectures

In general these topics are divided into four major categories:

  • Arts: lectures may be on topics such as:

    • Architecture
    • Industrial design/art
    • City planning
    • Crafts: weaving, knitting, fabrics, furniture, carving, mosaics, ceramics, etc; folk and tribal art
    • Cave/rock art
    • Music and music history
    • Photography
    • Literature and authors
    • Books, newspapers, magazines, journals

  • Life Science: lectures may be on topics such as:

    • Extinction of or conservation efforts for animals and plants
    • Fish and other aquatic organisms
    • Bacteria and other one-celled organisms
    • Viruses
    • Medical techniques
    • Public health
    • Physiology of sensory organs
    • Biochemistry
    • Animal behavior, e.g., migration, food foraging, defensive behavior
    • Habitats and the adaptation of animals and plants to them
    • Nutrition and its impact on the body
    • Animal communication

  • Physical Science: lectures may be on topics such as:

    • Weather and atmosphere
    • Oceanography
    • Glaciers, glacial landforms, ice ages
    • Deserts and other extreme environments
    • Pollution, alternative energy, environmental policy
    • Other planets' atmospheres
    • Astronomy and cosmology
    • Properties of light, optics
    • Properties of sound
    • Electromagnetic radiation
    • Particle physics
    • Technology of TV, radio, radar
    • Math
    • Chemistry of inorganic things
    • Computer science
    • Seismology (plate structure, earthquakes, tectonics, continental drift, structure of volcanoes)

  • Social Science: lectures may be on topics such as:

    • Anthropology of non-industrialized civilizations
    • Early writing systems
    • Historical linguistics
    • Business, management, marketing, accounting
    • TV/radio as mass communication
    • Social behavior of groups, community dynamics, communal behavior
    • Child development
    • Education
    • Modern history (including the history of urbanization and industrialization and their economic and social effects)

CRACKING THE LISTENING SECTION

CRACKING THE LISTENING SECTION: BASIC APPROACH

Basic Principle #1: Find the Main Idea or Purpose

Lectures are designed around a main idea, whereas conversations are centered on a purpose.

In lectures, the speaker will typically introduce the main idea at the very beginning of the talk. Listen for phrases similar to the following:

Main Topic Introduction Phrases

talk about, look at, phrases indicate present: today, tonight, now;

In a conversation, the beginning sentences will reveal the speaker's purpose. Listen for the purpose to appear after an initial greeting

Main Topic Introduction Phrases

can I do for you, can I help you

Basic Principle #2: Focus on the Structure

Types of Lecture Structures

  1. Compare/Contrast: This type of lecture involves finding similarities and differences between two or more things. Listen for the speaker to introduce this framework by using one of the following phrases: "several theories" "possible explanations" "many different views". After the framework is introduced, the speaker will list each item to be discussed and mention its characteristics. Listen for words that indicate compare/contrast, such as: "In contrast" "on the other hand" "similarly" "however" "additionally" "also"

  2. Cause-and-Effect: Some lectures attempt to explain why a certain situation occurs. Listen for the speaker to introduce this type of framework with the following phrases: "Why would this happen?" "What is the reason for this?" "How could this happen?" "What leads to this?". A speaker will often use the following phrases to introduce the cause x: "x causes y", "x results in y", "x produces y", "x leads toy", "x brings about y", "x is responsible for y". After identifying the cause, look for the speaker to detail the effects y with a phrase similar to the following: "y is caused by x", "y results from x", "y is due to x", "y can be blamed on x", "y is attributable to x", "y happens because of x".

  3. Abstract Category/Specific Examples: Another common lecture structure involves moving from an abstract category to a specific example. A lecture may also sometimes begin with specific examples and end with a more general interpretation of the examples. A speaker may introduce an abstract concept with one of the following phrases: "one approach ... " "one theory ... " "the idea is ... " "the concept ... " "the basic premise is ... ". Next, the speaker will move to the examples, typically using the following: "for example ... " "one instance of this is ... " "consider ... " "we see this in/with ... " "this is illustrated by/with ... ".

  4. Sequences: A lecture may present a series of steps or stages. Listen for the lecturer to mention the following clues: "process" "development" "stages" "transition". The steps or parts will typically be introduced with clear transitions, such as: "first ... second ... third ... " "next. .. " "then ... " "initially ... " "finally ... ".

Types of Conversation Structures

  1. Problem/Solution: One student has a problem, and another student offers advice or a possible solution. Listen for the first student to introduce the problem by mentioning one of the following: "problem" "issue" "difficulty" "trouble". After describing the problem, the other person will offer some sore of advice or solution. Listen for the following phrases: "why don't you ... " "if I were you, I'd ... " "maybe you should ... " "have you tried/thought of.."

  2. Service Encounter: In this encounter, a student will discuss a problem with a professional-usually a professor, a librarian, or an office worker. The service professional will usually explain exactly what the student needs to do to solve the problem. The solution may involve several parts. Listen for the following words to indicate the steps the student muse cake: "requirement" "application" "form" "recommendation" "prohibited".

  3. Significant Event: This could be a meeting, an announcement, or a social event. Usually, the first speaker will introduce the event with one of the following phrases: "have you heard about ... " "did you see ... " "let you know about ... " "program/event/opportunity/chance". After noting the event, listen to any details about it. Also note what the speaker's plans are concerning the event. Listen for the following key words: "participate" "plans" "open co" "free" or "busy".

Basic Principle #3: Listen for Tone and Attitude

The tone of most lectures is fairly straightforward. Because the speaker is teaching a class, the tone will usually be similar to one of the following types:

  • Objective: The speaker is simply listing facts or providing information. The speaker is an authority on his or her subject and so will not be unsure or uncertain about the topic. This type of tone can appear in any of the four common lecture types.
  • Subjective: In some cases, the speaker will be presenting a position or making an argument. The speaker will try to convince the listeners about a certain view. This type of tone is more likely to appear in compare/contrast and cause-and-effect lectures.
  • Inquisitive: There are also classroom discussions on the TOEFL. During a discussion, the professor leads the class through a number of questions, so the tone is inquisitive. The professor considers and responds to the students' questions as the lecture progresses. Abstract category/specific example lectures typically involve discussion, although other lecture types may as well.

Conversations tend to have slightly more personal tones. You can expect the tone to be similar to one of the following types:

  • Excited: This tone is typical of the significant event conversation. The speaker is interested in the event and may be trying to influence others about it.
  • Disappointed/upset: In this case, the speaker is not happy about the situation. He or she may express dissatisfaction with things or events. This usually occurs during the problem/solution encounter, although it can appear in other conversations too.
  • Uncertain or confused: Sometimes the speaker is uncertain or confused, especially in service encounters. The speaker will be unsure of what action to take or how to proceed.
Basic Principle #4: Pay Attention to Transitions

  • Reversal Transitions: Often, speakers on the TOEFL will reverse the direction or logic of the conversation or lecture. Here are some phrases for which to listen. "you know what?" "we'll come back to that in a moment" "actually, let's" "instead" "better yet" "I don't want to get into that now"

  • Negation Transitions: Also, speakers will sometimes use a positive word to indicate a negation. Look for phrases like the following, where the negation words are italicized: "I don't have to explain that, right?" "You guys are okay with this, correct?" "We don't need to go into that now, okay?" In each case, the speaker uses a positive word to express a negative statement. When used in this way, the positive words indicate that the speaker assumes the listener knows what the speaker is talking about and no further discussion or explanation is needed.

CRACKING THE LISTENING SECTION: BASIC APPROACH

My Notes

  • Listening for the Main Idea and Detail about Major Point.

Listening Questions

TOEFL Listening Question Types

Basic Comprehension Questions

  1. Gist-Content
  2. Gist-Purpose
  3. Detail

Pragmatic Understanding Questions

  1. Understanding the Function of What Is Said
  2. Understanding the Speaker's Attitude

Connecting Information Questions

  1. Understanding Organization
  2. Connecting Content
  3. Making Inferences

Basic Comprehension Questions

Type 1: Gist-Content Questions

Understanding the gist of a lecture or conversation means understanding the general topic or main idea

How to Recognize
  • What is the main topic of the lecture?
  • What are the speakers mainly discussing?
  • What is the lecture mainly about?
Tips
  • Eliminate choices that refer to only small portions of the listening passage. Avoid answers that are too specific: If the answer choice focuses on a detail that you remember hearing only once, it is too specific.
  • Avoid answers that are too broad: If the answer choice deals with a topic or theme mentioned early in the lecture but doesn't address the details of the talk, it is too broad and therefore incorrect.
Type 2: Gist-Purpose Questions

Some gist questions focus on the purpose of the conversation rather than on the content.

How to Recognize
  • Why does the student visit the professor?
  • Why does the student visit the registrar's office?
Tips
  • In Service Encounter conversations, the student is often trying to solve a problem. Understanding what the student's problem is and how it will be solved will help you answer the Gist-Purpose question.
  • Avoid answers that are too specific: If the answer choice focuses on a detail that you remember hearing only once, it is too specific.
  • Avoid answers that are too broad: If the answer choice deals with a topic or theme mentioned early in the lecture but doesn't address the details of the talk, it is too broad and therefore incorrect.
Type 3: Detail Questions

Detail questions require you to understand and remember explicit details or facts from a lecture or conversation. In some cases where there is a long digression that is not clearly related to the main idea, you may be asked about some details of the digression.

How to Recognize
  • According to the professor, ...
  • What is X?
Tips
  • Your notes should contain the major details from the conversation or lecture.
  • Do not choose an answer only because it contains some of the words that were used in the conversation or lecture.
  • If you are unsure of the correct response, decide which one of the choices is most consistent with the main idea of the conversation or lecture.
  • Extreme answers: Compare the answers. Eliminate any with extreme wording, and go with the safe answer.

Pragmatic Understanding Questions

Type 4: Understanding the Function of What Is Said Questions

The first type of Pragmatic Understanding question tests whether you can understand e function of what is said.

How to Recognize
  • What does the professor imply when he says this: (replay)
  • Why does the student say this: (replay)
Tips
  • Eliminate choices that refer to only small portions of the listening passage.
Type 5: Understanding the Speaker's Attitude Questions

The second type of Pragmatic Understanding question tests whether you understand speaker's attitude or opinion. You may be asked a question about the speaker's feelings. Also included in this category are questions about a speaker's degree of certainty. Occasionally, a question will test your ability to detect and understand irony. Speakers use irony for a variety of purposes, including emphasizing a point being made, bringing humor to a situation in order to win audience sympathy, or expressing disapproval in an indirect way.

How to Recognize
  • What can be inferred about the student?
  • What is the professor's opinion of X?
  • What is the professor's attitude toward X?
  • What does the woman mean when she says this: (replay)
Tips
  • In Service Encounter conversations, the student is often trying to solve a problem. Understanding what the student's problem is and how it will be solved will help you answer the Gist-Purpose question.

Connecting Information Questions

Type 6: Understanding Organization Questions

In Understanding Organization questions you may be asked about the overall organization of the listening passage, or you may be asked about the relationship between two portions of the listening passage. Some Understanding Organization questions may ask you to identify or recognize how one statement functions with respect to surrounding text. Functions may include indicating or signaling a topic shift, connecting a main topic to a subtopic, providing an introduction or a conclusion, giving an example, starting a digression, or even making a joke.

How to Recognize
  • How does the professor organize the information about X?
  • Why does the professor discuss X?
Tips
  • New ideas: The purpose of examples and details are to support the main idea. Answer choices that contain new information not related to the main idea are wrong.
  • Information contrary to the main idea: You should also eliminate any answers that seem to go against the main idea of the lecture.
Type 7: Connecting Content Questions

Connecting Content questions measure your understanding of the relationships among ideas in a text. You might be asked to identify comparisons, cause and effect, or contradiction and agreement. You may also be asked to classify items in categories, identify a sequence of events or steps in a process, or specify relationships among objects along some dimension.

How to Recognize
  • Why does the student visit the professor?
  • Why does the student visit the registrar's office?
Tips
  • In Service Encounter conversations, the student is often trying to solve a problem. Understanding what the student's problem is and how it will be solved will help you answer the Gist-Purpose question.
Type 8: Making Inferences Questions

In this kind of question you usually have to reach a conclusion based on facts presented in the listening passage.

How to Recognize
  • What does the professor imply about X?
  • What can be inferred about X?
  • What does the professor b when he says this: (replay)
Tips
  • Your notes should contain the major details from the conversation or lecture.
  • Do not choose an answer only because it contains some of the words that were used in the conversation or lecture.
  • If you are unsure of the correct response, decide which one of the choices is most consistent with the main idea of the conversation or lecture.

Basic Strategies for the TOEFL iBT Listening Section

Here are some ways you can strengthen skills for the three listening purposes tested on the TOEFL iBT test.

  • When listening to a lecture, pay attention to the new words or concepts introduced by the professor. These will often be tested.
  • When listening to a lecture, pay attention to the way the lecture is organized and the way the ideas in the lecture are connected.
    1. Listening for Basic Comprehension
      • Increase your vocabulary knowledge, perhaps by using flashcards.
      • Anticipate what the speaker is going to say as a way to stay focused, and adjust your predictions when you receive additional information.
      • Stay active by asking yourself questions (e.g., What main idea is the professor communicating?).
      • Copy the words "main idea," "major points," and "important details" on different lines of paper. Listen carefully and write these things down while listening. Listen again until all important points and details are written down.
      • Listen to a portion of a lecture or talk and write a brief summary of important points. Gradually increase the amount you listen to and summarize. Note: Summarizing skills are not tested in the Listening section, but they are useful for the integrated tasks in the Writing and Speaking sections.
    2. Listening for Pragmatic Understanding
      • Think about what each speaker hopes to accomplish; that is, what is the purpose of the speech or conversation? Is the speaker apologizing, complaining, making suggestions?
      • Notice the way each speaker talks. Is the language formal or casual? How certain does each speaker sound? Is the speaker's voice calm or emotional? What does the speaker's tone of voice tell you?
      • Notice the degree of certainty of the speaker. How sure is the speaker about the information? Does the speaker's tone of voice indicate something about his or her degree of certainty?
      • Listen for changes in topic or side comments in which the speaker briefly moves away from the main topic and then returns (digressions).
      • Watch television or movie comedies and pay attention to stress and intonation patterns used to convey meaning.
    3. Listening to Connect Ideas
      • Think about how the lecture is organized. Listen for the signal words that indicate the introduction, major steps or ideas, examples, and the conclusion or summary.
      • Identify the relationships between ideas in the information being discussed. Possible relationships include: cause-and-effect, compare-and-contrast, steps in a process.
      • Listen for words that show connections and relationships between ideas.
      • When you listen to recorded material, stop the recording at various points and try to predict what information or idea will be expressed next.
      • Create an outline of the information discussed while listening or after listening