TOEFL test’s reading part usually involves the students’ general
comprehension of a text. It is regularly a text followed by a number of
questions about it typically in the form of multiple choice items format.
However, this part of the test requires the students to show their skills
in reading for gist, the students have to define the main idea of a text;
afterwards, the students will have to display their knowledge of the
vocabulary, especially synonyms, ability to infer the meaning, define the
words and apply their skills connected with working with references, i.e.:
….The biggest disadvantage was that the sound and pictures could become
unsynchronised if, for example, the gramophone needle jumped or if the
speed of the projector changed. This system was only effective for a single
song or dialogue sequence…..
47. The word “sequence” in line 14 is closest in meaning to
A) interpretation
B) progression
C) distribution
D) organization
Gear, Cambridge preparation for the TOEFL test, 1996
The students will be offered to read several passages, usually
historical, scientific, medical, etc. facts. They will intend to check the
students’ ability to understand specific types of tests taken from specific
fields, the skill required at the universities, whereas CFC will offer the
students the texts they can encounter in their everyday life being abroad.
Each text will be typically accompanied with seven questions.
TOEFL test will chiefly use multiple-choice items; there will be no gap
filling or matching implied. Thus, we can call a reading part of TOEFL test
as a direct, for it tests the students reading skills, and more discrete
point tests than integrative, for it is mainly concerned with checking the
students’ knowledge of vocabulary (examples available in Appendix p.391-
396).
The above mentioned could be stated as the first difference: TOEFL test
is a discreet point test, while CFC is integrative one.
Another difference between CFC and TOEFL reading part could be a variety
of tasks given to test the students’ reading skills. CFC will mostly offer
a great range of tasks (headings, summary, fragmented texts) and texts
types, while TOEFL will not vary a lot.
Listening Part
The listening part of CFC test aims to test the students’ ability to
listen and understand the gist, the main points, and specific information
is to deduce meaning. TOEFL test will check whether the students are able
to understand conversations and talks in English.
CFC test will offer the students a variety of activities in order to
check whether the students can imply effective listening strategies to
comprehend the message. It suggests the idea of the test being integrative,
for it will focus on different means that could be used to deal with a
listening task. For example, CFC offers multiple choices as a task
(examples available in Appendix p.37): the students listen to several short
extracts that are taken from different contexts. They could be dialogues or
monologues as well. The answer sheet will display the three answer items
from which the students will have to choose the correct one. The task could
ask the students to guess who the speaker is, where the action takes place,
what the conversation is about and even it can include the question about
the feelings and emotions of speakers that could be guessed from the
contexts.
Afterwards, there will be another task – note taking or blank filling
that will check the student’s ability to listen for gist and for details.
This type will demand the student’s capability to use his/her writing
skills to put down information they will hear. They will have to be able to
pick up the necessary information and retain it in their memory in order to
fulfil the task (examples available in Appendix p.87).
Subsequently, a further task could engage multiple matching where the
students will have to concentrate on a particular kind of information. This
task could be displayed in the form of a dialogue or a monologue. The
students will be given several answers with letters that should be inserted
into the right box. However, there will always be one option that does not
suit any question, the so-called distractor. Moreover, asking the students
to complete a grid, i.e. advantages and disadvantages of anything, could
expand the task, i.e. advantages and disadvantages of keeping a certain
pet:
| |Advantages |Disadvantages |
|dog | | |
|cat | | |
|fish | | |
Prodromou, First Certificate Star,
1998
Moreover, the listening task could involve True/false activities where
the students will have to listen to a dialogue or a monologue and react to
it (examples available in Appendix). The students will have to display how
well they have comprehended the message ticking the statements whether they
are true or false. In spite of that, Yes/No questions could take place. We
have been discussing them already in our theoretical part and mentioned
that the so-called open-ended questions allow the students support their
answers. Answering them, the students are having a chance to prove why they
have chosen a certain answer, but not the other. Usually, if the students
are aware of such a possibility, they fill more secure and motivated, for
they can be certain that the examiner will be able to realize the students’
point. However, it is not a very appropriate type for such a test as CFC,
for checking such tests will be rather time-consuming.
Listening part of the TOEFL test differs a lot from that of CFC, for it
is fully based on the multiple-choice items that focus mainly on the
understanding of the main idea of a message (examples available in Appendix
p.379-384) The participants are exposed to a set of short dialogues that
are accompanied with four answers, where three are usually distractors and
the rest one is correct, i.e.:
(man) I think, I’ll have the curtains changed.
(woman) They are a bit worn.
(narrator) What does the woman mean?
A) She thinks every bit of change is important.
B) She wants to wear them.
C) She thinks they’ve been worn enough.
D) She thinks they’re in bad condition.
Gear, Cambridge preparation for the TOEFL test,
1996
The test implies the idea that to do it the students have to use a
variety of listening strategies, but it is not directly aimed at it.
Whereas, the listening part of CFC test is structured so that the students
would be able to display their listening skills and strategies, that are so
useful for them to comprehend the real message in the real-life situation
dealing with a native speaker.
Thus, we can distinguish certain similarities and differences, which we
can encounter comparing them. They are both direct aiming at checking one
exact skill; however, CFC is integrative, but TOEFL is discreet point test.
Moreover, the test formats differ as well. CFC is richer in activities,
than TOEFL test, which offer the students just multiple-choice items test.
The author of the paper presumes that CFC listening part is more testee-
friendly, while TOEFL listening part is more “reserved” and does not allow
the students fill free, but alarmed.
Writing Part
Writing part of CFC test tests the students’ ability to write different
types of writing texts. These could be transactional letters, simple
letters, compositions, descriptions, reports, etc. Moreover, the students
could be asked to write an opinion composition and even an article
(examples available in Appendix p.38).
Transactional letters are aimed at making somebody do something. Writing
them, the students have to keep in mind that they are supposed to get a
relevant answer.
There are different types of transactional letters, such as a letter of
complaint, a letter of invitation, a letter asking for information and a
letter describing something. The task requiring the students ability to
write these letters will supply the students with necessary information,
may be even pictures, and usually will ask for the students’ personal
opinion. Moreover, the students have to be aware of the style that should
be used depending on the requirements. Furthermore, the students will have
to know how the letters are structured, for it will be the factor that will
be evaluated as well.
Another writing task such as writing articles for a magazine will require
the students to display their writing abilities, the knowledge of the
vocabulary, the style and letter organization knowledge (examples available
in Appendix 38).
Writing a report will be based on the students’ capability to gather
facts and analyse them. It could involve a kind of a research work and
knowledge how to express and link the ideas together (examples available in
Appendix 30).
Writing a narrative story will ask the creativity from the students to
make it interesting and original. Again the students will have to be able
to express and link their ideas to produce a meaningful text.
Opinion composition will involve the students’ abilities to state
advantages and disadvantages of the topic being discussed, expressing own
opinion, stating the problem and possible solutions of it and expansion on
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