A Teacher's Guide to TOEIC® Listening and Reading Test Preparing ...

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Oxford University Press
A Teacher's Guide to TOEIC®
Listening and Reading Test
Preparing Your Students for Success
Contents
1
What is TOEIC® Listening and Reading Test?
1
2
Preparing Students for TOEIC® Listening and Reading Test
5
3
Teaching the Lessons
11
4
TOEIC® Listening and Reading Test FAQs
22
Appendix Test Strategies
25
References
26
All test question examples are taken from Tactics for TOEIC® Listening and Reading Test,
© Oxford University Press, 2007.
© Oxford University Press, 2007

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Introduction
The Test of English for International Communication (TOEIC®), Listening and Reading Test
is used to assess non-native English proficiency and is currently used in many countries as a
standard measure of English ability. Even for teachers with many years experience, teaching test
preparation courses for the first time can be a daunting experience. Unlike general conversation,
writing, or business courses, the things that need to be taught and, to a large extent how they
are taught, depend largely on the content of the test and the way it is assessed. Understanding of
student motivation, course formats, lesson procedures, and even the question of what to look for
in a course book are all likely to be new and unknown territory.
This guide will look at what the TOEIC test is, what it is used for, and how it is changing. More
importantly, it will examine how to plan a course, how to choose appropriate study materials,
and how to prepare students to succeed on the test. If you are new to TOEIC teaching, this
guide aims to answer your questions and respond to your concerns. More experienced
teachers will hopefully find it useful as a resource of fresh ideas and approaches for providing
effective lessons.
1 What is TOEIC® Listening and Reading Test?
Background
Educational Testing Service (ETS) began developing the TOEIC test in 1978 as a way of measuring
the communicative ability of business people. Their intention was that the test:
● Assess everyday English as used in a working environment
● Be easy to administer
● Allow large numbers of test takers to participate in a minimum of time
● Require no specific preparation
The first TOEIC test was administered in December 1979 and was taken by 2,773 people. The
average score was 578. Since those early days the test has seen a dramatic increase in test taker
numbers. It is currently used in over 60 countries and taken by more than 4.5 million people
per year.
Every year, a great deal of investment goes into test item creation, piloting, and analysis. The
results of each test sitting are statistically analyzed and adjusted to ensure consistent scores
between sittings.
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TOEIC® Listening and Reading Test: Test details
TOEIC Listening and Reading Test consists of 200 multiple-choice questions divided between
four listening and three reading parts and takes two hours to complete. The test is paper-based,
with students using a pencil to mark their answers on a special machine-readable answer
sheet.
In May 2006 ETS made the first significant change to the test since its introduction. ETS
President and CEO Kurt Landgraf noted that...
...a decade of ETS research on the English language and how people communicate in
practical, everyday circumstances has confirmed the need for assessments that reflect
more authentic tasks such as those encountered in the global business environment. This
new TOEIC test will make the exam even more valuable to the thousands of organizations
worldwide that already rely on the test to measure proficiency in business English.
(ETS press release, December 2005)
Test structure and timing (old and new versions)
Although the overall timing and number of test parts and questions remains unchanged,
some significant alterations have been made to the individual test parts.
Old
New
Part
Old name
New name
number of
number of
Changes
questions
questions
Listening Section (45 minutes)
1
Photographs
Photographs
20
10
Half the number of questions.
2
Question-Response
Question-Response
30
30
No change.
Some conversations are
3
Short Conversations
Conversations
30
30
longer and each features 3
questions rather than 1.
10 more questions. Some
4
Short Talks
Talks
20
30
talks are longer. 10 talks with
3 questions each.
Reading Section (75 minutes)
5
Incomplete Sentences Incomplete Sentences
40
40
No change.
New part features questions
similar to Part 5, but within
6
Error Recognition
Text Completion
20
12
a context. 12 questions: 3
reading texts with 4 questions
each.
Reading
28 based on
New questions based on
Comprehension
single passages
7
Reading
40
double passages. Some texts
Comprehension
(single and double
20 based on
are longer.
passages)
double passages
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Test scoring
The test is scored from 10 to 990 and there is no pass or fail mark. The following chart
showing the approximate correlation between TOEIC scores and levels of ability is based
on ETS research. It is intended to help organizations set their own standards.
TOEIC
Score Level
Evaluation Guidelines
Can usually communicate
Within his/her own realm of experience, the individual is capable
adequately as a non-native
of sufficient understanding and can typically respond with
speaker.
appropriate expressions even about topics outside his/her field of
A
specialization.
Although speech is not equivalent to that of a native speaker,
the individual has a strong grasp of vocabulary, grammar, and
structure and the ability to use the language relatively fluently.
860
Is capable of communicating Understands ordinary conversation well and can respond
appropriately in most
naturally. The individual also has the ability to respond in some
situations.
fashion, even when the topic relates to specialized fields. There
B
are typically no great barriers to communicating in usual business
situations.
While grammatical and structural mistakes sometimes occur
and some isolated disparities exist in terms of correctness and
fluency, they are not so frequent that speech is misunderstood.
730
Has sufficient knowledge
Can understand the gist of ordinary conversation and has no
for daily activities and
trouble forming responses. However, the individual shows some
conducting business within
disparities in the ability to respond correctly and making himself/
C certain limits.
herself understood in more complicated situations.
The individual has acquired a fundamental knowledge of
grammar and structure and has the vocabulary to communicate
essential information, even when lacking expressive power.
470
Is capable of the minimal
Can understand simple conversations when the other party
communication in ordinary
speaks slowly and repeats or rephrases what is said. Is capable
conversation.
of responding to familiar topics.
D
Knowledge of vocabulary, grammar, and structure is generally
inadequate. However, if the other party is used to dealing with
non-native speakers, the individual can manage to get a point
across.
220
Is not able to communicate
Even simple conversation at a slow pace is only partially
adequately.
understood.
E
Is able to communicate with isolated phrases but not in full,
grammatically correct sentences and does not effectively serve to
make himself/herself understood.
(www. toeic.or.jp)
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Who takes the test?
Since its relatively humble beginnings in 1979, test taker numbers have steadily increased
and today the TOEIC test is one of the most common internationally recognized English
proficiency exams in the world. The reason for this is that TOEIC is increasingly being seen
as a reliable standard measure for making both employment and academic decisions.
Business test takers – An increasing number of companies worldwide use the TOEIC to set
targets for English proficiency for the purposes of hiring new workers, transfers to different
companies, or for promotion to management positions. This is especially true of large
multinational corporations, or companies that export their products internationally.
Although each company sets its own score requirements, a survey of score requirements of
a range of major international companies shows the following ranges to be typical.
International hotel bartender/food staff
300 - 400
Airline flight attendant
600 - 700
Promotion to section chief
600 - 730
Assignment to overseas offices
650 - 750
Executive managers
800+
Academic test takers – Although originally aimed at English use within a business
context, TOEIC Listening and Reading Test is increasingly being used within academic
contexts. In Japan, a significant proportion of the universities and colleges surveyed used
the test for purposes of accreditation, course placement, and measuring progress within a
curriculum. A growing number of universities around the world have adopted TOEIC as a
way of screening candidates for their graduate programs, especially in the fields of business
or international studies. In some institutions candidates who achieve high TOEIC scores also
earn the right to be recommended for scholarships or for special certification.
At Sungkyunkwan University in Korea, for example, candidates who score 900 points or
more are certified as having “outstanding international awareness” and earn the right to
be recommended for scholarships. In Japan, a significant proportion of the universities
and colleges surveyed used the test for purposes of accreditation. Other uses included
course placement and measuring progress within a curriculum. The University of the Thai
Chamber of Commerce in Thailand has adopted TOEIC as a way of screening candidates for
their MBA program. Prince of Songkhla University, also in Thailand, has set a prerequisite
TOEIC score for receiving credits in its hotel and tourism program.
Test formats: SP and IP
There are two main formats to the TOEIC test, the Secure Program (SP) and the Institutional
Program (IP). The differences between these relate primarily to the way they are administered.
Secure Program (SP) – This is the standard and most common form of the test. SP tests are
administered directly by the TOEIC Steering Committee or their local representatives.
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Institutional Program (IP) – IP tests are not administered according to the terms and
conditions specified by the TOEIC Steering Committee, but by individual companies and
schools on days and at locations decided by the institutions that conduct them. Score results
are usually reported to the institution within five working days of receipt of the answer sheets.
IP tests are generally used for assessment of new employees, as a placement test for in-company
English lessons or for self-development.
TOEIC Bridge®
The TOEIC Bridge test aims to provide an easier, shorter version of the standard TOEIC test
to be used...
...as a first step for those who are about to climb the stairway to higher English proficiency
with the eventual aim of taking the TOEIC test, or as a motivator for those who have
already taken the TOEIC test but have yet to achieve a satisfactory score.
(www.toeic.or.jp)
It is aimed primarily at junior/senior high school, college/university students and any other
test takers of beginner to pre-intermediate level who would score under 450 points on the
regular TOEIC test (Levels D and E on the TOEIC proficiency scale). This roughly equates to
the score of the average university graduate entering the workforce.
Applying for TOEIC® Listening and Reading Test
Individual applications can be made online, by mailing an application form, or at designated
convenience stores. The test results are mailed to the examinee in the form of an Official
Score Certificate.
2 Preparing Students for TOEIC® Listening and Reading Test
Many of our students are studying for the TOEIC test because they have a very real need to
improve their scores. Getting that 650 score can mean a transfer to the New York office or a
promotion. The concrete payoffs that can result from a sizeable improvement means that TOEIC
students can be some of the most motivated learners we ever encounter. While this means
teaching TOEIC classes can be an engaging and rewarding experience, there is also a heavy
burden of responsibility. The quality and effectiveness of our lessons directly impacts the lives
and careers of the students. For this reason, it is essential that TOEIC instructors:
● Are able to help students set reasonable goals for themselves
● Have a good understanding of what students need to develop in order to improve their scores
● Are able to design a course that will make effective use of the available study time
● Use their knowledge of the test to help students overcome the challenges resulting from the test design
● Provide concrete strategies for handling each individual part of the test
● Give guidance and support on how to develop English skills and knowledge outside of class
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Setting realistic goals
TOEIC students often have a very clear idea of exactly what they want to achieve. However,
lack of realistic expectations is one of the biggest problems facing TOEIC candidates. Many
are under the impression that like the exams they faced in high school and college, a short
intensive cram session can deliver the push they need to achieve their score target.
Such students are in for a shock. In a large-scale study of students in courses of study over 200
hours the average gain was just 110 points (Saegusa 1985). The chart below shows a rough
estimate of the average number of hours of study time necessary to raise a student’s current
score to a given target level:
(Table adapted from Saegusa 1985)
Unlike college exams, the TOEIC test doesn’t measure knowledge of a few key topics or subject
areas. Doing well demands an extensive vocabulary (English has over 600,000 non-technical
words excluding idioms, phrases, and collocations), highly-developed listening skills, and a
solid grammatical model. To make major gains on the test a student must develop their overall
knowledge of English. There are no tricks, secrets, or shortcuts. Helping students appreciate the
Target score
magnitude of the challenge is one of your major responsibilities as a TOEIC teacher.
Current
350
450
550
650
750
850
950
score
Student needs
250
200
425
700
950
1150
1450
1750
350
225
450
700
950
1225
1550
The first step in helping students improve their scores is understanding the challenges that the
450
225
450
700
975
1300
TOEIC test presents. This knowledge is essential not only in planning and running your lessons,
550
225
450
725
1050
but also in helping you select the most effective textbook for your course.
650
225
500
825
750
275
600
T 850
est taking skills
325
● Familiarity with the test format, instructions, and question types – Although all the
instructions are printed and exemplified at the start of each test part, familiarity with these
will help the test taker avoid confusion on test day.
● Time management – The tight timings of the TOEIC test are one of the most challenging
factors for many learners. In the Reading Section, students not accustomed to dealing with
long texts in a short time often have difficulty completing all the questions. Encouraging
students to monitor their time carefully and teaching skills such as skimming (quick reading
to get a general idea) and scanning (quick reading to pick out specific details) can help students
budget their time effectively and allow them to allocate more time to those places with the
best potential score payoff.
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● Efficiency of information processing – The lengthy listening and reading passages make
it essential that students are able to read and listen efficiently. Ways of doing this include
previewing the questions and answer choices before listening or reading to allow them to
predict what they will hear/see and focus their attention only on what is needed to answer the
question.
● Awareness of features that can make incorrect answer choices attractive – As with
any multiple-choice test, incorrect answer choices that are in some way attractive to learners are
included. Being aware of the common forms these ‘distracters’ take will enable students to avoid
them and choose the right answer.
Linguistic skills
● Familiarity with the different native speaking accents – The Listening Section of the
TOEIC test includes US, Canadian, British, and Australian speakers. Many students develop a
bias for a given variety of English and have difficulty understanding speakers with other accents. To
overcome this it is important that students be exposed to a variety of English accents.
● Awareness of the sound changes that occur in natural English speech – Many learners
are unaware that the sound of words spoken in natural conversation can differ dramatically
from words spoken in isolation (e.g. going to and gonna). In the past, students may have had
instructors who shielded them from exposure to such natural language on the grounds
that it was only suitable for advanced learners or even that it was representative of slang or
‘lazy’ English. This has led to learners who have little difficulty in understanding what their
instructors say in the classroom but find it very hard to follow natural conversation. Helping
students become aware of the ways that sounds are combined, dropped, and changed in
natural speech can significantly improve their listening comprehension, both for the TOEIC
test and in the real world.
● Understanding language in use (conversational English) – The English used in the TOEIC
test reflects everyday usage as encountered in offices, shops, and on the street in English
speaking environments around the world. In the test this is apparent in the use of natural
responses in the Listening Section that may at first seem grammatically unrelated to the
question the speaker asks. Here’s an example from Part 2:
Q. ‘How many people applied for the sales position?’
A. ‘Well, we haven’t received as many résumés as we wanted.’

In order to do well on the test students must be given exposure to English as it is really used.
● Vocabulary and grammatical understanding – Success on the TOEIC test requires an
extensive range of vocabulary and knowledge of how these words change and are organized
grammatically. Vocabulary is arguably the single most significant factor in doing well on the
test, and any effective study program should include an organized system for noting and
reviewing words and phrases that students encounter as they study (see ‘Building Vocabulary’
(p. 20) for more ideas).
Selecting an appropriate textbook
The choice of course materials will have a major impact on the overall effectiveness of the
course and the amount of additional work required from you. If you are responsible for textbook
selection in your school, consider the following:
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Course duration vs. amount of text material – Try to choose a textbook that contains
roughly the amount of material required for your course.
Student ability vs. text difficulty – As with any course, choosing materials appropriate for
your students’ level is an important factor in course success. Many TOEIC texts are aimed at a set
student score range and you should generally aim for the closest match possible. Be aware that
some textbooks aimed at low-level students aim to be level appropriate by simplifying the practice
test material. Though this will definitely make the lessons easier for you and the students,
you may be doing your students a disservice by taking this approach. Students who study with
simplified test-style questions and practice tests can be overwhelmed when they take the real test.
Failure to practice with authentic reading/listening texts will hinder the development of time
management and test taking skills required on the day. Furthermore, lack of exposure to the level
and type of vocabulary actually required by the test will prevent students developing the language
stocks they require. It is strongly recommended that you choose materials that provide scaffolded
strategy exercises appropriate for your students’ level, but only use materials for test condition
practice that reflect the exercises used in the real test.
Text content vs. student needs – The test taking and linguistic skills outlined in ‘Student needs’
(pp. 6–7) should all receive ample coverage: use them as a ‘shopping list’ when choosing your
textbook. As all of those factors will play a part in your students’ success, you will have to provide
any missing element yourself. Appropriate textbook choice can save you a lot of extra work.
Designing a course
If your institution does not have a pre-set course of study for TOEIC, course design is the first issue
you must face. Unless you are teaching a long-term intensive course, you will have to make some
decisions about what things to cover. If you don’t plan ahead, you may find that you have one week
left in the course and haven’t covered Part 7 or that your students have forgotten the test parts
they covered months earlier. To avoid problems like this, you need to design a course outline that
distributes the available lesson time appropriately and effectively recycles and reviews the key points.
Effective TOEIC courses generally consist of 2 main parts:
The lesson component – This is the content the student actually studies in class. Lesson time
should be spent on raising the student’s awareness of the features of the test, developing their
test taking strategies, building relevant language skills, and giving them practice of the types of
questions they will encounter.
The homework component – In most TOEIC classes the number of lesson hours available
falls far short of the amount of time that our estimates in ‘Setting realistic goals’ (p. 5) indicate
is necessary. If students wish to have a chance of achieving score gains of over 50 points, they
will need to supplement the in-class work with additional practice at home. As an instructor or
teacher it is important that you guide them towards activities focused on developing the skills
and knowledge they will need.
One important thing to keep in mind when choosing homework assignments, especially for
larger classes, is that whatever you assign will require follow-up if it is to be of any use. Unless
you plan on spending large amounts of time correcting homework, it is advisable to assign
tasks that can be self-marked or allow for peer correction.
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