这个分数要不要复议啊：（
口语也太伤人了，一个fail，两个limited，分数会这么低吗？连及格都没有，不知道要不要复议，忘高人指点，谢谢！1 m0 `$ ?& c# R
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Test Test Date Reading Listening Speaking Writing Total ' y- c& G# u) @9 g g( a
TELXML May 31, 2008 29 26 17 27 99 9 ^' W w4 B+ W% n1 w
How to interpret scores?
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' M9 t& n# E. x6 TReading Skills Level Your Performance
7 W$ P' _% E5 I$ { J9 ]/ TReading High(22-30) Test takers who receive a score at the HIGH level, as you did, typically understand academic texts in English that require a wide range of reading abilities regardless of the difficulty of the texts.# ]8 N# J. C$ s
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Test takers who score at the HIGH level, typically
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" A9 W, N7 c% \2 Vhave a very good command of academic vocabulary and grammatical structure;; M* I3 a; i8 r7 E! f! p% @
can understand and connect information, make appropriate inferences, and synthesize ideas, even when the text is conceptually dense and the language is complex;
3 H3 f9 ?2 i1 F/ X0 dcan recognize the expository organization of a text and the role that specific information serves within the larger text, even when the text is conceptually dense; and
' f. `0 t5 o7 u5 X Vcan abstract major ideas from a text, even when the text is conceptually dense and contains complex language.6 p1 w1 \) n" U
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Listening Skills Level Your Performance , O* G* t! M d% Z% Y& m2 E9 O
Listening High(22-30) Test takers who receive a score at the HIGH level, as you did, typically understand conversations and lectures in English that present a wide range of listening demands. These demands can include difficult vocabulary (uncommon terms, or colloquial or figurative language), complex grammatical structures, abstract or complex ideas, and/or making sense of unexpected or seemingly contradictory information./ ]& b, n1 Q9 c9 O
* f5 l8 @+ ^& I x# C, W2 \When listening to lectures and conversations like these, test takers at the HIGH level typically can
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understand main ideas and important details, whether they are stated or implied;& P! v& e* t2 f1 R w% t. y
distinguish more important ideas from less important ones;
( f2 A- D, D" J2 |# N0 l3 C, p" x8 ounderstand how information is being used (for example, to provide evidence for a claim or describe a step in a complex process);
% G/ `9 I2 V' r) J3 U% }+ Irecognize how pieces of information are connected (for example, in a cause-and-effect relationship);
: P2 `/ O: `/ v7 kunderstand many different ways that speakers use language for purposes other than to give information (for example, to emphasize a point, express agreement or disagreement, or convey intentions indirectly); and
- P+ m( V3 _$ ]# g2 C% q1 }4 psynthesize information, even when it is not presented in sequence, and make correct inferences on the basis of that information.4 Z4 Y# `! R+ Q: o' v. F6 r
: M( b3 L; V0 g {0 |+ h$ c+ kSpeaking Skills Level Your Performance 4 Z3 X2 W3 f, _. A* G
Speaking about familiar topics Fair(2.5 - 3.0) Your responses indicate you are able to speak in English about your personal experiences and opinions in a mostly clear and coherent manner. Your speech is mostly clear with only occasional errors. Grammar and vocabulary are somewhat limited and include some errors. At times, the limitations prevent you from elaborating fully on your ideas, but they do not seriously interfere with overall communication.) t4 z5 X' H+ k- L3 ~/ U
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Speaking about campus situations Limited(1.5 - 2.0) Your responses indicate that you have some difficulty speaking in English about information from conversations, newspaper articles, university publications, and so on. While you are able to talk about some of the key information from these sources, limited grammar and vocabulary may prevent you from fully expressing your ideas. Problems with pronunciation make it difficult for listeners to understand you at times.+ ~. q# ^ }/ x5 r0 Z4 t) [/ a3 o
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2 X4 M1 b5 l# [7 _' DSpeaking about academic course content Limited(1.5 - 2.0) In your responses, you are able to use English to talk about the basic ideas from academic reading or lecture materials, but, in general, you include few relevant or accurate details. It is sometimes difficult for listeners to understand your responses because of problems with grammar, vocabulary, and pronunciation. Overall, you are able to respond in a general way to the questions, but the amount of information in your responses is limited and the expression of ideas is often vague and unclear.
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Writing Skills Level Your Performance 3 m) y" {' X6 x) L* F& Q% p! i3 E8 K
Writing based on reading and listening Good(4.0 - 5.0) You responded well to the task, relating the lecture to the reading. Weaknesses, if you have any, might have to do with
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: V8 I {4 I% D3 {% U2 vslight imprecision in your summary of some of the main points and/or
5 ], g) F# s5 @! guse of English that is occasionally ungrammatical or unclear.2 U% w8 ~: U" o; J b
) l/ Z7 V) k, G2 Z( G: q# VWriting based on knowledge and experience Good(4.0 - 5.0) You responded with a well-organized and developed essay. Weaknesses, if you have any, might have to do with
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g. h9 @1 `- I0 ^ S9 ^. Wuse of English that is occasionally ungrammatical, unclear, or unidiomatic and/or
7 {2 _. m) J2 d+ q+ M7 [elaboration of ideas or connection of ideas that could have been stronger.
