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Test Test Date Reading Listening Speaking Writing Total $ Q/ U1 @1 q2 Q% `
TELXML January 12, 2008 6 12 14 12 44 3 y' O; ? S: C8 ?2 E8 B
How to interpret scores? ; q) [& b9 v+ m0 a! y
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Reading Skills Level Your Performance ' `2 l/ y. C5 `0 I
Reading Low(0-14) Test takers who receive a score at the LOW level, as you did, typically understand some of the information presented in academic texts in English that require a wide range of reading abilities, but their understanding is limited., ` k& s7 E0 ]. l7 `: i
9 }3 @# W, `* c" `Test takers who receive a score at the LOW level typically
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have a command of basic academic vocabulary, but their understanding of less common vocabulary is inconsistent;
5 P" Q) S3 _6 ]. A- V2 dhave limited ability to understand and connect information, have difficulty recognizing paraphrases of text information, and often rely on particular words and phrases rather than a complete understanding of the text;
/ V% @- ?" M& A1 d( Vhave difficulty identifying the author's purpose, except when that purpose is explicitly stated in the text or easy to infer from the text; and& o' {6 G. q6 D/ v6 E
can sometimes recognize major ideas from a text when the information is clearly presented, memorable, or illustrated by examples but have difficulty doing so when the text is more demanding. w7 P$ {, w: ^6 S. C4 C- u
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Listening Skills Level Your Performance
, R( t6 d' h) h8 ~Listening Low(0-13) Test takers who receive a score at the LOW level, as you did, typically understand the main idea and some important details of conversations. However, test takers at the low level may have difficulty understanding lectures and conversations in English that involve abstract or complex ideas and recognizing the relationship between those ideas. Test takers at this level also may not understand sections of lectures and conversations that contain difficult vocabulary or complex grammatical structures.3 v1 D' X) |' F ^. e, x6 [' v' Y
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Test takers at the LOW level typically can
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understand main ideas when they are stated explicitly or marked as important but may have difficulty understanding main ideas if they are not stated explicitly;/ v8 o+ q6 g4 @) ^* F/ ^. Z
understand important details when they are stated explicitly or marked as important but may have difficulty understanding details if they are not repeated or clearly marked as important, or if they are conveyed over several exchanges among different speakers;
7 \! T1 ^, ^* c% S @& K, q1 A( |understand ways that speakers use language to emphasize a point or to indicate agreement or disagreement, but generally only when the information is related to a central theme or is clearly marked as important; and
+ T7 ~3 `, ~ H9 m4 g wmake connections between the key ideas in a conversation, particularly if the ideas are related to a central theme or are repeated.' X2 E' ~& z& F3 Z6 U+ w+ U: q
% q1 V8 m) f( ~( x7 T# s; cSpeaking Skills Level Your Performance
% c' ^% _1 n) `8 DSpeaking about familiar topics Limited(1.5 - 2.0) Your responses indicate some difficulty speaking in English about everyday experiences and opinions. Listeners sometimes have trouble understanding you because of noticeable problems with pronunciation, grammar, and vocabulary. While you are able to respond partially to the questions, you are not able to fully develop your ideas, possibly due to limited vocabulary and grammar.
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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.: O5 p) z# @+ R
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- X( Q; s" G) w7 D# ~" V7 n# XSpeaking 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.; m& z" {# y5 m. R
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" Y( d$ R/ p3 p( X8 AWriting Skills Level Your Performance
* H0 E/ q7 }5 B3 b d( _! }Writing based on reading and listening Limited(1.0 - 2.0) Your response was judged as limited due to# V' G$ D5 p2 p) ^( M
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failure to understand the lecture or reading passage;
0 H" Q8 c% B6 Y! l: }! K: gdeficiencies in relating the lecture to the reading passage; and/or
9 W1 z: B E1 Z# Zmany grammatical errors and/or very unclear expressions and sentence structures.
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Writing based on knowledge and experience Fair(2.5 - 3.5) You expressed ideas with reasons, examples, and details, but your response indicated weaknesses such as) @3 y, W3 U5 W- E- [
: Y$ L5 K- l$ Wyou may not provide enough specific support and development for your main points;
* n) h# T* [, x& R' H$ ayour ideas may be difficult to follow because of how you organize your essay or because of the language you use to connect your ideas; and/or3 G4 Z7 J- ^( m1 g
grammatical mistakes or vague/incorrect uses of words may make the writing difficult to understand.& V3 W! A( m: A7 i
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[ 本帖最后由 doyouknow 于 2008-2-1 18:28 编辑 ]
