 |
|
|
|
 |
|
|
|
|
|
 |
 |
|
※ Proficiency Description Table은 수험자가 영어를 이용하여 할 수 있는 것이 무엇인지를 일반적으로 표현, 기술해 놓은 것입니다. 각각의 점수대에 따른 강점과 약점을 설명한 것으로 수험자가 수행할 수 있는 언어적 과제를 상세히 설명해 주고 있습니다.
|
|
| 점수 |
Strength |
Weakness |
495
~
375 |
Test takers who score around 400
typically have the following strengths:
• They can infer the central idea,
? purpose, and basic context of
short
? spoken exchanges
across a broad
? range of vocabulary, even when
? conversational responses are indirect
? or not easy to predict.
• They can infer the central idea, ? ?
•
purpose, and basic context of
extended
•
•
spoken texts across
a broad range of
•
vocabulary. They can do this even
•
when the information is not supported
•
by repetition or
paraphrase and when it
•
is necessary to connect information
•
across the text.
• They can understand details in
short
•
spoken exchanges, even when
•
negative
constructions are present,
•
when the language is syntactically
•
complex, or when difficult vocabulary is
•
used.
• They can understand details in
•
extended spoken texts, even when it is
•
necessary to connect
information
•
across the text and when this
•
information is not supported by
•
repetition. They can understand details
•
when the information is paraphrased or
•
when negative constructions are
•
present.
|
Test takers who receive a score at this level
typically have weaknesses only when uncommon grammar or
vocabulary is used. |
370
~
275 |
Test takers who score around 300
typically have the following strengths:
• They can sometimes infer the central
•
idea, purpose, and basic context of
•
•
short spoken
exchanges, especially
•
when the vocabulary is not difficult.
• They can understand the central idea,
•
purpose, and basic context of
extended
•
spoken
texts when this information is
•
supported by repetition or paraphrase.
• They can understand details in
short
•
spoken exchanges when easy or
•
medium-level
vocabulary is used.
• They can understand details in
•
extended spoken texts when the
•
information is supported
by repetition
•
and when the requested information
•
comes at the beginning or end of the
•
spoken text. They can
understand
•
details when
the information is
slightly
•
paraphrased.
|
Test takers who score around 300
typically have the following weaknesses:
• They have difficulty understanding the
•
central idea, purpose, and basic
•
context of short
spoken exchanges
•
when conversational responses are
•
indirect or difficult to predict or when
•the vocabulary is
difficult.
• They do not understand the central
•
idea, purpose, and basic context of
•
extended spoken
texts when it is
•
necessary to connect information
•
within the text or when difficult
•
vocabulary is used.
• They do not understand details in
short
•
spoken exchanges when language is
•
syntactically
complex or when difficult
•
vocabulary is used. They do not
•
usually understand details that include
•
negative
constructions.
• They do not understand details in
•
extended spoken texts when it is
•
necessary to connect
information
•
across the text or when the information
•
is not supported by repetition. They do
•
not understand most
paraphrased
•
information or difficult grammatical
•
constructions.
|
270
~
5 |
Test takers who score around 200
typically have the following strengths:
• They can understand
short (single-
•
sentence) descriptions of the central
•
idea of a photograph.
• They can sometimes understand the
•
central idea, purpose, and basic
•
context of extended
spoken texts when
•
this information is supported by a lot of
•
repetition and easy vocabulary.
• They can understand details in
short
•
spoken exchanges and descriptions of
•
photographs
when the vocabulary is
•
easy and when there is only a small
•
amount of text that must be understood.
• They can understand details in
•
extended spoken texts when the
•
requested information comes
at the
•
beginning or end of the text and when it
•
matches the words in the spoken text.
※
Test takers who
score below 200
※
may have
some of the same
strengths
※
as test takers
who score
around
200,
※
but their
performance is
likely to
be
※
less
consistent.
|
Test takers who score around 200
typically have the following weaknesses:
• They do not understand the central
•
idea, purpose, or basic context of
short
•
spoken exchanges,
even when the
•
language is direct and no unexpected
•
information is present.
• They do not understand the central
•
idea, purpose, and basic context of
•
extended spoken texts
when it is
•
necessary to connect information
•
across the text or when the vocabulary
•
is somewhat difficult.
• They do not understand details in
short
•
spoken exchanges when somewhat
•
difficult vocabulary
is used or when the
•
language is syntactically complex.
•
They do not understand details that
•
include negative
constructions.
• They do not understand details in
•
extended spoken texts when the
•
requested information is
heard in the
•
middle of the text. They do not
•
understand paraphrased information or
•
difficult grammatical constructions.
|
|
|
|
| 점수 |
Strength |
Weakness |
495
~
425 |
Test takers who score around 450
typically have the following strengths:
• They can infer the central idea and
•
purpose of a written text, and they can
•
make inferences
about details.
• They can read for meaning. They can
•
understand factual information, even
•
when it is
paraphrased.
• They can connect information across
•
an entire text, and they can make
•
connections between
two related texts.
• They can understand a broad range of
•
vocabulary, unusual meanings of
•
common words,
and idiomatic usage.
•
They can also make distinctions
•
between the meanings of closely
•
related words.
• They can understand rule-based
•
grammatical structures. They can also
•
understand difficult,
complex, and
•
uncommon grammatical constructions.
|
Test takers who score around 450
typically have weaknesses only when the information tested is particularly dense
or involves difficult vocabulary. |
420
~
325 |
Test takers who score around 350
typically have the following strengths:
• They can infer the central idea and
•
purpose of a written text, and they can
•
make inferences
about details.
• They can read for meaning. They can
•
understand factual information, even
•
when it is
paraphrased.
• They can connect information across a
•
small area within a text, even when the
•
vocabulary
and grammar of the text are
•
difficult.
• They can understand medium-level
•
vocabulary. They can sometimes
•
understand difficult
vocabulary in
•
context, unusual meanings of common
•
words, and idiomatic usage.
• They can understand rule-based
•
grammatical structures. They can also
•
understand
difficult, complex, and
•
uncommon grammatical structures.
|
Test takers who score around 350
typically have the following weaknesses:
•
They do not connect
information
•
across a wide area within a text.
• They do not consistently understand
•
difficult vocabulary, unusual meanings
•
of common words,
or idiomatic usage.
•
They usually cannot make distinctions
•
between the meanings of closely
•
related words.
|
320
~
225 |
Test takers who score around 250
typically have the following strengths:
• They can make simple inferences
•
based on a limited amount of text.
• They can locate the correct answer to
•
a factual question when the language of
•
the text
matches the information that is
•
required. They can sometimes answer
•
a factual question when the answer is a
•
simple paraphrase of the information in
•
the text.
• They can sometimes connect
•
information within one or two
•
sentences.
• They can understand easy vocabulary,
•
and they can sometimes understand
•
medium-level
vocabulary.
• They can understand common, rule-
•
based grammatical structures. They
•
can make correct
grammatical choices,
•
even when other features of language,
•
such as difficult vocabulary or the need
•
to connect information, are present.
|
Test takers who score around 250
typically have the following weaknesses:
• They do not understand inferences that
•
require paraphrase or connecting
•
information.
• They have a very limited ability to
•
understand factual information
•
expressed as a paraphrase
using
•
difficult vocabulary. They often depend
•
on finding words and phrases in the
•
text that match the same words
and
•
phrases in the question.
• They usually do not connect
•
information beyond two sentences.
• They do not understand difficult
•
vocabulary, unusual meanings of
•
common words, or idiomatic
usage.
•
They usually cannot make distinctions
•
between the meanings of closely
•
related words.
• They do not understand more difficult,
•
complex, or uncommon grammatical
•
constructions.
|
220
~
5 |
Test takers who score around
150 typically have the following strengths:
• They can locate the correct answer to
•
a factual question when not very much
•
reading is
necessary and when the
•
language of the text matches the
•
information that is required.
• They can understand easy vocabulary
•
and common phrases.
• They can understand the most-•
•
common, rule-based grammatical
•
structures when not
very much reading
•
is necessary.
※ Test takers who score below 150
※ may have some of the
same
※ strengths as test
takers who score
※ around 150, but their
performance is
※ likely to be less
consistent.
|
Test takers who score around 150
typically have the following weaknesses:
• They cannot make inferences about
•
information in written texts.
• They do not understand paraphrased
•
factual information. They rely on
•
matching words
and phrases in the text
•
to answer questions.
• They are often unable to connect
•
information even within a single
•
sentence.
• They understand only a limited range of
•
vocabulary.
• They do not understand even easy
•
grammatical
constructions when other
•
language
features, such as difficult
•
vocabulary or the need to connect
•
information, are also required.
|
|
| * 본인의 성적에 대한 한글 번역본은 성적확인 페이지에서 확인하실 수 있습니다. |
| 한국TOEIC위원회 |
상기 내용을 한국TOEIC위원회의 허가 없이 무단전재 및 게재할 수 없습니다.
Copyrightⓒ 한국TOEIC위원회. All rights reserved.
TOEIC is a registered trademark of Educational Testing Service (ETS). |
|
|
| |
|
|
|
|
|
|
|
|
