听力和阅读部分
1. 为什么ETS要针对托业考试进行改革？
答：ETS致力于提高全球教育的质量和公平性，这需要其测评工具与当前语言能力测试理论相一致。新托业考试的改革和不断提高则是上述要求的良好实践。当前的语言理论认识到真实语言环境的复杂性。在这些语境下，学习者需要运用多种语言能力和策略来理解所听到和看到的信息并建立关联。真实语境中的交流同时也是词汇、语法、语音和实用语言能力的综合应用。ETS希望语言的标准性和有效交流之间保持平衡。
2. 托业考试听力和阅读部分有何变化？
答：具体变化主要体现在以下6个方面：
1）某些对话、讲话以及听力和阅读部分的短文将会加长。此类变化将会更广泛地测试考生能力并减少考试语境（话题）的数量。与以往每组对话配一个考题不同的是，新托业考试的每组对话配多个考题，对话的组数也随之减少。
2）听力部分出现不同口音。鉴于托业考试是一种国际交流英语考试，而考生也需要与各类不同英语口音的人进行交流，为了体现国际工作环境下英语的多样性，听力考试中将会出现美国、加拿大、英国和澳大利亚四种不同的英语发音。
3) 听力部分的问题同时以录音形式出现。为了帮助考生不用阅读问题即能做答，录音材料中新增了问题部分的录音。
4) 新增以短文为基础的填空题。虽然现行考试中以句子为基础的填空题型可以获得考生相关能力的信息，但是通过关联上下语句的信息来衡量这一技能也是很有必要的，这样可以更真实反应在实际环境中考生的语言能力。
5) 基于多篇文章做答。某些问题将会基于多篇相关联的文章，以便于考察考生将不同文章信息相联系的技能。
6) 减少或者取消某些题型。为了更侧重于考察实际语言运用的题型，新托业考试减少了图片描述题并且取消了错误识别题型。
3．新托业与现行托业考试的难度是一致的吗？
答：是的。在试验研究中，考生同时参加了现行托业考试和新托业考试，考试结果的数据分析表明两个考试的难度是相同的。
4．新托业考试何时开始实行？
答：新托业考试听力与阅读部分已于2006年5月首次在日本和韩国实行。之后，考试在全球不同国家和地区分阶段推出。ETS将于2007年11月25日在中国推出新托业考试。
5. 新托业考试的时间长度将会有变化吗？
答：不会。听力部分仍是45分钟，阅读部分为75分钟。
6. 为何减少图片描述题？
答：图片描述是一种不需要考生阅读问题即可有效测试听力能力的题型。但是为了分配更多时间给新托业考试中的长对话和长讲话试题，听力部分的图片描述将减少。
7. 为何取消错误识别？
答：以短文为基础的填空题型将取代错误识别。这种新题型能更好的反映出考生在国际工作环境中使用英语的技能。
8. 如果新托业考试中第三和第四部分所有的问题都以书面形式出现，为何考生需要听录音呢？
答：问题同时以书面和录音形式出现可以使考生选择更适合自己的形式理解问题并做答。
9．为何新托业考试中包括不同的英语口音？
答：鉴于托业考试是一种国际交流英语考试，而考生也需要与各类不同英语口音的人进行交流，新托业考试中的不同的口音可以体现出国际工作环境中英语的多样性。
10． 新托业考试中与关于商业语境的试题数量是否有变化？
答：工作语境的试题比例没有增加，而且没有考察商业技能的试题。
11．新托业考试的阅读理解部分增加了一些长篇的文章，考生可以在规定时间内完成吗？
答：可以。过去几年的研究表明参加新托业考试的考生并没有感觉试题难度增加。现行托业考试和新托业考试在考试时间、分数范围和难度上相近。
口语和写作部分
1. 托业口语和写作考试只涉及商业语境吗？
答：托业口语和写作考试测量考生整体的英语水平，重点涉及与工作和商业相关的场景。托业考试（包括听力和阅读考试以及口语和写作考试）测评员工在国际工作环境下使用英语进行交流的能力。考试内容涵盖了在工作相关的场景和日常活动中需要完成的任务。托业的听力和阅读考试以及口语和写作考试都不要求考生具备专业的商务知识或经验。
2．口语考试的一项评分标准是发音。我们知道，不会给交流造成障碍的发音就可以算合格的发音。你可以举一个例子吗？可以详细解释一下吗？
答：我们不要求考生，甚至包括最高水平的考生，向英语为母语的人的口音看齐。只要考生的发音或口音不影响交流，考生的发音受到母语的影响并不要紧（比如两个母语不同的人可以用英语进行有效的沟通）。建议您听听我们的参考答案，你就会明白我们即使对最高水平的考生也不要求完美的发音。
诸如发音易混淆的单词等情况可能会使对方很难理解你要表达的意思，从而影响有效的沟通。
例如："Thinking" 和"sinking"--这两个发音听起来很像，但是意思不一样。"Bird" 和"beard"-同样，这两个发音听起来也很像，但意思不一样。
3．如果一个考生在规定时间内不能把他/她想说的话完全记录下来，这会影响他/她的成绩吗？
答：口语考试评分依据几项标准。内容只是其中的一项。所记录内容不同，成绩也会不同。只要所录回答涵盖了评分标准所规定的全部内容，回答就被视作完整。试验性考试结果并未表明考生在规定时间答完问题有任何困难。
4．可以谈谈托福和托业的写作部分所考察内容的区别吗？我们知道这两个考试所考察的是不同语境下（学术或商务）的英语写作水平。除了语境的不同，是否可以说托福着重考察考生使用复杂或深奥语言写作的能力？这些因素会作为评分标准吗？另一方面，是否可以说托业着重考察考生运用各类句型准确地表达想法和信息的能力？
答：托福考试考察考生在学术环境下的整体英语水平，覆盖学术英语的各个方面。而托业考试考察考生在工作环境下的英语水平。两项考试考察的都是整体英语水平。相应的，两项考试的写作部分都着重考察考生的整体英语写作水平。但托业写作考试包含有旨在测量并区分低水平考生英语水平的考题。此外，托业写作考试还包含有类似托福写作考试中独立写作的考题：观点短文。这种题型旨在测量和区分高水平考生的英语写作水平。
5．ETS建议考生达到什么样的打字速度，才能使考试成绩不受打字技巧的影响呢？对于那些不习惯于打字的考生来说，如何才能保证考试的公正性？
答：托业写作考试考察的是考生的英语写作能力，并非打字能力。在设计考试时，我们充分考虑了不同打字速度的考生的需求，使他们有足够的时间来完成所有的考题。ETS相信所有的考生都会有足够的时间来完成考试，所以不给出每分钟打字字数的建议。而我们要建议那些担心打字速度不够快的考生上网参加口语和写作网上模拟考试，了解他们完成考试所需要的时间。
6．我认为在现实生活中，语气是随着不同的谈话对象而有所变化的。在考试中，考生与谈话或写作的对象是什么关系呢？（比如，面对老板和面对下属讲话或者写作所采用的语气或者文体是不一样的。）这些方面会影响口语和写作的成绩吗？
答：托业口语和写作考试的某些考题侧重考察考生对语气和语体的掌握。例如，口语考试中的"设计解决方案"部分要求考生在答题时考虑谈话对象。写作考试的"回复书面请求"部分要求考生针对电子邮件的发件人作答。而"看图说话"部分则要求考生写出一个符合图画内容、语法正确的句子。这种题型并不考察考生对语气和语体的正确使用。
7．考生须既参加口语又参加写作考试，这是因为这两项考试相互关联吗？换句话说，口语考试的成绩与写作考试的成绩会相互影响吗？
答：口语考试和写作考试是单独的考试。因此考试成绩是独立的。ETS鼓励采用托业成绩的机构和考生从全部四项语言技能上评价英语水平，对考生的英语能力作全面的了解。
8．为什么把口语能力划分为8个等级而写作能力划分为9个等级呢？能说明划分的标准吗？
答：我们在划分英语能力等级时并没有特意定下具体的数目。当我们开始分析研究数据时，首先尝试恰到好处地划分不同等级之间的界线──避免各个等级，尤其是相临的两个等级之间不出现重叠或描述相左的现象。我们的目的是划分出尽可能多的等级，而研究数据表明，考生在口语考试中的表现可以划分为8个等级，在写作考试中的表现则可以划分为9个等级。对每个等级的英语能力描述可以准确地说明属于相应等级的考生的特点。
9．听力满分的考生属于哪一个等级？母语为英语的中学生或者大学生可以得到满分吗？
答：听力满分的考生属于最高等级。母语为英语的中学生或者大学生可以得到满分。
10．在写作考试中，你们提到不会过于严格地挑剔考生的拼写错误，除非拼写错误对表达造成了障碍。能详细介绍一下具体的指导原则吗？
答：具体的评分办法可以参考模拟考试所附的评分标准。没有具体规定多少个拼写错误会影响考生的考试成绩，因为最后的分数是由诸多因素共同决定的。
11．一个考试会由几位评分员评阅？
答：每个考试（口语考试和写作考试）最少由3位评分员来评判。有时候也需要3位以上的评分员。
12．你们怎么培训ETS评分员呢？
答：评分人员需要参加ETS提供的大约10个小时的网上培训，方可成为ETS的正式评分员。
任何考试的价值都体现于考试分数的可靠性。考试分数要具备可靠性，必须具有一致性──无论考试的版本或者考试的时间和地点。为了确保我们所有考试的可靠性，ETS严格遵循以下10个步骤：
1. ETS招收高资历人员作为评分员。
2. ETS审阅申请人的简历并从中挑选最合格的人员参加培训。
3. 候选人参加网上培训。
4. 候选人参加资格考试。只有通过资格考试的人员才能成为ETS的正式评分员。
5. 评分负责人接受关于"评阅困难答题"的特别培训。
6. 评分员依据精心制定的评分标准和原则进行评分。
7. 评分员在开始每次评分工作之前，须参加确保评分准确的"标准统一测试"。
8. 评分负责人监督评分员的整个评分过程。
9. 评分负责人和考试开发人员使用统计报告监测阅卷工作。
10. 在公布分数之前，统计人员审查并分析所有的考试分数。
13．评分员来自哪些国家/背景？他们来自诸多不同的文化背景吗？
答：在第一阶段，我们只聘用来自北美的评分员。但我们计划将来广泛地聘用其它英语国家的人员。
14．能让大家了解你们招募评分员的具体细节吗？
答：ETS从诸多渠道招募评分员，比如会议、网站、广告以及推荐。
15．你们的评分员会同时参与口语和写作考试的阅卷工作吗？
答：不会。评分员只能参与其中一项考试的阅卷工作。
16．你们计划公布托业口语和写作考试的开发/研究过程吗？
答：我们将会公布有关这方面的非机密信息。
17．在增加口语和写作部分之后，参加托业考试的考生会有4个不同的分数。ETS计划根据考生4部分分数总和再另外设定一个分数计算标准吗？
答： ETS没有这样的计划。为了准确地了解考生的四项语言技能，须将四部分的分数分开来看。
（沪江网独家报道，转载请注明出处！）
New TOEIC® Test Q&A
Listening and Reading Section
Q1. Why is ETS changing the TOEIC test?
A1. ETS is committed to advancing quality and equity in learning worldwide, and this commitment requires it to keep its assessment tools aligned with current theories of proficiency. The evolution and continual improvement of the new TOEIC test reflects good testing practice. Current language theory recognizes the complexity of authentic language contexts. In these contexts, it is often necessary for the learner to use multiple abilities and strategies to comprehend and connect information that is heard and read. Communication in authentic situations usually requires the simultaneous engagement of lexical, grammatical, phonetic and pragmatic language abilities. ETS wanted a balance between technical correctness and effective communication.
Q2. How will the TOEIC Listening and Reading sections change?
A2. Specific changes fall into six main areas:
1) Some conversations, talks and Listening and Reading texts will be longer. This change will broaden the measurement of examinee abilities and reduce the number of different contexts that the candidate must process. Instead of many different conversations with a single question about each, there will be fewer conversations with multiple questions about each.
2) Different English accents heard in the Listening section. The TOEIC test is a test of international English; as such, examinees may need to communicate with a variety of English speakers. To reflect the varieties of standard English commonly taught and spoken in the international workplace, four different English accents will be heard during TOEIC testing: U.S., Canadian, British and Australian.
3) Questions in the Listening section are now also recorded. In order to allow candidates to answer questions without having to read them, the questions are also included in the audio recording.
4) Inclusion of passage-based, sentence-completion questions. While the present sentence-based, sentence completion questions yield important information, there is a need to extend them to measure skills by connecting information across sentences. This allows examinees to demonstrate abilities more typical of those used in the real world.
5) Questions will refer to more than one passage. Some groups of questions will refer to more than one passage. Interrelated passages that assess the ability to connect information across passages will be included. Some questions will require reference to both texts.
6) Some questions have been reduced and eliminated. In order to provide more testing time for the kinds of tasks that reflect real-world language usage, there will be fewer questions about photographs. Error-recognition questions will also be eliminated.
Q3. Does the difficulty level of the new TOEIC test remain the same?
A3. Yes. In pilot and field studies, test takers took both the existing TOEIC test and the new test. Statistical analysis of the results confirmed that the difficulty level of the two tests was equivalent.
Q4. When will ETS start to administer the new TOEIC test?
A4. The Listening and Reading section of new test has been launched in Japan and Korea in May 2006. After that, a phased launch has been conducted in other countries worldwide. In China, ETS will offer the new test on November 25, 2007.
Q5. Is there any change to the length of testing time in the new TOEIC test?
A5. No. The Listening section will still take approximately 45 minutes to complete, and candidates will still have 75 minutes to answer the questions in the Reading section.
Q6. Why has the number of "Picture Description" questions been reduced?
A6. The Picture Description questions were a useful way of testing listening without requiring the candidate to read written questions. However, in order to make room for testing longer conversations and talks in the new TOEIC test Listening section, the number of these questions was reduced.
Q7. Why has "Error Recognition (Part 6)" been eliminated?
A7. Contextualized passage-based questions replace the Error Recognition section of the new TOEIC test. These new questions more closely reflect the skills required in the international workplace today.
Q8. If all of the questions in Part 3 and Part 4 of the new TOEIC test are written, why do candidates also need to hear them spoken?
A8. Providing the questions both orally and in writing allows candidates to comprehend the questions in the format they find easiest to understand.
Q9. Why does the new TOEIC test include various English accents?
A9. The TOEIC test is a test of international English, and candidates may need to communicate with a diversity of English speakers. The voices heard in the new TOEIC test reflect varieties of standard English that are commonly taught and spoken in the international workplace.
Q10. In the new TOEIC test, has the amount of business-related contexts changed?
A10. There is no increase in the proportion of workplace contexts. However, business skills are not tested.
Q11. With more extended contexts included in the reading comprehension part of the new TOEIC test, will test takers be able to finish in the time allowed?
A11. Yes. Studies conducted over the last few years confirm that candidates who take the new TOEIC test do not find it more difficult than the current test. Test forms are comparable in testing time, score range and difficulty.
Speaking and Writing Section
Q1. Do the TOEIC® Speaking and Writing tests contain only business contexts?
A1. The TOEIC® Speaking and Writing tests assess general English language ability with emphasis on work and business related situations. The TOEIC tests (listening and reading) and (speaking and writing tests) are set in contexts appropriate for the international workplace. They include tasks that people might perform in work-related situations or in familiar daily activities that are common across cultures. Neither the TOEIC (Listening and Reading) test nor the TOEIC Speaking and Writing tests require candidates to have specialized knowledge or experience of business.
Q2. In the speaking test, one of the criteria is set on pronunciation. We know that as long as the pronunciation does not interfere with communication, then the level of pronunciation is sufficient. Would you give an example of that? Can you please explain in detail?
A2. Candidates, even the highest level speakers, are not required to have a native-speaker accent. We are not looking for the complete absence of first-language influence, as long as the pronunciation or accent does not interfere with the test-taker's ability to communicate clearly (i.e., two non-native speakers from two backgrounds would be able to communicate effectively). The best thing to do is to listen to our sample responses; you will notice that we are not requiring perfection, even at the highest level.
The kinds of mistakes that would interfere with communication, such as confusing sounds, may make words difficult to understand.
Pronunciation examples: "Thinking" & "sinking" - these may sound the same, but the meaning is different; "Bird" & "beard" - again, these may sound the same, but the meaning is different
Q3. If a candidate could not finish recording all of his/her thoughts within the time allowed, would it affect his/her evaluation?
A3. Speaking response evaluation is based on a number of factors. Content is just one of them. Depending on the content of the recorded speech, the result may vary. As long as a recorded answer includes all the evidence set by designated criteria, the answer will be considered as a complete answer. The Pilot results did not indicate that test-takers had difficulties finishing the tasks.
Q4. Would you explain the difference between what candidates are asked to demonstrate both in the TOEFL writing test and the TOEIC writing test? We understand that these two tests assess language proficiency in writing in different context, academic and business. Aside from their contextual difference, would you say candidates are asked to demonstrate how well they can write complicated or sophisticated language in TOEFL, and would you also say that those aspects are taken into a consideration when answers are rated? On the other hand, would you say candidates are asked to demonstrate how accurately convey thoughts and information using a variety of sentences in TOEIC?
A4. The TOEFL test is a test of general English proficiency in an academic context. It tests aspects of English that are specific to academic English. The TOEIC test is a test of general English proficiency in a workplace context. Both tests measure general English proficiency. The Writing tests measure general English writing proficiency. The TOEIC Writing test has additional tasks that are designed to measure and make distinctions between test takers at the lower proficiency levels. The TOEIC Writing test also includes one task that is the same as the TOEFL Writing independent writing task: Write an opinion essay. This task is designed to measure and make distinctions between test takers at the high proficiency levels.
Q5. What would be a standard/sufficient typing speed ETS considers candidates ought to achieve in order to take the test without feeling disadvantaged due to their typing skill deficiency? For those who are not used to typing, how could the test be administered fairly?
A5. The TOEIC Writing test measures English writing ability, not typing ability. The test is designed to give people of all typing abilities enough time to adequately respond to all of the test questions. ETS will not give a word per minute speed because we believe that all test takers will have enough time to complete the tasks. For those test takers who are concerned about their typing abilities, we encourage them to take the Speaking and Writing Online Practice Test, where they will see how much time they have to complete the tasks.
Q6. I believe, in real life, depending on whom one talks to, tones/registers vary. In the tests, how should candidates consider the relationship between the test takers and the audience? (For instance, one's tone/register change either by talking/writing to one's boss or subordinate.) Do you evaluate those aspects in the speaking and writing tests?
A6. TOEIC Speaking and Writing tests evaluate test takers tone and register through some task types. For example, in the Speaking test, the Propose a Solution task requires test takers to create a response that shows awareness of the audience. In the writing test, the Respond to a Written Request task requires test takers to create a response that is appropriate to the writer of the e-mail. In the Write a Sentence Based on a Picture task, test takers are asked to write one grammatically correct sentence that is consistent with the picture. That task type does not measure the appropriate use of tone or register.
Q7. I understand candidates have to take the Speaking and the Writing tests together. Is it because those tests are interrelated to each other? In other words, would a result of the speaking test affect a result of the writing test, and vise versa?
A7. The speaking test and the writing test are individual tests. Therefore the results of the tests should be considered independently. ETS encourages institutions and test-takers to look at proficiency levels in all four skill areas in order to get the best holistic picture of a candidate.
Q8. How did you end up dividing speaking proficiency into 8 levels whereas writing proficiency is divided into 9 levels? Could you please indicate the criteria on which those divisions were based?
A8. We did not intentionally target specific numbers of levels when creating the proficiency levels. When we first analyzed the field study data, we first tried to find where we can draw border lines, which discriminate one group from another without any overlaps or discrepancies of descriptions between levels, especially between two groups that are next to each other. Our goals was to create as many independent levels as possible, and the research data indicated that the questions on the Speaking Test would support 8 levels, while the questions on the Writing Test would support 9. Level descriptions from at each level represent the characteristics of all other candidates from the same score group.
Q9. What levels are candidates with full speaking scores in? Can native high school/university students get full scores?
A9. Native speakers of English should receive the top level. Yes, native high school / university students can get full scores.
Q10. In the writing tests, your explanation stated that you do not check one's spelling mistakes so severely unless ones spelling errors interfere with communication. Can you please provide us with specific guidelines?
A10. Specific guidelines are best found by reviewing the benchmark samples provided with the sample test. There is no specific formula for calculating how many spelling mistakes will affect a test-takers score because there are many factors that are considered in assigning the final score.
Q11. How many raters are involved in order to score one test?
A11. For each test (speaking test and writing test) at least 3 raters are assigned to score the candidates responses. There are situations where more than three raters might be required.
Q12. How do you train ETS raters?
A12. As for the training that raters have to go through, ETS provides about ten hours of on-line training before they become ETS official raters. Any test is only as valuable as the reliability of its scoring. For scores to be considered reliable, they must be consistent - regardless of which version of the test is used, or when and where it is administered. To ensure the reliability of all our tests, ETS adheres to a stringent 10-step process:
1. ETS recruits highly qualified applicants to be raters.
2. ETS reviews applicants' resumes and selects the best qualified candidates to participate in rater training.
3. Rater candidates participate in online training.
4. Rater candidates take a certification test. Only certified raters may score ETS tests.
5. Scoring leaders receive special training on scoring difficult-to-score samples.
6. Raters use carefully developed rubrics and guidelines as they score.
7. Raters must take a calibration test before every scoring session to ensure their scores are accurate.
8. Scoring leaders oversee raters throughout the scoring process.
9. Scoring leaders and test developers use statistical reports to monitor raters' performance.
10. Statisticians review and analyze all scoring results before releasing scores.
Q13. What countries/backgrounds are raters from? Do they come from many different cultures?
A13. In the first stage, we are recruiting raters only from North America. In the future, we would like to set a system where recruit raters from different English speaking countries other than North America.
Q14. Is it possible to let the market know how exactly you recruit raters?
A14. ETS recruits raters from a variety of sources, conferences, web site, ad placement and referrals.
Q15. Do your official raters score both speaking and writing tests?
A15. No. Raters only score for either the speaking test or the writing test.
Q16. Are you planning on disclosing development/research process for the TOEIC Speaking and Writing tests?
A16. We will share non-proprietary information about the development / research process used to create the TOEIC Speaking and Writing tests.
Q17. Now that we have speaking and writing components to the TOEIC test, one is able to attain four different scores. Is ETS planning to set another scale of descriptors that is based upon one's four different scores added together?
A17. No, ETS is not planning to set another scale. The four scores have to be considered separately in order to correctly understand / observe candidates skills.
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