很多考生都知道托福改革閱讀評(píng)分標(biāo)準(zhǔn)表30題，托?？荚囋u(píng)分標(biāo)準(zhǔn)改革是常有的事，也許是為了適應(yīng)時(shí)代潮流，挑選出更適合留學(xué)的人，留學(xué)的話(huà)不是單要英語(yǔ)成績(jī)考試好而已，還要會(huì)說(shuō)，會(huì)交流，這才是最重要的，我們老師就說(shuō)過(guò)學(xué)英語(yǔ)最終是為了能用英語(yǔ)與別人交流，而不是為了應(yīng)付英語(yǔ)考試，英語(yǔ)成績(jī)好的人英語(yǔ)不一定說(shuō)得好，這句話(huà)很有道理，相信很多人都深有體會(huì)，也可以看一下托福閱讀30題評(píng)分對(duì)照表，下面就跟小編一起來(lái)看一下托福改革閱讀評(píng)分標(biāo)準(zhǔn)表30題吧。
一、托福改革閱讀評(píng)分標(biāo)準(zhǔn)表30題
? ? ? 評(píng)分標(biāo)準(zhǔn)：Score：4
General Deion:
The response fulfills the demands of the task, with atmost minor lapses in completeness. It is highly intelligible and exhibitssustained, coherent discourse. A response at this level is characterized by allof the following.
Delivery:
Generally well-paced flow (fluid expression). Speechis clear. It may include minor lapses, or minor difficulties with pronunciationor intonation patterns, which do not affect intelligibility.
Language Use:
The response demonstrates effective use of grammar andvocabulary. It exhibits a fairly high degree of automat city with good controlof basic and complex structures (as appropriate). Some minor (or systemic)errors are noticeable but do not obscure meaning.
Topic Development:
Response is sustained and sufficient to the task. Itis generally well developed and coherent; relationships between ideas are clear(or clear progression of ideas).
評(píng)分標(biāo)準(zhǔn)：Score：3
General Deion:
The response addresses the task appropriately, but mayfall short of being fully developed. It is generally intelligible and coherent,with some fluidity of expression though it exhibits some noticeable lapses inthe expression of ideas. A response at this level is characterized by at leasttwo of the following.
Delivery:
Speech is generally clear, with some fluidity ofexpression, though minor difficulties with pronunciation, intonation, or pacingare noticeable and may require listener effort at times (though overallintelligibility is not significantly affected).
Language Use:
The responsedemonstrates fairly automatic and effective use of grammar and vocabulary andfairly coherent expression of relevant ideas. Response may exhibit someimprecise or inaccurate use of vocabulary or grammatical structures used. Thismay affect overall fluency, but it does not seriously interfere with thecommunication of the message.
Topic Development:
Response is mostly coherent and sustained and conveysrelevant ideas information. Overall development is somewhat limited, usuallylacks elaboration or specificity. Relationships between ideas may at times notbe immediately clear.
評(píng)分標(biāo)準(zhǔn)：Score：2
General Deion:
The responseaddresses the task, but development of the topic is limited. It containsintelligible speech, although problems with delivery and/or overall coherenceoccur; meaning may be obscured in places. A response at this level ischaracterized by at least two of the following.
Delivery:
Speech is basically intelligible, though listenereffort is needed because of unclear articulation, awkward intonation, or choppyrhythm pace; meaning may be obscured in places.
Language Use:
The response demonstrates limited range and control ofgrammar and vocabulary .These limitations often prevent full expression ofideas. For the most part, only basic sentence structures are used successfullyand spoken with fluidity. Structures and vocabulary may express mainly simple(short) and/or general propositions, with simple or unclear connections madeamong them (serial listing, conjunction, juxtaposition).
Topic Development:
The response is connected to the task, though thenumber of ideas presented or the development of ideas is limited. Mostly basicideas are expressed with limited elaboration (details and support). At timesrelevant substance may be vaguely expressed or repetitious. Connections ofideas may be unclear
評(píng)分標(biāo)準(zhǔn)：Score：1
General Deion:
The response is very limited in content and/orcoherence or is only minimally connected to the task, or speech is largelyunintelligible. A response at this level is characterized by at least two ofthe following.
Delivery:
Consistent pronunciation, stress, and intonationdifficulties cause considerable listener effort; delivery is choppy,fragmented, or telegraphic; frequent pauses and hesitations.
Language Use:
Range and control of grammar and vocabulary severelylimit (or prevent) expression of ideas and connections among ideas. Some lowlevel responses may rely heavily on practiced or formulaic expressions.
Topic Development:
Limited relevant content expressed. The responsegenerally lacks substance beyond expression of very basic ideas. Speaker may beunable to sustain speech to complete task and may rely heavily on repetition ofthe prompt.
評(píng)分標(biāo)準(zhǔn)：Score：0
Speaker makes no attempt to respond OR response isunrelated to the topic.
二、托福閱讀評(píng)分標(biāo)準(zhǔn)解析
其實(shí)閱讀題分?jǐn)?shù)是有一個(gè)轉(zhuǎn)化過(guò)程的，閱讀題的原始分值和轉(zhuǎn)化后的對(duì)應(yīng)分值。新托福閱讀每篇題量為12-14題，每篇閱讀除了最后一道題為2分外，其余題目分值都是1分，所以托福閱讀總的原始分值為45分。所以。同學(xué)們?nèi)绻诳荚囍幸驗(yàn)闀r(shí)間問(wèn)題迫不得已要舍棄一道題目時(shí)，盡量不要舍棄小結(jié)題。一般情況下，這類(lèi)題目是多選題，6個(gè)中選擇3個(gè)，選錯(cuò)一個(gè)扣一分，錯(cuò)2個(gè)或3個(gè)不得分。
三、影響托福閱讀成績(jī)的因素
如果閱讀遇到加試，也有可能會(huì)影響閱讀成績(jī)。那么閱讀加試是如何影響閱讀成績(jī)的呢？考試中只有一部分考生會(huì)遇到閱讀加試，沒(méi)有遇到加試的考試成績(jī)不會(huì)有變動(dòng)，按照上述評(píng)分標(biāo)準(zhǔn)來(lái)評(píng)分。但是參加加試的考生成績(jī)可能會(huì)因?yàn)榧釉囶}目的情況，成績(jī)產(chǎn)生一些變動(dòng)，具體細(xì)則如下：
（1)如果考試正確率比加試正確率高，說(shuō)明考題偏容易，也就是高分檔的學(xué)生比較多，那么ETS將給分?jǐn)?shù)的分布作相應(yīng)的調(diào)整，也就是給一些高分的學(xué)生減分。給哪些學(xué)生減分呢?當(dāng)然是加試做得不好的學(xué)生。
(2)如果考試正確率比加試正確率低，說(shuō)明考題偏難，也就是低分檔的學(xué)生比較多，那么ETS將給分?jǐn)?shù)的分布作相應(yīng)的調(diào)整，也就是給一些低分的學(xué)生加分。給哪些學(xué)生加分呢?當(dāng)然是加試做得好的學(xué)生。
(3)如果考試正確率和加試正確率持平，實(shí)現(xiàn)了正態(tài)分布，考生的分?jǐn)?shù)則不需要調(diào)整了。
之所以分?jǐn)?shù)有波動(dòng)是因?yàn)镋TS為了在考生水平有波動(dòng)的情況下，仍然能夠給予考生一個(gè)相對(duì)較為公平的分?jǐn)?shù)。
四、托?？谡Z(yǔ)快速提高方法
托?？谡Z(yǔ)找到一個(gè)專(zhuān)業(yè)的外教進(jìn)行練習(xí)還是很有必要的。分享一下我在用的app：留小留，可以隨時(shí)和世界各地的Native Speaker進(jìn)行一對(duì)一的口語(yǔ)對(duì)練，里面有很多專(zhuān)業(yè)的外教可以選擇，這個(gè)軟件用起來(lái)就跟打微信語(yǔ)音／視頻電話(huà)一樣，質(zhì)量很清晰。這個(gè)是最讓我感到意外且性?xún)r(jià)比超級(jí)高的一個(gè)APP了。我長(zhǎng)期練習(xí)的一個(gè)外教陪練是英國(guó)的Leila，她不僅口音純正，而且人超級(jí)nice，她本人還是一個(gè)攝影師，我也經(jīng)常跟她交流攝影方面的技巧。
不過(guò)大家在跟外國(guó)人練習(xí)托福口語(yǔ)的時(shí)候，我有2個(gè)建議：1是提前準(zhǔn)備一個(gè)話(huà)題，帶著話(huà)題去跟他們練習(xí)能讓你學(xué)到很多地道的表達(dá)；2.是不一定非要選擇歐美的老外，像有些南非、菲律賓的也很專(zhuān)業(yè)，練習(xí)口語(yǔ)也不錯(cuò)。
我們精心為大家整理的《托福改革閱讀評(píng)分標(biāo)準(zhǔn)表30題 托福閱讀評(píng)分標(biāo)準(zhǔn)解析》文章不知道大家滿(mǎn)不滿(mǎn)意，如果大家想了解更多語(yǔ)言培訓(xùn)相關(guān)的信息，請(qǐng)關(guān)注語(yǔ)言培訓(xùn)欄目。
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