Test of English as a Foreign Language (TOEFL) Listening Section Flashcards

24 sample cards from the Listening Section deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What is 'connected speech', and why does it make listening harder?

   Connected speech is the way sounds blend, change, or disappear when words are spoken naturally rather than in isolation. It makes word boundaries unclear, so phrases sound different from how they look in writing.

2. Define 'linking' (liaison) in connected speech with an example.

   Linking is joining the final sound of one word to the beginning of the next so they run together. Example: 'an apple' sounds like 'a-napple'; 'turn it off' sounds like 'tur-ni-toff'.

3. Define 'elision' in connected speech with an example.

   Elision is the dropping of a sound (often /t/ or /d/) in natural speech. Example: 'next day' sounds like 'nex day'; 'friendship' loses the /d/.

4. Define 'assimilation' in connected speech with an example.

   Assimilation is when one sound changes to become more like a neighbouring sound. Example: 'ten bikes' the /n/ becomes /m/ → 'tem bikes'; 'good boy' → 'gub boy'.

5. What is the 'schwa' (/ə/) and why does it matter for listening?

   The schwa is the weak, neutral unstressed vowel (the 'uh' sound). Function words like 'to', 'of', 'a', 'and' reduce to a schwa in connected speech, so they are easy to miss but carry grammatical meaning.

6. What are 'weak forms' in English speech?

   Reduced pronunciations of function words (articles, prepositions, auxiliaries, conjunctions) when unstressed — e.g., 'can' → /kən/, 'and' → /ən/, 'have' → /əv/. Content words keep their strong forms.

7. In a content-versus-function-word contrast, which words are stressed in natural English speech?

   Content words (nouns, main verbs, adjectives, adverbs) are stressed and carry meaning; function words (articles, prepositions, auxiliaries, pronouns, conjunctions) are usually unstressed and reduced.

8. What is 'contraction' in connected speech, and why track it?

   Contraction merges words into shortened forms (e.g., 'I would have' → 'I'd've', 'going to' → 'gonna', 'want to' → 'wanna'). Recognising them prevents confusion about tense and meaning.

9. What is the recommended approach to note-taking in TOEFL Listening — write everything or selectively?

   Take selective, concise notes: capture main ideas, key terms, examples, and relationships (not full sentences). Trying to write everything causes you to stop listening and miss content.

10. What note-taking layout helps capture lecture structure efficiently?

    A hierarchical/outline format: main topic at the top, main points indented below, sub-details/examples indented further, with arrows or symbols to show relationships (cause→effect, contrast, sequence).

11. List four useful symbols/abbreviations for fast TOEFL note-taking.

    → (leads to / causes), = (is/equals/means), ≠ (differs from), + (and/also); plus abbreviations like 'b/c' (because), 'w/' (with), 'ex' (example), and arrows ↑↓ for increase/decrease.

12. For a conversation, what three things should your notes prioritise?

    The student's problem or reason for the visit, the solution(s) or advice offered, and the outcome or next step the student agrees to take.

13. For a lecture, what should the top line of your notes always capture?

    The main topic/thesis — what the lecture is fundamentally about — so you can quickly answer the Gist-Content question.

14. What is the recommended strategy when you hear an unfamiliar vocabulary word in a lecture?

    Don't panic or stop; use context (surrounding sentences, examples, contrasts, definitions) to infer the general meaning and keep listening, since one word rarely determines the answer.

15. How do lecturers often signal the definition of a key technical term right after introducing it?

    With definition cues such as 'which means', 'that is', 'in other words', 'is defined as', 'we call this', or by giving an example immediately after the term.

16. If an unfamiliar key term is repeated throughout a lecture, what should you do in your notes?

    Write it down (even phonetically) and mark it as important, because a repeated term is usually central to the lecture and likely tested; track how the speaker explains and uses it.

17. How can word parts (morphology) help with unfamiliar vocabulary while listening?

    Recognising prefixes, roots, and suffixes can reveal meaning — e.g., 'bio-' (life), 'photo-' (light), '-logy' (study of), 'un-/in-' (not) — letting you guess a word's general sense from its parts.

18. What range of English accents should TOEFL test-takers be prepared to hear?

    A variety of native-speaker accents including North American, British, Australian, and New Zealand English, reflecting the international academic environment.

19. Name two pronunciation differences between British and American English relevant to listening.

    Rhoticity (American pronounces post-vowel /r/ as in 'car'; many British accents drop it) and the 't' sound (Americans often flap intervocalic /t/ to a /d/-like sound in 'water', British keep a clear /t/).

20. What does 'delivery variation' refer to in TOEFL listening, and give two examples?

    Differences in how speakers talk: speed (fast vs. deliberate), and features like hesitations, false starts, self-corrections, repetition, and filler words ('um', 'you know', 'I mean') common in natural speech.

21. Why are fillers and false starts ('um', 'well, actually...') important to handle, not just ignore?

    They are normal in spontaneous speech and usually carry no content, but they can also signal hesitation, a change of mind, or attitude (uncertainty) — useful for Function and Attitude questions, so interpret them in context.

22. What is the best general strategy for handling fast or heavily accented delivery you find hard to follow?

    Focus on stressed content words and overall meaning rather than every word, use context to fill gaps, keep taking structural notes, and don't get stuck on one missed phrase — listening for gist keeps you with the speaker.

23. How can you tell an Organisation question is asking about a single example rather than overall structure?

    The stem targets a specific mention, e.g., 'Why does the professor discuss [X]?' or 'Why does the professor mention [the example]?', asking the function of that piece within the talk rather than the whole lecture's structure.

24. What is the single most reliable cross-cutting strategy for all TOEFL Listening question types?

    Listen for main ideas and structure first, take concise hierarchical notes, attend to stress/tone for attitude and function, and use context (not isolated words) to infer meaning — answering from understanding rather than matching heard words.

What this deck covers

Listening Section flashcards FAQ