Proficiency Description

Proficiency Description은 수험자가 영어를 이용하여 할 수 있는 것이 무엇인지를 표현, 기술해 놓은 것입니다.
각각의 점수대에 따른 강점과 약점을 설명한 것으로 수험자가 수행할 수 있는 언어적 과제를 상세히 설명해 주고 있습니다.

Listening Test

테이블
점수 Strength Weakness
495 ~ 375
  • Test takers who score around 400 typically have the following strengths :
  • ㆍThey 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.
  • ㆍThey 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.
  • ㆍThey 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.
  • ㆍThey 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 score around 300 typically have the following weaknesses :
  • ㆍThey 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.
  • ㆍThey 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.
  • ㆍThey 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.
  • ㆍThey 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.
370 ~ 275
  • Test takers who score around 300 typically have the following strengths :
  • ㆍThey can sometimes infer the central idea, purpose, and basic context of short spoken exchanges, especially when the vocabulary is not difficult.
  • ㆍThey can understand the central idea, purpose, and basic context of extended spoken texts when this information is supported by repetition or paraphrase.
  • ㆍThey can understand details in short spoken exchanges when easy or medium-level vocabulary is used.
  • ㆍThey 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 :
  • ㆍThey 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.
  • ㆍThey 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.
  • ㆍThey 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.
  • ㆍThey 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 :
  • ㆍThey can understand short (single- sentence) descriptions of the central idea of a photograph.
  • ㆍThey 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.
  • ㆍThey 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.
  • ㆍThey 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 :
  • ㆍThey 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.
  • ㆍThey 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.
  • ㆍThey 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.
  • ㆍThey 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.

Reading Test

테이블
점수 Strength Weakness
495 ~ 425
  • Test takers who score around 450 typically have the following strengths :
  • ㆍThey can infer the central idea and purpose of a written text, and they can make inferences about details.
  • ㆍThey can read for meaning. They can understand factual information, even when it is paraphrased.
  • ㆍThey can connect information across an entire text, and they can make connections between two related texts.
  • ㆍThey 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.
  • ㆍThey 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 :
  • ㆍThey can infer the central idea and purpose of a written text, and they can make inferences about details.
  • ㆍThey can read for meaning. They can understand factual information, even when it is paraphrased.
  • ㆍThey can connect information across a small area within a text, even when the vocabulary and grammar of the text are difficult.
  • ㆍThey can understand medium-level vocabulary. They can sometimes understand difficult vocabulary in context, unusual meanings of common words, and idiomatic usage.
  • ㆍThey can understand rule-based grammatical structures. They can also understand difficult, complex, and uncommon grammatical constructions.
  • Test takers who score around 350 typically have the following weaknesses:
  • ㆍThey do not connect information across a wide area within a text.
  • ㆍThey 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 :
  • ㆍThey can make simple inferences based on a limited amount of text.
  • ㆍThey 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.
  • ㆍThey can sometimes connect information within one or two sentences.
  • ㆍThey can understand easy vocabulary, and they can sometimes understand medium-level vocabulary.
  • ㆍThey 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 :
  • ㆍThey do not understand inferences that require paraphrase or connecting information.
  • ㆍThey 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.
  • ㆍThey usually do not connect information beyond two sentences.
  • ㆍThey 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.
  • ㆍThey do not understand more difficult, complex, or uncommon grammatical constructions.
220 ~ 5
  • Test takers who score around 150 typically have the following strengths :
  • ㆍThey 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.
  • ㆍThey can understand easy vocabulary and common phrases.
  • ㆍThey 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 :
  • ㆍThey cannot make inferences about information in written texts.
  • ㆍThey do not understand paraphrased factual information. They rely on matching words and phrases in the text to answer questions.
  • ㆍThey are often unable to connect information even within a single sentence.
  • ㆍThey understand only a limited range of vocabulary.
  • ㆍThey do not understand even easy grammatical constructions when other language features, such as difficult vocabulary or the need to connect information, are also required.