托?？谡Z不連貫怎么辦：口語連貫流利的小技巧
托福口語評(píng)分標(biāo)準(zhǔn)中對(duì)于連貫性的要求非常明確，想要取得高分，問題回答的連貫是必須的。但是口語不連貫怎么辦?下面就是學(xué)習(xí)啦小編給大家整理的托?？谡Z連貫的6大技巧，希望對(duì)你有用!
托福口語連貫的6大技巧
1. 運(yùn)用總分總的結(jié)構(gòu)
Your listeners will understand your talk better if you organize what you say in a logical sequence or linear pattern. This means that you tell the listeners what you are going to talk about and then go through the points you want to make. The most common pattern of organization is outlined below:
Introductory statement
Point 1
Point 2
Point 3
Concluding statement
An example of this pattern is shown below:
Breeding butterflies has many advantages for the collector.
1. way of obtaining specimens
2. spares can be released into the wild
3. helps survival because butterflies have been protected from natural predators
The experience is a learning experience for the collector and a benefit to the species.
2. 運(yùn)用連接詞
Connecting ideas by using transition words and phrases tells your listeners the relationship of one idea to the next. You can signal to your listener that you are going to put events in a sequence, add information, or make a comparison. You can signal that you want to emphasize or clarify a point. Using transition words and phrases helps your listener follow the flow of your ideas. Read the following example without transitional expressions:
In my physics class, we did lots of experiments that helped clarify scientific principles. I understood those principles better by doing those experiments.
These sentences would flow better if the speaker used transitional expressions as in the following example:
In my physics class, we did lots of experiments that helped clarify scientific principles. As a result, I understood those principles better.
3. 解釋或定義陌生概念
In order to help your listeners understand, you may need to define a term that you use in your response. Read the following example:
My hobby is telemark skiing.
If the speaker does not define the term and listeners do not know what telemark skiing is, they might not understand the rest of the passage. Sometimes listeners can guess the meaning through the context of the passage, but sometimes they cannot. Here is the definition this speaker gave of telemark skiing:
That means skiing using telemark skis.
Even though the speaker defined telemark skiing, listeners still may not understand what it means because the speaker defined the term with the same word. To effectively define a word, use a three-part definition:
1. State the word or phrase to be defined.
2. Give the category that the word or phrase fits into.
3. Tell how the word is different from other words that fit the same category.
Read this example of an effective definition:
Telemark is a type of alpine skiing in which the boots are connected to the skis only at the toes, so traditional skiing techniques have to be modified.
4. 正確使用平行結(jié)構(gòu)
Your listener can understand the flow of your ideas better if you use parallel structures when you speak. Read the following incorrect example:
My teacher gave interesting assignments and motivating the students.
The listener may be confused because the speaker has mixed different grammatical structures. Does the speaker mean My teacher gave interesting and motivating assignments to the students'? In this sentence, interesting and motivating are parallel adjectives. Or does the speaker mean My teacher gave interesting assignments and motivated the students? In this sentence, gave and motivated are parallel verbs.
5. 對(duì)關(guān)鍵詞進(jìn)行替換或同義轉(zhuǎn)換
When a speaker keeps repeating a word or phrase, listeners can get confused. Read the following example:
My teacher wrote the assignment on the chalkboard. The assignment was on the chalkboard until the teacher erased the assignment after we had all done the assignment.
This speaker's ideas would be clearer if the repeated words were replaced with other expressions or with pronouns. Look at the way this example can be improved:
My teacher wrote the assignment on the chalkboard. She erased the board after we had all completed the task.
The word assignment has been replaced with task; the word teacher with she; and the word chalkboard with board.
6. 時(shí)態(tài)、人稱和數(shù)量的統(tǒng)一
Your listener can get confused if you are not consistent. Look at the following example:
My teacher brought five paper bags to school one day. He put us into groups and gave each group a bag. You have to take the objects out of the bags in turn and then a person has to tell a story involving the object from the bag.
The listener may get confused by the change from the past tense to the present tense, and the change from us to you and then to a person. The listener might also be confused by the change from the plural form objects and bags to the singular forms object and bag.
The listener could follow this speaker's ideas better if the speaker were consistent. Look at the way this example can be improved:
One day my teacher put us into five different groups. He gave each group a bag and told us to take turns pulling out an object and telling the other members of the group a story involving that object.
托?？谡Z說連貫為什么得不了高分
以學(xué)生音頻為例:
通常來說，聽完這一類學(xué)生現(xiàn)場(chǎng)答題之后我的感受是：
1, 語速快。能感覺到同學(xué)在內(nèi)容上尤其精心準(zhǔn)備過，或者英語語言水平的能力可以對(duì)自己的想法進(jìn)行無障礙表達(dá)。
2, 基本的語音面貌不錯(cuò)。學(xué)生發(fā)音挺地道，不蹦單詞，不在句子結(jié)尾處嗲嗲地拖音，也不用說一句話費(fèi)半天勁兒停在那兒想下句話如何表達(dá)。
3, 沒有明顯的語法錯(cuò)誤。學(xué)生用了些不錯(cuò)的句型，語法也沒有大的問題。
可是最要命的是 ——語速快到我沒有聽得清楚她到底在說什么!!!換言之，學(xué)生說得很 high， 可是 listener 卻需要費(fèi)勁地去聽。
這類高分選手在考試之前感覺十分良好的，覺得自己應(yīng)該美美地拿到27，28分了，可是查成績(jī)都暈了，23分徘徊不前。承受能力好的心里在嘀咕，評(píng)分官這是幾個(gè)意思啊?承受能力弱的直接懷疑：我英語能力原來這么弱不經(jīng)風(fēng)啊!
大家迷惑：工作，學(xué)習(xí)中英語用的得心應(yīng)手的啊;日常生活表達(dá)的時(shí)候完全 0 障礙啊;語速、流利度也相對(duì)不錯(cuò)啊;英語成績(jī)班級(jí)里前幾名啊，工作中直接給公司老總們當(dāng)現(xiàn)場(chǎng)翻譯了。
是的，都對(duì)! 但是，真實(shí)的情況是：當(dāng)我們把語言當(dāng)成一個(gè)交流工具來使用和考試答題之間是有非常大差距的--最主要的一點(diǎn)是“標(biāo)準(zhǔn)”。
比如，大家工作生活中使用的時(shí)候，對(duì)方不會(huì)強(qiáng)迫你說話流暢到一個(gè)磕巴都沒有，也不會(huì)突然告訴你哥們你剛才那句話用詞、語法和句型有問題啊;甚至不會(huì)教給你：這句話我們歪果仁用的表達(dá)方式不一樣啊。而這些，就是托福高分要求的關(guān)鍵一部分呢～
除此之外，大家仔細(xì)讀一下ETS 給出的評(píng)分標(biāo)準(zhǔn)，不難發(fā)現(xiàn) —— 感覺什么也讀不出來! 不過是一些規(guī)規(guī)矩矩的要求：表達(dá)非常流暢，發(fā)音到位，語調(diào)自然地道。遣詞造句符合英語使用習(xí)慣。話題展開細(xì)節(jié)化，避免籠統(tǒng)地列舉理由。
其中，Good的評(píng)語：overall 之后第一點(diǎn)就提到 “you speech is clear and fluent”，那么烤鴨們認(rèn)真聽一聽自己發(fā)自內(nèi)心的英語，fluent是有了，可是真的做到了clear 了嗎?
還有一個(gè)是 “coherently”，什么意思呢?還記得前面提到學(xué)生的答案我“聽不懂”嗎?是真的聽不懂啊，因?yàn)閷W(xué)生就像是個(gè)囈語者一樣說著一堆只有自己能聽懂的話，這里以一個(gè)學(xué)生的獨(dú)立口語答案為例，用中文來講他的答案是這樣的，請(qǐng)注意彩色字體之間的邏輯關(guān)系。
“下雨天的時(shí)候，我選擇做一些室內(nèi)活動(dòng)，我在家里看書，做家務(wù)，睡覺，或者這一類的事情。下雨天讓人覺得很煩，因?yàn)榇蠹也荒艹鋈ネ?，但是下雨天也有很多好處，因?yàn)樗梢詭碛?，保護(hù)環(huán)境。但是我覺得下雨天不要太長(zhǎng)，這樣就對(duì)我比較好”。
這道題的題目是“What time of the year do you like the most?”
我相信任何人，即便是中國人聽了這么一出流水賬的答案也醉倒在廁所了。更別提不了解我們“社會(huì)主義中國特色”的評(píng)分官了。是啊，說了幾十秒，可是又等于什么都沒說，還談什么coherence。
托?？谡Z快速提升的3個(gè)技巧
一、盡早回答
閱讀和聽力的部分要盡早回答。因?yàn)橥懈Ｂ犃κ菣C(jī)考，所以如果回答晚了的話會(huì)受到別人回答使的干擾。如果中間有休息時(shí)間，那就盡可能的延長(zhǎng)。如果休息時(shí)間比較短的話，那么會(huì)在寫作的時(shí)候受到別人口語回答的干擾。同樣的在口語考試的時(shí)候，大家也一定也遵循盡早回答的原則，這樣一是防止別人的打擾，還有就是讓你在思路清晰的時(shí)候，準(zhǔn)確的表述出自己的所要表達(dá)的內(nèi)容。
二、口語部分教材的練習(xí)
在托?？谡Z復(fù)習(xí)的時(shí)候就要不斷的進(jìn)行練習(xí)，這樣才能取得托?？谡Z高分的唯一捷徑。如果練習(xí)的過程中覺得自己對(duì)口語已經(jīng)有點(diǎn)感覺了，建議大家可以把口語部分的教材拿出來進(jìn)行練習(xí)，這樣對(duì)于考生來說能夠發(fā)散思維。這樣考生在考試的過程中，看到題目之后，能夠更加快捷的有解題思路，能夠給考生帶來很大的優(yōu)勢(shì)。
三、注意語音和語法。
由于考官在批改考生的托?？谡Z的時(shí)候是看不到考生的更熱，所以你的聲音是考官批改的唯一評(píng)分標(biāo)準(zhǔn)，那么你的語言不僅不能有語法錯(cuò)誤，甚至語音也不能有太多的錯(cuò)誤。很多考生認(rèn)為英語流利的表現(xiàn)就是語速快，但是這樣的結(jié)果會(huì)是你的發(fā)音混淆不清。可是會(huì)有很多的考官考察的就是考生的發(fā)音到不到位，用詞會(huì)不會(huì)簡(jiǎn)單，信息的含量。發(fā)音不到位，用詞簡(jiǎn)單，信息含量低，這些都會(huì)直接影響到考官對(duì)你的打分。
口語考試的時(shí)候一定要注意避免尷尬，如果雙方都沒有人講話的話，那么就會(huì)很尷尬。怎樣才能避免這種場(chǎng)面呢?
1、“UHMM”，是美國人最常用的語氣詞，這個(gè)詞用來告訴聽話者：“我正在思考你所提出的問題”。
2、“I mean”，這個(gè)其實(shí)對(duì)于很多講著講著就扯遠(yuǎn)了的同學(xué)來說，是非常有用的。很多考生在回答問題的時(shí)候，說著說著就跑題了，然后無法自圓其說。所以，如果一旦反應(yīng)過來了，這個(gè)是非常有用的。
3、“You know”，很多看美劇的同學(xué)對(duì)于這個(gè)詞匯都是非常熟悉的，在口語表示當(dāng)中并不是詞語表面所含有的意思。但是提醒大家，這個(gè)詞使用之后，就要繼續(xù)闡述自己的觀點(diǎn)。
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