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— Contents —【Special Feature】Ever-expanding use of the TOEIC® SW tests ... 2 ETS Interview ... 3 Mohammad Kousha, Executive Director, Global Channel Expansion, Global Division, Educational Testing Service Use of the TOEIC SW tests in South Korea ... 4　 ・LG Electronics, Inc.　 ・Hyundai Mobis Co., Ltd. 　 ・Seocho City Office

【Interview】Challenges facing Japan for business communication in English and effective uses of the TOEIC® SW tests ... 8 Hiromasa Tanaka, Ed. D., Professor, School of Humanities and Social Sciences, Meisei University

General outline of the TOEIC SW tests ... 11 General outline / Scoring method / Test results Proficiency Level Descriptors ... 14

【Data File】TOEIC® SW tests by the numbers ... 16

As globalization advances, there has also been an increase in the number of businesses that use English not only for communication with overseas clients but as their official in-house language. In particular, there is a greater emphasis now on the importance of oral communication and the ability for people to express themselves. Moreover, the educational community is making an effort to foster talented people with the ability to communicate effectively on the global.The TOEIC Speaking and Writing tests (TOEIC SW tests) were developed in response to these societal changes as a direct means of measuring people’s abilities to communicate in English through speaking and writing.This issue looks at how the TOEIC SW tests are being used in South Korea and the rest of the world, and provides an overview of the content of the tests.

【Special Feature】

Increasingly used around the world All about the TOEIC® Speaking and Writing tests

—Digest Version—

TOEIC Newsletter ®

No.109

The TOEIC® Newsletter is published quarterly by the Institute for International Business Communication (IIBC) in Japanese. It features how the TOEIC program is used effectively within companies, universities and other institutions. We offer the latest case studies of TOEIC program usage to our clients, so they can take full advantage of the TOEIC program within their organization. In this journal, we also introduce a trend of global human resources development and the globalization movement in Japan. This issue is a summary of the TOEIC Newsletter No.109 (issued: November 2010) translated into English by IIBC for its readers around the world.

Copyright 2011 by Educational Testing Service. All rights reserved. ETS, the ETS logos and TOEIC are registered trademarks of Educational Testing Service in the United States of America and other countries throughout the world.

C

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The TOEIC SW tests were launched in Japan in January 2007. The use of the TOEIC SW tests has gradually spread from Japan and South Korea to other countries around the world. Approximately 160,000 people take the tests each year (based on figures for 2009).This article examines how the TOEIC SW tests are being used worldwide, based on an interview with personnel at the test developer, ETS, and case studies of test usage in South Korea.

Ever-expanding use ofthe TOEIC SW tests®

TheTOEICSWtestsmeasurethespeakingandwritingabilitiesnecessaryforeffectivecommunicationininternationalworkplacesusingEnglish.ThetestsweredevelopedbyEducationalTestingService(ETS),anon-profittestdevelopmentorganization.ETSconductednumerousstudiesandexperimentsonhowEnglishisusedtocommunicateinaninternationalsetting.TheTOEICSWtestsweredevelopedinresponsetotheever-expandinguseofEnglishinworkplacesandeverydaylifewhichhasledtoagreaterneedtodirectlymeasureandevaluatetheactivecommunicationabilitiesofspeakingandwriting. ThenumberofcountriesinwhichtheTOEICSWtestsareadministeredhasincreasedtoover25andthetestsarenowwidelyusedatmanycompaniesandschools.

■ Developed by ETS, the world's largest, non-profit test developer

ETS,locatedinPrinceton,NewJersey,wasestablishedin1947.Itiswellknownastheworld'slargestnon-profittestdevelopmentorganization,withaworkforcethatincludesexpertsineducation,psychology,statistics,psychometrics,computerscience,sociology,andhumansciences.

【Special Feature】All about the TOEIC® Speaking and Writing tests

The ETS Preferred Network TOEIC Global Conference was held at ETS headquarters in the U.S. in April 2010. At the conference, which brought together organizations involved in administering TOEIC tests in countries and regions around the world, the Institute for International Business Communication (IIBC) was voted the 2009 Most Valuable Player in the Asia-Pacific region by representatives.

JapanSouth KoreaCanadaUnited StatesBrazilMexicoColombiaCosta Rica

EcuadorIndonesiaTaiwanPhilippinesAustraliaIndiaUnited KingdomChina

Countries and regions where TOEIC SW tests are utilized

FranceGermanySingaporeItalyRomaniaRussia　　　　　　　 　　　　　 etc.

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Start by telling us about how the TOEIC S&W tests are currently being utilized around the world? TheTOEICSpeakingandWriting(S&W)testsareavailableworldwidefortheinstitutionaltestingprogram(IP).Thenumberofcountriesforwhichwehaveofferedpublictestingprogram(SP)throughiBTdeliveryhasincreasedto25.TheuseofthetestshasexpandedfromAsiaandEuropetoNorthAmericaandLatinAmerica.Manyinstitutions,especiallyglobalinstitutionsindifferentcountrieshaveadoptedTOEICS&Wtests,inadditiontotheTOEICListeningandReading(L&R)test,forvariouspurposessuchasrecruitment,jobassignmentandtraining. Ouraimoverthenextcoupleofyearsistomakethetestsavailabletoasmanytest-takersinasmanycountriesaspossible,includingtheMiddleEastandAfrica,inresponsetothegrowingdemandforameansofmeasuringcomprehensiveEnglishcommunicationskillsintheworkplaces.

Could you point out some features of the TOEIC S&W tests? ThedesignoftheTOEICS&WtestswasbasedonthecurrentEnglishlanguageacquisitiontheoryandhowEnglishiscommonlyusedintheworkplaces.ThedevelopmentprocessincludednumeroussurveystomanyinstitutionswhichusedEnglishforcommunicationfrequently,andthedesignwasfinalizedthroughactualpilot,userfeedbackanddataconfirmation.TOEICS&Wtestsincorporatearangeofcommonlyusedworkplacecommunicationscenarios,andareabletoaccuratelyandeffectivelyassessEnglishSpeakingandWritingskillsnecessarytocommunicateeffectivelyintheworkplace.Therefore,theTOEICS&Wtestsexhibithightestvalidity,whichmeasureswhatthetestsclaimtomeasure. Inadditiontothehightestvalidity,ETShasarigorousprocessinplacetomaintainhighreliabilitiesonTOEICS&Wtests.TOEICS&WtestresponsesarescoredindependentlyandanonymouslybycertifiedETSratersthroughtheOnlineScoringNetwork(OSN),asecureinternet-basedsystemthatreliesoncutting-edgetechnologydevelopedbyETS.Moreimportantly,thesystemallowstoraterstoscoretestsinthemostreliableandfairway.

Which level learner should take the TOEIC S&W tests? TOEICS&WtestsmeasurestheSpeakingortheWritingproficiencyfromlowtohighlevel.Therefore,anyonewhoisinterestedcantakethe

ETS Interview

Mohammad KoushaExecutive DirectorGlobal Channel ExpansionGlobal DivisionEducational Testing Service

S&Wtests.However,inorderforatest-takertobeabletospeakorwritewell,thetest-takerhastohaveacertainleveloflisteningand/orreadingabilitiestounderstandwhatatask/questionisgiven.Eachindividualisdifferent.However,onaverage,test-takerswhohaveTOEICL&Rscoresaround400to500andabovewouldperformmeaningfullyontheS&Wtests. Again,Englishcommunicationintheworkplaceisacomprehensivetask.Itrequiresagoodcommunicatortobegoodatallfourskills,Listening,Speaking,ReadingandWriting.Alearnershouldlearnandpracticefourskillssimultaneously.Obviously,heorsheshouldalsoevaluateinfourskills.

Do you have anything to say about how to improve overall English skills? ThebestwayisobviouslytoputyourselfinanenvironmentwhereyouuseEnglishallthetime.SoifyouhavetheopportunitytoliveinEnglish-speakingcountrythatwouldbeideal. ButusingmaterialstopracticeEnglishisveryhelpful,too.Itdoesn'thavetobeeducationalmaterials— anythingyouareinterestedinisfine.YoucouldbewatchingTV,talkingwithforeignfriends,orreadingbooks. What'simportantistofindopportunitiestowritemore,readmore,speakmore,andlistenmoreinEnglish.Thiscouldbeanopportunitytolearnreal-lifeEnglish,takingTOEICL&RtestandTOEICS&Wtests,orpracticingEnglishusingofficialTOEICmaterials. Regardlessofwhetheryou'reanativespeakerornot,themorechancesyouhavetopractice,thebetteryouwillget.Soifitisimportanttotakeadvantageofanyopportunitiesyouhavetospeakinfrontofpeople,whetherit'sjustahandfuloralargegroup— orevenjustaone-on-oneconversation. Andthat'spartoftheideawiththesetests.Inotherwords,ifyoutakethetests,you'retryingtoimproveasmuchaspossible.WehavegreatexpectationsthatTOEICprogramswillhelppeoplebecomebettercommunicatorsandprogressintheircareers.ThisissomethingthattheTOEICL&Rtesthasbeenhelpingpeopleaccomplishforover30years.Andwelookforwardtoservingastheirpartnerformanymoreyearstocome.

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SouthKoreaisworkinghardtoimproveitscitizens’Englishlanguageskillsinordertogainaglobalcompetitiveedge. TheTOEICtestiscurrentlyusedatmorethan1,000organizationsandcompaniesforrecruiting,performanceevaluations,andmeasuringtrainingoutcomes.Inparticular,manycompaniesusethetestasayardsticktogaugetheEnglishabilityofnewrecruits.DifferentindustriesrequiredifferentlevelsofEnglishability,butmanyhaveestablishedaTOEICscoreof700asthedesiredlevel.Indeed,41.8percentofallSecureProgram(SP)examineestakethetestforemploymentpurposes(asof2009). Inrecentyears,practicalEnglishskillshavecometobevaluedalongsideTOEICListeningandReadingtestscores,andthereisanoticeabletrendtowardsuseoftheTOEICSWtestsaswell.TheTOEICSpeakingtesthasprovedparticularlypopular,withatleast500companiesintroducingthetestforproactiveuseinhiring,performanceevaluations,andtheselectionofemployeesforoverseaspostings.Amongthevarioususes,thetestisincreasinglyusedforhiringandpromotion—withapproximately350companiesusingitfortheselectionofnewemployees.Scoresaretakenintoconsiderationwhenjudgingthemeritsofprospectiveemployees;somecompaniesadjustindividuals’ratingsdependingontheirTOEICSpeakingtestscores,andsomeestablishacertainTOEICSpeaking

Use of the TOEIC® SW tests in South Korea

At least 350 companies use the TOEIC Speaking test for hiring

testscoreasaprerequisiteforhiring. ThesemovementshaveledtoanincreaseinthenumberofpeopletakingtheTOEICSpeakingtest.Thetotalnumberoftest-takerssincethetest’sinceptioninDecember2006exceeded150,000in2009. Fully70.3percentofSPexamineesin2009statedthattheirmainpurposeintakingthetestwasrelatedtoemployment.Theaveragescoreamongtheseexamineeswas127incomparisonwithanaverage111amongthosewhotookthetestforthepurposeofobtainingapromotion(whoaccountedfor8.7percentofthetotal).

InSouthKoreatheuseofTOEICSpeakingtestamongcivilserviceemployeesseemsliketoincrease.Thereasonforthisdevelopmentisthegreaterdemandforforeign-languageadministrativeservicesbecauseoftheincreaseinforeignnationalsresidinginthecountryandasubsequentriseinsituationswhereEnglishisusedeitherdirectlyorindirectly.Thosewhohavescoresareratedhigherinrecruitmentexamsorpersonnelassessments,andthetesthasalsobeenusefulinmeasuringtheresultsoftraining.

STX Group

Samsung Group

Company Name PositionHumanities, Business administrationNatural sciences or engineeringHumanities, Business administrationNatural sciences or engineeringAll the departmentAll the departmentHumanities, Business administrationNatural sciences or engineeringHumanities, Business administrationNatural sciences or engineering

TOEIC Speaking ScoreUse of TOEIC Speaking scores in South Korea for hiring purposes

Level 6Level 5Level 6Level 5Level 5Level 5Level 6Level 5Level 6Level 5

With the advance of globalization in South Korea, English ability is increasingly important among civil servants

KT GroupHansol Group

Doosan Group

LG Electronics

Source: TOEIC Newsletter Vol. 55 (December 2009) and Vol. 56 (February 2010) published by KOREA TOEIC Committee

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LGElectronics,Inc.decidedin2008tomakeEnglishthecommonlanguageusedonanin-housebasis,designatingitasthecompany’s“officiallanguage.” Thecompany’sbusinessisexpandingworldwideandthishasledtomorehiringoflocalstaffatitsoverseassubsidiaries,sothatnow66percentofitsoverallworkforceisnon-Korean(asofJanuary2009). GaryS.H.Kim,DeputyGeneralManageroftheLGAcademy’sGlobalTrainingGroup,theLGGroup’spersonneltrainingorganization,hadthefollowingtosayabouthowEnglishabilityhasbecomeamajorgoalbecauseoftherecentchangesinthestructureoftheworkforce. “Inthepast,whenemployeestraveledoverseasforbusiness,alackofEnglishskillsoftenledtoanumberdelaysorobstacles,whichdiscouragedourstafffromengaginginbusinesswithforeigners.” ThissituationledtothedecisiontomakeEnglishtheofficialin-houselanguage.Preparationsforthischangebeganin2004,includingLGElectronics’introductionofasystemofEnglishinstructionforemployees,fullyfundedcompletelybythecompany.Inaddition,Englishrequirementswereimplementedaspartofthepersonnelsystemforsuchareasasrecruitmentandpromotion.

ForLGElectronicsemployees,itisoftennecessarytouseEnglishevenifjustasingleforeignerispresentsothatthepersoncanbeinvolvedintheconversation.Thismeansthatspeakingskillsinparticularlyareimportant,whichledthecompanytointroducetheTOEICSpeakingtestin2008.Mr.Kimsaidthefollowingaboutthelevelofperformancerequiredatthecompany: “CandidatesforpromotionarerequiredtoreachatleastLevel4,asarethosewhowishtowork

overseas—andwehaveatleast1,000representativesandotherspostedoutsideKorea.” WhilethecompanyrequiresthatexistingemployeesreachacertainlevelontheTOEICSpeakingtest,italsoplacesapremiumonEnglishabilitywhenhiringnewemployees.LGElectronicsusedtorequireapplicantstosubmittheirTOEICscoresatthedocumentscreeningstage,butthecompanyaddedthenewrequirementin2008ofachievingacertainlevelonEnglishconversationexaminationssuchastheTOEICSpeakingtest.CandidateswhohavemajoredinthescientificsubjectsneedaTOEICscoreof600,whilethoseinthehumanitiesneedascoreof700.Similarly,thosemajoringinscientificsubjectsneedtoreachLevel4ontheTOEICSpeakingtestandthoseinthehumanitiesmustreachLevel5*.Inaddition,prospectiveemployeesareinterviewedinEnglishbynativespeakersofEnglishinordertotesttheirabilitytoexpressthemselves. Meanwhile,TOEICscoresarealsousedaspartoftheemployeetrainingsystem.AttheLGAcademy,thosewhoseektoundergoEnglishinstructionarerequiredtoreachacertainscoreontheTOEICSpeakingtestfirstandthelessonsfocusonimprovingconversationalability.TraineestaketheTOEICSpeakingtestatthemid-waypointoftheirtraining,andagainattheend,soastogaugeboththeirprogressandachievements.TheresultsarerelayedtothePersonnelDepartment,wheretheyareused.Onaverage,traineesimprovetheirtestresultsbyoneandahalflevelsbythetimetheyfinishtheEnglishtraining;andsomeofthemimprovebyasmuchastwolevelsoverthefour-weektrainingperiod.

LG Electronics, Inc.

Companies make English their official in-house language to improve worldwide competitiveness

TOEIC Speaking test used for personnel system

Rise in foreign employees has made English increasingly important

*Current requirement: Level 5 for those majoring in scientific subjects and Level 6 for those in the humanities.

Gary S.H. KimDeputy General ManagerGlobal Training Group / Leader Development TeamLG Academy

Source: TOEIC Newsletter Vol. 50 (February 2009) and Vol. 51 (April 2009) published by KOREA TOEIC Committee

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HyundaiMobisisacorecompanyoftheHyundaiMotorGroup,andoneofthelargestauto-partsspecialistsinSouthKorea. InadditiontoitsSouthKoreanoperations,thecompanyhas37overseassubsidiaries.In2010,inordertostrengthenitsglobaloperations,thecompanybeganamajorexpansionofitseffortstoimproveemployees’Englishskills.Thecompany’slanguageinstructionprogramwasgreatlydiversifiedasameansofsupportingemployees’foreignlanguagestudies,andtrainingprogramsarenowgroupedaccordingtoability.HeeWonChung,HRAssistantofHyundaiMobis’sHumanResourceDevelopmentTeamofferedthefollowingexplanation: “Weuseonlineinteractiveclassestoassistadvanced-leveltrainees,grouptrainingsessionsforthoseattheintermediatelevel,ande-learningcoursesforbeginners.Withtheexceptionofthemonthlye-learningsessions,thelevelofrequiredEnglishabilityforthetrainingdifferssomewhataccordingtoemployeerank.Forexample,inthecaseofadvanced-leveltraining,general-levelemployeesthroughtosectionchiefsrequireaTOEICscoreof805tobeeligibletoparticipate,whiledepartmentchiefsanddeputydirectorsneedtoscoreatleast705onthetest.” Thecompanyalsoplanstoofferintensivelanguagelessonsforemployeeswhohavenotscoredover730ontheTOEICbutworkfordepartmentsinfrequentcontactwiththoseoverseas. Meanwhile,HyundaiMobisisconsideringestablishinglimitsonthedurationforwhichemployees’scoresareconsideredvalidasameanstoensurethattheyremainawarenessoftheimportanceofcontinuedlearning;andthecompanyisalsobolsteringitslanguageinstructionprograms. “Weplantoestablishavaliditylimitoftwoyearsforscoresof620orless,threeyearsforscoresof730ormore,andfiveyearsforscoresof870ormore,”Ms.Chungexplained. HyundaiMobishasalsobegunrevisingits

criteriaforselectingemployeesforpostingstoEnglish-speakingcountries,aswellasitstrainingcurriculumthatusesTOEICSpeakingtestscorestomeasuretheoutcomeoftraining.Atestisapparentlyheldtwoweeksbeforetraining,andtraineesareinformedoftheirscoresonthefirstdayoftraininginordertomotivatethemandraisetheirlevelofintensity. Inaddition,startingin2011,employeespostedoverseastoEnglish-speakingcountrieswillberequiredtotaketheTOEICSpeakingtestonceayearandtomaintainaLevel-6scoreeachtimetheytakeit.

AtHyundaiMobis,theTOEICtestandtheTOEICSpeakingtestareusedforhiringpurposesandasacriterionforpromotion.AccordingtoMs.Chung,thecompanyrequiresprospectiveemployeestosubmitscoresfromtheTOEICoranequivalentexamination. “Weacceptthescoresofanumberofteststodemonstrateacandidate’sEnglishskills,but84ofthe93employeeswhojoinedthecompanyin2010submittedascorefromtheTOEICtest.Werequireaminimalscoreof730,buttheaverageamongnewrecruitswas867.” TOEICscoresarealsousedatHyundaiMobisasacriterionforpromotion.Ms.Chungpointsoutthatascoreoflessthan500hasanegativeinfluenceonanemployee’spromotionalprospects.Movingforward,thecompanyisconsideringraisingtherequiredstandardscoreandusingTOEICSpeakingtestscoresasoneofthestandardsforassessingpersonnelsothatemployeeswillaimtoimprovetheirEnglishabilityoverthelongterm.

Hyundai Mobis Co., Ltd.

Language instruction and promotion requirements upgraded to foster English skills

Hyundai Mobis considers use of TOEIC Speaking test scores to evaluate personnel

Creating a mechanism for ongoing English learning

Source: TOEIC Newsletter Vol. 58 (June 2010) published by KOREA TOEIC Committee

Chung, Hee WonHR AssistantHuman Resource Development TeamHyundai Mobis Co., Ltd.

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SeochodistrictinSeoulhassome1,300civilservants.OfallofSeoul’sdistricts,SeochoismakingthegreatestefforttoimprovetheEnglishskillsofitsofficials.Theimpetusisthefactthat6,000ofSeocho’s400,000residentsareforeignnationals,leadingtogreaterdemandforglobal-mindedadministrativeservices.Seochodistricthasrespondedbybrandingitselfthe“Englishcity.” ThedistrictbeganitseffortbysettingupfourEnglishstudycenterstoraiseresidents’awarenessoftheimportanceofEnglish.Italsopublished“LifeinSeocho,”ageneralinformationalbookletwritteninEnglishforforeignresidents.Italsohasawebsitethatisnowavailableintwelvelanguages. Thedistrictalsoissuedamanualforitsofficialsabouthowtoprovideservicestoforeigners,sothattheymightbettermeettheneedsofnon-Koreanresidents.ItalsoholdsintensiveEnglishtrainingcoursesandevenexecutivemeetingsinEnglish.

Perhapsthebest-knowninnovativenewinitiativeinthedistrictforEnglishlearningisitsbasicstafftraining.Alldistrictemployeestakethetrainingcourse,whichconsistsofathree-hourclassheldafterworkeverydayforthreeweeks.Asa

continuationofthistraining,thedistrictalsobeganofferingshort-termcoursesin2009.Thesefive-daycourses(includingweekends)areaimedatdistrictemployeeswithhigherEnglishproficiency.Conversationaltrainingisalsoofferedtwiceaweekoverathree-monthperiod,withtheclassesgroupedinto4levels. Alongsidethesetrainingcourses,SeochodistrictintroducedtheTOEICSpeakingtestinNovember2009.DaeSungLee,AssistantManageroftheITTrainingDivisionofferedthefollowingexplanationoftheuseofthetest: “WeadministerthetestinordertogaugetheEnglishskillsofourstaff.Highachieversarerecognizedandtestresultsareincorporatedintoourpersonnelsystem,meaningthatthosewhoscorehighlyaregivenpriorityforpostingstodepartmentswhereworkinvolvesinteractionwithpeopleoverseasortojobsinvolvingaccompanyingofficialsonoverseastrips.” Testresultsarealsousedasayardstickforplanningthetrainingcurriculumforanupcomingyear.

Seocho City Off ice

District-wide effort to improve English skills marks drive to become the “English city”

Gauging English skills with the TOEIC Speaking test

Greater demand for administrative services in foreign languages

Dae Sung, LeeAssistant Manager IT Training DivisionSeocho City Office

Use of the TOEIC SW tests in China

Use of the TOEIC SW tests is also expanding in China, where globalization is advancing rapidly. One example is Weichai Power Co., Ltd., China’s largest group of auto-parts manufacturers. Weichai Power was the first mainland Chinese company to be listed on the H-shares section of the Hong Kong

stock exchange, and it is also listed on the A-shares section of China’s domestic stock exchanges. The company administered the TOEIC test and the TOEIC SW tests to 179 and 100 of its employees, respectively. The test results are used as a criterion for determining employee job positions.

Source: TOEIC Newsletter Vol. 55 (December 2009) published by KOREA TOEIC Committee

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Challenges facing Japan for business communication in English and effective uses of the TOEIC® SW tests

What kinds of English-related issues have Japanese people faced in recent years and how can the TOEIC SW tests be used to overcome them? To find out the answers, we spoke to Dr. Hiromasa Tanaka, a professor at the Meisei University’s School of Humanities and Social Sciences who is involved in research on English for global business communication and also in consulting projects on the development of corporate training programs.

Businesscommunicationhasmovedawayfromlettersandfaxestovideoconferencingande-mail.Inthatsense,speedismoreoftheessenceincommunicationthesedays.Peopleexpectaquickreplytoe-mail,whichmakesitmuchmoreconversationalthansnail-mail. Inbusinessmeetings,Japanesepeopletendtobeilladeptatsayinganythingnotpreparedinadvance,whichmakesthemratherslowinspeakingup.Anothertendencyamongthemistobeginastatementbyfirstaffirmingwhatevertheotherpartyhassaid.Forinstance,theJapanesespeakerwillinvariablystartbysayingsomethinglike:“That’sright.”Eventhoughitisthatperson’sturntotalk,whateverrebuttalorcorrectionheorshemightwishtomakeregardingtheotherperson’sstatementonlycomeslater. TheresultisthatJapanesepeoplecreatesituationsinwhichtheyareseenaswishy-washyandbecomeunabletoconvinceothersoftheiropinion,nomatterhowvaliditmightbe.Thisisnoticeable

evenamongpeoplewithahighdegreeofEnglishability.

Inrecentyears,ithasbecomevitallyimportanttopromptlygraspwhatyourcounterparts’thoughtsandconveytotheminformationthatisfavorabletoyourownorganization.Iaminvolvedindevelopingtrainingprogramsforcompanieswhoseeconomicactivitiesarespreadallovertheworld,andtherehasbeenadistinctshiftinmyclients’demands:thesedaystheyarelookingtodeveloptheabilitytotaketheupperhandinmeetingsandleadconversations. GoingbacktowhatIsaidaboutJapanesepeoplebeingslowtospeakup:whenpeoplefromWesterncountriesspeakamongthemselvesinabusinesssetting,itusuallyonlytakesthemacouplesecondstorespondtowhatsomeoneelsehassaid,whereasJapanesepeopleareaccustomedtogapsoffoursecondsormoreinconversationsamongthemselves. AslongasJapanesepeopletakepartinEnglishbusinessconversationswiththesamemindsetaswhentheyspeakJapanese,thereislittlechanceofthemtakingtheinitiativeinaconversation.

Perhapsthemosttypicalstrategyistousewordssuchas“ah”or“well”tofillthegapsuntilyoustarttalking.Anotherwaytobuytimetothinkaboutyourreplyistoaskyourcounterparttoexplainsomethingagaininmoredetaileventhoughyoumighthaveunderstooditthefirsttime.

Interview

【Special Feature】 All about the TOEIC® Speaking and Writing tests

Hiromasa Tanaka, Ed. D.Professor,SchoolofHumanitiesandSocialSciences,MeiseiUniversity

———— What is your view of the current state of English communication and the issues facing Japanese business people?

We need people who can take the upper hand at meetings and lead conversations

———— That tendency must surely make it hard for Japan to make its presence felt in an age of increased competition.

———— What kinds of skills are needed to keep conversation flowing without those long pauses?

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Suchcommunicationstrategiesincludingaskingforclarificationarereferredtoas“entailment”andareactuallyimportantwaystoleadaconversation.What’smore,itisalsoimportantforbusinesspeopletohave“meta-theoretical”understandingofinterculturaldifferencesanduseofEnglishasalinguafrancasothattheycanexplainthelittledifferencesinconversationalstylesthatmayleavetheothersideperplexed,suchasthefactthatJapanesepeopletendtostatetheirconclusionsafteranexplanatorybuild-up.

TheTOEICSWtestsrequireexamineestocommunicatetheirownviewsregardingtheideasraisedinthetestitems.TOEICSpeakingtestexamineescannotscorewelliftheyhavetotaketoomuchtimetothinkaboutwhatthey’regoingtosaybeforeprovidingtheiranswer.Ithinkthereisaneedforpeopletotrainthemselvesinthiswaytostartspeakingwithoutthatsilentpauseafteraquestion.Suchtrainingwillsurelyallowpeopletodeveloptheabilitytograspthequestion,gathertheirthoughtsinaninstant,andcommunicatetheirideasina

strategicmannerwithintheallottedtime. AnothermajorproblemamongJapanesepeopleistheirinabilitytouseEnglishdesignedtobuildbetterrelationships.However,theTOEICSWtestsarebasedonpracticalcommunicationscenarios,andthereforeIthinktheyareusefulinraisinganawarenessofhowtoproperlydevelopaconversation.

BecausetheTOEICWritingtestrequiresexamineestoactuallywritesentences,itisasoundmeansofcheckingwhetherornottheyhavethebasicskillsofcompositionandtheabilitytocommunicateinformationappropriatelywithinthetimeallotted. WhenwritinginEnglish,thechoiceofwordsisverydifficult.TheuseofanexaminationliketheTOEICWritingtest,whichisbasedonrealscenarios,helpstoteachpeoplehowtowriteinamannersuitedtothesituation.

TheTOEICSWtestsinvolveactuallistening,reading,andcommunicatinginEnglish.Inthissense,thetestsareahighlyvalidmeansofdeterminingwhetherornotsomeonecancarryoutworkinEnglish.Morespecifically,thetestsmakeitpossibletogaugetheexaminee’sabilitytodothingslikerespondquicklyandissueaccurateinstructions.Thismakesthetestsidealcriteriafordecidingwhetheracandidateforamanagementpositionhastheneededskills. Moreover,IcanseethetestsbeingeffectiveinhelpingtoselectemployeeswhoneedEnglishskillsrightoffthebat,suchasthosetobepostedoverseas. ThereisroomfortheTOEICSWteststobeusedatschools,too.Forinstance,studentswhoreturnfromoverseasstudyhavehadampleopportunitiestospeakandwriteEnglishduringthattimeabroad,sothetestsprovideanidealwaytomeasurehoweffectivethosestudentstookadvantageofthatopportunity.

———— What about the TOEIC Writing test?

———— You’ve mentioned that Japanese people tend to be slow to speak up. How do you think the TOEIC SW tests can be used to overcome this problem?

TOEIC SW tests can be used to develop the ability to speak and respond instantly

Hiromasa Tanaka, Ed. D. ProfessorSchool of Humanities and Social SciencesMeisei University

A researcher specializing in English communication in business circles; works as a consultant for businesses in Japan and overseas regarding organizational development and the development of corporate in-house training programs. He served as a lecturer on the NHK Educational Television program “English Business World” from 1999 to 2001 and is co-author of International Management and Language, among other works.

———— What are other ways businesses can make use of the TOEIC SW tests?

———— At many companies, English learning is basically self-study, yet they do not seem to be reaping the kind of benefits they had hoped for. How do you think they should approach the problem?

We are entering an age where it is common for companies to have English as their common language

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Oneofthereasonsthosebusinessescan’tarriveattheoutcomestheyhadhopedforisthatmanyoftheiremployeesdonotfeelthattheywillreallyneedEnglishskillsinthefuture. AnumberofcompaniesappeartohavemadeEnglishtheirofficialin-houselanguage.Indeed,increasingthefrequencywithwhichpeoplespeakEnglishintheworkplaceisonemethodofraisingawarenessoftheimportanceofEnglishskills.Granted,productivitymaydroptemporarilywhentheswitchtoEnglishastheofficiallanguageisfirstmade,butonceanenvironmentiscreatedinwhichemployeeshavenochoicebuttospeakEnglish,theincreaseinexposuretoEnglishwillleadtogreaterawarenessofitsimportanceandeventuallytoimprovementinoverallEnglishskills.Ibelievethiswillresultincompanygrowth.

Defintitely.IthinkitisagoodideaforEnglishlessonstobeginatelementaryschoolage,whenchildrenhavenotyetdevelopedaphobiaaboutmakingmistakes. IamconductingaprogramforteachingelementaryschoolchildrenEnglishincooperationwithuniversitystudentsandforeignstudentsstudyinginJapan.Aspartoftheprogram,weconductedaclasswithJapaneseandTaiwaneseelementaryschoolchildrentogether.Afterafewdays,allthechildrenweretalkingamongsteachotherintheirownlanguage,mixedwithasmatteringofEnglish,andplayingtogether

regardlessofwheretheywerefrom.Itshowsthatchildrenofelementaryschoolagealreadyhavethefoundationinplaceforcommunication. Conversely,itischildrenofmiddleschoolageandolderwhohaveproblems.Increasingly,thosestudentsarescaredofmakingmistakesandreticenttotalk—andthistrendisparticularlynoticeableamonguniversitystudents. IbelievethatcreatinganenvironmentinwhichEnglishisusedasameansofachievingspecificgoalsisagoodwaytoovercomeareluctancetotrythingsforfearofmakingmistakes,becauseaboutthefocusaboveallison“gettingthejobdone.”Ibelievethatstudents’EnglishcanimprovewhentheyareinasituationwheretheyhavetospeakEnglishandwhentheythinkabouthowtobettercommunicatetheirideas.Thisendsupmotivatingthemtolearn.

Inhisbookpublishedin2006,aresearchernamedDavidGraddolsaidthattheageofsupremacyforEnglishasspokenbynativespeakerswasover,andthatthemajorityofpeopleconversinginEnglishwerenownon-nativespeakers.AsiftounderscoreGraddol’sopinion,IrecentlyattendedanacademicconferenceoverseaswhereitwasmentionedthatpeopleintheU.K.areworriedabouthowtodealwiththeEnglishofnon-nativespeakers. Inthissense,IbelievethatconceptslikeBritishEnglishorAmericanEnglishwillbecomeobsolete,andthatwewillberequiredtospeakEnglishasaninternationallanguage.IthinkEnglishteachersneedtorecognizethatsocietalneedshavechangedinthatway. TheroleofEnglishastheworld’scommonlanguagewillcontinuetogrowandevolve.

———— Meanwhile, within the Japanese educational system, foreign languages are scheduled to become a compulsory subject at elementary schools starting in the 2011 academic year. Do you think it is beneficial to start developing communication skills at such an early stage?

———— Finally, what kind of English skills do you think will be required in the future?

— �� —

The TOEIC SW tests come in two formats: the Secure Program (SP) test and the Institutional Program (IP) test. The SP test is to be taken on the date and at the location specified by the Institute for International Business Communication (IIBC), whereas the IP test can be taken in accordance with the date and location determined by the given company, organization or school.

General outline of the TOEIC® SW tests TheTOEICSWtestsareameansofdirectlyassessingthespeakingandwritingskillsnecessarytocommunicateeffectivelyinEnglishintheglobalworkplace.ThesetestsareheldseparatelyfromtheTOEICtest,whichmeasureslisteningandreadingskills. TheTOEICSpeakingtestincludessixdifferenttypesoftasks,consistingofeleven

questions.TheTOEICWritingtest,meanwhile,ismadeupofthreedifferenttypesoftasks,consistingofeightquestions.Thescoreforeachofthetestscanrangefrom0to200inincrementsof10. TheTOEICSWtestsaredeliveredonline.Examineeswearheadsetsandrecordtheirspokenanswersortypetheirwrittenanswersintoacomputer.

TOEIC® Speaking test format ● 11 questions　● About 20 minutes

Read a text aloud

Task Number of items Response time General outline of task

2 45 secs. per item（Prep time: 45 secs. per item）

Test-taker reads aloud a short text, such as an announcement or advertisement.

Express an opinion 1 60 secs.（Prep time: 15 secs.）

Test-taker expresses an opinion about a specific topic and the reasons for that opinion.

Respond to questions 3 15 or 30 secs.（Prep time: none）

Test-taker responds to questions on a commonplace topic, as if responding in an interview.

Respond to questions using information provided 3 15 or 30 secs.

（Prep time: none）Test-taker responds to questions based on written information (such as a schedule of events) that appears on the screen.

Propose a solution 1 60 secs.（Prep time: 30 secs.）

Test-taker listens to a voice mail message describing a problem and gives a response. In the response, the test-taker indicates recognition of the problem and proposes a solution.

Describe a picture 1 45 secs.（Prep time: 30 secs.） Test-taker gives a verbal description of a photograph.

TOEIC® Writing test format ● 8 questions　● About 60 minutes

Task Number of items Response time General outline of task

Write a sentence based on a picture 5 8 min. for 5 items Test-taker writes one sentence based on a picture,

using the two words or phrases provided.

Respond to a written request 2 10 min. for each itemTest-taker reads an e-mail message which is about 25 to 50 words long, and writes an e-mail in response.

Write an opinion essay 1 30 min.Test-taker writes an essay expressing an opinion on the topic providing, giving reasons or examples to support the opinion.

■ Test Fee 　9,975 JPY (475 JPY consumption tax included)■ Frequency of test administration

24 times per year (once per month, on Saturday or Sunday, in the morning and afternoon)■ Test Site

Scheduled to be administered in major metropolitan centers nationwide (e.g., Tokyo, Nagoya, and Osaka)■ Registration 　Internet registration only

Details of test administration for the SP test

For more details, visit the official TOEIC Speaking and Writing tests website:http://www.toeic.or.jp/toeic_en/sw/

Ratingscale

0-3

0-5

0-3

0-3

0-5

0-3

Ratingscale

0-3

0-4

0-5

・Pronunciation・Intonation and stress

All of the above

All of the above, plus ・Relevance of content・Completeness of content

All of the above

All of the above

All of the above, plus ・Grammar・Vocabulary・Cohesion

・Grammar・Relevance of the

sentences to the pictures・Quality and variety of

your sentences・Vocabulary・Organization・Whether your opinion is

supported with reasons and/or examples

・Grammar・Vocabulary・Organization

Evaluation Criteria

Evaluation Criteria

【Special Feature】All about the TOEIC® Speaking and Writing tests

— �� —

Atpresent,allquestionsontheTOEICSWtestsaregradedbyhumanratersinordertomaintaintheintegrityofscoring.ETShasalsodevelopedasecureInternet-basedsystemcalledtheOnlineScoringNetwork(OSN). UndertheOSNsystem,eachtest-taker’sresponsesaresenttotheOSNandassignedatrandomtoanETS-approvedrater.TheOSNsystemrequiresthatraterslogintothenetworktoscoreresponses;andresponsesofasingletest-takeraredividedintoparts,witheachpartgiventoadifferent

raterforscoring. Topreventanyinappropriatesubjectivityinscoringstemmingfrompreconceptions,ratersdonothaveaccesstoanyinformationaboutthetest-takerandareunawareofhowwellorbadlythetest-takerdidontheotherpartsofthetest. ThismethodnotonlyensurestheindependenceofthescoringoftheTOEICSWtestsamongquestions,butalsomaintainstheobjectivityandreliabilityofthescores.

Scoring method for the TOEIC® SW testsOnline Scoring Network makes TOEIC SW tests scoring more reliable

Inordertomaintainthereliabilityandconsistencyoftestresults,ratersarecloselymonitored. Ratersarecategorizedinoneofseverallevelsaccordingtotheirgivenrole,whichmakesitpossibletomonitorscoringqualityacrossmultiplelevels.Whatismore,theETSteamofexpertsisonhandatalltimesduringthescoringperiod,evenatnightandonweekends. Thequalityofratersisstrictlymonitoredto

ensurethatscoringisalwaysaccurate.Raters’scoringissubjecttostrictstandards,andratersundergointensivescoringinstructionviaanonlineone-on-onetrainingprogram.Inaddition,ratersmusttakeacalibrationtestbeforeeachscoringsessiontoensurethatacertainstandardisupheldandtomaintaintheOSN’shighlevelofscoringprecision.Whatismore,ratersarechosenatrandomforspotcalibrationcheckswhilescoringisunderwayasafurthermeansofensuringthatscoringremainsaccurate.

Strict monitoring of raters ensures high-quality scoring

Maintaining scoring quality

Only raters who have passed the calibration test before the scoring session are allowed to score that day.

5. Calibration test (a scoring fitness test held prior to each scoring session)

6. Scoring (monitored by the scoring leader)

Scoring leaders (raters’ supervisors)

Statisticians

Rater Rater

7. Review and Analysis of scoring results

ETS

Selection of raters

The applicant’s documents are screened and their academic record and history of teaching English are taken into consideration.

Test center in JapanAdministrative PCs

1. Application for rater position

Successful applicants undergo intensive online training (training is offered for each question on the tests).

United States

2. Training

Candidates are tested on their ability to accurately score the test questions for which they were trained.

Those who successfully pass the test are accepted and registered as raters.

3. Test 4. Rater registration

Scoring results

Suspension of scoring, retraining

Review and Analysis

ETS

④Scoring

⑤Score

③Test-taker responses

②Test-taker responses

①Download test questions

OSN：Online Scoring Network ETS’s scoring quality management

— �� —

FortheSecureProgramoftheTOEICSWtests,anOfficialScoreCertificateismailedtoeachtest-takerwithin30daysofthecompletionofthetest.Test-takerswhohadchosenatthetimeofapplicationtohavetheirtestresultspostedontheInternetcanviewtheirresultsonIIBC’sofficialwebsiteapproximatelyoneweekpriortothescheduledmailingdateoftheOfficialScoreCertificate. Thetest-taker’sperformanceoneachofthetestswillbedisplayedontheOfficialScore

Certificateasascorerangingfrom0to200inincrementsof10.Inaddition,thereareProficiencyLevelDescriptorsthatarebasedonthetestscores.Thereare8proficiencylevelsfortheSpeakingtestand9fortheWritingtest.Furthermore,Speakingtestassessmentsrelatingtopronunciationaswellasintonationandstressarealsodisplayedin3levels. TheOfficialScoreCertificateconsistsoffollowingcontents.FormoredetailsofProficiencyLevelDescriptors,pleaseseethepages14and15.

*Please note that the Official Score Certificate is issued to SP test-takers. The Score Report for the IP differs in design and format.

How to read the Official Score Certificate for the TOEIC Speaking and Writing tests

① The test-taker,s photograph, ② name, ③ registration number, ④date of birth, ⑤ test administration date, ⑥ test time, and ⑦ the score for each test will be printed at the top of the Official Score Certificate. This portion, which contains the test-taker,s data and scores, can be cut off along the dotted line and submitted to organizations such as corporations and schools (whether the test-taker needs to submit only the top portion, containing the scores, or the bottom portion as well, will depend on the requirements of the particular corporation or school).

Proficiency Level Descriptors

Proficiency Level Descriptors are based on the test-taker,s scores. There are 8 proficiency levels for the TOEIC Speaking test and 9 for the TOEIC Writing test. The proficiency levels describe the types of general skills and proficiencies in spoken or written English that are common for most people who have achieved a score similar to that of the test-taker. The descriptor associated with the level that the test-taker has achieved will help the test-taker understand the strengths and weaknesses of his/her ability to speak or write in English. Detailed information on each Proficiency Level is as described on pages 14 and 15.In addition, assessment for pronunciation as well as intonation and stress will also be provided in 3 levels for the TOEIC Speaking test. Detailed information on each level is as described on page 14.

Test results of the TOEIC® SW tests

Official Score Certificate (Sample)

① ②

③ ④

⑤ ⑥

⑦

— �� —

Typically, test takers at level 8 can create connected, sustained discourse appropriate to the typical workplace. When they express opinions or respond to complicated requests, their speech is highly intelligible. Their use of basic and complex grammar is good and their use of vocabulary is accurate and precise. Test takers at level 8 can also use spoken language to answer questions and give basic information. Their pronunciation and intonation and stress are at all times highly intelligible.

Proficiency Level Descriptors

Typically, test takers at level 7 can create connected, sustained discourse appropriate to the typical workplace. They can express opinions or respond to complicated requests effectively. In extended responses, some of the following weaknesses may sometimes occur, but they do not interfere with the message: —minor difficulties with pronunciation, intonation, or hesitation when creating language —some errors when using complex grammatical structures —some imprecise vocabulary Test takers at level 7 can also use spoken language to answer questions and give basic information. When reading aloud, test takers at level 7 are highly intelligible.

Typically, test takers at level 6 are able to create a relevant response when asked to express an opinion or respond to a complicated request. However, at least part of the time, the reasons for, or explanations of, the opinion are unclear to a listener. This may be because of the following: —unclear pronunciation or inappropriate intonation or stress when the speaker must create language —mistakes in grammar —a limited range of vocabulary Most of the time, test takers at level 6 can answer questions and give basic information. However, sometimes their responses are difficult to understand or interpret. When reading aloud, test takers at Level 6 are intelligible.

Typically, test takers at level 5 have limited success at expressing an opinion or responding to a complicated request. Responses include problems such as: —language that is inaccurate, vague, or repetitive —minimal or no awareness of audience —long pauses and frequent hesitations —limited expression of ideas and connections between ideas —limited vocabulary Most of the time, test takers at level 5 can answer questions and give basic information. However, sometimes their responses are difficult to understand or interpret. When reading aloud, test takers at Level 5 are generally intelligible. However, when creating language, their pronunciation, intonation and stress may be inconsistent.

Typically, test takers at level 4 are unsuccessful when attempting to explain an opinion or respond to a complicated request. The response may be limited to a single sentence or part of a sentence. Other problems may include: —severely limited language use —minimal or no audience awareness —consistent pronunciation, stress, and intonation difficulties —long pauses and frequent hesitations —severely limited vocabulary Most of the time, test takers at level 4 can not answer questions or give basic information. When reading aloud, test takers at Level 4 vary in intelligibility. However, when they are creating language, speakers at level 4 usually have problems with pronunciation, and intonation and stress. For more information, check the “Read Aloud Pronunciation and Intonation and Stress ratings.”

Test takers at level 1 left a significant part of the TOEIC Speaking Test unanswered. Test takers at level 1 may not have the listening or reading skills in English necessary to understand the test directions or the content of the test questions.

Typically, test takers at level 3 can, with some difficulty, state an opinion, but they can not support the opinion. Any response to a complicated request is severely limited. Most of the time, test takers at level 3 can not answer questions and give basic information.Typically, test takers at level 3 have insufficient vocabulary or grammar to create simple descriptions. When reading aloud, speakers at level 3 may be difficult to understand. For more information, check the “Read Aloud Pronunciation and Intonation and Stress ratings.”

Typically, test takers at level 2 can not state an opinion or support it. They either do not respond to complicated requests or the response is not at all relevant. In routine social and occupational interactions such as answering questions and giving basic information, test takers at level 2 are difficult to understand. When reading aloud, speakers at level 2 may be difficult to understand. For more information, check the “Read Aloud Pronunciation and Intonation and Stress ratings.”

TOEIC Speaking TestProficiency Level

8Score

190-200

7Score

160-180

6Score

130-150

5Score

110-120

4Score

80-100

1Score0-30

3Score

60-70

2Score

40-50

When reading aloud your pronunciation is not generally intelligible.

TOEIC Speaking Test Pronunciation Levels

When reading aloud your pronunciation is generally intelligible with some lapses.

When reading aloud your pronunciation is highly intelligible.

Pronunciation Level

1 LOW

2 MEDIUM

3 HIGH

When reading aloud your use of intonation and stress is generally not effective.

TOEIC Speaking Test Intonation and Stress Levels

When reading aloud your use of intonation and stress is generally effective.

When reading aloud your use of intonation and stress is highly effective.

Intonation and Stress Level

1 LOW

2 MEDIUM

3 HIGH

— �� —

TOEIC Writing TestProficiency Level

Typically, test takers at level 8 can communicate straightforward information effectively and use reasons, examples, or explanations to support an opinion. When giving straightforward information, asking questions, giving instructions, or making requests, their writing is clear, coherent, and effective. When using reasons, examples, or explanations to support an opinion, their writing is generally good. It is generally well-organized and uses a variety of sentence structures and appropriate vocabulary. It may also include one of the following weaknesses: —occasional unnecessary repetition of ideas or unclear connections between ideas —noticeable minor grammatical mistakes or incorrect word choices

Typically, test takers at level 7 can effectively give straightforward information, ask questions, give instructions, or make requests but are only partially successful when using reasons, examples, or explanations to support an opinion. When attempting to explain an opinion, their writing presents relevant ideas and some support. Typical weaknesses at this level include: —not enough specific support and development for the main points —unclear connections between the points that are made —grammatical mistakes or incorrect word choices When giving straightforward information, asking questions, giving instructions, or making requests, their writing is clear, coherent, and effective.

Typically, test takers at level 6 are partially successful when giving straightforward information or supporting an opinion with reasons, examples, or explanations. When giving straightforward information, asking questions, giving instructions, or making requests, the message omits important information or is partly unintelligible. When attempting to explain an opinion, their writing presents relevant ideas and some support. Typical weaknesses at this level include: —not providing enough specific support and development for the main points —unclear connections between the points that are made —grammatical mistakes or incorrect word choices

Typically, test takers at level 5 are at least partially successful when giving straightforward information. However, when supporting an opinion with reasons, examples, or explanations, they are mostly unsuccessful. When giving straightforward information, asking questions, giving instructions, or making requests, the message omits important information or is partly unintelligible. When attempting to explain an opinion, significant weaknesses that interfere with communication occur, such as: —not providing enough examples, explanations, or details to support the opinion or they are inappropriate —inadequate organization or connection of ideas —limited development of ideas —serious grammatical mistakes or incorrect word choices

Typically, test takers at level 4 have some developing ability to express an opinion and to give straightforward information. However, communication is limited. When attempting to explain an opinion, significant weaknesses that interfere with communication occur, such as: —not providing enough examples, explanations, or details to support the opinion or they are inappropriate —inadequate organization or connection of ideas —limited development of ideas —serious grammatical mistakes or incorrect word choices When giving straightforward information, asking questions, giving instructions, or making requests, the responses do not successfully complete the task because of —missing information —missing or obscure connections between sentences and/or —many grammatical mistakes or incorrect word choices At level 4, test takers have some ability to produce grammatically correct sentences, but they are inconsistent.

Test takers at level 1 left part or parts of the TOEIC Writing Test unanswered. Test takers at level 1 may need to improve their reading ability in order to understand the test directions and the content of test questions.

Typically, test takers at level 3 have limited ability to express an opinion and to give straightforward information. When attempting to explain an opinion, the responses show one of the following serious flaws: —serious disorganization or underdevelopment of ideas —little or no detail or irrelevant specifics —serious and frequent grammatical mistakes or incorrect word choices When giving straightforward information, asking questions, giving instructions, or making requests, the responses do not successfully complete the task because of —missing information —missing or obscure connections between sentences and/or —many grammatical mistakes or incorrect word choices At level 3, test takers have some ability to produce grammatically correct sentences, but they are inconsistent.

Typically, test takers at level 2 have only very limited ability to express an opinion and give straightforward information. When attempting to explain an opinion, the responses show one of the following serious flaws: —serious disorganization or underdevelopment of ideas —little or no detail or irrelevant specifics —serious and frequent grammatical mistakes or incorrect word choices At level 2, test takers cannot give straightforward information. Typical weaknesses at this level include: —not including any of the important information —missing or obscure connections between ideas —frequent grammatical mistakes or incorrect word choices At level 2, test takers are unable to produce grammatically correct sentences.

8Score

170-190

7Score

140-160

6Score

110-130

5Score

90-100

4Score

70-80

1Score0-30

3Score

50-60

2Score40

Typically, test takers at level 9 can communicate straightforward information effectively and use reasons, examples, or explanations to support an opinion. When using reasons, examples, or explanations to support an opinion, their writing is well-organized and well-developed. The use of English is natural, with a variety of sentence structures and appropriate word choice, and is grammatically accurate. When giving straightforward information, asking questions, giving instructions, or making requests, their writing is clear, coherent, and effective.

9Score200

— �� —

● Published by Public Relations DepartmentThe Institute for International Business Communication (IIBC)Sanno Grand Building 2-14-2, Nagata-cho, Chiyoda-ku, Tokyo 100-0014, JapanPhone: 81/3-3581-5663 Fax: 81/3-3581-9801Official Website: http://www.toeic.or.jp Issued：March 2011

Printed in Japan

TOEIC® SW tests by the numbers*Source : “ TOEIC SPEAKING AND WRITING TESTS DATA & ANALYSIS 2009”

20（1.4％）

20（1.4％）7（0.5％）3（0.2％）14（1.0％）

25（1.7％）

185（12.7％）

26（1.8％）51（3.5％）

103（7.1％）

43（2.9％）21（1.4％）19（1.3％）

133（9.1％）

143（9.8％）

188（12.9％）

48（3.3％）

225（15.4％）

105（7.2％）79（5.4％）

2001901801701601501401301201101009080706050403020100

150100 200 250（persons）0 50

10（0.6％）

52（3.3％）34（2.2％）

18（1.2％）69（4.4％）

2（0.1％）

11（0.7％）

151（9.7％）

31（2.0％）46（2.9％）59（3.8％）

92（5.9％）51（3.3％）55（3.5％）

99（6.3％）

156（10.0％）

164（10.5％）

83（5.3％）

136（8.7％）

111（7.1％）130（8.3％）

2001901801701601501401301201101009080706050403020100

150100 200 （persons）0 50

8（0.6％）

11（0.9％）3（0.2％）4（0.3％）6（0.5％）

41（3.2％）

78（6.1％）

46（3.6％）61（4.7％）

188（14.6％）

14（1.1％）16（1.2％）11（0.9％）

211（16.4％）

106（8.2％）

179（13.9％）

35（2.7％）

153（11.9％）

70（5.4％）45（3.5％）

2001901801701601501401301201101009080706050403020100

150100 200 250（persons）0 50

150100 200 （persons）0 50

8（0.6％）

46（3.7％）29（2.3％）33（2.6％）

4（0.3％）61（4.9％）

22（1.8％）

111（8.9％）

23（1.8％）39（3.1％）

83（6.7％）

29（2.3％）34（2.7％）36（2.9％）

130（10.4％）

104（8.3％）

137（11.0％）

46（3.7％）

131（10.5％）

87（7.0％）54（4.3％）

2001901801701601501401301201101009080706050403020100

Speaking score distribution for the IP test (companies and organizations) (1,458 examinees)

20（1.4％）

20（1.4％）7（0.5％）3（0.2％）14（1.0％）

25（1.7％）

185（12.7％）

26（1.8％）51（3.5％）

103（7.1％）

43（2.9％）21（1.4％）19（1.3％）

133（9.1％）

143（9.8％）

188（12.9％）

48（3.3％）

225（15.4％）

105（7.2％）79（5.4％）

2001901801701601501401301201101009080706050403020100

150100 200 250（persons）0 50

10（0.6％）

52（3.3％）34（2.2％）

18（1.2％）69（4.4％）

2（0.1％）

11（0.7％）

151（9.7％）

31（2.0％）46（2.9％）59（3.8％）

92（5.9％）51（3.3％）55（3.5％）

99（6.3％）

156（10.0％）

164（10.5％）

83（5.3％）

136（8.7％）

111（7.1％）130（8.3％）

2001901801701601501401301201101009080706050403020100

150100 200 （persons）0 50

8（0.6％）

11（0.9％）3（0.2％）4（0.3％）6（0.5％）

41（3.2％）

78（6.1％）

46（3.6％）61（4.7％）

188（14.6％）

14（1.1％）16（1.2％）11（0.9％）

211（16.4％）

106（8.2％）

179（13.9％）

35（2.7％）

153（11.9％）

70（5.4％）45（3.5％）

2001901801701601501401301201101009080706050403020100

150100 200 250（persons）0 50

150100 200 （persons）0 50

8（0.6％）

46（3.7％）29（2.3％）33（2.6％）

4（0.3％）61（4.9％）

22（1.8％）

111（8.9％）

23（1.8％）39（3.1％）

83（6.7％）

29（2.3％）34（2.7％）36（2.9％）

130（10.4％）

104（8.3％）

137（11.0％）

46（3.7％）

131（10.5％）

87（7.0％）54（4.3％）

2001901801701601501401301201101009080706050403020100

Trend in the number of TOEIC SW examinees (FY2006 to FY2009)

160

120

80

40

2006（1,012）0 1,000 2,000 3,000 4,000 5,000 6,000 7,000

2006

2007

2008

2009

（persons）

（FY）

2007（2,096）

2009（2,587）

2008（1,881）

Score

（FY）（persons）

SP testIP test WritingSpeaking

132.0 141.8 130.6 144.0 126.7146.4

123.9147.1

3,100 6,2003,100

2,300 4,200

2,600 2,600

1,200 1,200

1,900

20（1.4％）

20（1.4％）7（0.5％）3（0.2％）14（1.0％）

25（1.7％）

185（12.7％）

26（1.8％）51（3.5％）

103（7.1％）

43（2.9％）21（1.4％）19（1.3％）

133（9.1％）

143（9.8％）

188（12.9％）

48（3.3％）

225（15.4％）

105（7.2％）79（5.4％）

2001901801701601501401301201101009080706050403020100

150100 200 250（persons）0 50

10（0.6％）

52（3.3％）34（2.2％）

18（1.2％）69（4.4％）

2（0.1％）

11（0.7％）

151（9.7％）

31（2.0％）46（2.9％）59（3.8％）

92（5.9％）51（3.3％）55（3.5％）

99（6.3％）

156（10.0％）

164（10.5％）

83（5.3％）

136（8.7％）

111（7.1％）130（8.3％）

2001901801701601501401301201101009080706050403020100

150100 200 （persons）0 50

8（0.6％）

11（0.9％）3（0.2％）4（0.3％）6（0.5％）

41（3.2％）

78（6.1％）

46（3.6％）61（4.7％）

188（14.6％）

14（1.1％）16（1.2％）11（0.9％）

211（16.4％）

106（8.2％）

179（13.9％）

35（2.7％）

153（11.9％）

70（5.4％）45（3.5％）

2001901801701601501401301201101009080706050403020100

150100 200 250（persons）0 50

150100 200 （persons）0 50

8（0.6％）

46（3.7％）29（2.3％）33（2.6％）

4（0.3％）61（4.9％）

22（1.8％）

111（8.9％）

23（1.8％）39（3.1％）

83（6.7％）

29（2.3％）34（2.7％）36（2.9％）

130（10.4％）

104（8.3％）

137（11.0％）

46（3.7％）

131（10.5％）

87（7.0％）54（4.3％）

2001901801701601501401301201101009080706050403020100

Writing score distribution for the IP test (companies and organizations) (1,286 examinees)

20（1.4％）

20（1.4％）7（0.5％）3（0.2％）14（1.0％）

25（1.7％）

185（12.7％）

26（1.8％）51（3.5％）

103（7.1％）

43（2.9％）21（1.4％）19（1.3％）

133（9.1％）

143（9.8％）

188（12.9％）

48（3.3％）

225（15.4％）

105（7.2％）79（5.4％）

2001901801701601501401301201101009080706050403020100

150100 200 250（persons）0 50

10（0.6％）

52（3.3％）34（2.2％）

18（1.2％）69（4.4％）

2（0.1％）

11（0.7％）

151（9.7％）

31（2.0％）46（2.9％）59（3.8％）

92（5.9％）51（3.3％）55（3.5％）

99（6.3％）

156（10.0％）

164（10.5％）

83（5.3％）

136（8.7％）

111（7.1％）130（8.3％）

2001901801701601501401301201101009080706050403020100

150100 200 （persons）0 50

8（0.6％）

11（0.9％）3（0.2％）4（0.3％）6（0.5％）

41（3.2％）

78（6.1％）

46（3.6％）61（4.7％）

188（14.6％）

14（1.1％）16（1.2％）11（0.9％）

211（16.4％）

106（8.2％）

179（13.9％）

35（2.7％）

153（11.9％）

70（5.4％）45（3.5％）

2001901801701601501401301201101009080706050403020100

150100 200 250（persons）0 50

150100 200 （persons）0 50

8（0.6％）

46（3.7％）29（2.3％）33（2.6％）

4（0.3％）61（4.9％）

22（1.8％）

111（8.9％）

23（1.8％）39（3.1％）

83（6.7％）

29（2.3％）34（2.7％）36（2.9％）

130（10.4％）

104（8.3％）

137（11.0％）

46（3.7％）

131（10.5％）

87（7.0％）54（4.3％）

2001901801701601501401301201101009080706050403020100

Number of examinees and average scores for the SP tests over the last 4 years (FY2006 to FY2009)

160

120

80

40

2006（1,012）0 1,000 2,000 3,000 4,000 5,000 6,000 7,000

2006

2007

2008

2009

（persons）

（FY）

2007（2,096）

2009（2,587）

2008（1,881）

Score

（FY）（persons）

SP testIP test WritingSpeaking

132.0 141.8 130.6 144.0 126.7146.4

123.9147.1

3,100 6,2003,100

2,300 4,200

2,600 2,600

1,200 1,200

1,900

IP test in FY2009 (companies and organizations) (Charts show data for the IP tests conducted by companies, government and municipal offices, and non-profit organizations)

【Data File】

Speaking score distribution for the IP test (schools) (1,560 examinees)

Writing score distribution for the IP test (schools) (1,247 examinees)

IP test in FY2009 (schools) (Charts show data for the IP tests conducted by educational institutions including senior high schools, technical colleges, junior colleges, universities, graduate schools and vocational schools)