托福聽力態(tài)度題的提問方式及出題角度

新考試總共有六大題型的測試，分別是：主旨題、細節(jié)題、句子功能題、態(tài)度題、結構題和推論題。而ETS將這六大考題細歸類為B, P, C三部分，即Basic Comprehension Question基本信息理解題，Pragmatic Understanding Question語用信息理解題和Connecting Information Question信息關聯(lián)題。B部分包括：主旨題和細節(jié)題；P部分包括句子功能題和understanding the speaker's attitude態(tài)度題；C部分包括結構題和推論題。

在P類問題(Pragmatic Understanding Questions)中，的態(tài)度題所占的比重相對較少。但是因其一般解題難度較高，因此不可忽視其重要性。下面我從以下幾個方面為同學們解析態(tài)度題。

一、托福聽力態(tài)度題的典型提問方式：

What is the professor’s opinion of …?

What can be inferred about the student when he/she says this (reply)?

What is the professor’s attitude about/toward…?

What does the man/woman mean when he/she says this?

二、托福聽力態(tài)度題的典型出題角度

1. Lecture最后教授對某觀點，某研究的結論、前景等的態(tài)度。

下面以TPO 28-L4為例進行解析：

TPO28-L4 題目如下：

What is the professor’s opinion about the future of the Gonur‐depe site?

A. She believes it would be a mistake to alter its original form

B. She doubts the ruins will deteriorate further

C. She thinks other sites are more deserving of researchers’ attention.

D. She is not convinced it will be restored.

教授在文章的最后一段提到：“So now the question is, do we partially restore and rebuild the site before the entire thing disintegrates? It will take a lot of funding to restore it and I am not sure it’ll be made available, which would be a pity. Even a partly altered site can provide valuable information, which would be lost otherwise.”他認為修復這一考古發(fā)現(xiàn)需要很多資金，不確定是否能修復。如果因為錢的原因不能修復的話，很遺憾。即使修復一部分，也能提供很有價值的信息。因此據(jù)此判斷正確答案是D。他不確定這里能否被修復，但是他是認可修復的意義的，因此A選項不對。再者，部分同學即使不能完全聽懂，但從教授的語氣中，應該能分辨出“不確定的”，根據(jù)排除法，依然能選出正確答案D.

2. 情感信號詞（形容詞或副詞的感情色彩）、語氣語調的起伏變化（重音、放慢語速或停頓）。

我們以TPO 25-L3 為例：

TPO 25-L3題目如下：

What is the professor’s opinion about Thomas Young’s word with hieroglyphs?

A. She feels that Young has not received the credit he deserves

B. She is amazed that Young’s conclusion about hieroglyphs was correct

C. She is surprised that Young did not recognize his own accomplishments

D. She thinks that Young’s work was not careful enough to be taken seriously

原文有明顯的情感信號詞，揭示教授的態(tài)度：“ Strangely though, he gave into the dominant thesis of the day that hieroglyphs were pictographs. He actually dismissed his own findings as an anomaly......”, 只要同學們注意到情感信號詞，此題就迎刃而解了。

3. 互動時教授的回復，學生的疑問（以反駁觀點為主）

下面以TPO6-C2為例：

What can be inferred from the professor when he says this:(Well, that’s certainly an interesting topic. But you may not realize, I mean, the scope...)

聯(lián)系上下文，原文中學生問到：The section on dialects, ‘cause…like, that’s the kind of thing that’s always sort of intrigued me, you know?學生對dialect這個話題感興趣，問教授的意見。教授認可這個話題還不錯但提出了自己的進一步的建議，即：范圍太廣泛。雖然教授沒有直接說出來，但通過轉折詞“but”，我們可以推測出范圍太寬泛這一論斷。

以上是我對托福聽力態(tài)度題的解析，希望對同學們有所幫助。祝同學們早日取得優(yōu)異的成績！

看完這些假如你還有疑問，不妨點擊下面圖標，與在線教師單獨溝通↓↓

推薦閱讀：