Although the TOEIC test is designed to measure communicative abilities in English, TOEIC preparation courses and textbooks typically focus on test-taking strategies, information about the test, practice exercises and tests, and have almost nothing to do with authentic communication by students. This research project addressed this gap by selecting five classroom activities from the literature on communicative TOEIC activities, conducting them in two university level classes, and analyzing quantitative and qualitative data gathered from post-activity surveys of the students' experiences. The results of the analysis suggest that dictogloss activities (collaborative dictation of a listening passage) and focused interview-type roleplays (based on situations students may encounter in their job searches) may be able to meet communicative language development needs and prepare students for the TOEIC test. Dictogloss activities can be based on authentic listening passages from the TOEIC test and will require students to use all major language skills (especially speaking skills) to reconstruct the text in small groups. Interview roleplays can be based on job interviews or journalistic activities, and will primarily develop students' speaking and listening skills, but can be augmented with pre- or post-activity reading or writing work. Suggestions for classroom implementation of various communicative TOEIC activities are offered.
|Keywords:||English as a Foreign Language, TOEIC Test, Communicative Language Teaching, Japanese University Teaching|
Associate Professor, Faculty of International Relations, University of Shizuoka, Shizuoka, Japan
University of Shizuoka, Shizuoka, Japan