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The discussion compares how both test types assess learners’ ability to infer opinions from reading and listening contexts, and stresses information-processing and cross-curricular communication skills needed for studying and collaborating 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Primary®Junior®  \nTomohisa Machida,Ph.D.〔Akita International University〕  \nntroduction               P1  \nReading            P2  \nListening……            ……P4  \nConclusion           P6  \n…                                 …  \nDanke Sehr  \n# ntroduction\n\nThe world has been globalized,and eachcountry is closely connected due to thedevelopment of technology.English has becomethe global language of international conferencesand meetings,and 60.4%of the language usedon the Internet is already English in 2021(W3Techs;http://w3techs.com).Furthermore,the British Council(2013)predicted that morethan two billion people worldwide would beusing and learning English by 2020.Recently,more and more classes are being taught inEnglish at every school level,even at Japaneseuniversities.Therefore,when considering theEnglish language skills needed for studentsliving in the 21st century,teachers have to fostertheir practical English skills utilizing \"criticalthinking,problem-solving,and creativity\"(Shin,2021,p.4).  \nThe Common Entrance Examination forUniversity Admissions (after this referred to asthe \"Common Test\")has considered the currentstate of English in the fast-changing world.Accordingly,it has changed from a test offoreign languages based on rote memorizationto a test of the ability to use English as a tool forinformation analysisandglobalcommunication.In the future,it will be even  \nmore necessary for university students to havethe English ability to comprehend the outlinesand main points of familiar topics they willencounter while using various materials.  \nOn the other hand,the TOEFL®tests family(TOEFL®PrimaryTM,TOEFL Junior®,TOEFL®ITP,&TOEFL iBT®)created by EducationalTesting Service(ETS)in the U.S.have beenassessing the English language skills fornon-native English speaking children andstudents for a long time.In particular,TOEFLPrimary and TOEFL Junior,launched in 2014and 2011,  can measure communicativecompetence among young learners,such aselementary to junior and senior high schoolstudents.Each test aims to help students acquirethe globally expected English skills they need ateach stage of their development as globalcitizens.Thus,TOEFL®tests measure whetherstudents can successfully develop their Englishto use it at each school level and can preparethemselves to study at the next academic level,which is similar to the aims of the newlylaunched Common Tests.As a result,both testshave similarities in the format of the questions.In the following,I will examine the reading andlistening questions of those two kinds of tests.  \nIn communication,people need to understandthe intentions of other people correctly.Inaddition,participants of global writtencommunication have to read English sentencesaccurately,understand other people's intentions,and infer their opinions behind the sentences.For example,in this year's Common Test,one ofthe questions asked students to distinguish  \nbetween facts and opinions (Figure 1).Thequestion in the reading section explained theviews of the judges in a band contest.Studentsneeded to derive the \"opinion\"that the band andaudience were united in excitement at thecompetition from the“fact”that the band'sperformance and the audience's reaction.  \n問4 One opinion from the judges'comments and shared evaluation is that  \n①each evaluated band received the same total score  \n②Ms Wells'suggestion about originality was agreed on  \n③Silent Hill really connected with the audience  \n④the judges'comments determined the rankings  \nFigure 1.Common Test,2021  \nabout it.The word \"surprised\"is not used in thedialogue.However,students have to infer thecharacters'feelings from their hushed voices orunpreparedness for looking at the bear.  \nThe TOEFLPrimary has a similar question thatasks for \"opinions\"(Figure 2).Here,Lucy andher mother accidentally ran into a bear in thebackyard,and the question asks how they felt  \n17.How do Lucy and her mot","cbCaicQCPoGyFeIH","https://ap.wps.com/l/cbCaicQCPoGyFeIH","pdf",4791027,"English","# ntroduction\n## Reading\n## Listening\n## Conclusion","[{\"question\":\"Why does the document emphasize practical English skills for students in the 21st century?\",\"answer\":\"Because globalization and technology have made English a global language, requiring learners to use English for information analysis and global communication rather than only rote memorization.\"},{\"question\":\"How does the Common Test assess students’ ability beyond factual understanding?\",\"answer\":\"It includes tasks such as distinguishing facts from opinions, requiring students to infer attitudes or excitement based on contextual clues in reading.\"},{\"question\":\"What do TOEFL Primary and TOEFL Junior contribute in terms of skill measurement?\",\"answer\":\"They assess communicative competence for non-native English speaking children and students, and they include question formats that evaluate how learners interpret opinions and content by combining materials with English explanations.\"}]","Expected English Proficiency for Students - The Common Test for University Admission and TOEFL Primary Junior - Introduction | PDF",1790902341]