در مقاله یی که در ادامه می خوانید به بررسی ویژگی های زبانی مکالمه ها و سخنرانی هایی که در بخش Listening تافل با آن ها مواجه می شوید می پردازیم. همچنین یک نمونه سخنرانی و مکالمه از آزمون های واقعی تافل انتخاب کرده ایم تا با مختصات این نوع از صحبت ها آشنا شوید. خواندن این نمونه Listening تافل در هنگام بررسی انواع سوالات بخش Listening هم به کارمان می آید؛ ما مثال هایی که مطرح خواهیم کرد را از این مکالمه و سخنرانی هستند.

در حال حاضر نمونه سخنرانی و مکالمه یی که انتخاب کرده ایم فقط به صورت مکتوب وجود دارند؛ چراکه در این مقطع آوردن نمونه هایی از این قبیل هم برای آشنایی با ویژگی های زبانی سخنرانی ها و مکالمه های تافل مد نظر بود، و هم داشتن مرجعی برای طرح مثال های نمونه سوالات بخش Listening. در آینده هم فایل های صوتی را به این مقاله اضافه خواهیم کرد، و هم ده ها نمونه سوال همراه با فایل های صوتی و متن مکتوبشان را در بخش آموزش تافل سایت دلینگلیش قرار خواهیم داد.

نمونه Listening تافل: مکالمه

پیش آن که وارد توضیحات بشویم، متن این مکالمه بین یک دانشجوی دختر و مربی تیم بسکتبالش را بخوانید:

(Narrator) Listen to a conversation between a student and her basketball coach and then answer the questions.

(Male coach) Hi, Elizabeth.

(Female student) Hey, Coach. I just thought I’d stop by to see what I missed while I was gone.

(Male coach) Well, we’ve been working real hard on our plan for the next game . . . I’ve asked Susan to go over it with you before practice this afternoon, so you’ll know what we’re doing.

(Female student) Okay.

(Male coach) By the way, how did your brother’s wedding go?

(Female student) Oh, it was beautiful. And the whole family was there. I saw aunts and uncles and cousins I hadn’t seen in years.

(Male coach) So it was worth the trip.

(Female student) Oh definitely. I’m sorry I had to miss practice, though. I feel bad about that.

(Male coach) Family’s very important.

(Female student) Yep. Okay, I guess I’ll see you this afternoon at practice, then.

(Male coach) Just a minute. There are a couple of other things I need to tell you.

(Female student) Oh, okay.

(Male coach) Uh . . . First, everybody’s getting a new team jacket.

(Female student) Wow. How did that happen?

(Male coach) A woman who played here about 20, 25 years ago came through town a few weeks ago and saw a game, and said she wanted to do something for the team, so . . .

(Female student) So she’s buying us new jackets?

(Male coach) Yep.

(Female student) Wow, that’s really nice of her.

(Male coach) Yes, it is. It’s great that former players still care so much about our school and our basketball program . . . Anyway you need to fill out an order form. I’ll give it to you now, and you can bring it back this afternoon. I’ve got the forms from the other players, so as soon as I get yours we can order. Maybe we’ll have the jackets by the next game.

(Female student) OK.

(Male coach) Great. And the next thing is, you know Mary’s transferring to another college next week, so we’ll need someone to take over her role as captain for the second half of the season. And the other players unanimously picked you to take over as captain when Mary leaves.

(Female student) Wow. I saw everybody this morning, and nobody said a word.

(Male coach) They wanted me to tell you. So, do you accept?

(Female student) Of course! But Susan’s a much better player than I am. I’m really surprised they didn’t pick her.

(Male coach) They think you’re the right one. You’ll have to ask them their thoughts.

(Female student) Okay . . . I guess one of the first things I’ll have to do as captain is make sure we get a thank-you card out to the lady who’s buying us the jackets.

(Male coach) Good idea. I have her address here somewhere.

(Female student) And I’ll make sure the whole team signs it.

(Male coach) Good. That’s all the news there is. I think that’s it for now. Oh, let me get you that order form.

نمونه Listening تافل: سخنرانی کلاسی

همچنین متن این سخنرانی در کلاس ادبیات را بخوانید:

(Narrator) Listen to part of a lecture in a literature class.

(Male professor) Today I’d like to introduce you to a novel that some critics consider the finest detective novel ever written. It was also the first. We’re talking about The Moonstone by Wilkie Collins. Now, there are other detective stories that preceded The Moonstone historically—Um, notably the work of Poe . . . Edgar Allen Poe’s stories, such as “The Murders in the Rue Morgue” and . . . “The Purloined Letter.” Now these were short stories that featured a detective . . . uh, probably the first to do that. But The Moonstone, which follows them by about twenty years—it was published in 1868—this is the first full-length detective novel ever written.

Now, in The Moonstone—if you read it as . . . uh, come to it as a contemporary reader— what’s interesting is that most of the features you find in almost any detective novel are in fact already present. Uh, it’s hard at this juncture to read this novel and realize that no one had ever done that before, because it all seems so strikingly familiar. It’s, it’s really a wonderful novel and I recommend it, even just as a fun book to read, if you’ve never read it. Um, so in The Moonstone, as I said, Collins did much to establish the conventions of the detective genre. I’m not gonna go into the plot at length, but, you know, the basic setup is . . . there’s this diamond of great . . . of great value, a country house, the diamond mysteriously disappears in the middle of the night, uh, the local police are brought in, in an attempt to solve the crime, and they mess it up completely, and then the true hero of the book arrives. That’s Sergeant Cuff.

Now, Cuff, this extraordinarily important character . . . well, let me try to give you a sense of who Sergeant Cuff is, by first describing the regular police. And this is the dynamic that you’re going to see throughout the history of the detective novel, where you have the regular cops—who are well-meaning, but officious and bumblingly inept—and they are countered by a figure who’s eccentric, analytical, brilliant, and . . . and able to solve the crime. So, first the regular police get called in to solve the mystery—Um, in this case, detective, uh, Superintendent Seegrave. When Superintendent Seegrave comes in, he orders his minions around, they bumble, and they actually make a mess of the investigation, which you’ll see repeated—um, you’ll see this pattern repeated, particularly in the Sherlock Holmes stories of a few years later where, uh, Inspector Lestrade, this well-meaning idiot, is always countered, uh, by Sherlock Holmes, who’s a genius.

So, now Cuff arrives. Cuff is the man who’s coming to solve the mystery, and again he has a lot of the characteristics that future detectives throughout the history of this genre will have. He’s eccentric. He has a hobby that he’s obsessive about—in this . . . in his case, it’s the love of roses. He’s a fanatic about the breeding of roses; and here think of Nero Wolfe and his orchids, Sherlock Holmes and his violin, a lot of those later classic detective heroes have this kind of outside interest that they . . . they go to as a kind of antidote to the evil and misery they encounter in their daily lives. At one point, Cuff says he likes his roses because they offer solace, uh, an escape, from the world of crime he typically operates in.

Now, these detective heroes . . . they have this characteristic of being smart, incredibly smart, but of not appearing to be smart. And most importantly, from a kind of existential point of view, these detectives see things that other people do not see. And that’s why the detective is such an important figure, I think, in our modern imagination. In the case of The Moonstone—I don’t want to say too much here and spoil it for you—but the clue that’s key to . . . the solving of the crime is a smeared bit of paint in a doorway. Of course, the regular police have missed this paint smear or made some sort of unwarranted assumption about it. Cuff sees this smear of paint—this paint, the place where the paint is smeared—and realizes that from this one smear of paint you can actually deduce the whole situation . . . the whole world. And that’s what the hero in a detective novel like this . . . brings to it that the other characters don’t—it’s this ability to, uh, see meaning where others see no meaning and to bring order . . . to where it seems there is no order.

ویژگی های زبانی مکالمه ها و سخنرانی های بخش Listening تافل

حالا در ادامه به بررسی ویژگی های زبانی سخنرانی ها و مکالمه های موجود در بخش Listening تافل، در 3 حیطه ی لهجه (Accent)، گویش (Register)، و لغات آکادمیک، خواهیم پرداخت.

نمونه Listening تافل: لهجه (Accent) های مکالمه و سخنرانی

لهجه ی همه ی مکالمه ها و سخنرانی ها اغلب لهجه ی استاندارد آمریکایی است، اگر چه ممکن است با انواع دیگر لهجه های استاندارد انگلیسی نظیر لهجه های بریتانیایی، یا استرالیایی هم مواجه شوید.

منظور از لهجه ی استاندارد آمریکایی همان لهجه یی است که در برنامه های تلویزیونی و رادیویی انگلیسی زبان، و یا سی دی های صوتی آموزش زبان انگلیسی می شنوید. در آزمون تافل خبری از لهجه های مختص به مناطق، شهر ها، یا اقوام خاص. جهت مقایسه می توانید لهجه ی شسته رفته یی که گویندگان و مجریان تلویزیونی ایرانی دارند را با آن چیزی که هر روز در خیابان می شنوید مقایسه کنید.

نمونه Listening تافل: گویش (Register) مکالمه و سخنرانی

از آن جا که مکالمه ها و سخنرانی ها حول محور مسائل متداول دانشگاهی قرار دارند، لازم است با کلمات، اصطلاحات، و گویش خاص این نوع گفت و گو ها آشنا باشید. در چنین فضایی، بعید است با اصطلاحات کوچه بازاری، کلمات ابداعی جوان پسندانه، یا لهجه های غیر استاندارد مواجه شوید. بلکه نوع زبانی که با آن مواجه می شوید شبیه نحوه ی صحب کردن گویندگان اخبار، یا مفسران خبر در تلویزیون، و همچنین راویان فیلم های مستند، یا سخنرانانی های رسمی افراد مشهور نظیر رئیس جمهور ها (البته به جز ترامپ!) است. پس بهترین تمرین گوش دادن فراوان به این نوع گفت و گو ها و سخنرانی هاست.

البته کوچه بازاری حرف نزدن به معنای کتابی حرف زدن نیست. اساتید حتا در حین سخنرانی بسیار راحت حرف می زنند و کلمات محاوره یی بسیاری هم استفاده می کنند؛ مثلن استفاده از Gonna’ به جای Going to.

نمونه Listening تافل: لغات متداول در محیط و گفت و گو های آکادمیک (دانشگاهی)

در محیط دانشگاه هم مثل هر بخش دیگری از جامعه تعدادی اصطلاح و کلمه ی کلیشه یی خاص تداول بیشتری دارد. خواندن متون آکادمیک به عنوان تمرینی برای بخش ریدینگ تافل بخشی از نیاز شما به لغات متداول آکادمیک را تامین می کند. اما لغات دیگری هم وجود دارد که در متن پیدا نمی شود، و بیشتر در مکالمه ها استفاده می شود، مثل مکان های مختلف در دانشگاه، یا امور روزمره ی مربوط به دانشجویان.

مثال هایی از این قبیل کلمات مختص محیط آکادمیک که می تواند منظور ما را بهتر نشان بدهد؛ نظیر، Course به معنای دوره ی درسی، Bursary به معنای امور مالی دانشگاه، یا Coed به معنای کلاس مختلط است. این کلمات ممکن است در محیط های دیگر یا اصلن استفاهد نشوند (که در نتیجه عده ی کمتری معنای آن ها را می دانند)، و یا با معنای دیگری به کار بروند.

ما فهرستی از این کلمه ها، عبارات، و اصطلاحات پرکاربرد در محیط دانشگاهی را در مقاله یی مجزا آماده خواهیم کرد؛ ضمن اینکه گوش دادن به پادکست های مربوط به زندگی دانشجویی در کشور های انگلیسی زبان هم به شما کمک خواهد کرد. بلد بودن این لغات به شما کمک می کند مکالمه ها و سخنرانی های بخش Listening تافل را بهتر متوجه شوید.