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Eiken vs. TOEFL: Eiken Practice Lecture 1

Announcement! As of August 1, 2019, the TOEFL Reading, Listening and Speaking sections will be shortened. The TOEFL will also make changes to its prep materials and scoring system. Because of this, some of the info in our blog posts may not yet reflect the new exam format. We cover all the changes here.

In a recent post, we looked at the Eiken vs. TOEFL in terms of Listening section lectures. (The Eiken is one of several TOEFL alternatives.)

Today, we’ll go through an Eiken practice lecture, with questions. For a direct comparison between these two exams, check out the TOEFL Listening lectures and questions in Volumes 3 and 4 of .

Eiken vs. TOEFL: Try some Eiken Listening Practice with a Lecture and Question Set

Now, here is the lecture audio track. Like a real Eiken lecture track, this track includes a lecture and two spoken questions, with 10 seconds of time to answer after each question. To further imitate the real Eiken test, you can see the answer choices for each question below the track, but no text of the question itself.

No. 1
A) Students were no longer taught Spanish.
B) Teachers talked to each other more openly.
C) Deaf children began to form communities.
D) Linguistics experts taught the children.


No 2.
A) The human ability to use language is genetic.
B) Children don’t have linguistic knowledge.
C) Language is too complex to develop in a completely natural way.
D) Deaf children need extra help from teachers to develop language.

Eiken vs. TOEFL: Read a Full Transcript of an Eiken Lecture, With Questions

Nicaraguan Sign Language

Eieken Practice Lecture

Nicaraguan Sign Language. Prior to the 1970s, Nicaragua had no real community of deaf people. The deaf were isolated in their individual family households and learned only basic signs for communicating with family, friends, and neighbors. However, in the 1970s and 1980s, deaf children in Nicaragua were given much more with each other through a government program that created schools for the deaf. In these schools, the children were not taught sign language. They were only taught Spanish, lip reading, and “finger spelling,” the use of simple signs to make letters in the alphabet. However, the children in these schools soon began communicating with each other. They developed an elaborate sign language system of their own and used it to speak to each other.

The way that Nicaraguan sign language developed has interesting implications for language acquisition. The children in the Nicaraguan schools for the deaf were not professional linguists. They did not design their shared language with any strategy or coordinated planning. Instead, they developed a complex, fully formed human language spontaneously over the course of several years. They naturally invented verbs, nouns, and a rich system of grammar that they used with ease. Linguistics experts believe this proves that language ability is biologically encoded, and that humans naturally create a language system, provided they have with other humans.


Number 1
What was one result of the Nicaraguan government program to create schools for deaf children?

Number 2
What do professional linguists believe, based on the case of Nicaraguan sign language?

Answer Key

Now it’s time to see how you did. Here is the answer key for the two questions:

  1. C
  2. A

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