Function Questions in TOEFL Listening
Learn about Function questions in TOEFL listening with an overview and practice question.
by Tim Martyn
Overview
Function questions test your ability to understand the function of what someone says.
Here are some key points about Function questions:
- They’re used with both lectures and conversations.
- They’re easy to identify because they use phrases like Why does the student/professor imply when…, Why does the student/professor say this? or What does the student/professor mean when…
- The function is usually different to what a speaker actually says. That is, the real meaning is different to the literal or surface meaning. For example, imagine you’re at a friend’s place and it’s starting to get late. Your friend might yawn and say something like I’m getting sleepy, but what they’re really doing is politely asking you to leave.
- Common functions include directing, suggesting, complaining, agreeing, disagreeing and questioning.
- You’ll hear the relevant part of the lecture or conversation again before you answer the question.
Practice question
Now it’s your turn to practise. Answer the Function question below.
Feedback
Click below for the transcript.
Student: Hi, Professor Carter.
Professor: Oh, hi Emma. I was starting to wonder if I’d got the time wrong. Please, take a seat.
Student: Sorry about that. Um, I just wanted to clarify the requirements for the psychology assignment. I’ve read the instructions a couple of times, but I want to make sure I fully understand what you’re looking for before I get started.
Professor: Sure. What specifically are you unsure about?
Student: Well, the instructions say we need to analyze a psychological theory and apply it to a real-world scenario. I get that part, but I’m not sure how much emphasis should be on explaining the theory versus focusing on the application.
Professor: Good question. You do need to explain the theory, but the main goal of the assignment is to show that you can apply psychological concepts to real-world situations. So, your explanation should be clear but concise – enough to demonstrate your understanding – before moving on to the application.
Student: OK, that makes sense. I was thinking of writing about cognitive dissonance and applying it to consumer behavior – like how people justify making expensive purchases. Would that be an appropriate topic?
Professor: Yes, I’m sure that’d work. Just be sure to include concrete examples and link them clearly to the psychological theory.
Student: So, I shouldn’t just describe cases where people experience cognitive dissonance – I need to explain why it happens and how it connects back to the theory.
Professor: Exactly. You should also discuss any relevant research findings. Are you comfortable with finding academic sources for this?
Student: I think so, but I wanted to ask about that, too. Do we need to rely only on peer-reviewed journal articles, or can we use books and reputable websites?
Professor: Peer-reviewed journal articles should be your primary sources, but books by experts in the field and reputable websites – like those from academic institutions or professional organizations – can be useful as supporting sources. Just avoid blogs or opinion-based articles.
Student: Got it. Oh, one last thing – about the word count. The instructions say 1,800 to 2,000 words. Is there any flexibility if we go slightly under or over?
Professor: I’d recommend staying within that range as closely as possible. A few words over or under won’t be a problem, but if you’re significantly outside the limit, it could affect your grade.
Student: I understand. OK, I think I have a much clearer picture of what I need to do now.
Professor: I’m glad to hear that. If you have any more questions while you’re working on it, feel free to send me an email.
Student: I appreciate that. Thanks for your time, Professor Carter!
Professor: You’re welcome, Emma.
