抄録
This study investigated the factor structure and learner profiles of the Test of English for International Communication (TOEIC^[○!R]) Listening and Reading (LR) and TOEIC^[○!R] Speaking and Writing (SW) tests to derive information needed to appropriately use tests of the four skills of listening, reading, speaking, and writing. The TOEIC^[○!R] LR and SW test scores of 106 Japanese learners of English were analyzed for this study. Results suggested a unitary structure behind the four-skill scores, indicating that these separate scores can be combined into one total score. In addition, the results of cluster analysis suggested learner classification according to the pattern of gaps between skill levels into the following four groups: (a) learners who have similar levels in all four skills (14.15%); (b) those who have both higher-level writing than other skills and higher-level listening than speaking (19.81%); (c) those who have higher-level reading than speaking (37.74%); and (d) those who have higher-level writing than reading (28.30%). Finally, the implications of these results for teaching and testing are suggested.
