Appendix Table 10.1: Student diagnostic profile LEARNER VARIABLES Background Name: Age: Length of residence: Native language: Other languages spoken: Education: —_—————___————— Occupation: Is English used in the workplace? — Frequency of use of English: ____ English proficiency level: Basic [} Intermediate © Advanced 1 Standardized test scores: General speaking habits a Clarity: very intelligible — —— ——— unintelligible b very fst — — — — — — very slow « easily heard — — — — — — difficult to hear 4 Breath groups: too many pauses — — — — — — not enough pauses fe. Eye gave: appropriate — — — — — — inappropriate £ Fluency: fluent — — — — — — halting, g Voice: pitch range too narrow? voice too nasal? bh Other: Intonation Statement (final rising-falling) b Yes-No question (final rising) ¢ Wh-question (final rising-falling) dd. Tag questions (final rising and final rising-falling) « Series (non-final rising) Stress and rhythm. a Word level stress b Phrase / sentance level stress Linking Photocoplable © Oxford University PressConsonants Consonant | Key Word | Substitution | Omission | Ariculation | Clusters | Linking | Rank Zo Poland Tol Bolivia fod, Mexico i Finland Ma. Viewarn 781 Lithuania a The US. Ww, “Tanzania m7 Denmarle i Singapore ia Zambia hal Norway uw Libya it Romania a Bangladesh wy Malaysia Wt China ay) Japan Te Canada ‘o Guyana ty Hong Kong Tw ‘Wales Wy Yemen ty HungaryVowels (Key Words adapted from Finger 1985) Vowel | KeyWord | Substitution | Articulation | Length | Reduction | Linking | Rank yl | green i pink fey grey Tel red let black lay’ __| skybiue ae Toy? __ [turquoise far__[ purple ial mustard ia tomate jaw! | blue io wood fowl _| yellow bl auburn Tal alive Photocopiable © Oxford University PressDiagnostic Passage Living in a foreign country is a fascinating experience. For an international student in the United States, it can be exciting, challenging, and confusing. The excitement comes from the new experiences that he will have, for example, meeting new people, seeing unusual sights, and learning about another culture. The challenge comes from dealing with this new culture. How should he greet people? Should he be formal in all situations or would it be better if he were more casual? Would it be appropriate to ask an acquaintance for help? Sometimes it is not easy to judge the correct thing to do, is it? Very often, what is proper in one place is just the opposite in another.Finally, the most confusing aspect is the language. At first, it is very difficult to understand what people are saying. Little by little, this becomes easier for the student. Many times in a conversation he will want to look up new words, but with practice he will learn to talk without using a dictionary. When he doesn't know how to say something, he must learn to communicate the same idea in another way. In the end, the foreign experience will become more comfortable and fun, but it takes a lot of effort, studying, and patience to get there. Passage modeled after Prator, C., & Robinett, E. (1925) Manual of American English Pronunciation. Fourth edition. New Yer! Holt, Rinehart, and Winston.