University of Costa Rica School of Modern Languages LM-1471 Communication and Pronunciation Techniques III 9 Shows almost no grammar mistakes. Very good control of a full range of structures. Very good vocabulary range for the task. Very good expressions used in the task. Very precise or adequate vocabulary used. Very good technical vocabulary used. 10 Consistent automatic control of a full range of structures makes the person’s speech virtually Mistake-free. A wide and nuanced vocabulary and idioms allow the person to express his/her personality, opinion, and attitudes in English with almost the same accuracy as in her/his native language. Ample vocabulary range and extremely precise technical vocabulary used. Pronunciation 20% Fluency 10% 5 (or below) Poor articulation, unintelligible, incorrect stress and/or inappropriate rhythm and intonation Very poor use of pronunciation elements such as stress, intonation, blending and linking. Pronunciation mistakes are severe and hinder meaning. Very poor use of intonation patterns. Language fillers are severe and affect the flow of ideas. Very poor control of pronunciation studied in this and previous courses. Choppy, fragmented, or telegraphic speech. Extremely unnatural pauses to search for words or structure ideas are present. Many false starts or repetitions that make the ideas difficult to follow. Slowly and laborious rate. 297
University of Costa Rica School of Modern Languages LM-1471 Communication and Pronunciation Techniques III 6 Poor use of pronunciation elements such as stress, intonation, blending and linking. Pronunciation mistakes hinder meaning. Poor use of intonation patterns. Language fillers affect the flow of ideas. Poor control of pronunciation studied in this and previous courses. Mostly choppy, fragmented, or telegraphic speech. Unnatural pauses to search for words or structure ideas are present. Several false starts or repetitions that make the ideas difficult to follow. Very low rate. 7 Fair use of pronunciation elements such as stress, intonation, blending and linking. Some pronunciation mistakes that hinder meaning. Fair use of intonation patterns. Some used of language fillers that affect the flow of ideas. Some control of pronunciation studied in this and previous courses. Somewhat choppy, fragmented, or telegraphic speech. Very often unnatural pauses to search for words or structure ideas are present. Some false starts or repetitions that make the ideas difficult to follow. Low rate. 8 Good pronunciation used: stress, intonation, blending and linking. Few pronunciation mistakes that do not hinder meaning at all. Good use of correct intonation patterns. Some used of language fillers. Good control of pronunciation studied in this and previous courses. Speech is sometimes natural and has some lapses of fluency. Often unnatural pauses to search for words or structure ideas are present. Some false starts or repetitions that often make the ideas difficult to follow. Good rate. 298
University of Costa Rica School of Modern Languages LM-1471 Communication and Pronunciation Techniques III 9 Excellent pronunciation used: stress, intonation, blending and linking. Very few pronunciation mistakes that do not hinder meaning at all. Very good use of correct intonation patterns. Some used of language fillers. Very good control of pronunciation studied in this and previous courses. Speech is natural, smooth, and efficient with isolated or no lapses of fluency. Some unnatural pauses to search for words or structure ideas. Some false starts or repetitions. Very good rate. 10 Pronunciation almost native-like in stress, intonation, blending and linking. No relevant pronunciation mistakes. Consistent use of correct intonation patterns. Occasionally used of language fillers. Excellent control of pronunciation studied in this and previous courses. Speech is extremely natural, smooth, and efficient with isolated or no lapses of fluency. No unnatural pauses to search for words or structure ideas. No false starts or repetitions. Excellent rate. Note: This rubric was adapted from the one used in II-2022. Adapted by Roxana Chévez. Revised and edited by Elizabeth Quirós & Hector Alvarado I-2023 299
UNIVERSIDAD DE COSTA RICA School of Modern Languages LM-1471 Oral Communication & Pronunciation Techniques III Self-Assessment Script Diagnostic Student: XXX Movie: Personal Velocity Topic: Freedom Grammar 4 Pronunciation 7 Fillers 10 Stutter/ Awkward corrections 9 *// = Awkward stops *Crossed out = Unnecessary So, to me the concept of freedom refers to… the liberation of any form of societal constraint that keeps us, humans, from being our true selves. It's what limits -ughm- this…- limits us from being who we truly want to be [and of course, this independence and individuality has to make sense with not harming others, of course.] So, keeping this definition in mind, to me the three characters achieve partial freedom in their own way since they all are…-they all liberate themselves from issues in their lives that keep them from being their own individuals and who they want to be in life. Surely, Paula is the only character that we see reaching the full state of freedom [from the problems she had been dealing with.] Ehhh…In fact, the //actions // yes- the actions of the character evidence this assertion because it is clear that she is the only woman who in the end smiles. We see… important….close-ups of her // features, her smiling features. Aaaand she even skips a little in the end // She looks really cute. Aaaan- In the case of the others, however, and desp-despite the fact that their stories do not, well, end on a rather bleak note, both are somehow in the path to freedom. In Delia's case, she's finally free from the man that abused her // not only her but her kids. She's working on becoming an independent woman who can support her children. She was caged and oppressed by the man she loved, but she had a moment of realization that prompted her to change her situation. Aaaand- Moreover, the last flashbacks we see from her stories evidence how hurt she is aaaand- because she did actually have some nice memories from the time she spent with her husband. Buuuut, [and this makes it hard to believe,] but she also remembers the bad time which over…come…or…-which weight more that those little goo- those little moments of happiness. Aaaand with this, it's really hard for us as an audience to believe that she could ever go back to this man. With Delia, thus, we realize that sometimes freedom hurts, and it t-takes time to accept, but everybody is able to get there. In Greta's case, we may focus the concept of freedom on the path of sexual acceptance. Without a doubt, she's not free from free from society's issues of class and her greed for recognition and power's clear // throughout her entire story. But, at least, she accepts herself as a sexually open woman who is not ready for monogamy, and this is exhibited by her decision of leaving her husband because she doesn't wann chea-want to cheat on him and she cannot contain herself. She finally accepted that she was more like her father [than what she wanted to admit] aaand that is in a way freeing yourself from your own judgements…from what you can possibly think is bad in yourself, not that you're good or bad, it's just accepting who you are and owning it. And that ownership of your behavior is what can lead you to freedom. So, in conclusion, to me, the three -ugh- the three women // either // reach freedom or are in the path of becoming free, independent women. Thank you…. Less common mistakes than usual, but more mistakes of content 300
UNIVERSIDAD DE COSTA RICA School of Modern Languages LM-1471 Oral Communication & Pronunciation Techniques III Self-Assessment Script ICQ1 Student: xxx Movie: Crash Topic: Phrase at the beginning of the movie Grammar 0 Pronunciation 0 Fillers 6 Stutter/ Awkward corrections 7 *// = Awkward stops With this quote, we as the audience are challenged to start thinking // which is something I greatly appreciate in films. As we read and studied in class, any good film -eh-carrieeees- or at least causes, sorry- causeees- creates an impression aaaand makes us wonder. Crash starts by doing exactly that because Graham talks about // theee lack of proximity between people in LA. Bumping into p-each other, makes people interact with one another yet in LA it seems that citizens have build a wall in order to protect themselves from the rest and from society especially. This wall, however, is counterproductive because, as Graham said, we unconsciously attack others // because that is the only rather faulty way we have of socializing. The movie begins and ends with a car crash, but the real way in which the idea of crashing is embedded in the b-plot is through the aggressive collisions between the main characters // because even though they build walls aaan-due to th- discrimination of one group ah-one social group to the other, because of class, because of race, because of sex. Ughm-these walls…-they are the ones who penetrate their own walls by being aggressive to others // aaaandso people ultimately end up connecting in ways that are not the best but still the only their unconscious finds tooooo get together. This is the way in which I think that the initial comments prepare the audience for what's about to come in the film. Thank you. To many awkward pauses for such a short speech No grammar or pronunciation errors because it is too short > doesn't make it better 301
UNIVERSIDAD DE COSTA RICA School of Modern Languages LM-1471 Oral Communication & Pronunciation Techniques III Self-Assessment Script ICQ2 Student: xxx Movie: Crash Topic: Crash’s failure to fully condemn racism Grammar 7 Pronunciation 15 Fillers 13 Stutter/ Awkward corrections 20 *// = Awkward stops Good morning fellow classmates and professor. Allow me to begin by asking you: After watching the film, do you forgive officer Ryan for what he did to Christine? Do you minimize the severity of his actions just because you know his background information and the fact that he saves her in the end? You already replied, I wasn't expecting you to which is nice. Thank you, guys, but let me tell you that I don't and in fact this was my main-my greatest issue with the movie when we were watching it. Later on that day, the day we watched it, I went back home and I asked myself -ugh- whether the white characters actually have anything bad happen to them in the end and the answer was…not really. Consequently, today my topic would be Crash's inability to fully condemn racism. The truth is that Crash shows racism in a way that is rare to see in cinema, but // ultimately it leaves white characters off the hook despite their highly racist actions by rationalizing them through their background information and their evolution. So in order to justify my assertion, I will proceed to analyze the following -egh- the characters of Jean Cabot, then Officer Ryan, then four of the black characters in the movie. So Jean Cabot. Jean is what we would // what one would refer to as a trophy wife. The first time we see her, she holds onto her husband's arm because two black men are passing by. Now, one might think that this is very racist of her; however, the discrimination that Anthony, one of the black guys, -ugh- blames her- blames her with ends up being backed up by the fact that he points a gun to her head. So, in this way, Jean's fear is validated and justified by Anthony's actions. // When a white woman crosses the street wh-an-because she sees a black man approaching this might seem rude, but in this movie what we see is that it's justified and that she has the right to do so. In fact, Sangeeta Ray says in the article ''Crash, or how white men save the day again'' found in the journal College English that this scene confirms that our fears and our prejudices are correct, and that special segregation is a necessary evil. Moreover, Jean then gets upset aaaand she mistreats her husband as well as the Latino locks- her Latino locksmith Daniel // yet what we see in the following scenes? That she suffers from a level of depression and in the end, after -ugh- after her circumstances change, she refers to her Latino housekeeper as her best friend which does not sound like a bad ending to me; it's pretty much of a happy ending because truly what we have in the end is a woman who's still a trophy wife, she's still inher level of privilege is still in [at] the top and she comes out guilt free without having to 302
apologize to a man she devalued, called an amigo who's part of -agh- who's a gang member because of his prison tattoos and thaaat would most likely sell her key to her [his]gangbanger homies. // In short, Jean Cabot gets away with being racist because she doesn't really have any repercussions for what she says, and the character ends up on a positive and forgivable note. Then, we have Officer Ryan. As I said, my biggest issue with the movie is with this character, and I'm not the only one. Christine Farris writes in the article ''Crash course: race, class, and context'' from 2007 that Crash's most disturbing lesson seems to be that everybody, even a mean, sadistic cop like Matt Dillon's character has a good side, and reasons for his or her racist acts for which he or she can be forgiven. Now, we see him molest Christine, but then the following scenes show us his story with his dad and how he's a very compassionate son. And then we see him fight with Shaniqua, and // some people may be drawn to take his side, so he comes out- he molests a woman and then he is redeemed by the fact that by divine intervention he is the one cop in all of LA which in 2004 was- had 3.4 million people according to the United States Census Bureau, he's the ONE cop that can save her from // a car accident-from dying in a car accident. So once again the white man finds absolution, and his actions are justified after--because after many years on the force, it is quote and quote normal for a police officer or a cop in LA toooo behave the way he does which is what Victor Villanueva calls in his article from 2007 ''3D Stereotypes in Crash'' as cheap rasi-racionalization for racism. Now you might say: Ale, you're cherry picking because the black characters are also racist and they are but let me // -ugh- // contrast the end of their stories to what I just spoke about. First, let's talk about Peter and Anthony. In Peter's case, we all know how he ends, dead right? That's not a really nice end to his story, and with little chances of his character getting justice because Officer Hansen, a white character, is really good at covering his tracks. Then, we have Anthony. Now, his character was-might be the one character-- the one black character who gets somewhat of a happy ending because in the end we see him smile after he has the minimum decency of not trafficking humans. But, do we really see that his chara--do we really have evidence as the audience of his character leaving the life of crime that he has--that he lives? Is there really any evidence of the fact that his life is gonna be better and that he has a certain future? // Then we have Graham and Christine. To begin with Graham, -ughm- he // undermines -ugh- sorry, forgot her name, Ria's origins and then he's forgiven which is nice. He becomes a reformed son and cares for his mother, but what's his reward? His brother dies, and then his mom sc-resents him and scolds him giving his brother all the credit he deserves for being good to her. And in the end, Christine. She ends up in a happy marriage and saved, you know alive. But does yo-does the love of your husband really justify and let's you go--move past the fact that you were molested by a cop? And that you almost died and had to endure being touched by the same man just because you had to choose between that or death? // Is she supposed to be thankful and forgive him? Is she supposed to feel sad and fear him but also be thankful? Would it be bad if she just is not thankful and does not forgive him either? // In this way, I believe that empathy in this 303
movie is focused in [on] -- or at least with this character and Officer Ryan it's focused in [on] Officer Ryan because // this woman suffers throughout the entire movie, most of the times we see shots of her crying aaand in the end you feel like the hero was Officer Ryan. And, so it seems that all the authors I have mentioned until now were right when they argued that this movie is aimed at a largely white audience. // So, I think that by pointing out the aspects that make us as an audience forgive Jean Cabot and Officer Ryan, as well as contrasting them to the black characters in the movie, I have safely proven my point. And I don't believe that Paul Haggis, the director, wanted this to come out of Crash, ultimately he did say in an interview that the movie came simply because he was in a carjacking accident with his wife and that's where it came out of, that was it. Buuut, and the movie does--so to conclude, the movie does treat moral issues of right and wrong; it makes us think and reflect upon this subject; however, and as Joyce Middleton puts it, who's a professor at East Carolina University, this movie e-equates and replaces the term race with the term prejudice and then argues that e-everyone is a little prejudiced, supporting then th-this dominant racial mythology because people do not want to be ju-identified as racist but they can accept the idea of being prejudiced since, as the movie- as the film argues, everyone is. Thank you. Don’t say you forgot someone's name Relatively fair number of mistakes for the incredible amount of information :) 304
UNIVERSIDAD DE COSTA RICA School of Modern Languages LM-1471 Oral Communication & Pronunciation Techniques III Self-Assessment Oral Evaluation 1 Student: xxx Movie: Smooth Talk Topic: After Connie's first encounter with a boy from the bar and restaurant she comes home and promptly tells her mother that she wants to help her paint the house; what do you make of this fact? Grammar 7 Pronunciation 7 Fillers 12 Stutter/ Awkward corrections 9 *// = Awkward stops So my name is xxx xxx and my question is ''After Connie's first encounter with a boy from the bar and restaurant she comes home and promptly tells her mother that she wants to help her paint the house; what do you make of this fact?'' Well, in my opinion, Connie comes home from the hamburger place and tells her mother that she wants to help her paint the house because she has received the warmth of another person, so she wants to work on her relationship with her mother and ultimately make their mother-daughter bond beautiful and strong once again. Connes-Connie's desire for external validation is clear throughout the first half of the movie; // however, her need is more than just a shallow whim because her family dynamics are not particularly healthy. The lack of love aaand the rejection from her mother contribute to her insecurities and her rebelliousness. So a change of [in] her behavior as soon as she receives someone else's affection is completely understandable. She even says so to her sister June, -ugh- when they're in [on] her bed and she mentions that when people treat her with kindness she feels really happy; you can see her[in] i-in her expression actually. Aaaand-so this kindness seems to be what she desires the most, and when she gets it, she can grow past this need aaaand focus on working // on her relationship with others, hence this-her mother. They do not get along aaand this is very difficult for a teenager -ugh- we know that thissss story isss a coming of age story and theeee input from a mother is very important when a girl is growing up. She seems to be the mature one in their relationship because she's the one who takes the initiative of let's make a change, let's work on it and ultimately painting the house is the way in which they can function together because, as the mother says, they used to do things like painting the house together aaaand from what the mother says I take that they used to have a lot of fun together // aaand be kind to one another. I would also like to add that the color -ugh- they paint the house with is very sci-very symbolic because // white is very…is a very calming and pure color. And you can see it in the way thaaat- the strokes that Connie paints the house with; she's very free. She feels calm and relaxed with her mother and this contributes to the environment of making a connection // aaaand // it is this innocence- it is also symbolic of her innocence and theee innocent and just overall lovely bond that a mother and a daughter should have. So, in conclusion, I think that // painting the house a- the scene of the painting of the 305
house is very important in the movie because it shows // how after the first the first time that she ever gets // affection, real affection from someone // Connie // changes and stops being so rebellious with her--and aggressive towards her mother then she wants to work their relationship, paint the house, and just // take all the negativity out of their r-their r-relationship which is like the house*. Thank you No more ''it's'' instead of ''is'' mistakes :D yay *nonsensical > awful way to finish A lot of awkward stops towards the end A lot of ''very'' 306
Universidad de Costa Rica Name: xxx xxx Escuela de Lengua Modernas Topic: Diagnostic 1, ICQ1, ICQ2 and LM-1471 I-2021 Oral Evaluation 1 DATAANALYSIS OF ALL OF THE AUDIOS Professor Roxana Chévez Grade: Self Assessment Directions: Listen to the recording of your presentation(s) and analyze it(them) carefully. This self- assessment must be typed. Provide enough evidence to support your analysis and consider your performance, when required. Do as requested in each section or part. Keep in mind the main goal of this activity is to improve your overall performance next time you present. Note: Diagnostic 1, ICQ1, ICQ2 and Oral l Evaluation 1 Part I. Take a look at the following chart, which contains the most common mistakes students make when speaking. Listen to your recording and check the mistakes you made; include evidence if possible. For example, if there were vocal fillers in your speech, your evidence will be the ones you made: uh, um, aha, em, etc. Mistake Yes No Evidence vocal fillers x/x/x/x And / Ughm / Egh / Ugh pauses x/x/x/x Every // in all of them long silent periods x/x x/x white audience. // movie; // however, fragments x/x/x/x subject-verb agreement x/x/x/x 307
missing information (subject, preposition, etc) x/x/x/x misused structures x/x x/x focused in [on] change of [in] her behavior made-up words x/x/x/x mispronounced words x/x/x x Prompted Daniel they're problems with fluency and organization of ideas. x/x/x/x Many nonsensical phrases Unorganized and few ideas A lot of stuttering towards the end Weak ending PartII. Analyze your speech and performance based on each of the categories below. Provide a valid grade to each by using the scale given. Category Poor Fair Average Good Excellent Content: quality and quantity of the information provided, ability to present the information clearly, support of ideas with examples from the movie. x x x/x Delivery: organization of ideas, attention getter, use of transitions, natural and spontaneous speech, focus on topic, time, conclusion. x x/x/x Grammar: subject-verb agreement, verb tenses, pronoun references, articles, word order, prepositions, parallelism, complex structures, and others. x/x/x x Vocabulary: appropriate word choice, false cognates, specialized vocabulary and convincing use of language. x/x/x x 308
Part III. Analyze your recording taking into account the following elements. Provide a valid grade to each by using the scale given; each element should be evaluated in terms of its good production or pronunciation. Element Never Seldom Sometimes Often Always Vowels and consonants x/x/x x Stress of words and sentences x/x/x/x Consonant clusters x/x/x/x Past endings x/x/x x Plural endings x x/x/x Aspiration x/x/x/x Lengthening x/x/x/x Part IV. Analyze your performance taking into account the following elements. Provide a valid grade to each by using the scale given. Fluency in terms of: Poor Fair Average Good Excellent Rate x x/x/x Comprehensibility x/x x/x Pauses x/x/x/x Silent periods x/x/x/x Vocal fillers x/x/x/x Intonation x/x/x/x Rhythm x/x/x/x 309
Part V. Use the following lines to provide recommendations to improve your performance taking into account all aspects previously analyzed (content, grammar, pronunciation, fluency, etc.) Be specific and explain how you plan to implement them in future speeches. Pronunciation: ● Practice more at home in order to take care of my fluency and be able to focus solely on pronunciation while speaking. ● Pay even more attention to the -ed endings ● Use the “tongue-twister” strategy to learn to pronounce the new vocab as well as to practice the pronunciation I have difficulties with. Grammar: ● Be extra careful with prepositions since these are my most common grammar mistakes. Look for key prepositional phrases at home before the speeches ● Do not rush a conclusion. ● Do not add information just to fill in pauses because those will most likely have mistakes. Fluency: ● Do not overthink or lose focus. ● Practice at home. Content: ● Provide more examples. ● Provide definitions and my opinion. ● Do not panic because panic leads to nonsensical phrases and sentences. Another aspect you may consider important to mention: ● Relax and enjoy the speech. ● Remember that the goal is to share an idea and make people see what I see. ● Color code the notes! 310
Universidad de Costa Rica Facultad de Letras Escuela de Lenguas Modernas Sección de Cursos Orales Symbols for Phonetic Transcription in the Oral Courses Section 1 A B C D E Symbol IPA Description 2 IPA Name Other Name(s) 3 Sample Words 4 /ə/ Mid central vowel Schwa Unstressed schwa above, photograph, sofa /ʌ/ Open mid back unrounded vowel Turned V Stressed schwa, Caret us, come /i/ Close front unrounded vowel Lower-case I Tense or long i eat, need, she /ɪ/ Near-close near-front unrounded vowel Small capital I Lax or short i is, give /ɛ/ Open-mid front unrounded vowel Epsilon any, bed /æ/ Near-open front unrounded vowel Ash Diagraph apple, bad /ɑ/ Open back unrounded vowel Script a Latin a arm, hot /ɔ/ Open-mid back rounded vowel Open o Open o all, song, draw /ʊ/ Near-close near-back rounded vowel Upsilon Lax u, short u good, should /u/ High back rounded vowel Lower-case u Tense or long u ooh, food, do /eɪ/ 5 Diphthong eɪ eight, same, way /ɑɪ/ Diphthong ɑɪ ice, five, my /oʊ/ Diphthong oʊ old, boat, toe /ɑʊ/ Diphthong ɑʊ out, down, now /ɔɪ/ Diphthong ɔɪ oil, avoid, boy /ɚ/ Schwar, unstressed schwa plus /r/ butterfly, mirror /ɝ/ Stressed schwa plus /r/ early, bird, her 5 See the IPA Handbook, pp.42-43 for more information on English diphthongs. 4 Column E presents sample words containing the sound at stake in initial, medial, and final position (when applicable). For diacritic and suprasegmental symbols, sample words are provided in phonetic transcription. 3 Column D presents other names that instructors in the Oral Courses Section have traditionally used to talk about these symbols and the sounds they represent. Use of the name provided by the IPA is encouraged. 2 Columns B y C present the International Phonetic Association’s (IPA) (1) description of the sound represented with each symbol, and (2) name of the symbol. The IPA does not provide any description or name for diphthongs and rhotic vowels. Visit the following IPA websites for more information: https://www.internationalphoneticassociation.org/IPAcharts/inter_chart_2018/IPA_2018.html https://www.internationalphoneticassociation.org/sites/default/files/phonsymbol.pdf 1 Approved in session CCO-007-2022 of the Oral Courses Section of the School of Modern Languages, dated February 28, 2022. 1 311
Universidad de Costa Rica Facultad de Letras Escuela de Lenguas Modernas Sección de Cursos Orales A B C D E Symbol IPA Description IPA Name Other Name(s) Sample Words /p/ Voiceless bilabial plosive 6 Lower-case P Pee pen, paper, shop /b/ Voiced bilabial plosive Lower-case B Bee be robot, job /t/ Voiceless alveolar plosive Lower-case T Tee ten, attend, ate /d/ Voiced alveolar plosive Lower-case D Dee day, adopt, bread /k/ Voiceless velar plosive Lower-case K Kay cover, because, break /g/ Voiced velar plosive Opentail G Gee get, target, flag /ʔ/ Glottal plosive Glottal stop Gelded question mark cotton, mountain, uh-oh /f/ Voiceless labiodental fricative Lower-case F Eff photo, before, laugh /v/ Voiced labiodental fricative Lower-case V Vee very, convince, live /θ/ Voiceless dental 7 fricative Theta think, birthday, health /ð/ Voiced dental fricative Eth this, other, bathe /s/ Voiceless alveolar fricative Lower-case S Es scene, lesson, face /z/ Voiced alveolar fricative Lower-case Z Zee zoom, cousin, use /ʃ/ Voiceless postalveolar 8 fricative Esh show, social, cash /ʒ/ Voiced postalveolar fricative Ezh genre, usual, beige /tʃ/ Voiceless postalveolar affricate Tee-Esh Voiceless affricate child, future, speech /dʒ/ Voiced postalveolar affricate Dee-Ezh Voiced affricate gym, danger, age /m/ Voiced bilabial nasal Lower-case M Bilabial nasal media, compare, come /n/ Voiced alveolar nasal Lower-case N Alveolar nasal news, enter, campaign /ŋ/ Voiced velar nasal Eng Velar n angry, sing, going /j/ Voiced palatal approximant Lower-case J Yod young, unusual /w/ Voiced labial-velar approximant Lower-case W Double u weak, always 8 Note that descriptors such as “alveopalatal” and “palato-alveolar” are often used to talk about Esh, Ezh, and the affricate sounds. 7 For Theta and Eth, the terms “voiceless interdental fricative” and “voiced interdental fricative” are traditionally used in the Oral Courses Section. 6 For all plosives, the term “stop” is traditionally used in the Oral Courses Section (e.g., voiceless bilabial stop). 2 312
Universidad de Costa Rica Facultad de Letras Escuela de Lenguas Modernas Sección de Cursos Orales /h/ Voiceless glottal fricative Lower-case H Aitch high, ahead /l/ Voiced alveolar lateral approximant Lower-case L El, lateral liquid life, salad, bill /r/ Voiced alveolar approximant Lower-case R Ar, central liquid red, sorry, are A B C D E Symbol IPA Description IPA Name Other Name(s) Sample Words / ɾ / Voiced alveolar tap Fish-hook R Tap or flap media, water, better ʰ Aspirated Superscript H Aspiration [pʰɑɪ] [əˈkʰɑʊnt] [kʌt ( ʰ )9 ] ː Long Length mark Lengthening [bɛːd] [tʰi:] ̥ Voiceless Under ring Voiceless diacritic [tʰ̥ri:] ˈ Primary stress Vertical stroke Primary stress mark [ˈpʰeɪ.pɚ] ˌ Secondary stress Vertical stroke (inferior) Secondary stress mark /dɪˌskrɪ.mɪˈneɪ.ʃən/ ̩ Syllabic Syllabicity mark Syllabic [eɪbl̩] [bʌʔn̩ ] ̚ No audible release Corner Unreleased mark [nɑɪ̚t] . Syllable break Period /dɪˌskrɪ.mɪˈneɪ.ʃən/ ͜ Linking (absence of break) Bottom tie bar Linking mark [fɔrə͜ˈweɪ] “for a way” [ ] Phonetic (detailed) transcription Square brackets [ˈpʰɑɪ] / / Phonological/phonemic (broad) transcription Slashes or slant lines Slant lines /pɑɪ/ | Minor (foot) group Thick vertical line Vertical line [əm lʊkɪŋ | fɔrə͜ˈweɪ] ( ) Optional Round brackets Parenthesis [ˈɛvədən(t)s] 9 Aspiration of /p,k,t/ word-finally is optional, hence the parenthesis around the aspiration diacritic. 3 313
Rubrics for Evaluation of Oral Created by Dr. Henry Angulo J. 1 Details include examples—actual or hypothetical—, reasons, facts, numbers, einstructors for the task at hand. CONTENT Column A Column B ColuExcellent (10) Very Good (9.75-9) Go(8.7Identification of topics/ideas & purpose Outstandingly clear topics/ideas and purpose Clear topics/ideas and purpose of task Clear topics/purpose couDevelopment of Outstandingly thorough Thorough development Thorough deideas development of all of most ideas/points; a of many ideaideas/points; no couple of minor minor questquestions unanswered questions unanswered unansweredA great variety of Good variety of Supporting ddetails1 supporting details be more varTruthfulness & Exclusive reliance on Exclusive reliance on Exclusive relspecificity true-to-fact AND very true-to-fact ideas, BUT a true-to-fact specific ideasfor task couple of ideas could be some ideas cexecution more specific. more specifiReference to subject Constant and Constant reference to Frequentrefmatterstudied in outstandingly accurate subject matter with a subject mattclass (theory & reference to subject couple of minor some minor concepts) matter inaccuracies. Source Outstandingly accurate Accurate Accurate acknowledgment & acknowledgement of all acknowledgement of all acknowledgecredentials sources and all relevant sources and all relevant sources withcredentials credentials relevant credmissing Other content Outstanding compliance Compliance with all Compliance requirementsfor task with all other other requirementsfor but one rathrequirements task requirement
3 Task in the Oral Courses Section explanations, demonstrations, and any other type ofsupporting details required by umn C Column D Column E Column F ood 75-8) Fair (7.75-7) Poor (6.75-6) Very Poor (5.75-0) /ideas, but uld be clearer. Both topics/ideas and the purpose should be clearer. Unclear topics/ideas or purpose Very unclear topics/ideas and purpose evelopment All ideas are somewhat Many ideas need Too many ideas need as; some developed, but several further further development; ions need further development; development; many a lot of questions several minor questions questions unanswered unanswered unanswered details could Very narrow range of ied. Supporting details should Supporting details supporting details be more varied. lack variety. iance on Occasional reliance on Several false and Many false and vague ideas, BUT FALSE and VAGUE ideas vague ideas ideas could be c. ference to Frequent reference to Some reference to Little or no reference ter with subject matter with several subject matter with to subject matter inaccuracies minor inaccuracies many OR a couple present with many of major inaccuracies. minor inaccuracies OR several major inaccuracies. Some inaccuracies in source Failure to Failure to acknowledge ement of all acknowledgement; Some acknowledge some several sources and h a couple of relevant credentials missing source(s) or cite cite their credentials dentials relevant credentials with most Compliance with most but Failure to comply Failure to comply with her minor two rather minor with three minor more than three minor t requirements OR one major OR more than one requirement major requirement
ORGANIZATION Column A Column B Column C Excellent (10) Very Good (9.75-9) Good (8.75-8) Attention-getters & conversation openers A very effective AND very creative attention-getter An effective AND creative attentiongetter Effective YET potenmore creative attention-getter A very appropriate conversation opener An appropriate conversation opener A mostly appropriaconversation openeClarity, logic, & Very clear, logical, Clear, logical, and A couple of minor feffectiveness of and effective effective organization related to organizatorganization organization of of ideas logic, clarity, and/oideas effectiveness Information distribution Very even distribution of information across (sub)points/ideas Mostly even distribution of information across (sub)points/ideas Even distribution wsome overload in o(sub)point/idea Transitions & Very appropriate Very appropriate yet Appropriate yet signposts AND very varied potentially more repetitive transitions and varied transitions/signpostsignposts transitions/signposts Turn-taking2 and Use of a great Use of varied AND Use of effective thobackchannelling3 variety of effective effective turn-taking potentially more vaturn-taking strategies turn-taking strategistrategies Very frequent Frequent backchanConstant backchannels backchannels Internal & final Very effective Effective summaries Effective summariesummaries summaries with a couple of mflaws 2 Turn-taking strategies are strategies for taking, keeping, and yielding the floor. 3 Consider both verbal (e.g., mhm) and non-verbal backchannels (e.g., nodding)
4 Column D Column E Column F Fair (7.75-7) Poor (6.75-6) Very Poor (5.75-0) ntially A slightly ineffective AND unimaginative attention-getter A clearly ineffective and very unimaginative attention-getter Failure to use an attention-getter or conversation opener ate er A slightly inappropriate conversation opener A very inappropriate conversation opener flaws Some minor flaws Several minor OR one Many minor OR more tional related to major flaw related to than one major flaw r organizational logic, organizational logic, related to organizational clarity, and/or clarity, and/or logic, clarity, and/or effectiveness effectiveness effectiveness with one Even distribution with some overload in two (sub)points/ideas Uneven distribution with information overload in three (sub)points/ideas Very uneven distribution of information across (sub)points/ideas No information for one (sub)point/idea No information for more than one (sub)point/idea A couple of Several inappropriate Many inappropriate and inappropriate and and repetitive repetitive ts repetitive transitions/signposts transitions/signposts transitions/signposts ough Use of effective yet Ineffective AND Very repetitive and aried repetitive turn-taking repetitive turn-taking ineffective turn-taking ies strategies strategies strategies nnels Occasional failure to Frequent failure to use No or rare deployment of use backchannels backchannels backchannels s Effective summaries Slightly ineffective Very ineffective inor with some minor flaws summaries with several summaries with many flaws flaws OR absent summaries
Conversa tion closer & concluding technique A very effective and very creative concluding technique A very appropriate conversation closer A very effective yet potentially more creative concluding technique An appropriate conversation closer Effective yet unimaginative concluding techniqA mostly appropriconversation closeOther organizationa l requirements for task4 Outstanding compliance with all organizational requirements Compliance with all organizational requirements Compliance with mbut one rather miorganizational requirement
5 que iate er A slightly ineffective and unimaginative concluding technique A slightly inappropriate conversation closer A clearly ineffective and very unimaginative concluding technique A very inappropriate conversation closer Failure to use a concluding technique or conversation closer most inor Compliance with most but two rather minor organizational requirements Failure to comply with three rather minor OR one major organizational requirement Failure to comply with more than three minor OR more than one major organizational requirements
4 E.g., previews, statement of resolution Vocal resources5 : pitch, volume, and rate of speech Vocalresources significantly enhance verbal communication and are never distracting. Vocalresources enhance verbal communication and are seldom distracting. Vocalresourceenhance verbcommunicatiothe speaker’s noticeable effsometimes neimpacts naturality. Non-verbal communicative resources: gestures, facial expressions, posture, gaze, and movement Non-verbal resources significantly enhance verbal communication and are never distracting. Non-verbal resources enhance verbal communication and are seldom distracting. Non-verbalresenhance verbcommunicatiothe speaker’s noticeable effsometimes neimpact naturality. Time management Outstanding time management with no digressions, irrelevant information, redundancies, or repetitions Very good time management with one or two minor digressions, pieces of irrelevant information, redundancies, or repetitions • Good time managemenwith some mdigressions, irrelevant infredundancierepetitions Spontaneity, liveliness, and confidence Consistently spontaneous, confident, and lively Very frequently spontaneous, confident, and lively Often spontanconfident, andOther delivery requirementsfor task6 Outstanding compliance with all other delivery requirements Compliance with all other delivery requirements Compliance wbut one rathedelivery requiDELIVERY Column A Column B ColumExcellent (10) Very Good (9.75-9) Good(8.75-
6 es al on, BUT fort egatively Vocalresources neither enhance nor hamper verbal communication; No noticeable effort to tap into vocalresources The speaker’s pitch, volume, or rate are sometimes distracting. Inappropriate vocals often hamper verbal communication. The speaker’s pitch, volume, or rate are often distracting. Inappropriate vocals drastically hamper verbal communication. sources al on, BUT fort egatively Non-verbal communicative resources neither enhance nor hamper verbal communication; No noticeable effortto tap into non-verbals. The speaker’s nonverbals are sometimes distracting. Inappropriate nonverbals often hamper verbal communication. Non-verbals are often distracting. Inappropriate non- verbals drastically hamper verbal communication. t minor pieces of formation, es, or • Acceptable time management with several minor digressions, pieces of irrelevant information, redundancies, and repetitions Poor time management with many digressions, pieces of irrelevant information, redundancies, or repetitions Very poor time management with too many digressions, pieces of irrelevant information, redundancies, or repetitions neous, d lively Sometimes spontaneous, confident, and lively Rarely spontaneous, confident, or lively Never spontaneous, confident, or lively with most er minor irement Compliance with most but two rather minor delivery requirements Failure to comply with three rather minor OR one major delivery requirement Failure to comply with more than three minor OR more than one major delivery requirements mn C Column D Column E Column F d -8) Fair (7.75-7) Poor (6.75-6) Very Poor (5.75-0)
Column A Column B Column 5 Separation of communicative resources into verbal, non-verbal, and vocal base6 E.g., appropriate use of visual aids or presentation supports like index cards GRAMMAR7 Excellent (10) Very Good (9.75-9) Good (8.75-8Accuracy of structuresstudied in class and/or previous courses in the study program Outstanding command of grammatical structures as evidenced by practically no patterns of mistakes Very good command of grammatical structures as evidenced by only a couple of patterns of mistakes Good commgrammatstructureevidenced bsome pattemistakeRange forstudent’s level Use ofsentencesthat are outstandingly varied in terms of complexity, length, and type Use ofsentencesthat are varied in term of complexity, length, and type Use of sentethat are ratsimple, despitvariety in tylengthRegister Grammatical structures are always appropriate for context and task. Grammatical structures are usually appropriate for context and task. Grammatstructures arappropriatcontext andMonitoring Constant monitoring with successful selfcorrection Usual monitoring with mostly successfulselfcorrection Frequent monwith successfcorrectio
7 C Column D Column E Column F ed on Couper-Kuhlen and Selting (2018) ) Fair (7.75-7) Poor (6.75-6) Very Poor (5.75-0) mand of tical es as by only erns of es Fair command of grammatical structures as evidenced by several patterns of mistakes Poor command of grammatical structures as evidenced by many patterns of mistakes Very poor command of grammatical structures as evidenced by too many patterns of mistakes ences ther te their ype and h Use of sentences that are rathersimple AND too uniform in length OR type Use ofsentences that are simple, short, and uniform in terms of type Use ofsentencesthat are too simple,short, and uniform for the student’s level tical re often te for d task. Grammaticalstructures are sometimes INAPPROPRIATE for context and task. Grammaticalstructures are often INAPPROPRIATE for context and task. Grammatical structures are always or almost always INAPPROPRIATE for context and task. nitoring ful selfon Some monitoring with some successful selfcorrection Only occasional monitoring with little successful selfcorrection Little or no evident monitoring with very little or no successful self-correction
VOCABULARY Column A Column B Column C Excellent Very Good Good 7 When assessing the student’s performance in terms of grammar, consider agreemeand order, as well as any other performance criteria established for task. (10) (9.75-9) (8.75-8) Accuracy Outstanding command of vocabulary/ terminology studied in class; practically no mistakes Very good command of vocabulary/ terminology; only a couple of minor mistakes Good command of vocabulary/terminology; only some minor mistakes FvsRange for student’slevel Outstandingly wide range of vocabulary; no paraphrasing needed Wide range of vocabulary; little paraphrasing needed Good range of vocabulary; only some paraphrasing needed SopRegister Vocabulary is always appropriate for context and task at hand. Vocabulary is usually appropriate for context and task at hand. Vocabulary is often appropriate for context and task at hand. VIcChoice Vocabulary is alwaysspecific, unbiased, vivid, and thoughtprovoking. Vocabulary is usually specific, unbiased, vivid, and thoughtprovoking. Vocabulary is often specific, unbiased, vivid, and thought-provoking. VvuMonitoring Constant monitoring with successful selfcorrection Usual monitoring with mostly successful selfcorrection Frequent monitoring with successful self-correction Ssc
8 Column D Column E Column F Fair Poor Very Poor ent, concision, articles, prepositions, conjunctives, pronouns, verb tenses, word form (7.75-7) (6.75-6) (5.75-0) Fair command of vocabulary/terminology; several minor mistakes Poor command of vocabulary/terminology; many mistakes Very poor command of vocabulary/terminology; too many mistakes Somewhat narrow range of vocabulary; paraphrasing often needed Narrow range of vocabulary; paraphrasing usually needed Very narrow range of vocabulary; paraphrasing always or almost always needed Vocabulary is sometimes INAPPROPRIATE for context and task at hand. Vocabulary is often INAPPROPRIATE for context and task at hand. Vocabulary is always or almost always INAPPROPRIATE for context and task at hand. Vocabulary is sometimes vague, biased, dull, and unstimulating. Vocabulary is often vague, biased, dull, and unstimulating. Vocabulary is always or almost always vague, biased, dull, and unstimulating. Some monitoring with some successful selfcorrection Only occasional monitoring with little successful self-correction Little or no monitoring with very little or no successful self-correction
PRONUNCIATION Column A Column B ColumExcellent (10) Very Good (9.75-9) Good (8.75-8) Vowels & Outstanding command Very good command of Good commaconsonants of vowels and vowels and vowels anconsonants; no patterns of mistakes consonants; only a couple of patterns of mistakes consonants; Vowel- and consonantrelated phenomena Outstanding command of phonological phenomena8; no related mistakes Very good command of phonological phenomena; only a couple of related mistakes Good commaphonologicphenomena; onrelated mistakesPronunciation of key vocabulary and terms All key words/terms are pronounced correctly. Most key words/terms are pronounced correctly. Many keywords/termspronounced coGrammatical affixes Affixes9 are always pronounced correctly. Affixes are usually pronounced correctly. Affixes are opronounced coWord stress Outstandingly accurate lexical stress; no pattern of related mistakes Very good lexical stress; only one or two patterns of related mistakes Good lexical sonly some pattrelated mistaSentence stress, rhythm, and intonation Outstanding command of stress, rhythm, and intonation; no related mistakes Very good command of stress, rhythm, and intonation; only a couple of related mistakes Good commastress, rhythmintonation; onlyrelated mistaArticulation Outstandingly clear and crisp speech; always easy to understand Mostly clear and crisp speech; generally easy to understand Clear and crisp soften easy to understand Monitoring Constant monitoring with successful selfcorrection Usual monitoring with mostly successful selfcorrection Frequent monitowith successful scorrection
9 mn C Column D Column E Column F Fair (7.75-7) Poor (6.75-6) Very Poor (5.75-0) and of Fair command of Poor command of vowels Very poor command of nd vowels and and consonants; many vowels and consonants; too only consonants; several patterns of mistakes patterns of mistakes many patterns of mistakes nd of cal ly some s Fair command of phonological phenomena; several related mistakes Poor command of phonological phenomena; many related mistakes Very poor command of phonological phenomena; too many related mistakes y s are rrectly. Fluctuant pronunciation of key words/terms (50/50) Many key words/terms are MISPRONOUNCED. Too many key words/terms are MISPRONOUNCED. often rrectly. Fluctuant pronunciation of affixes (50/50) Affixes are often mispronounced or deleted. Affixes are always or almost always mispronounced or deleted. stress; erns of akes Fair lexical stress; several patterns of related mistakes Poor lexical stress; many patterns of related mistakes Very poor lexical stress; too many patterns of related mistakes nd of m, and y some akes Fair command of stress, rhythm, and intonation; several related mistakes Poor command of stress, rhythm, and intonation; many related mistakes Very poor command of stress, rhythm, and intonation; too many related mistakes speech; Occasionally unclear speech; sometimes difficult to understand due to mumbling Unclear speech; often difficult to understand due to mumbling Very unclear speech; usually very difficult to understand due to heavy mumbling oring selfSome monitoring with some successful selfcorrection Only occasional monitoring with little successful self-correction Little or no monitoring with very little or no successful self-correction
FLUENC Y Column A Column B Column C Excellent (10) Very Good (9.75-9) Good (8.75-8) Speed Very appropriate rate of Mostly appropriate rate Appropriate rate offluency 10 speech that is very consistent with stage in of speech that is largely consistent with stage in speech that is conswith stage in study study program and study program and program and often adaptsto unfoldingintentionally adapts to unfolding task usually adapts to unfolding task Repair fluency Practically no repetitions and/or selfrepairs Only a couple of repetitions and/or selfrepairs Some repetitions aself-repairs Break- down fluency Pauses always contribute to expressive/communicati ve purposes. Pauses usually contribute to expressive/communicati ve purposes. Pauses often contrto expressive/commuve purposes. Very few false starts A few false starts Some false starts No abrupt halting Little abrupt halting Some abrupt haltinVery sporadic fillers that are not distracting Only sporadic fillers that are not distracting Some distracting fi8 E.g., vowel lengthening, aspiration, linking/blending, flapping 9 E.g., prefixes and suffixes like {-s, -ed} 10 Types of fluency based on Saito and Plonsky (2019)
10 Column D Column E Column F Fair (7.75-7) Poor (6.75-6) Very Poor (5.75-0) f Rate of speech barely Inappropriate rate that Very inappropriate rate istent meets expectations for stage in study program is inconsistent with stage in study program that is very inconsistent with stage in study and only sometimes and only sporadically program and remains g task adaptsto unfolding task. adapts to unfolding task intentionally invariable regardless of unfolding task nd/or Several repetitions and/or self-repairs Many repetitions and/or self-repairs Too many repetitions and/or self-repairs ibute unicati Pauses only sometimes contribute to expressive/communicati ve purposes. Pauses seldom contribute to expressive/communicati ve purposes. Pauses never or almost never contribute to expressive/communicati ve purposes and hinder communication instead. Several false starts Many false starts Too many false starts ng Several instances of abrupt halting A lot of abrupt halting Too much halting llers Several distracting fillers Many distracting fillers Too many distracting fillers