Nattinee – BEST test

BEST Test (B-Speak English Skills Test)

 

 

Student’s name: Nattinee
Teacher’s name: Ellie K.
Course Hours: 10
MBA School / Status (i.e., applying, on wait list, conditional admit, 1st year, etc.) William & Mary (1st year)
Student’s goals for the course: Improve confidence when communicating with classmates and professors; improve pronunciation and enunciation; work on networking and giving interviews.
Date of Pre-Assessment Sunday, October 30, 2016
 

ORAL-COGNITIVE SKILLS (Levels)

1 – Response demonstrates misunderstanding of key ideas in the question (stimulus). Ideas are not cohesive so that familiarity with the stimulus is necessary to follow what is being discussed.

2 – Response conveys some relevant information but is incomplete (missing key ideas). Expression of information is awkward and meaning is consistently unclear.

3 – Response exhibits some incompleteness, inaccuracy, lack of specificity, or choppiness in the progression of ideas.

4 – Response is sustained and conveys relevant information required by the task. Details are appropriate but may have minor errors and/or omissions.

5 – Response communicates relevant content in an organized fashion. Details and examples are included. Meaning is clear.

1.   Personal/Warm-up: Talk about the reasons you decided to go to business school. Follow-up: What are you planning to do after graduation?      3
2.  Define what the word “success” means to you.      3
3.  Describe/explain: What do you think are the qualities that make a good manager? Can you give an example of a manager whom you worked with who exemplifies these qualities?      3
4. Compare-Contrast: Given what you already know about American business customs, how would you compare X and Y (e.g., describe the typical business dinner in your country. How does it differ from the typical American business dinner? )      4
5. Challenge/Defend: I’m going to make a statement. I’d like you to challenge what I say and defend your arguments: “LinkedIn is a waste of time. It’s just people putting their resumes on the web and bragging about their accomplishments. You really don’t make any useful professional connections through LinkedIn.”      4
 
Further comments on student’s oral-cognitive skills in previous responses:
Comment specifically on student’s vocabulary –both strengths (use of business terms, idioms, phrasal verbs) and weaknesses (imprecise word choice, incorrect word forms) Nattinee’s vocabulary is good, but she is hoping to increase her knowledge of business terms. She doesn’t use many idioms or verbal phrases, and you mentioned that she often gets lost when listening to Americans speak because of all the idiomatic language they use.
Comment on student’s grammatical usage (verb tense, passive voice, modals, conditional, make vs. do; prepositions, etc.) Nattinee struggles with verb tense, verb agreement, articles and prepositions. These mistakes are distracting, and correcting them will certainly help classmates, professors, and potential employers understand her better.
Pace, volume, pitch: Good.
Fillers (“um,” “like,” “how to say,” etc.) Nattinee doesn’t use filler words though sometimes she pauses and tries to find the word she needs.
Eye contact, body language  Nattinee is a bit nervous. She told me her confidence has suffered since starting her MBA program. Making eye  contact and giving a firm handshake are not normal things in Thai culture. We will work on ways of making these forms of interaction feel more comfortable.
Rhythm, stress, intonation Thai is a highly tonal language. When a Thai speker learns to pronounc an English word incorrectly, that pronunciation sticks — because they’ve memorized the tone. Nattinee does stress the wrong part certain words, but her rhythm is a lot better than many Thai speakers I’ve interacted with.
Word endings (e.g., final “s” and “ed” sounds) Thai speakers tend to drop their endings. Nattinee often says words without pronouncing their final sound.
Consonant & Vowel Sounds (include examples of problem words) VOWELS: needs work on short and long vowel sounds (e.g., pronounces “wait” like “wet”)
CONSONANTS: work on /R/ vs. /L/
How intelligible would the student’s speech be to a native English speaker (who is NOT an ESL teacher)? · Easy to understand: Obvious accent; patterned pronunciation errors do not distract listener; listener can focus on the content of the message.