Linguistic aspect of mathematics education is one of crucial points in multi-cultural countries. However, there are few researches focus on this point and no research has been done as diagnosis so far in developing countries. Thus, the purpose of this article is to develop the diagnostic evaluation method and evaluate it in Zambia which is one of such countries with reviewing the Newman's Error Analysis and the research which applied it in Zambia. I conducted the interview survey to grade 3 to 7 pupils at 2 primary schools in Zambia with equipping the research tool which was developed for this research which was developed considering on the context of Zambia. As the result, several difficulties pupils face were observed. There were pupils who read problems smoothly, but could not solve it or explained the situation of problem properly but still could not solve it and so on. However all pupils including those who could not even read a word problem did solve it at certain stage which is "listening", "taking explanation" or "looking at real objects". Finding such discriminated stages might imply the sensitive linguistic situation in Zambia and connect to educational suggestions.
