A Resource Centre for the HumanitiEs
Wien
Vienna
Österreich
Austria
ARCHE
ÖAW
Österreichische Akademie der Wissenschaften
Austrian Academy of Sciences
Daniel
Schopper
Daniel Schopper
Hannes
Pirker
Hannes Pirker
Universität Wien
Omar
Siam
Omar Siam
ACDH
Austrian Centre for Digital Humanities
Sprach- und Literaturwissenschaften
Linguistics and Literature
Öffentliche Ressourcen sind ohne Einschränkungen zugänglich.
Public resources are accessible without any further restrictions.
öffentlich
public
Ein Text, der nach den TEI-Richtlinien kodiert ist.
A text that is encoded according to the TEI guidelines.
XML/TEI
Eine visuelle Darstellung, die nicht Text ist. Digitalisierte oder digitale Bilder, Zeichnungen, Gemälde oder Fotografien.
A visual representation other than text. Digitised or born digital images, drawings, paintings or photographs.
Bild
Image
Englisch
English
anglais
Digital Humanities
Digital humanities
Namensnennung - Nicht-kommerziell - Weitergabe unter gleichen Bedingungen 3.0 Österreich (CC BY-NC-SA 3.0 AT)
Attribution-NonCommercial-ShareAlike 3.0 Austria (CC BY-NC-SA 3.0 AT)
CC BY-NC-SA 3.0 AT
Angewandte Sprachwissenschaft
Applied linguistics
Anglistik
English studies
Soziolinguistik
Sociolinguistics
Kennzeichnet Sammlungen oder Ressourcen in ARCHE, die durch das CLARIN Virtual Language Observatory (VLO, https://vlo.clarin.eu) aggregiert werden sollen. Kriterien für die Aufnahme: das Objekt sollte eine Sprachressource darstellen, d.h. es sollte die definierten Kriterien der Klasse E33 'Linguistic Object' in CIDOC CRM erfüllen. Aus der Definition von E33: die Klasse fasst identifizierbare Ausdrucksformen natürlicher Sprache zusammen. Instanzen können in verschiedenen Formen ausgedrück werden: z.B. als geschriebener Text, aufgenommene Sprache oder Zeichensprache. Sie sind unabhängig vom Medium oder der Methode durch die sie ausgedrückt werden. Ausdrücke in formalen Sprachen, wie Computercode oder mathematische Formeln, sind nicht Teil der Klasse. (http://www.cidoc-crm.org/Entity/e33-linguistic-object/version-6.1) Beispiele: die Fotografie einer Inschrift, ein Textdokument, der Scan eines Textdokumentes, eine Wörterbuchdatei, ein Korpus, eine Audioaufnahme, etc.
Denotes Collections or Resources in ARCHE that should be harvested by the CLARIN Virtual Language Observatory (VLO, https://vlo.clarin.eu). Criteria for inclusion: the object should be a language resource, i. e. conform to the criteria defined by the Class E33 'Linguistic Object' in CIDOC CRM. From the definition of E33: the set comprises identifiable expressions in natural language or languages. Instances can be expressed in many ways: e.g. as written texts, recorded speech or sign language. They are independent from the medium or method by which they are expressed. Expressions in formal languages, such as computer code or mathematical formulae, are not part of the set. (http://www.cidoc-crm.org/Entity/e33-linguistic-object/version-6.1) Examples: a photograph of an inscription, a text document, a scan of a text document, a dictionary file, a corpus, an audio recording etc.
CLARIN VLO
Korpuslinguistik
Corpus linguistics
Elsner
Daniel Elsner
öffentlich: 775
public: 775
VOICE, the Vienna-Oxford International Corpus of English, is a one-million-word corpus of naturally-occurring, non-scripted, face-to-face interactions carried out using English as a lingua franca (ELF), i.e. English used as a common means of communication among speakers from different first-language backgrounds. The interactions recorded and transcribed are complete speech events from different domains (educational, leisure, professional) and represent different speech event types (conversation, interview, meeting, panel, press conference, question-answer session, seminar discussion, service encounter, working group discussion, workshop discussion).
VOICE is based on audio-recordings carried out between July 2001 and November 2007, usually using portable mini-disc recorders with external microphones. These audio-recordings capture 151 naturally-occurring, non-scripted, face-to-face interactions involving 753 identified individuals from 49 different first language backgrounds using English as a lingua franca (ELF), i.e. English used as a common means of communication among speakers from different first-language backgrounds. Most of the audio-recordings are supplemented by detailed field notes including information about the nature of the speech event and the interaction taking place as well as about the participants engaging in these ELF interactions. The audio-recordings were transcribed, checked and proof-read by trained transcribers and researchers in accordance with the VOICE mark-up and spelling conventions. See sub-collection Documentation for more information on mark-up and spelling conventions. Details for each electronic text are given in the individual text headers. The principles and practices underlying the selection and design of the corpus are documented in the project and sampling description of the Corpus Header.
The Vienna-Oxford International Corpus of English (VOICE) is stored in a TEI-based XML format. Each sub-collection in ARCHE is one version of VOICE from 1.0, 1.1, 2.0, 2.0 POS to 3.0. These collections were divided in further sub-collections which represent the five domains represented in VOICE (ED: educational, LE: leisure, PB: professional buisness, PO: professional organizational, PR: professional research and science). Domains in VOICE denote socially defined situations or areas of activity. The domain collections contain resources (i.e. the individual corpus texts, which are transcripts of the speech events) in a TEI-based XML format. In addition to versions of VOICE, the Top Collection VOICE in ARCHE also contains the sub-collection Documentation.
year = {2021}, date = {2021-09-30T00:00:00.000000}, editor = {Seidlhofer, Barbara and Pitzl, Marie-Luise and Schopper, Daniel and Breiteneder, Angelika and Breuer, Hans-Christian and Dorn, Nora and Klimpfinger, Theresa and Majewski, Stefan and Osimk-Teasdale, Ruth and Pirker, Hannes and Radeka, Michael and Riegler, Stefanie and Siam, Omar and Stoxreiter, Daniel},
The most wide-spread contemporary use of English throughout the world is that of English as a lingua franca (ELF), i.e. English used as a common means of communication among speakers from different first-language backgrounds (Seidlhofer 2011). Nevertheless, linguistic descriptions before the mid-2000s focused almost entirely on English as spoken and written by its native speakers. Starting in 2005, the VOICE project sought to redress the balance by compiling the first general corpus capturing spoken ELF interactions as they happen naturally in various contexts. VOICE was designed and compiled to make possible linguistic descriptions of this most common contemporary use of English by providing a corpus of spoken ELF interactions which has been freely accessible to linguistic researchers all over the world since 2009. The Vienna-Oxford International Corpus of English (VOICE) was initially created by Barbara Seidlhofer (founding director) and Angelika Breiteneder, Theresa Klimpfinger, Stefan Majewski, Marie-Luise Pitzl (project researchers) from 2005 to 2011 at the English Department at the University of Vienna. VOICE 1.0 Online was released in 2009, VOICE 1.0 XML in 2011. VOICE POS XML 2.0 was the first part-of-speech tagged version of VOICE and was based on the same data as VOICE 2.0 XML. Both VOICE 2.0 XML and VOICE 2.0 POS XML were released in 2013. Additional researchers centrally involved in the creation of VOICE 2.0 POS XML were Ruth Osimk-Teasdale, Michael Radeka and Nora Dorn. VOICE 2.0 XML and VOICE POS XML 2.0 included minor revisions with regard to previous versions. VOICE 3.0 XML and VOICE 3.0 Online are based on the same data as VOICE 1.0/2.0 and were created from spring 2020 to autumn 2021 in the VOICE CLARIAH project. VOICE 3.0 XML is a new, merged TEI-conform XML version of VOICE 2.0 XML and VOICE POS XML 2.0, which contains spoken mark-up as well as part-of-speech and lemma information in TEI-XML format. The members of the VOICE CLARIAH team who created VOICE 3.0 were: Marie-Luise Pitzl (PI), Daniel Schopper, Barbara Seidlhofer, Hans Christian Breuer, Ruth Osmik-Teasdale, Hannes Pirker, Stefanie Riegler, Omar Siam.
CC BY-NC-SA 3.0 AT: 614 / CC BY 4.0: 161
English as a lingua franca
conversation
educational
interaction
interculturality
interview
leisure
meeting
multilingualism
panel
press conference
professional business
professional organizational
professional research and science
question-answer session
seminar discussion
service encounter
working group discussion
workshop discussion
Vienna-Oxford International Corpus of English (VOICE) XML
Barbara
Seidlhofer
Barbara Seidlhofer
Marie-Luise
Pitzl-Hagin
Marie-Luise Pitzl-Hagin
Angelika
Breiteneder
Angelika Breiteneder
Hans Christian
Breuer
Hans Christian Breuer
Nora
Dorn
Nora Dorn
Theresa
Klimpfinger
Theresa Klimpfinger
Stefan
Majewski
Stefan Majewski
Ruth
Osimk-Teasdale
Ruth Osimk-Teasdale
Michael
Radeka
Michael Radeka
Stefanie
Riegler
Stefanie Riegler
Institut für Anglistik und Amerikanistik | Universität Wien
Department of English and American Studies | University of Vienna
öffentlich: 153
public: 153
VOICE 1.0 XML is stored in a TEI-based XML format. Each sub-collection represents one of five domains in VOICE (ED: educational, LE: leisure, PB: professional buisness, PO: professional organizational, PR: professional research and science). Domains in VOICE denote socially defined situations or areas of activity. The domain collections contain all resources (i.e. the individual corpus texts, which are transcripts of the speech events) in a TEI-based XML format.
year = {2011}, date = {2011-05-31T00:00:00.000000}, author = {Seidlhofer, Barbara and Breiteneder, Angelika and Klimpfinger, Theresa and Majewski, Stefan and Pitzl, Marie-Luise}, version = {}, bookauthor = {},
The most wide-spread contemporary use of English throughout the world is that of English as a lingua franca (ELF), i.e. English used as a common means of communication among speakers from different first-language backgrounds (Seidlhofer 2011). Nevertheless, linguistic descriptions before the mid-2000s focused almost entirely on English as spoken and written by its native speakers. Starting in 2005, the VOICE project sought to redress the balance by compiling the first general corpus capturing spoken ELF interactions as they happen naturally in various contexts. VOICE was designed and compiled to make possible linguistic descriptions of this most common contemporary use of English by providing a corpus of spoken ELF interactions which has been freely accessible to linguistic researchers all over the world since 2009. The Vienna-Oxford International Corpus of English (VOICE) was initially created by Barbara Seidlhofer (founding director) and Angelika Breiteneder, Theresa Klimpfinger, Stefan Majewski, Marie-Luise Pitzl (project researchers) from 2005 to 2011 at the English Department at the University of Vienna. VOICE 1.0 Online was released in 2009, VOICE 1.0 XML in 2011.
CC BY-NC-SA 3.0 AT: 153
VOICE 1.0 XML metadata is stored in a separate corpus header in TEI-based XML format with a version specific binary. Furthermore, each resource binary (i.e. each XML corpus text) containes metadata relevant to the specific speech event in its TEI header.
VOICE 1.0 XML
öffentlich: 35
public: 35
year = {2011}, date = {2011-05-31T00:00:00.000000}, author = {Seidlhofer, Barbara and Breiteneder, Angelika and Klimpfinger, Theresa and Majewski, Stefan and Pitzl, Marie-Luise}, bookauthor = {},
The educational domain includes all social situations connected with institutions or people involved in teaching, training or studying.
CC BY-NC-SA 3.0 AT: 35
Educational (ED)
öffentlich: 26
public: 26
The leisure domain includes all social situations occurring during the time that is spent doing something one chooses to do when one is not working or studying.
CC BY-NC-SA 3.0 AT: 26
Leisure (LE)
öffentlich: 23
public: 23
The professional business domain includes all social situations connected with activities of making, buying, selling or supplying goods or services for money.
CC BY-NC-SA 3.0 AT: 23
Professional Business (PB)
öffentlich: 41
public: 41
The professional organizational domain includes all social situations connected with activities of international organizations or networks which are not doing research or business.
CC BY-NC-SA 3.0 AT: 41
Professional Organizational (PO)
The professional research/science domain includes all social situations connected with the careful study of a subject, especially in order to discover new facts or information about it.
Professional Research and Science (PR)
TEI/XML conform corpus header containing metadata of the underlying TEI/XML resources.
TEI/XML Corpus Header VOICE Version 1.0
VOICE 1.0 Title Image
This conversation takes place in a restaurant among a group of people who all participate in a one-day seminar. The conversation happens during their lunch break. The speakers are acquainted with each other from the morning session, but most of them, it seems, have not known each other before the seminar. S1 and S7 are a waiter and a waitress and do not participate in the conversation as such. The speakers talk about various different topics such as differences in school and university systems, their experience of being Erasmus students, the food, traveling, football and terrorism. At the beginning of the conversation, all five speakers talk to each other. Later on, as the food arrives, the conversation splits into parallel strands some of which are in German or Slovak and are therefore not transcribed. Some longer pauses occur while all speakers are eating. Towards the end of the conversation, as the speakers have finished eating, the conversation involves the whole group again, except S3, who seems to have left the table at some point. The recording stops shortly before the conversation ends and the speakers leave the restaurant.
Words: 6379
educational conversation
lunch conversation about different university systems and other topics (EDcon250)
This conversation takes place during the coffee break of a summer school course. S1 and S2 are practising and revising words for the next German class. In between, they are chatting about last night, as S1 went out and does not feel well today. S4 comes later and leaves earlier. At some point they briefly ask S6 and S7, who are sitting at another table, to help them with some words. S8 joins briefly for some comments. Since S1 and S2 are learning and practising or thinking about certain words, they naturally do not always get them right the first time. This transcript also includes such words marked as LN which are 'German in intention' but do not actually exist, so no translation is provided for such words. Whenever there is a translation, it is of an existing German word.
Words: 5420
conversation about a party and preparation for German course (EDcon4)
This conversation takes place in a student building in the Netherlands. S1, S2 and S3 meet to prepare a presentation for a class the next day. At the beginning, they are a bit reluctant to start working and talk about various other things including the fact that they are being recorded. After a couple of minutes, they start reading through their materials and begin to work on the subject. S3 often reads or works on the computer, during which he stops talking. S1, on the other hand, continues talking even when he is working on the computer. The speakers also comment on things on the computer screen or on papers in front of them. Generally, there is a very relaxed atmosphere and there is a lot of joking throughout. Even if one says something that could be offensive, the others seem to take it as a joke. They also leave the topic of their presentation quite frequently, making jokes and talking about other things. Occasionally, they also speak directly to the microphone commenting on what they are saying. After about 20 minutes, S5, who is a friend of theirs, joins their table for a few minutes.
Words: 5075
conversation between business students (EDcon496)
This conversation is part of a student conference about the situation of universities in cities. The participants are all representatives from different European universities. The overall topic of this group is the relationship of university and business, the integration of business in the research plan of universities and the best way to integrate students in the world of business. This particular conversation is one of the last parts of the day. The students have to prepare the final presentation. At first they discuss how the presentation can be done, then one speaker moves away to prepare the text. The others immediately change the topic and discuss different models of universities in different European countries.
Words: 11637
conversation between students from Europe about working and studying in different European countries (EDcon521)
This interview between a Serbian student at the University of Vienna (S1) and a Maltese couple (S2, S3) focuses on the use and role of English and Maltese in Malta. The couple is asked to fill out a questionnaire about language attitudes, which the student (S1) needs for her MA thesis. S2 and S3 ask several questions about the questionnaire but also talk about other related issues.
Words: 5802
educational interview
interview with a couple about language attitudes in Malta (EDint328)
This interview is carried out by S1 for the purpose of her final thesis and concerns the linguistic situation in Malta. S2 and S3 fill out questionnaires which S1 has given to them. They ask some clarification questions and the conversation starts to develop on the topic of the roles of Maltese and English in public life and in the educational system in Malta. Shortly after, S5 briefly joins the group, introduces S1 to S4 and leaves again. S4 also fills out one of S1's questionnaires. Once S2 has filled out her questionnaire, S1 interviews S2 about the roles of Maltese and English in her personal life and asks about her attitudes towards the two languages. After her interview, S2 leaves the group. S3 and S4 finish filling out their questionnaires and start telling S1 about their attitudes towards English and Maltese, code-switching and regional differences in Malta. At the end of the speech event, S4 leaves and S5 comes back to the room, where S1, S3 and S5 then continue to talk about Maltese before S3 leaves and the conversation ends.
Words: 8703
interview with architects and interior designers about the use of English in Malta (EDint330)
This interview takes place at a university in Malta. S2, a Serbian student at the University of Vienna, interviews S1, a university professor, about the linguistic situation in Malta. The interview is conducted for S2's final thesis, which investigates language attitudes and the overall linguistic situation in Malta, particularly the relevance of Maltese and English. S2 asks S1 about the changes and developments in the past years and the reasons for the rising importance and promotion of Maltese. The recording starts after the speakers have introduced themselves.
Words: 6110
interview with a university professor about the use of English and Maltese in Malta (EDint331)
This interview is conducted by S1, a Serbian student at the University of Vienna, as part of her final thesis project which focuses on language attitudes in Malta. S1 randomly interviews students who are passing by on a Maltese campus to find out about their language attitudes concerning the use of English and Maltese in Malta. S3 and S4 are friends and fellow students.
Words: 1599
interview about attitudes towards the use of English and Maltese in Malta (EDint604)
This interview is conducted by S1, a Serbian student at the University of Vienna, as part of her final thesis project which focuses on language attitudes in Malta. S1 randomly interviews students who are passing by on a Maltese campus to find out about their language attitudes concerning the use of English and Maltese in Malta. S5 is being interviewed when her friend S6 turns up to pick her up in order to study together for their exams.
Words: 1862
interview about the use of English and Maltese in Malta (EDint605)
This is a seminar discussion among European international students (with a predominance of law students) and people working in academic mobility contexts. The interaction is clearly guided by S1, who also delivers an initial presentation on the history of academic mobility in Europe and argues that Europe has always been integrated. The discussion centers around the usefulness and limitations of academic mobility and internationalism for the labor market. The speakers discuss different approaches to knowledge and education, the debates around the Bologna process and the introduction of bachelor's degrees in continental European academic programs. They weigh advantages and disadvantages of academic and professional mobility.
Words: 15445
educational seminar discussion
seminar discussion about academic mobility (EDsed251)
This seminar discussion takes place during a course on European policy at an international summer school. S2, the teacher, and her students discuss European agricultural policy as the main topic in this session. They talk about the common agriculture policy (acronym: cap), subsidization and problems of overproduction. S2 guides the discussion and takes most of the speaking time. She is the one who assigns turns most of the time and asks questions. S8 is the student who seems to be most interested in the topic and is most active in the discussion, but several other students also participate. There are 19 people present altogether (excluding the two researchers). Occasionally there are noises of chairs moving about and background coughs, but unless these were uttered by the speakers or caused the speakers to pause, they have not been transcribed.
Words: 8292
seminar discussion about agriculture in the European Union (EDsed301)
This seminar discussion on the characteristics of Austrian culture and cultural differences in general takes place in a university context. S1 is the teacher and leads the discussion. The seminar participants are exchange students who are spending a semester or year studying in Austria. At the beginning, S1 welcomes the students and the seminar starts with a short introductory round in which all participants introduce themselves briefly, state where they come from and why they decided to come to Austria for their studies. Afterwards, S1 gives the students some background on herself. As a first task, the students are asked to write down some of their personal impressions about Austrians on individual cards which they subsequently collect on a poster and explain to the whole group. After that the discussion continues on the topic of stereotypes and S1 gives input on the role of stereotypes. Subsequently, the group discusses various topics like the concept of time in different cultures, different ideas of friendship, polite or appropriate forms of address and culture shock. The students exchange their personal opinions and feelings and talk about their experiences. S1 guides the discussion and also gives a lot of input throughout the seminar. Some participants of certain nationalities, especially the Italians, seem to be quite well acquainted. Most of the students had not met before the seminar however. S4 and S5 are the researchers and do not participate in the seminar. Unintelligible mumbling or whispered parallel conversations between individual students happen often throughout the speech event.
Words: 22198
seminar discussion about Austrian stereotypes and cultural differences in general (EDsed31)
This seminar discussion is part of a summer school and takes place among European, Asian and North American students on the topic of combating terrorism. During the preceding phase of the seminar, the students were asked to split into six groups and to choose an international organization or a government/country and to come up with some suggestions as to what this organization/government could to do to act against terrorism. In this final part of the seminar, students (as representatives of the six groups) report on their subgroups' suggestions. The ideas presented are then discussed by the whole seminar group. The short presentations given for this purpose are entirely non-scripted and quite spontaneous, as the discussions that are reported on took place immediately before this event. The whole seminar group consists of about 40 people, however, not all of them actively participate in this particular event. Since the seminar takes place in a larger hall, the event was recorded on two MD-player in order to get good quality recordings that capture speakers sitting in different parts of the room. Due to the size of the group, background noises, murmuring and whispering can be heard from time to time, but these are normally not represented in the transcription unless they become relevant for the main interaction. Generally, a very friendly atmosphere prevails.
Words: 7164
seminar discussion about suggestions for combating terrorism (EDsed362)
This seminar discussion takes place in the course of an arts class at an international summer school. S1, the teacher, and her students are discussing a text that the students were asked to read as homework, about the artist Chris Burden and his art installations and actions. S1 guides the discussion and also calls on specific students to give details about various art installations. After they have described four particular pieces of art, S1 invites the students to give their opinions on the artist and what he was trying to achieve with his art, and a lively discussion evolves.
Words: 6338
seminar discussion on a text about an artist and his installations (EDsed363)
This seminar discussion takes place during an arts class at an international summer school. The teacher, i.e. S1, and the students discuss a film about the Austrian artist Gustav Klimt that they have just seen. S1 invites the students to make comments about what they liked and also to make critical remarks. First, the discussion revolves more around Klimt and his work. Then the speakers go on to discuss the particulars of the film and how it presented Klimt's life and work.
Words: 4173
seminar discussion on a film about Gustav Klimt (EDsed364)
This service encounter takes place in a university office. An advisor talks to a group of exchange students, helping them with practical affairs at the beginning of their stay and answering their questions relating to different matters such as registering at the university, paying fees, and getting tickets for public transport.
Words: 3166
educational service encounter
service encounter helping international students with practical matters (EDsve421)
This service encounter takes place between an advisor for international students and a number of exchange students from Italy, Spain and Hungary. The student advisor explains a few practicalities, e.g., where to pay the student fees, etc., and also goes through various lists with them. During the event, while the advisor is busy photocopying forms or writing down names, the students frequently talk to each other in their various first languages or German, i.e. the language of their host country.
Words: 1981
service encounter helping international students with practical information (EDsve422)
This service encounter takes place in a university office between a student advisor for international students and four exchange students (S3 leaves shortly after the beginning of the conversation). The student advisor explains matters which are essential for the exchange students at the beginning of their stay: e.g., where to pay the student fees, where to register, where to get certain forms, whom to ask when questions arise etc. There is frequent use of German, the language of their host country.
Words: 2611
service encounter helping four international students with practical information (EDsve423)
In this service encounter, S1 (a student advisor at the international office) informs three exchange students (S2, S3, S4) about some administrative procedures at the university they are visiting. S1 hands them forms to fill out and explains the most important steps for them to register as students. There is a friendly atmosphere, S1 steers the conversation, S2 participates very actively, S4 is rather silent.
Words: 1281
service encounter about important administrative matters for international students (EDsve451)
This service encounter takes place between an advisor for international students and three exchange students. The student advisor explains things which are essential for the exchange students at the beginning of their stay: e.g. where to register, where to pay the student fees, when to register for classes, who their coordinator is, etc. There is frequent use of Spanish as well. S3 and S4 sometimes have difficulty understanding S1's explanations. S2, who is French, helps out a number of times by giving additional explanations in Spanish to S3 and S4. The participants are predominantly unacquainted.
Words: 2659
service encounter helping three international students with practical matters (EDsve452)
This working group discussion is part of a European student conference on the future of English in Europe. In previous discussions the participants had to come up with four possible models concerning the future of English in Europe. This particular speech event features the discussion in one of the four subgroups. The participants discuss the various language scenarios that were presented previously and list advantages as well as disadvantages. They also talk about recommendations regarding the teaching of English as a lingua franca. S2 joins the discussion a bit later. S21 is one of the organizers of the larger conference and joins the group from time to time to settle organizational matters. Since all groups are discussing in parallel in a big lunch hall there is a lot of background noise - talking, whispering and laughing. Towards the end of the recording the background noise gets louder and louder as people get up to get their lunch.
Words: 10834
educational working group discussion
working group discussion about the advantages and disadvantages of different scenarios concerning the future of English in Europe (EDwgd241)
This working group discussion is part of a European student conference on the future of English in Europe. This particular event involves seven European students preparing the presentation of a future linguistic scenario of Europe which reconciles the ideas of unity and multilingualism. The discussion takes place in a large dining hall where other groups are also convening at the same time. Consequently, there is a lot of background noise and parallel conversations. Within the group, nobody is particularly dominant and there is no chairperson. Generally, a friendly atmosphere prevails. S7 and S8 are the organizers and chairs of the larger event this working group is part of. They sometimes interrupt the discussion to enquire about the participants' working progress.
Words: 11339
working group discussion about the presentation of a specific future scenario concerning the linguistic landscape of Europe (EDwgd305)
This working group discussion involves five students preparing a joint project for a university course they all attend. It seems that each student has been assigned a particular function in the working group during their seminar course. S1, for example, appears to be the one who has to organize the group and she also chairs the discussion. S2 takes minutes and therefore works on his laptop during the discussion. S4 is the planner of the project. The participants talk about organizational matters such as who will do which parts of the assignment, when they will send each other their parts to proofread or how many warnings you get before you are kicked out of the group.
Words: 6371
working group discussion about organizing a joint consultancy project (EDwgd497)
This working group discussion involves international students who participate in a university summer school in Austria. They are preparing for a group presentation on the planned common foreign policy of the European Union, its advantages and pitfalls and the EU's relationship with the United States. The group consists of six members; one of them (S8) only joins the group after about 15 minutes. Apart from the six participants, an observer (S2) and a student who only passes by (S7) can be heard on the recording. As the discussion takes place next to another group, laughter and other sounds form a steady background noise which is not represented in the transcript. S5 is rather dominant in the group and takes on the role of the decision-maker throughout the discussion, whereas S1 seems a rather shy speaker and hardly participates in the group discussion. The recording only starts a little after the group have begun their discussion.
Words: 5052
working group discussion about organizing a presentation on a common foreign policy for the European Union (EDwgd5)
This working group discussion takes place at an international summer school as part of a seminar on combating terrorism. The goal of the discussion is to suggest measures for preventing acts of terrorism. The members of the group start by trying to come up with a definition of 'acts of terrorism'. The speakers are acquainted with each other and the power relationships rather symmetrical. As this discussion is one of several group discussions taking place at the same time, there is a high level of background noise. S1 does not contribute much to the discussion. It is S3 and S7 who mostly lead the discussion. S7 is assigned the role of the speaker for the presentation which follows this event. S9 only joins the group for a couple of minutes although he seems to be part of the group. S10 and S11 are teachers at the summer school and do not participate in the group discussion, but join the group briefly and then leave again.
Words: 4421
working group discussion between students on measures for preventing acts of terrorism (EDwgd6)
This workshop discussion is part of a European student conference on the future of English in Europe. This particular event focuses on the topic of unity and diversity in Europe and is chaired by S1 and S4, who ask questions, assign turns, and summarize the most important points. There are four subgroups who are asked to present different scenarios, which they have discussed prior to this speech event. Group one (S10, S11, S13, S16, S29, S30) focuses on unity and English-only in Europe ("Neuropa"); group two (S2, S5, S6, S7, S8, S9), presenting at the beginning of the speech event, deals with diversity and English-only in Europe ("Cosmo-Europe"); group three (S18, S19, S20, S21, S22) presents diversity and multilingualism in Europe ("European salad bowl"); and group four (S17, S23, S24, S25, S26, S27) focuses on unity and multilingualism in Europe ("Lego land"). All the participants are sitting in a classroom. When they are asked to present their scenarios by the chairpersons, they get up and move to the front onto the podium. Generally, there is a very friendly atmosphere during the whole speech event.
Words: 5924
educational workshop discussion
workshop discussion on the possible future of Europe as regards linguacultural unity and diversity (EDwsd15)
This workshop discussion is part of a European student conference on the future of English in Europe. During this speech event, the participants prepare for the presentation of the outcome of their discussions to a wider audience. S2 and S8, who chair the event and are part of the bigger organizing team, explain formal aspects of the presentation. S19, who is also part of the organizing team, adds information concerning the use of computers for preparing a powerpoint presentation. The participants ask a lot of clarification questions and negotiate responsibilities. At times, the conversation is quite lively with a number of speakers overlapping.
Words: 5398
workshop discussion on the organization of a presentation (EDwsd242)
This workshop discussion is part of a European student conference. It takes place among students from various different European universities and deals with values that they consider most important for human life. At the beginning, the participants introduce themselves and name three keywords to describe themselves. Then the 'value contest' starts. First, participants work on their own and specify five values. Then, they share their views with a partner; subsequently they discuss them in groups of four and eight students. Afterwards, representatives are chosen for each of these groups who negotiate the five most important values for the whole group. For that purpose they leave the room and continue their discussion in a separate room. The five values they agreed on are then presented and discussed in front of the whole group. Generally, the working atmosphere is very good. The discussions are highly animated and chaired by S4 and S15.
Words: 14698
workshop discussion on the five most important values for human life (EDwsd302)
This workshop discussion is part of a European student conference on the future of English in Europe. This event is a socratic dialogue between participants of a European student conference on the topic of English as a lingua franca and regional culture. The aim of the socratic dialogue is to ask questions, give answers, and summarize others' statement in order to make sure that one understands what the others said. The discussion revolves around a possible definition of the topic English as a lingua franca. S1 is the chair of the discussion and assigns turns. She is also the one who can ask others to repeat what participants have just said.
Words: 10516
workshop discussion on the definition of the term lingua franca (EDwsd303)
This workshop discussion is part of a European student conference on the future of English in Europe and focuses on the identification of trends and different scenarios concerning the future of English in Europe. The discussion is based on essays that the participants had to prepare and submit prior to the speech event and in which they sketched extreme scenarios for the future of English in Europe. First two new participants, S4 and S7, introduce themselves. Then several participants present their future scenarios, on the basis of which participants try to agree on two variables, i.e. axes, along which they want to create four different future scenarios. In the end, participants agree on 'unity versus diversity' for one axis, and 'English-only versus multilingualism' for the other. The speech event is chaired by S1 and S3, the local organizers of the student conference. There are several parallel conversations throughout the speech event and also a lot of other noises in the background, which are, however, only transcribed if judged relevant to the interaction.
Words: 13952
working group discussion on four different scenarios regarding the future of English in Europe (EDwsd304)
This workshop discussion is part of a student conference on the future of English and regional cultures in Europe. Representatives of four smaller working groups present to each other what they believe to be the worst, the best and the most likely scenario concerning the future of languages in Europe. Afterwards, they discuss measures that could be taken by the European Commission in order to realize the best future scenario. This is a rather lively group discussion with several parallel conversations and background noises. S6 and S12 are chairing the discussion.
Words: 14866
workshop discussion about the best, the worst and the most likely scenarios concerning the future of English and regional cultures in Europe (EDwsd306)
This is a workshop meeting of tutors accompanying their students to a student conference. It is quite a lively discussion, chaired by S1, who is the president of the [org2] network. The main aim of the discussion is to give feedback on the present student conference, also in order to help S2 and her colleagues with the preparation of the next conference. The speakers are of different ages and professional backgrounds: some are university staff, while others are still students. S25, who is, together with S10, the organizer of the present student conference quite often feels that she has to justify herself. The workshop discussion takes place in a university seminar room.
Words: 11708
workshop discussion about the organization of a student conference (EDwsd464)
This workshop discussion at a student conference on the topic of universities in capital cities deals with the relationship between being a student and being a citizen. S1 and S2 are the chairs, with S2 dominating. The main concepts under consideration are citizenship and different kinds of community. The participants are student representatives from different countries/universities and have only known each other for one day. Loud background noises can frequently be heard on the recording. The participants discuss matters enthusiastically and occasionally joke with each other.
Words: 14804
workshop discussion on issues related to students and citizenship (EDwsd499)
This workshop discussion takes place in the context of a longer event dedicated to the topics of English as a lingua franca and regional cultures in Europe. It is chaired by S1 and S4, who divide participants into four subgroups working on different scenarios each. The numbers mentioned in the interaction thus refer to the numbers of the four subgroups. There is a friendly atmosphere during the speech event, but also quite a hubbub and a lot of parallel conversations in the background.
Words: 1607
workshop discussion on the division into four different subgroups (EDwsd590)
This workshop discussion is part of a European student conference on the future of English in Europe. First, S1 and S5, who are the chairpersons, provide information on how to proceed with in the following 90 minutes. Then participants are divided into four subgroups according to four different scenarios that the participants are to work on. Generally, there is a friendly working atmosphere.
Words: 1550
workshop discussion on organization and content of discussion groups to follow (EDwsd9)
This casual conversation between two students takes place in a pub in Vienna. At the beginning, the speakers talk about using English in intercultural situations and share their opinions and perceptions of this matter. They continue their conversation on cultural and particularly political aspects of S1's home country and then compare the political systems and parties in their respective home countries.
Words: 2538
leisure conversation
conversation between exchange students about cultural differences (LEcon227)
This short conversation between two students takes place in a pub in Vienna. S1 relates an episode where a man followed S1 in the street and into the students' home where S1 is staying. S1 and S2 talk about safety issues of living in a students' hall of residence. S3 is the researcher and does not participate in the conversation. S4 does not participate in the conversation either. He only comes to the table at the end of the conversation.
Words: 896
conversation between exchange students about the safety of living in a students' hall of residence (LEcon228)
This conversation takes place in a club between two international students (S1, S2). The speakers talk about various topics, such as what is happening around them in the club. They also talk about different languages, Spanish history and the relationship between Spain and England. They also joke about various informal topics such as S2's taste in women. At one point, another Spanish speaker (S3) briefly joins S1 and S2 but then leaves again. All the speakers are acquainted with each other.
Words: 3285
conversation between international students at a club (LEcon229)
This conversation takes place when a Maltese family shows a Serbian student parts of Malta. They are driving around by car and stop at several places to take pictures or to explain something. The conversation about Maltese sights and places is interspersed with short exchanges about other topics such as sports or the university. Sometimes noises of other cars can be heard.
Words: 4704
conversation in car while driving around to show sights (LEcon329)
This conversation takes place at a party in a private home in Spain, where students from different countries who work and live in Spain meet and discuss customs of their home countries. The venue of the party is S7's house. His friends S1 and S2 know the location, whereas S3, S4, S5 and S6 are here for the first time. The Spanish-speaking persons have been offered mulled wine, a traditional Austrian winter drink made of hot wine and spices. This triggers a conversation about Christmas and different customs in the cultures of the speakers.
Words: 2204
conversation about customs and legends among students at a party (LEcon351)
This conversation takes place at a party in a private home in Spain, where students from different countries who work and live in Spain meet and discuss customs of their home countries. The venue of the party is S6's house. His friends S1 and S3 know the location, whereas S2, S4, S5 and S7 are here for the first time. The fact that S2, who studies English and Spanish, writes her thesis in English, leads to a discussion about the differences of the Spanish language in Spain and in South America and the German language in Austria and in Germany. This triggers a conversation about different informal idioms in Spanish and German. As it is a private party and people know each other, the atmosphere is relaxed. There is a lot of background noise, as at times parallel conversations take place. In the middle of the conversation a dog enters, so the speakers speak to and talk about it for some time.
Words: 2126
conversation between international students about language differences at a party (LEcon352)
This conversation takes place at a party in a private home in Spain. The 5 students from Austria, Spain and Argentina work and live in Spain. The party is held at S4's house. His friends S2 and S5 know the location, whereas S1 and S3, who are friends as well, are here for the first time. S2 and S3 know each other, whereas S1, S4 and S5 meet for the first time. The fact that S2 and S4 are from Argentina triggers a discussion about the Spanish language in Argentina. S4 owns a dog which becomes the subject of the conversation later on. As the party has already been going on for quite some time, the speakers - also those who have met this very evening for the first time - seem to be quite familiar with each other. The atmosphere is relaxed and there is a lot of joking. There is a lot of background noise too, as at times parallel conversations take place.
Words: 1877
conversation at a party about Spanish in Argentina and about a dog (LEcon353)
This conversation between two exchange students takes place at a pub. The two students have just met and talk about a miscellany of topics such as tourism in S1's hometown, settling into a new city, and reasons for coming to study in Vienna.
Words: 1933
conversation between exchange students about tourism and settling into a new city (LEcon405)
This informal conversation among female exchange students takes place in a traditional Austrian restaurant at a local winery. Some of the four students (S1, S2, S3, S4) meet for the first time and the speakers are just getting to know each other. They talk about activities and public events in Vienna, their hometowns, traveling plans, tastes in wine and all kinds of leisure activities. Occasionally, the researcher (S5) is asked something and briefly participates in the conversation. There is a rather high level of background noise because many conversations take place at the other tables in the restaurant.
Words: 2392
conversation between female exchange students at local restaurant (LEcon417)
This conversation between two international students takes place in a traditional Austrian restaurant at a local winery. S1 and S2 talk about different kinds of festival in different countries and cultures. S2 relates a personal festival anecdote. Then the speakers change the subject and talk about their current accommodation in Vienna and local sights they have or have not visited. There is a rather high level of background noise because many conversations take place at the other tables in the restaurant.
Words: 1452
conversation between two students about festivals in different cultures (LEcon418)
This conversation takes place among students from different European countries. S3 and S1 tell S2 about a trip in Scotland which they took a short while ago with some friends. The speakers talk about different places in Scotland and look at pictures S3 and S1 have taken during their trip. After they have finished looking at the pictures and talking about the trip, the speakers start discussing doing laundry in the dormitory. S4 is the researcher and does not participate in the conversation. Towards the end of the conversation, the participants ask S4 about the purpose of the recording and sign the permission sheets.
Words: 4576
conversation about sights in Scotland (LEcon420)
This informal interaction between Erasmus students takes place in a private home in Spain. S1, a student from England, has invited the others to celebrate pancake day with her. First they talk about the tradition associated with pancake day, about cookery and cooks on TV, then about the Eurovision Song Contest and music.
Words: 7413
conversation among exchange students who are invited to celebrate pancake day (LEcon545)
This conversation takes place during a trip in which a Maltese family shows a Serbian student some parts of Malta. At the beginning, the speakers are just returning from visiting a church and talk about religious customs. Then the topic changes to pronouncing different words in Maltese. They are going around by car and stop at a castle to visit it. Parts are unintelligible on the recording and therefore have not been transcribed. S3 asks S4 to teach her some Maltese words, after which the speakers continue to talk about interesting features of the castle they are visiting.
Words: 1220
conversation between family and visiting student in car while driving around and visiting a castle (LEcon547)
This conversation involves a Maltese family (S1, S2, S4) and a Serbian student (S3). They have been driving around in a car to show the foreign student some sights in Malta. Then they return to the family's home, where the daughter of the family (S4) prepares to go out. In the meantime, S3 talks to S1 and S2 in the living room and in the kitchen, while she waits for S4. Once S4 is ready, S3 and S4 drive to a third girl's house (S5) to pick her up and continue to another friend's house where they are going to spend the evening. On the way, S4 asks S6 and S7 for directions in Maltese.
Words: 6909
conversation between family and visiting student before going out with friends (LEcon548)
This conversation takes place in a Viennese pub during a party for exchange students at the beginning of the semester. Some students have already met before, some of them meet for the first time. They talk about their experience in Vienna so far, about different places and place names, about accommodation, and meeting people. They also talk about their home countries and peculiarities of their respective languages. They collect money to buy drinks, exchange phone numbers and look at the German expressions on their mobile phones. They talk about leisure activities like visiting restaurants and going skiing. Frequently, the group of speakers splits up and there are several conversational threads, of which generally only the most intelligible thread is transcribed. As the event was recorded in a pub, there is constant background noise (music, many people talking at the same time).
Words: 21867
conversation among exchange students about their first experiences in Austria and various other topics (LEcon560)
This conversation takes place among international students who are at the beginning of an study exchange period in Vienna. They meet in a Viennese restaurant and talk about a broad range of topics, such as beer, public transport, the euro, language, cultural peculiarities of their respective home countries, difficulties in adapting to an Austrian way of life, movies, visas, and hooligans. The exchange organization arranged the meeting for international students to meet and get to know each other. As it is the first week of the semester, almost all the students meet for the first time. Most of the time several conversational threads run in parallel. S2 and S3 talk a lot about the information sheets they are filling out for the recording.
Words: 15388
conversation among exchange students about various topics (LEcon562)
This conversation is between two people and takes place on a Saturday morning. S1 and S2 are a couple, hence the conversation is very informal. They talk about and discuss what they could cook that day. They briefly speak about a cooking program which they have watched on TV. While S2 is looking for recipes on the internet, S1 tells S2 about an Austrian restaurant which she went to the day before. S1 speaks about what she had to eat and drink there, which results in a brief discussion about different kinds of coffee. S1 also tells S2 about an encounter with a mouse in her office the day before. The speakers come to an agreement as to what they will cook. They decide that they will go to an Argentinian coffee house on the way and get ready to leave.
Words: 3979
conversation about what to eat for lunch (LEcon565)
This casual conversation is between 2 speakers who are a couple. The conversation style is very informal and there is a friendly atmosphere throughout. The speech event takes place in the kitchen of the speakers' flat while the speakers are having lunch. First, the speakers compare the British, Italian and German cuisines, then they talk about the dessert that they are preparing. They speak about the market that they have been to and about S1's sister's new job. Finally, the plans for the evening are discussed.
Words: 5634
conversation between a couple while having lunch (LEcon566)
This conversation takes place in the morning, in the couple's flat. The style is very informal. The topics are S1's visits to Liverpool and Bristol in the past. S2 also talks about a number of times when she went to Bristol. The conversation ends when S1 has to leave.
Words: 1731
conversation between a couple about a trip to Liverpool (LEcon573)
This conversation occurs between two people, a couple, while they are preparing dinner at their home. They speak about the TV that was not delivered, about S2's sister and about a common friend. They start a discussion about a TV company and S2 decides to try a new TV company, which S1 does not seem to agree with. The atmosphere is casual and intimate.
Words: 2865
conversation while cooking dinner (LEcon575)
This conversation takes place over dinner at an international summer school. There are five speakers at the table, and once they are briefly joined by a waitress. The conversation happens in a large dining hall; therefore there is a lot of loud background noise which makes some utterances unintelligible on the recording and sometimes also makes it difficult for the speakers to understand each other across the table. The speakers talk about a number of different topics such as leisure activities like trips to Austrian cities, getting an international student card and the tutorials for their German courses.
Words: 3114
dinner table conversation among international students (LEcon8)
This interview takes place at an international scout camp. S2 asks S1 about her traveling and leisure activities during the preceding week and her plans for today.
Words: 442
leisure interview
interview with participants of a scout camp about traveling and leisure activities in the preceding week (LEint551)
This interview takes place at an international scout camp. S1 introduces himself and relates some of his traveling activities before coming to the scout camp. S1 and S2 also talk about this camp, the landscape and another scout camp that S1 is going to attend after the present one.
Words: 512
interview about activities related to a scout camp (LEint552)
This interview takes place at an international scout camp. S2 and S3, who are group leaders, are interviewed by S1 about their trip to Tyrol prior to coming to the camp.
Words: 411
interview with participants of a scout camp about a trip to Tyrol (LEint553)
This interview takes place at an international scout camp. S1 interviews a group of Spanish scouts who are accompanied by an Austrian. They talk about events in the camp and the scouts' travel plans before and after the camp.
Words: 847
interview with participants of a scout camp about travel plans (LEint554)
This interview takes place at an international scout camp. S1 and S2 talk about activities related to a project to do with food that S1 participated in, which was realized in Latvia and Austria and which is connected to the scout camp.
Words: 903
interview about scout project concerned with food (LEint555)
This conversation takes place between three women (S2, S3, S4) during the coffee break of a business meeting. S6 is the researcher and does not participate in the conversation as such. The speakers talk about what it is like to be a successful woman in the business world and share their views and experiences. Then they talk about the university education of S2's son. Towards the end of the conversation, the other employees who participate in the meeting return to the conference room, which marks the end of the break and of their conversation.
Words: 2212
professional business conversation
conversation about being a successful woman in the business world (PBcon594)
This business meeting takes place at [org1], the internationally operating company all participants work for, and is organized by the Austrian headquarters, with S1 and S2 being the German-speaking hosts. The purpose of the meeting is to brief the people in charge on a new campaign and inform them about how to publicly represent a new environmentally friendly product/project. S3, one of the executive staff members, presents new strategies and informs the others about latest developments and the course of action to be taken. Her non-scripted presentation is supported by powerpoint slides throughout a good part of the meeting. S3 also chairs the meeting in a way, though, as becomes evident during the interaction, the others do interrupt her at some points. S3 seems to be one of the company's major PR managers, mediating between company internal and external people. The other participants come from daughter companies/branch offices of the company in different countries and do not seem to converse with each other on a regular basis, although some do appear to be at least acquainted with each other. They are mainly listening, commenting and discussing how to introduce and realize the campaign in their respective countries. S2 appears to be superior to the others in the company's hierarchy. The names of the company's products have been anonymized in this transcript. Note that [thing1] is a plural noun in most cases.
Words: 22585
professional business meeting
business meeting about coordinating a PR campaign across several countries (PBmtg269)
This meeting constitutes an internal staff meeting of [org15], which is a forwarding agency and a daughter firm of [org11]. S1, S3, S4, S5, and S7 are all employees of [org15] and participate in the meeting. S1 is the senior employee and the head of the team and therefore he also chairs the meeting. Immediately before this internal meeting, a sales meeting with a representative from an airline, [org2], took place. Some of the comments at the beginning of the meeting refer to this preceding meeting, the airline [org2] and the sales representative who has just left. Subsequently, the main topics of the meeting are internal organizational matters relating to staff changes, vacation times and business contacts.
Words: 15068
sales team meeting about internal matters of a forwarding agency (PBmtg27)
This business meeting takes place at a company involved in software development. S1, who is the project manager, discusses the project status with the team members. All speakers are colleagues, except S7, the researcher, who actually gets a few questions about the purpose her recording is to serve. At the beginning of the meeting, S1 draws and writes some points on a flipchart to outline project developments.
Words: 4768
business meeting on the status of a project (PBmtg280)
This business meeting takes place at [org1], a food company in Austria. S3, S4 and S5 are colleagues and employees of [org1], S1 and S2 are colleagues and employees of [org6], a distribution company which distributes, markets, and sells the products of [org1] in Korea. The meeting takes place on the occasion of S1's and S2's visit. S1 and S2 have never met S4 and S3, but they have met S5 on a few occasions. This is the main reason why S5 participates in the meeting, as someone acquainted with all participants and because she knows the past history of the two companies and their work. S4 has just taken over responsibility for the Korean market from another colleague who is not present at the meeting. The meeting therefore serves to establish personal contact and working relations between S1, S2 and predominantly S4. S4 also chairs the meeting. S3 has just joined [org1] and is a new employee. He mainly assists S4. In addition to establishing personal contact, the meeting also serves to give S4, S3 and S5 an overview of promotion activities done in Korea and to inform S1 and S2 about product news, which happens in the second portion of the meeting. There is generally a good atmosphere throughout the meeting.
Words: 24601
business meeting at a food company (PBmtg3)
This business meeting is held on the occasion of a sales visit. S2 is a sales representative of the airline [org2] and he has come to visit the forwarding agency [org5], where the meeting is held. [Org5] is a daughter company of org1. S1, S3, S6, S7, S8 and S9 are all employees of the forwarding agency and thus colleagues and very well acquainted. S1 is the head of the team and functions as chair person throughout the meeting. S4 is the researcher and does not take part in the interaction. Different members of the team join the meeting at different times. Only S1, the chair person, and S2, the sales representative, are present throughout the whole meeting. The first portion of the meeting involves S1, S2 and S3. They engage in small talk for about 10 minutes before they actually start talking business. Then they talk about business matters for about 30 minutes and afterwards turn to a couple of minutes of small talk again before S3 leaves. S6 joins S1 and S2 after a few minutes and the next round of business talk starts. Compared to S1 and S2, S6 is not very active in the conversation and there are rather long portions where only S1 and S2 interact even though S6 is also present. A while later S7 joins the group, also at first as a silent participant, but then the meeting turns to his area of responsibility and he joins in. A while later the same happens again as S8 and S9 join the group and first remain silent in the background. Then all speakers get up to help themselves to their lunch, which they have in the conference room. The meeting continues during lunch and switches between business matters and occasional small talk. Almost all of the anonymized items represented as [orgx] refer to either airlines or forwarding companies.
Words: 35277
business meeting at a forwarding agency with a sales representative of an airline (PBmtg300)
This business meeting takes place at [org1]. S3 and S5 are employees of [org1]. S2 and S4 are employees of a distribution company which distributes, markets and sells the products of [org1] abroad. S2 and S4 are visiting [org1] and the meeting happens at the occasion of this visit. S2 and S4 have brought some presentation materials with sales statistics of [org1]'s products, which S4 explains and discusses with S3 and S5. S2 adds some comments with regard to the current circumstances of selling the product in shops and supermarkets. [Thing1] is the main product of [org1]. S2 and S4 also introduce a special product they have created for their country which also includes [thing1]. There is a very friendly and humorous atmosphere and the content of the meeting often leads to jokes and laughter and humorous remarks. S1 is the researcher and does not participate in the meeting. S6 is not a participant either and only enters the room to bring refreshments at one point. The meeting ends when the participants decide to take a break.
Words: 21195
business meeting about the sales of products (PBmtg414)
This business meeting takes place at [org5]. S4, S5 and S6 are employees of [org5]. S1 is the head of [org25], a company which distributes the products of [org5] abroad. S1 and her employees S3 and S7 are visiting [org5] and the meeting happens on the occasion of this visit. After a short introductory small talk phase, the speakers discuss the promotion activities undertaken by S1's company and look at pictures of these activities in materials S1 and her colleagues have brought. In the course of the meeting, they also look at and talk about various promotion products and product samples. All participants have met before and so are acquainted with each other. S7 is a participant but hardly says anything. S2 is the researcher and does not participate in the meeting. [Thing1] is a new product of [org5] which has been launched by S1's company [org25] in Serbia. [Thing2], [thing3], [thing4], [thing5], [thing6] and [thing7] are all food products from other companies; [thing10], [thing11], [thing12] and [thing13] are different magazines in which promotions were placed. [Org5] refers not only to the company itself but also their brand name and all of their products if not further specified. Many [org] items also refer to supermarket chains were the products are being sold.
Words: 15640
business meeting about promotion activities of a distribution company (PBmtg462)
This business meeting takes place at [org1]. S3 and S4 are employees of [org1]. S2 is the head of [org33], a company which distributes the products of [org1] abroad. S2 and her employees S1 and S7 are visiting [org1] and this meeting is part of their visit to Austria. A casual conversation between S2, S3 and S4, which takes place during a coffee break, immediately preceded this meeting. The meeting as such starts when S1 and S7 come back into the room. The speakers talk about the past and future orders [org33] has placed and will place at [org1]. S1 talks on the mobile phone with an employee of S2's company at several points during the meeting to clarify what they are ordering. S1 and S2 mention several supermarket chains and retail shops in their countries which are anonymized as [org] items. [Thing1] and [thing2] are the main products of [org1]. After discussing the orders and figures, S3 introduces the product news for the next year. Ten minutes before the meeting ends, S5, a high representative of [org1], joins the meeting. All participants have met before and so are acquainted with each other. S8 does not participate in the meeting but is responsible for the catering.
Words: 15484
business meeting at a food company about future orders and product news (PBmtg463)
This panel is part of an international investor conference. It deals with the potential accession of Turkey to the European Union. S1 is the chairperson and S2, S3 and S4 are the three panellists. The three panellists are introduced by S1 and then elaborate individually on political and economic issues regarding Turkey and Europe. After about 35 minutes, the audience is invited to ask questions, five of which are answered by the panel. The discussion revolves around Turkey's potential application for membership in the European Union and the economic, political and cultural issues connected with this. As there is an audience of about 120 people, all speakers talk into microphones.
Words: 7898
professional business panel
panel about the potential accession of Turkey to the European Union (PBpan10)
This panel discussion is part of an international investor conference. It deals with the economic situation of the South-eastern European member states of the EU and their potential accession to the European monetary union. The event starts with statements of the panellists, followed by discussion among the panellists and then questions from the audience. S1 chairs the panel. S2, S3, S4, S5, S6, S7 and S8 are the panellists. S9, S10 and S11 are audience members posing questions. The issues discussed broadly relate to advantages and disadvantages connected to entering the European monetary union as soon as possible. The panellists discuss different strategies of different countries opt. As there is a large audience, there are various background noises throughout the event (like coughing, clearing of throat, murmuring). Due to the large audience, the speakers talk into microphones.
Words: 10873
panel on the economic situation of the South-eastern European member states of the EU and their potential accession to the European Monetary Union (PBpan25)
This panel is part of an international investor conference. It focuses on financial markets in Central and Eastern Europe and deals with issues of liquidity, the effect of pension reforms on the financial markets as well as mortgage markets. Representatives of Russia, Poland, Kazakhstan and Serbia speak about these countries in particular. There are six panellists and one chair (S1). In the end, there is one question raised by someone in the audience.
Words: 9798
panel about financial markets in Central and Eastern Europe (PBpan28)
This panel discussion takes place in a conference room of a hotel. It is part of an international investor conference and deals with demographic developments in Central and Eastern Europe. A number of experts in the areas of demography, economics and finance give a statement in front of an audience of about 100 people. After the statements there are questions from the audience.
Words: 8128
panel on demographic changes in Central and Eastern Europe (PBpan581)
This is a question-answer session after a couple of presentations at a technical business conference focusing on steel technology. S1, who is the chair, assigns speaker turns. The speakers from the audience raise their hands to signal that they have a question, then the microphone is taken to them (which is the reason for the rather long pauses in the conversation). Sometimes speakers also start asking questions before the microphone has arrived. The former panellists (S3, S5, S8), i.e. the speakers who gave presentations preceding this session, then try to provide answers to the questions raised. In the end, S1 thanks all those who actively participated by raising questions and the session is formally closed.
Words: 1824
professional business question-answer session
question-answer session about steel technology (PBqas410)
This question-answer session involves a panel of experts at a conference on steel technology. S3 chairs the sessions in which people from the audience (S1, S5, S9, S11) ask questions to the experts on the panel (S2, S4, S6, S7, S10). The speakers are generally not acquainted with each other and are referring to each other by last names. The speakers are speaking into a microphone which is handed back and forth between panellists and audience. Occasionally, speakers start talking before they are given the microphone.
Words: 1790
question-answer session on issues of steel technology (PBqas411)
This question-answer session is part of a conference on steel technology. The participants are professionals involved in steel production and technology. The panel of presenters (S3, S5, S9, S12, S13) answer questions from the audience about technical details concerning methods of steel production that the speakers have introduced. The session is chaired by S1.
Words: 2341
question-answer session on technology used in steel production (PBqas412)
This question-answer session takes place after several presentations on steelmaking at a conference on this topic. S2 has just finished his presentation on a melt shop. S1, S2 and S4 are on the podium, S3 and S5 in the audience, asking questions.
Words: 728
question-answer session on issues of steelmaking (PBqas523)
This service encounter takes place at a university housing office. S1 wants to prolong his stay for one year and S2 assists him with money matters. There has been an error with regard to the deposit S1 has paid and the question is how much he still needs to pay. There are several long pauses during the service encounter when S2 works on her computer. There is a high level of background noise during the whole service encounter as many other people are in the room, other conversations take place, and telephones ring.
Words: 955
professional business service encounter
service encounter about prolonging stay in Austria (PBsve426)
This service encounter takes place at a university housing office. S2 asks S1 about a confirmation that he needs so that his family can get a visa. S1 prints out the confirmation for S2 and explains that this should be the confirmation he needs.
Words: 297
service encounter about visa application for family members (PBsve430)
This service encounter takes place at a university housing office. S1 wants to know whether it is possible to move into his room earlier than planned. S2 prints out some information for him and tells him to call the manager of the residence hall.
Words: 486
service encounter about moving into a room earlier than planned (PBsve434)
This service encounter takes place at a university housing office. S1 comes to the office because he needs an address printed out. S2 confirms what exactly he needs and prints out the required form.
Words: 154
service encounter about getting an address printed out (PBsve435)
This service encounter takes place at a university housing office. S2 comes to the office because she is moving out of her room and wants to get her deposit back. S1, who works at the housing office, helps S2 to get her money. S2 then poses another question regarding a problem a friend of her has. S3, who also works at the housing office, is not part of the conversation but S1 asks her for advice in German at some point.
Words: 668
service encounter about getting a deposit back (PBsve436)
This service encounter takes place at a university housing office. S1 comes to the housing office because she needs to change her room booking. S2, who works at the housing office, provides S1 with information about the requirements and procedures for securing the room.
Words: 637
service encounter about renting a room (PBsve437)
This conversation takes place over lunch between professionals who work in higher education. They all know each other through their work and discuss a miscellany of often unrelated topics, some of which are work-related whereas others are not. S7 leaves the group after about 30 minutes because she has to attend another meeting. The atmosphere is friendly and welcoming, and the talk is interspersed with food-related issues.
Words: 8445
professional organizational conversation
lunch conversation between professionals working in higher education (POcon543)
This conversation takes place during the lunchtime break of a one-day meeting about the European higher education area. The participants are members of various institutions and organizations involved in higher education and quality assurance. S7 hosts the meeting and invites the participants to a buffet in the seminar room where they had their discussions before. Participants thus get themselves drinks and food and come back to the table one after the other. There are multiple parallel conversations as people talk about private as well as professional matters. The transcript switches between several of these parallel conversations.
Words: 5640
conversation over lunch between professionals involved in European higher education matters (POcon549)
This conversation takes place in the coffee break between two working group discussions which are part of a larger assembly about mobility in Europe. The speakers, all academics from different European universities, discuss what they want to do after the official program of the day and where they want to go shopping. The speakers know each other from earlier occasions of this kind, so the atmosphere can be described as relaxed. As many people talk to each other during the coffee break, only individual threads of talk could be transcribed.
Words: 1276
conversation during coffee break about shopping malls (POcon591)
This task force meeting takes place among representatives from various European universities. S1 chairs the meeting, S2 and S11 are coordinators supporting the chair in administrative issues. All other speakers are participants of the meeting and also members of the task force. The speakers discuss legal and administrative preconditions for establishing joint university degrees. At the beginning, S1 prompts a short introductory round because some of the speakers have not met before, though the majority of speakers are acquainted with each other. After that, they exchange some thoughts on the legal situation in different countries. Then S5 gives an unscripted presentation (which is not transcribed in its entirety because it exceeds 10 minutes). During this presentation, S12, who is not present at the beginning, joins the meeting. After S5's presentation, the speakers start discussing the implications of the matrix S5 has presented and how to best use it. S1 gives a short overview of main points with the help of some transparencies. Then the discussion continues on various aspects relating to establishing joint degrees. S1 collects points that come up and takes notes on flip charts and a blackboard.
Words: 14767
professional organizational meeting
meeting to discuss the proceedings of a planned workshop on joint degree programs (POmtg314)
This meeting happens in the course of a day in which a task force works on issues related to establishing collaboration among European universities and joint European master's degrees. S1 is a high-ranking official of [org1], which is concerned with European higher education. He joins the task force group only for this portion of the day. S1 asks the participants to report on their work during the day and S2 starts to summarize what they have done. Then, a discussion develops in which all participants offer comments and make suggestions as to how to proceed. S1 leaves the group again after approximately half an hour and the members of the task force continue to collect important points, which S4 writes down on a flip chart. There is a rather high level of background noise in this portion of the meeting and some speakers are at quite a distance from the microphone. After collecting ideas and points for discussion on the flip chart, the speakers decide to split into two groups and start dividing up and clarifying points for discussion for each group.
Words: 9231
meeting to discuss and prepare the thematic organization of workshops on joint degree programs (POmtg315)
This meeting happens in the course of a day in which a task force works on issues related to establishing collaborations among European universities and developing joint degrees. The members of the task force have previously split into two working groups, with one group focusing on administrative and one group focusing on academic aspects regarding the development of joint degrees. In this meeting, the two groups come together again and discuss their suggestions and questions they have collected. S1 is the chair of the meeting and also the speaker of the academic group. She starts by summarizing the questions put forward by the academic group. She has handwritten notes to help her summarize all the questions. She generally formulates her sentences freely, but towards the end of her summary she partly reads from her notes, which is indicated in the transcript. After S1's summary, S4 summarizes the outcomes of the brainstorming done by the administrative group and the other speakers add comments. A discussion about the different project phases emerges, then S4 resumes his summary. The meeting ends with a short discussion on how the task force and the project should proceed.
Words: 5910
meeting to discuss the results of the preceding working group discussion (POmtg316)
This is a meeting of professionals involved in European higher education and quality assurance. The participants S1, S2, S3, S4, and S5 follow a previously fixed agenda for the whole day. S1, the chairman, clearly leads the discussion, also towards exact outcomes. S4 takes the minutes of the meeting. In this meeting, the speakers discuss how different organizations involved in quality assurance work together, but also how they compete with each other and occupy different positions. Additionally, they discuss membership criteria and the possibility of having a mission statement. All participants are well acquainted. There is a friendly and open working atmosphere throughout the whole discussion. S6 is the researcher and does not participate in the discussion. S7 is not present during the meeting, but only enters the room briefly after approximately 50 minutes to tell S1 that someone has arrived in their office. At this, S1 leaves the room briefly, but returns again after two minutes. During S1's absence, the other speakers continue discussing the topic. When S1 returns, he joins in again and the discussion continues.
Words: 12848
meeting about standards in quality assurance for European higher education (POmtg403)
This is a meeting of representatives of various European organizations and networks involved in higher education quality assurance. After the general opening and an introductory round, S7, S6 and S4 present their respective networks, then a discussion follows. S1, S4, S5 and S11 are well acquainted, the others are not, even though they might have run into each other on other occasions. Generally, there is a friendly atmosphere though participants are competitors in some way. S1 is the chairman and clearly assigns turns. S2 is the researcher and does not participate in the meeting.
Words: 14641
meeting between representatives of European higher education quality assurance networks (POmtg404)
This meeting takes place at the university language center and involves eleven speakers who work at different language schools in Europe. They meet in order to discuss the success of, and problems encountered with, their individual projects. S4 and later on S5 share their experience and related the details of their individual project events in their countries to the group. The other speakers react, ask question and all speakers join in the discussion. S1 is the chair of the meeting, yet S2 also very actively steers the discussion. At the end of the meeting, S8 gives the other speakers instructions how to get to a venue in the evening.
Words: 11922
meeting of project group discussing two past project events (POmtg439)
This meeting at the university language center involves ten speakers who work at different language schools in Europe and are involved in a joint program dealing with the teaching of languages in relation to food. They meet in order to discuss the success of, and problems encountered with, their individual projects. In the preceding event a subgroup discussed and evaluated the booklet that had been produced accompanying the individual projects. In this particular event the booklet is discussed with all participants of the meeting in order to give feedback and propose possible improvements. The speakers thus occasionally refer to pictures and translations in the booklet, e.g. fire, cheese, soup, meat, fish, stars, moon etc. S1 functions as the chair of the meeting, but his role is not always noticeable. A large part of the conversation takes place among S1, S5, S9 and occasionally S7.
Words: 6692
meeting of project group to discuss and evaluate a booklet (POmtg444)
This meeting at the university language center involves nine speakers who work at different language schools in Europe and are involved in a joint program dealing with the teaching of languages in relation to food. They meet in order to discuss the success of, and problems encountered with, their individual projects. At the beginning S1 finishes a presentation of the project she organized, which took place the night before. S1 functions as the chair of the meeting, but S2, who takes notes during the meeting and is the administrative advisor of the project, is fairly prominent, too. A large part of the conversation takes place among S1, S2, S3 and S4. The meeting ends by the speakers forming two groups to discuss details.
Words: 4177
meeting of a project group to discuss one of their projects (POmtg447)
This is a meeting of professionals involved in European higher education and quality assurance. The participants follow a previously fixed agenda. S1, the chairman, clearly leads the discussion, also towards exact outcomes. S4 takes the minutes of the meeting, which is mostly concerned with formulating a mission statement and clarifying definitions and order of points in a manual. All participants are well acquainted. S5, who is actually not part of the working group but also professionally involved in the subject matter, joins the meeting to give her opinion and to offer advice. There is a friendly and open working atmosphere throughout the whole discussion.
Words: 6103
meeting about quality assurance and a mission statement for a European quality assurance organization (POmtg539)
This is a meeting of professionals involved in higher education and quality assurance in Europe. The participants stick to a fixed agenda while discussing the topics. S2, the chairman, clearly leads the discussion. He wants exact outcomes. At the beginning of the meeting, the speakers try to find a date for another meeting which they can all make. Then they go on to discuss other items on the agenda, for example how many members should constitute a particular committee they are setting up. They also discuss some particular wordings in a draft document they have written. The participants are well acquainted. There is a friendly and open working atmosphere throughout the whole meeting. S6 is not a participant of the meeting but only enters the room once to inform S2 of the arrival of someone. S7 is the researcher and does not participate in the meeting either.
Words: 11345
meeting on quality assurance issues in European higher education (POmtg541)
This is a meeting of a group of professionals involved in higher education and quality assurance. The participants stick to a fixed agenda which they have already received before. S1, the chairman, clearly leads the discussion. The speakers talk about a document, the role of [org1], some general procedures of the organization in relation to national legislation and the contents for an upcoming meeting. The participants are well acquainted. S6 does not participate in the meeting but only steps in for a moment to ask a question. People know her because she has participated in the discussion before. There is a friendly and open working atmosphere throughout the whole meeting.
Words: 4497
meeting between professionals to discuss an internal document on higher education in Europe (POmtg542)
This speech event is a joint meeting of representatives of different European quality assurance networks and other stakeholders, i.e. a meeting among professionals involved in European higher education quality assurance matters. S1, who is chairing the meeting, has invited the other participants to this meeting in order to introduce their respective networks and discuss common goals. The meeting thus switches between rather monologic statements of the representatives of the networks and very interactive parts when people engage in discussions. There is a fixed agenda to which participants stick and also a document that was sent to the participants prior to the meetings and to which they refer in the course of their discussions.
Words: 16685
meeting to discuss issues of quality assurance within the European higher education area (POmtg546)
This is a press conference about the cooperation of Serbia with the European Union, in particular with regard to fulfilling the requirements of ICTY (the International Criminal Tribunal for the former Yugoslavia). S1, the chairperson, makes an initial statement, after which S2 and S3 also each make a short statement on the preceding talks and the agreement that has been reached. Subsequently, journalists (S4, S5, S6, S8, S9, S10) pose questions, which S2 and S3 and also S7 answer.
Words: 3190
professional organizational press conference
press conference about the cooperation of Serbia with the European Union (POprc465)
This press conference deals with the conflict between Israel and the Hezbollah in Lebanon and the European Union's approval of a United Nations Security Council resolution aimed at ending this conflict. After a meeting of EU foreign ministers, three representatives of the European Commission (S2, S3, S4) report on the meeting's outcome and answer related questions posed by international journalists. Some of these questions are asked and answered in French, and simultaneously translated into English. S1 chairs the press conference and invites journalists in the audience to pose their questions.
Words: 3433
press conference about the military conflict between Israel and the Hezbollah in Lebanon (POprc522)
This press conference of the European Union deals with illegal immigration in Spain. S2, an EU commissioner, is asked questions by journalists and answers them. S1 is the chairperson and invites journalists in the audience to pose their questions.
Words: 1448
press conference on illegal immigration in Spain (POprc557)
This press conference takes place after a meeting of the European Commission focusing on the accession of Bulgaria and Romania to the European Union (EU). The EU president (S2) and a commissioner (S3) give two short speeches first, then they answer various questions on the accession of Bulgaria and Romania but also concerning the accession negotiations with Croatia. The questions are posed by journalists from various European newspaper agencies, who sometimes also speak French or German. Comments in languages other than English are simultaneously translated by two interpreters (S12 and S14). S1 chairs the press conference and seems to be already acquainted with some of the journalists.
Words: 4091
press conference on the accession of Romania and Bulgaria to the European Union (POprc558)
This press conference of the EU is on the EU-Norway Energy Partnership dialogue. It starts with two short statements by the minister and the commissioner, then a question-answer session with journalists follows.
Words: 5421
press conference on the EU-Norway energy partnership dialogue (POprc559)
This working group discussion takes place among representatives from several European universities. The group has been given a document with a number of issues which they need to discuss and put in a logical order and chronological sequence. These issues concern the administrative side of establishing joint degrees among European universities. The speakers also discuss how academic and administrative aspects are related and in which cases they should be addressed separately. S1 is the chairperson and leads the discussion. S10 only joins the group after a couple of minutes. S1 starts by asking if there are any additional issues the participants would like to add to the ones in the document. After that the speakers start to arrange the issues in a temporal sequence. S1 occasionally takes notes. After about 15 minutes, someone joins the group to take notes, but does not participate in the discussion. S12 only joins the group after 25 minutes.
Words: 13175
professional organizational working group discussion
working group discussion on administrative matters concerning joint degree programs in Europe (POwgd12)
This working group discussion takes place among representatives from several European universities. They discuss various questions and matters arising in creating joint university degrees among European universities, such as how scientific disciplines in different countries can collaborate. S1 is the chairperson. He guides the discussion and invites the other speakers to voice their opinions and make comments. He also takes notes during the discussion from time to time. Although the participants have met before and are thus acquainted, they are not very well acquainted, which is why S1 prompts an introductory round at the beginning and draws a seating chart. S12 helps S1 in taking notes on a computer throughout the discussion, and since he is typing he hardly speaks. S2 is the researcher and thus not a participant of the interaction. S13 is not a participant of this working group either and joins the group only for a minute to take pictures with her camera, but otherwise is not present. S6 is part of the working group, but does not stay for the whole discussion and leaves after about 45 minutes. After about 70 minutes, S1 decides the group should have a coffee break during which the speakers stay in the same room. The discussion continues on the same topic after the coffee break. S14, who is not a member of the working group as such but a high ranking member of the organization, joins the discussion after the coffee break for about 25 minutes and then leaves again.
Words: 20130
working group discussion on joint degree programs in Europe (POwgd14)
This working group discussion involves representatives from several European universities. The discussion happens during a longer workshop which focuses on creating joint degrees and establishing cooperation among universities in Europe. S1 is the chairperson, but has only been asked to chair the discussion a couple of minutes before. Initially, S1 and the participants are not sure which issues they should address in their discussion. After a few minutes, S6, who is a high official of [org1] but does not participate in this working group, enters the room. S1 asks him about the particular task of their working group. S6 explains that he wants them to determine the temporal sequence of previously collected questions, then he leaves the group again. S1 organizes the group, asks S7 to take notes and act as rapporteur. The group starts discussing the order of the questions in a joint document. The speakers also mention and elaborate on many related issues.
Words: 11210
working group discussion on the timing of the implementation of joint degree programs (POwgd243)
This working group discussion takes place in the course of a whole day in which approximately 15 people work together as a task force on different matters regarding European higher education. At this point in the afternoon, they split into two subgroups which work at different tables in the same room. This speech event represents one of these two subgroups, consists of eight participants and represents a discussion of academic matters in relation to joint programs. Often voices and laughter from the background can be heard, which are being ignored and not transcribed unless communication between the two groups takes place. All speakers are participants of the discussion, and S1 was appointed to chair the group. Thus, she repeatedly takes notes during the discussion and asks questions. In addition, S8, who works for the host institution, also seems to take notes.
Words: 8122
working group discussion about academic issues with regard to establishing a joint European degree (POwgd26)
This speech event is a working group discussion with four participants. The discussion is part of a whole day in which a task force meets and at this point splits into sub-groups. The other working group is having a discussion at another table in the same room. Thus, very often voices and laughter from the background can be heard. These background voices are being ignored and are not transcribed unless communication between the two groups takes place, which happens twice in the course of the event - the first time after about 20 minutes, then again after about 50 minutes. Since the discussion of this working group deals with issues concerning European universities and the establishing of a common joint degree, names of student exchange programs such as 'Marie Curie', 'Erasmus', 'Erasmus Mundus', 'Socrates', 'Nordplus' are often talked about. S5 occasionally takes notes on a laptop. The working group discussion happens among four speakers: S1, S2, S4 and S5. At the very beginning, S3, who is a participant of the other working group, is still at the table of this group, but she leaves right away. During the course of the discussion, S1 leaves the group for approximately 10 minutes, so during this time only S1, S2 and S5 are present. S1 joins the group again, and then a little bit later, S5 leaves the group. During her absence, the other group finishes their discussion and thus asks this working group whether they are finishing as well. Thus, the two groups interact for the second time. Shortly after this, S5 joins the group again.
Words: 12251
working group discussion about administrative questions with regard to establishing a joint European degree (POwgd317)
This very interactive working group discussion takes place among representatives of different European universities. The speakers are acquainted with each other as they have all met on the previous day (and perhaps on earlier occasions). The speakers discuss several issues to do with the future of Europe's higher education and the development of joint programs. Even though speakers function in their professional roles, they generally exhibit very supportive and cooperative behaviour on an interpersonal level. S1, the chairperson, is sometimes ignored due to the heated discussion. S13 is the coordinator summarising the main points of the discussion. S5 is the researcher and does not participate in the interaction.
Words: 22808
working group discussion on the organization of joint degree programs in Europe (POwgd325)
This working group discussion is part of a larger assembly. The participants present work for the individual universities' international relations offices. The purpose of the meeting is to improve both internal and external communication, thus affecting the dissemination of knowledge within the universities but also information exchange with the umbrella organization. S7 seems to chair the proceedings but does not appear to be in a dramatically higher position in the network's hierarchy than her colleagues. She has to deliver a report on the outcome of this meeting afterwards. There is no clear agenda although at the beginning S7 'distributes speaking rights' by calling the speakers by their names so that they introduce themselves and the status quo at their office. As becomes during the interaction, the others may interrupt her at any point though. Most of the speakers have obviously met before and, generally speaking, the atmosphere can be described as more or less relaxed.
Words: 7056
working group discussion on the improvement of communication between the members of the organization (POwgd37)
This working group discussion forms part of a larger conference on the European youth pact and the job situation for young people in Europe. The group is a sub-group and is supposed to discuss several questions and to then compare their results with the other sub-group. The participants are representatives of different European youth organizations. They know each other from previous discussions during that day, and the atmosphere is friendly and relaxed. Since the other sub-group is in the same room, you can hear them discussing in the background, which makes understanding quite hard sometimes.
Words: 9949
working group discussion on the European youth pact and the job situation (POwgd375)
This working group discussion is about communication and knowledge transfer and their shortcomings across youth organizations. It is mainly S3 and S12 that do the talking. S3 is taking notes about what to say later when they will gather in the big group again. On one occasion they are joined by S1, a member of the organization team, who asks a kind of 'stimulation question'. As there are other small groups in the same room there is a lot of background noise.
Words: 2591
working group discussion about communication and knowledge transfer across youth organizations (POwgd378)
This working group discussion takes place during a two-day project meeting involving local representatives from language schools and other institutions who participate in a joint international project. The four participants of the working group (S1, S2, S3, S4) talk about dissemination strategies in the media and how they got the media involved and interested in their respective local projects and events. They also address the question of how they should proceed with the booklets that each project group has had to produce. S1 and S4 are colleagues at their local language school. S2 had been upset in the session preceding this working group discussion, so the other participants try to calm her and cheer her up and help her with her local project. There is a high level of background noise during the speech event, which sometimes leads to unintelligible speech, since another working group discussion is talking place in the same room. The working group discussion ends when S5, a member of the other group, breaks up the groups and all speakers go back to their original seats.
Words: 5319
working group discussion on dissemination strategies for a project in the media (POwgd442)
This working group discussion takes place among four representatives from different language schools in Romania, Portugal, Belgium, and Austria. The speakers discuss the most important points to consider - in the areas of organization, language learning and dissemination - when planning an event within their project. The working group discussion happens in the course of a two-day project meeting. S1 acts as the chair of the group. S2, S4 and S5 participate actively in the discussion. S4 leaves the group for a couple of minutes and then returns again. S3 is the researcher and does not participate in the discussion. There is another group discussing related topics in the same room, so there is a high level of background noise. Some speakers from the other group (S6, S7, S8) briefly join this group and make short comments but do not participate in the working group discussion.
Words: 4447
working group discussion on most important points in project planning (POwgd449)
This working group discussion among delegates from national and international youth associations deals with youth participation and the role of NGO's in this respect. The discussion takes place in a room where there are two other working groups, hence there is a high level of background noise. While there is no formally appointed chair, it is S3 who appears to be leading this discussion; S8 is the rapporteur and takes notes. S1 and S2 are the organizers of these discussions and join from time to time to give instructions.
Words: 12039
working group discussion on youth participation and the role of NGO's (POwgd510)
This working group discussion among representatives from national and international youth organizations deals with problems and challenges concerning voluntary work. S1 is the chair of this subgroup, S7 is taking notes. S8 joins the group at a later point. The discussion takes place in a room where there are two other working groups, hence there is a high level of background noise. S2 and S5, who are the moderators of these working group discussions, join the subgroup from time to time to give instructions, sometimes they address all the subgroups present in the room.
Words: 10880
working group discussion about problems and challenges concerning voluntary work (POwgd524)
In this workshop discussion, which is part of a larger conference on the situation of young people in Europe, the speakers talk about their impressions of and thoughts on what the plenary speakers said in earlier sessions. Later they are divided into smaller groups to discuss this.
Words: 2043
professional organizational workshop discussion
workshop discussion on the European youth pact and the job situation (POwsd256)
This is a workshop discussion among representatives of various European youth organizations who meet in Austria to discuss youth issues such as social inclusion and the precarious job situation. S1 is the chair and leads the discussions. At the beginning, participants introduce themselves, then they are asked to complete a small talk which is followed by a discussion. This is the first round of discussions in a small group, but generally, the working atmosphere is very positive and supportive.
Words: 12564
workshop discussion on youth and jobs in Europe (POwsd257)
This workshop discussion focuses on the European youth pact and the employment situation of young people in Europe. The participants are representatives of different European youth organizations. They first discuss the results of a panel discussion that took place prior to this speech event in the context of the larger conference that this speech event is part of. The participants also report on their personal experiences in their individual countries and agree on how to proceed. S1 chairs the event and takes notes on the blackboard. S9 is responsible for the minutes and will present the outcome of the workshop discussion to a larger audience afterwards.
Words: 14846
workshop discussion on the European youth pact and the relationship between local and international youth organizations in Europe (POwsd258)
This is a workshop discussion among 12 representatives of various European youth organizations on the topic of youth employment, social inclusion and the precarious job situation. This speech event is the first of two workshop discussions on this topic on the same day. S1 is the chair but often seems to be more preoccupied with taking notes on the whiteboard than on chairing the discussion. S2 takes notes for the whole group on a laptop as she is the rapporteur who will report the outcomes of the group discussion to the other groups at the end of the day. The atmosphere is very friendly and supportive. This group of people is part of a larger group which was spilt up by assigning animal names (cats, dogs) to each of the participants. The people present were all assigned the animal name 'cat'.
Words: 11217
workshop discussion on the advantages and disadvantages of young people in the labor market (POwsd266)
This workshop discussion among representatives of European youth organizations is about the situation of young people in Europe, especially the problems encountered by them during the period of their education and in the labor market. The event is part of a symposium on youth and employment. S1 is the chair, guides the discussion, and takes notes (partly also on a flipchart). As this is the second smaller discussion round, the participants know each other from the earlier session.
Words: 10846
workshop discussion about young people's rights in the labor market (POwsd372)
In this workshop discussion representatives of European youth organizations as well as experts from European institutions discuss youth issues in Europe, particularly the job situation of young people. The event is part of a symposium on youth and employment. S1 is the chair and guides the discussion, S2 takes notes. As this is the second smaller discussion round, the participants know each other from the earlier sessions and a friendly atmosphere prevails.
Words: 6552
workshop discussion about the situation of youth and employment (POwsd374)
This workshop discussion is on the European youth pact and the job situation of young people in Europe. The participants are representatives of different European youth organizations. They present the outcomes of what they discussed in small sub-groups before this event. They know each other from previous discussions, the atmosphere is relaxed and friendly.
Words: 3407
workshop discussion on the European youth pact with presentation of discussions in subgroups (POwsd376)
This workshop discussion deals with issues related to youth and the labor market. In the previous session all members of this workshop were divided in smaller subgroups to discuss matters in greater detail. They now come together to summarize and inform the others of the results of their subgroups. Participants are acquainted, as this is the second day of the conference. S8 chairs the discussion, all other speakers are participants.
Words: 1331
workshop discussion about outcomes of discussions in subgroups (POwsd379)
This conversation takes place at a reception at an international conference on distributed computing. S1 approaches S2 and S3 and asks them whether she can record their conversation. A conversation develops among the three speakers, who are later joined by S4.
Words: 3162
professional research/science conversation
conversation at a conference reception (PRcon29)
This conversation takes place during a break of a mathematics conference. The speakers discuss a mathematical theorem. The speakers are acquainted.
Words: 680
conversation about solving a mathematical problem (PRcon531)
This conversation takes place during a break of a mathematics conference. The two participants S1 and S2 discuss the solution of certain functions in relation to the Hartogs domain. They seem to be acquainted. S2 evidently has a cold.
Words: 2116
conversation about the solution of functions in the Hartogs domain (PRcon534)
This conversation takes place during a coffee break of a mathematics conference. The speakers mainly discuss professional, i.e. mathematical, matters while they drink coffee and eat cakes. S6 is asking for S8's opinion. S7 joins the conversation only very briefly.
Words: 2885
conversation between mathematicians during coffee break (PRcon535)
This conversation takes place during a break at a mathematics conference. S6 asks for S7's opinion on the definition of strict pseudo-convexity for a Lipschitz domain. The speakers seem to be acquainted (though not too well). S4 is the session chair and only appears at the end, when he calls people to come in for the next talk. S8 is the next speaker and only joins in briefly.
Words: 1662
conversation between mathematicians about definition of strict pseudo-convexity (PRcon536)
This conversation involves two professors who talk about a third one who is a potential visiting professor at S1's research institute. They mainly talk about administrative issues concerning the application procedure and the timeframe.
Words: 873
conversation about organizational matters and timing concerning the post of a visiting professor (PRcon550)
This conversation takes place at a reception at an international conference on distributed computing. S5, S6 and S7 are approached by S1. After S1 has asked for permission to record the conversation, S5, S6 and S7 continue their conversation. They talk about differences between national university systems as regards PhD positions and professorial positions. After a couple of minutes, S5 turns to S1 and asks her how she knew about the conference. S1 is now actively involved in the conversation with S5, S6 and S7. The topic shifts towards English as an international language, the language of immigrants in Germany and the (un)importance people's accents.
Words: 2482
conversation about positions at universities in different countries (PRcon599)
This interview takes place at a reception at an international conference on distributed computing. S1 approaches S2 and S3 and interviews them about their stay in Vienna, their joint presentation at the conference and their research.
Words: 1521
professional research/science interview
interview about personal research interests and famous sights in Vienna (PRint30)
This interview takes place during the lunch break of an international conference on object-related, real-time distributed computing. S1 asks one conference participant about his conference experience and his impression of Vienna. Being the interviewer, S1 is clearly guiding the conversations as she asks the questions and her interlocutor answers. There is quite a lot of background noise on the recording as the other participants are walking around to get their lunch from the buffet.
Words: 506
interview about the first impressions of the conference and the venue (PRint33)
This interview takes place at a reception at an international conference on distributed computing. S1 approaches S4 and S5 and interviews them about their home countries. S6 also says something at the beginning but does not participate in the rest of the conversation. The interview continues on the topic of studying in different countries.
Words: 3069
interview about studying in different countries (PRint595)
This interview takes place at a reception at an international conference on distributed computing. S1 approaches S8 and S9 and interviews them about their activities in Vienna. They talk about shopping, S8's conference presentation the next day, S1's hometown and S8's job position and the courses he is teaching. There is a very friendly atmosphere and all speakers joke a lot and make ironic and humorous comments.
Words: 3474
interview about activities in Vienna, shopping and research (PRint597)
This interview takes place during the lunch break of an international conference on object-related, real-time distributed computing to ask one conference participant about the conference and his impressions of Vienna. Being the interviewer, S1 is clearly guiding the conversations as she asks the questions and her interlocutor answers. There is quite a lot of background noise on the recording as the other participants are walking around to get their lunch from the buffet.
Words: 252
interview about conference experience and impressions of city (PRint602)
This interview takes place during the lunch break of an international conference on object-related, real-time distributed computing to ask one conference participant about his paper at the conference and his impressions of Vienna. Being the interviewer, S1 is clearly guiding the conversations as she asks the questions and her interlocutor answers. There is quite a lot of background noise on the recording as the other participants are walking around to get their lunch from the buffet.
Words: 352
interview about paper at conference and impressions of city (PRint603)
This is a panel discussion on the topic of women in the Islamic world and the question of modernity. There is a short introductory statement by a representative (S1) of the forum where the panel discussion is held. Then the chair (S2) takes over and introduces the four panellists (S3, S4, S5, S6), all of whom are professors and lecturers of different disciplines, but concerned with gender studies and women rights in their discipline. Each of the panellists gives a short talk on different aspects of the question of women in Islam and modernity. Afterwards there is discussion with the audience. There are about 100 people present in the audience, thus the panellists as well as the people posing questions afterwards usually speak into microphones. Towards the end, the discussion gets rather heated as people from the audience verbally attack panellists and the chair person, but the situation is regulated by the chair person.
Words: 14834
professional research/science panel
panel about the role of women in the Islamic world and the question of modernity (PRpan1)
This panel discussion takes place at the end of a two-day conference on gender and politics. S1 chairs the session. S2, S3, S11 and S13 give scripted presentations, which are long monologues and therefore not transcribed. The rest of the session is dedicated to discussion with the other conference participants and with the audience. The themes and questions that are discussed relate to gender studies, the position of women in different societies, reproduction and family policies and related issues. At the beginning of the panel, S2 and S3 give their papers. Afterwards there is a long stretch of discussion and then a short coffee break. The panel continues after the coffee break with S11's and S13's papers and again an extensive stretch of discussion follows, which concludes the conference.
Words: 10963
panel discussion on the role of women and reproduction policies in different countries (PRpan13)
This panel discussion takes place in a conference room at the university campus in Vienna. It is the final event of an international conference on gender studies. First, two speakers give a general overview of their impressions of the conference and address a number of issues and questions which have arisen during the conference. Then, there is a general discussion in which the microphone is passed to the speakers who wish to comment. S1 is the chair and organizes this and generally leads through the discussion.
Words: 6469
panel discussion about gender issues (PRpan225)
This panel discussion takes place at a workshop on Content and Language Integrated Learning and deals with teaching Turkish in Belarus, which is the topic of S1's presentation. In the discussion, S1 asks for advice from the audience. S9 functions as chair but this only becomes evident when she thanks S1 for the presentation at the very end of the event. Participants are predominantly acquainted.
Words: 3937
panel on the role of teaching Turkish in Belarus (PRpan252)
This panel discussion is part of an academic economics conference on connecting corporate and academic Europe, focusing on Central and Eastern Europe. It is the second in a row of three panels which take place under the heading "I've got ninety thousand pounds in my pyjamas.... How well have financial markets developed?". This title is alluded to right at the beginning of the speech event by S1, who is chairing the discussion. In the first part of the panel, three speakers (S2, S3, S5) give short, unscripted presentations supported by powerpoint slides. The third of these presentations is not transcribed in its entirety since it exceeds ten minutes, i.e. the maximum number of minutes for monologic presentations transcribed for VOICE. In the second part of the panel, people from the audience ask questions which are answered by the panellists. There about 40 people present in total.
Words: 11500
panel on development of financial markets in Central and Eastern Europe (PRpan294)
This panel discussion is on future strategies for the prevention of refractory seizures in temporal lobe epilepsy. There are four presenters (S3, S5, S8, and S12), one chairperson (S1) and altogether six members of the audience who actively participate in the discussion. The atmosphere is rather restrained. The discussion is not very lively and the chairperson (S1) encourages the audience to ask questions. Many medical terms are used in the presentations and in the ensuing questions and answers. Therefore the number of pvcs in this transcript is especially high.
Words: 8316
panel discussion on preventing seizures in temporal lobe epilepsy (PRpan585)
This question-answer session takes place in the framework of a conference on bi- and multilingual universities. This particular session is about quality assurance of international and intercultural programs. S2 is the main speaker, presenting a program developed at her home university in Norway. She talks about her experience as a teacher. The audience seems involved as there is frequent minimal feedback. Members of the audience also respond immediately to S2's inquiries about technical issues. S2 is introduced by S1, the chair of the session, who then also coordinates the question-answer part. In this part, S5 asks a question. Finally, S1 steps in and closes the discussion.
Words: 3023
professional research/science question-answer session
question-answer session on issues involved in the organization of bi- and multilingual universities (PRqas18)
This question-answer session takes place in the framework of a conference on bi- and multilingual universities. S2 finishes his presentation, then some people of the audience ask questions. S1 is the chair and directs the discussion.
Words: 1666
question-answer session on issues of multilingualism at a Korean university (PRqas19)
This question-answer session follows a number of presentations. It is related to gender studies and takes place in a large conference room at the university. S2, S3, S4 and S5 are on the podium, facing the audience and answering questions. S1 functions as chair and generally leads through and directs the session. S8 hands the microphone to speakers in the audience who wish to ask questions.
Words: 5397
question-answer session on gender issues (PRqas224)
This question-answer session addresses the development of stock markets and pension reforms in Central and Eastern European countries, particularly in the new member states of the European Union. Speakers also talk about the changing and challenging international economic standards applied to these regions. The session is chaired by S1, who mostly assigns turns to panellists and audience members.
Words: 4548
question-answer session on development of stock markets in Central and Eastern European countries (PRqas407)
This question-answer session is part of a symposium on the development of financial markets in Central and Eastern European countries. The session focuses particularly on the Maastricht criteria and the European Monetary Union (EMU) as a common currency area. There is a chairperson (S1) who directs the discussion, and two panellists (S3 and S4), who are representatives from Slovakia and the Czech Republic. There are questions from the audience which are answered by the two panellists. The participants are generally not acquainted with each and have only met on the same day or at this session.
Words: 1613
question-answer session on Maastricht criteria and European Monetary Union (PRqas409)
This question-answer session takes place after the presentation by a Chinese speaker at a youth researcher conference on youth issues such as youth unemployment and delinquency. Participants are predominately unacquainted. There is simultaneous translation into and from Spanish for those speakers who do not speak English.
Words: 4608
question-answer session about youth issues in China (PRqas495)
This working group discussion between two mathematicians focuses on the development of a mathematical theorem. S10 does most of development and is also the one who writes the results down. Since he is often speaking and writing at the same time, his speech is relatively slow. This speech event could not be recorded in its entirety; the beginning and end of the conversation are missing.
Words: 3030
professional research/science working group discussion
working group discussion about the development of a mathematical theorem (PRwgd537)
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