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
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 2.0 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 = {2013}, date = {2013-01-31T00:00:00.000000}, author = {Seidlhofer, Barbara and Breiteneder, Angelika and Klimpfinger, Theresa and Majewski, Stefan and Osimk-Teasdale, Ruth and Pitzl, Marie-Luise and Radeka, Michael}, 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. VOICE 2.0 XML includes minor revisions with regard to previous versions, but is otherwise based on the same data as VOICE 1.0 XML. These minor revisions were gathered by Ruth Osimk-Teasdale and Michael Radeka and corrections were made by Ruth Osimk-Teasdale. VOICE 2.0 XML was released in 2013.
CC BY-NC-SA 3.0 AT: 153
VOICE 2.0 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 2.0 XML
VOICE 2.0 POS 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 = {2013}, date = {2013-01-31T00:00:00.000000}, author = {Seidlhofer, Barbara and Majewski, Stefan and Osimk-Teasdale, Ruth and Pitzl, Marie-Luise and Radeka, Michael and Dorn, Nora}, 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. 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. VOICE 2.0 XML and VOICE POS XML 2.0 included minor revisions with regard to previous versions and 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 POS 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.
lemmatization
part-of-speech tagging
VOICE 2.0 POS XML
öffentlich: 35
public: 35
year = {2013}, date = {2013-01-31T00:00:00.000000}, author = {Seidlhofer, Barbara and Breiteneder, Angelika and Klimpfinger, Theresa and Majewski, Stefan and Osimk-Teasdale, Ruth and Pitzl, Marie-Luise and Radeka, Michael}, 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)
year = {2013}, date = {2013-01-31T00:00:00.000000}, author = {Seidlhofer, Barbara and Majewski, Stefan and Osimk-Teasdale, Ruth and Pitzl, Marie-Luise and Radeka, Michael and Dorn, Nora}, bookauthor = {},
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 by 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-players 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 are 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)
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