DEPARTAMENTO DE FILOLOGÍA INGLESA AN ANALYSIS OF INTERLANGUAGE ERRORS IN SYNCHRONOUS / ASYNCHRONOUS INTERCULTURAL COMMUNICATION EXCHANGES PENNY MACDONALD LIGHTBOUND UNIVERSITAT DE VALENCIA Servei de Publicacions 2005 Aquesta Tesi Doctoral va ser presentada a Valencia el dia 01 d’Abril de 2004 davant un tribunal format per: Dª. Ana Mª Pinto Muñoz Dª. Amparo García Carbonell Dª. Rachel Whittaker Dovey Dª. Janet Lynn Sutherland D. Vicente López Folgado Va ser dirigida per: Dª. Antonia Sánchez Macarro D. Arcadio Gotor Sicilia ©Copyright: Servei de Publicacions Penny MacDonald Lightbound Depòsit legal: I.S.B.N.:84-370-6249-7 Edita: Universitat de València Servei de Publicacions C/ Artes Gráficas, 13 bajo 46010 València Spain Telèfon: 963864115 UNIVERSITAT DE VALÈNCIA Facultat de Filologia Departament de Filologia Anglesa i Alemanya AN ANALYSIS OF INTERLANGUAGE ERRORS IN SYNCHRONOUS/ASYNCHRONOUS INTERCULTURAL COMMUNICATION EXCHANGES TESI DOCTORAL Presentada per: Dña. Penny MacDonald Dirigida per: Dra. Antonia Sánchez Macarro Dr. Arcadio Gotor Sicilia València, Decembre 2003 Acknowledgements Since before my research visit to the University of Lancaster in the year 2001, this project has slowly taken shape with the constant support of colleagues, friends and above all, family. Rather than simply ‘acknowledging’ their help and support, I prefer to use the Spanish term ‘Agradecimiento’ which somehow expresses with a more Mediterranean warmth the appreciation I genuinely feel. First and foremost, I would like to thank my co-supervisor, Dr. Antonia Sánchez, for the advice and encouragement she has given me over the years, and who has always had faith in my capabilities. Sadly, Dr. Arcadio Gotor Sicilia, also co-supervisor for this thesis, whose honesty, sound judgement and integrity were always an inspiration for me, passed away shortly before its completion, which was a terrible blow for all who had had the honour to come into contact with him. I would also like to express my gratitude to Dr. José Miguel Carot, of the Department of Statistics, Applied Research Methods, and Quality, at the Universidad Politécnica de Valencia, who did not hesitate to offer his advice and guidance in helping me to complete the various analyses involved in the research work. The constructive criticism and well-balanced opinions of my colleague in the Language Department, Dr. Frances Watts, have always been highly appreciated, and especially so with the proof-reading and feedback offered in the elaboration of this thesis. I am also indebted to David Perry for his assistance with the interrater reliability measures. Last, but far from least, I would like to thank my family for their patience, support and dedication, and for all the extra time spent on keeping things ‘ticking over’ while I sat with my head in a book, and my hands on the computer keyboard. To them I dedicate this thesis. 2 Table of Contents Introduction 11 22 I. Theoretical Background 1. Computer Learner Corpora and Computer-Aided Error Analysis: State of the Art 1.1 Computer-aided Error Analysis 2. Functions of Language 3. Second Language Acquisition Research 3.1 Communicative Competence 3.2 Communicative Approach to Language Learning 3.3 Fluency and Accuracy 3.4 Focus on Form – Process AND Product 3.5 Interaction Hypothesis and Negotiation of Meaning 4. Nature of Error 4.1 Error in Foreign Language Learning 4.2 Historical perspective 4.2.1 Contrastive Analysis 4.2.2 Error Analysis 4.3 Definition and Types of Error 4.4 Detection and Classification of Errors 4.5 Cause of Errors 4.5.1 Crosslinguistic influence 4.5.2 Intralingual errors 5. Computer-mediated Communication (CMC) 5.1 Computers in Learning Contexts 5.2 Computer-mediated Classrooms 5.3 Reading and Writing on the Computer 5.4 Telematic Simulation 23 28 34 41 44 53 54 56 58 62 62 63 65 71 76 82 96 103 107 116 116 117 122 125 3 II. Data Analysis 129 6. Telematic Simulation: Project IDEELS 6.1 Structure of the IDEELS Simulation. 6.1.1. Stages in the IDEELS simulation 6.1.2. Asynchronous and synchronous communication 6.1.3. Eutropia and the scenarios of the simulation 6.1.4. Learning objectives in IDEELS simulations 6.2. Remarks on the Teleconference Dynamics 6.2.1 Interactional aspects and the structural organization of the teleconferences 7. Materials and Method 7.1 Profile of the Subjects 7.2 Data Collection Method 7.3 Description of the IL Corpus 7.4 Types of Analysis 7.5 Error Tagging Method 7.6 Subclassification of Formal and Lexical Errors in Spanish L1 7.6.1 Formal errors involving morphology (FM) and spelling (FS) 7.6.2 Errors of lexis: (LS), (LSF) (LP) and connectors 8. Results and Discussion 8.1 Synchronous and Asynchronous Modes of Communication 8.2 Error Types and Tokens According to Participants’ L1 and Synchronous /Asynchronous Mode of Communication 8.3 Comparative Results of Error Incidence According to L1 8.4 Spanish L1: Errors in the Synchronous and Asynchronous Mode 8.4.1 Synchronous communication 8.4.2 Asynchronous communication 8.4.3 Formal errors 8.4.4 Lexical errors 8.5 Treatment of error by participants 130 130 132 134 136 138 142 142 154 154 155 157 160 162 193 194 199 206 206 220 229 244 245 277 301 314 337 4 8.5.1 Negotiation of meaning 8.5.1.1 Aspects of repair 9. Conclusions 10. Bibliography Resumen de la Tesis Doctoral Appendix I : Synchronous and asynchronous messages Appendix II : Participants’ Resource Pages Appendix III : Interrater results Appendix IV : Problematic categorisations Appendix V : Tables of results – synchronous and asynchronous Appendix VI : Tables of results – L1 groups Appendix VII : Correspondence Analysis Appendix VIII : Error items German, Latvian, Norwegian and French groups Appendix IX : Error items Spanish L1 group Appendix X : Formal errors Spanish L1 Appendix XI : Lexical errors Spanish L1 Appendix XII : ID Numbers – Groups and Participants in Simulations 337 340 345 354 386 404 423 430 432 435 442 447 454 508 527 532 540 5 TABLES Table 1. Areas of language knowledge Table 2. A summary of research work on the quantitative analysis of errors Table 3. Results of error analysis Table 4. Article errors in the synchronous mode Spanish L1 group Table 5. Article errors in asynchronous mode Table 6. (FM) Derivational and inflectional errors Table 7. (FS) Interlingual errors Table 8. (FS) Intralingual errors Table 9. (FS) Typographical errors Table 10. Part of speech lexical errors Table 11. Cause of lexical errors. 51 90 206 247 279 308 308 309 309 315 330 6 FIGURES Figure 1. The Bachman Model of Communicative Language Ability Figure 2 The components of language competence Figure 3. Map of Eutropia Figure 4. Main categories of errors in the synchronous mode of communication Figure 5. Main categories of errors in the asynchronous mode of communication Figure 6. General error categories in synchronous mode, per L1 group Figure 7. General error categories in asynchronous mode, per L1 group Figure 8. Correspondence Analysis – synchronous/asynchronous modes Figure 9. Distribution of errors in the synchronous mode Figure 10. Distribution of errors in the asynchronous mode Figure 11. Synchronous errors Spanish L1 Figure 12. Asynchronous errors Spanish L1 49 50 136 208 208 221 221 230 233 234 245 277 7 ABBREVIATIONS CA – Contrastive Analysis CAH – Contrastive Analysis Hypothesis CIA – Contrastive Interlanguage Analysis CMC – Computer-mediated Communication EA – Error Analysis EFL – English as a Foreign Language ESL – English as a Second Language ICLE – International Corpus of Learner English ICT – Information and Communication Technology IDEELS – Intercultural Dynamics in European Education through on-Line Simulation IL – Interlanguage L1 – First Language L2 – Second language MT - Mother tongue NNS – Non-native speaker NS – Native speaker SLA – Second Language Acquisition TL – Target language UCL – Université Catholique de Louvain 8 ABBREVIATIONS ERROR TAGS FM - Form, Morphology FS - Form, Spelling FPW - Form Punctuation Wrong FPM - Form Punctuation Missing GA - Grammar, Articles GADJCS - Grammar, Adjectives, Comparative / Superlative GADJN - Grammar, Adjectives, Number GADJO - Grammar, Adjectives, Order GADVO - Grammar, Adverbs, Order GNC - Grammar, Nouns, Case GNN - Grammar, Nouns, Number GP - Grammar, Pronouns GVAUX - Grammar, Verbs, Auxiliaries GVM - Grammar, Verbs, Morphology GVN - Grammar, Verbs, Number GVNF - Grammar, Verbs, Non-Finite / Finite GVT - Grammar, Verbs, Tense GVV - Grammar, Verbs, Voice GWC - Grammar, Word Class LCC - Lexis, Conjunctions, Coordinating 9 LCLC - Lexis, Connectors, Logical, Complex LCLS - Lexis, Connectors, Logical, Single LCS - Lexis, Conjunctions, Subordinating LP - Lexical Phrase LS - Lexical Single LSF - Lexical Single, False friends R - Register S - Style SI - Style, Incomplete SU - Style, Unclear WM - Word Missing WO - Word Order WR - Word Redundant XADJCO - LeXico-Grammar, Adjectives, Complementation XADJPR - LeXico-Grammar, Adjectives, Dependent Preposition XCONJCO - LeXico-Grammar, Conjunction, Complementation XNCO - LeXico-Grammar, Noun, Complementation XNPR - LeXico-Grammar, Noun, Dependent Preposition XNUC - LeXico-Grammar, Noun (Countable/Uncountable) XPRCO - LeXico-Grammar, Preposition, Complementation XVCO XVPR - LeXico-Grammar, Verb, Complementation - LeXico-Grammar, Verb, Dependent Preposition 10 Introduction The main subject of the research work carried out in the elaboration of this doctoral thesis is centred round the Latin-based verb errare, whose original meaning to wander, roam or go astray evolved to become defined in the 13th century as a false belief, shifting latterly to its present-day meaning of mistake, wrongdoing. The making of errors is a typically human characteristic, and one for which more than one proverb or saying make reference, in some cases with an explicit mention of the learning and experience to be gained from committing them, and in others, expressing our unique inclination as humans for repeating them : Errare humanum est. You learn by your mistakes. Sólo el hombre tropieza con la misma piedra dos veces. Dels homes és errar; de bèsties, no esmenar. Gat escaldat, amb aigua tèbia en té prou. Nul doute: l’erreur est la règle ; la vérité est l’accident de l’erreur. In terms of language, it is generally agreed that errors are socially constructed due to the fact that the underlying rules and norms that determine the concept of 11 error form part of a system that is organic and changing and dependent on the culture and society in which it is embedded. Language use is a dynamic concept, and terms and expressions will change as society itself changes and evolves. Daniels (1983) gives numerous examples of what are now correct usage, but which were considered slovenly and erroneous in the 19th century such as ‘dock’ for ‘wharf’, ‘ice cream’ for ‘iced cream’ and ‘jewellery’ for ‘jewels’. These changes regarding acceptability and use can be found in all living languages and are part of their natural evolution. As Anson (2000:7) points out, when as teachers we notice error it is as, a product of temporal, internalised sets of rules, rules that are both, ‘out there’ in the complex and shifting norms of the language, and ‘in here’ in an individual’s knowledge of those rules, level of tolerance for their violation, and idiosyncrasies as a reader. However, our very concept of what constitutes an error and how this should be treated is also context-dependent, variable according to multiple factors, both of a social and linguistic nature. These include social status, age, genre, level of formality, mode of communication, nature of the task, etc. In educational environments, and in particular in the field of foreign language teaching/learning, errors formed the basis of the main teaching methodologies of the 50s, 60s, and 70s, whose objectives were principally focused on the product of the language learning and the avoidance of any structures that were deviant in form from the target language (TL). The audiolingual approach, theoretically embedded within the field of behavioural psychology, forced students to memorise dialogues, repeat grammar patterns and learn by heart a great variety 12 of grammatical generalisations. It was thought that ‘practice would make perfect’ and any successful learning carried out would be permanent as the learner’s production would become semi-automatised, after a certain period of time, through intensive drilling of the target structures. Immediate negative feedback for any erroneous form was to be given, as Brooks (1960:58) prescribed: Like sin, error is to be avoided and its influence overcome, but its presence is to be expected. (...) the principal way of overcoming it is to shorten the time lapse between the incorrect response and the presentation once more of the correct model. Thus the aim of Contrastive Analysis (CA) was to identify interlingual differences by predicting and describing patterns that were likely to cause difficulty, eliminating these through drilling in order to bring about change in the linguistic behaviour of the learner. As teachers realised that learning a language was a much more complicated process than simple repetition of stimulus-response drills and avoiding errors, mentalist-oriented theories gained more acceptance, understanding the language learning process as taking place in the mind and that humans had an innate capacity for acquiring it. Errors now were of interest to the researcher as they gave important clues to the internal processes involved in language acquisition. Making a parallelism with a child learning its mother tongue, Corder (1967) noted that the incorrect utterances were evidence of how the language was developing, and they showed the active role played in its development by the child. Similarly, in learning a foreign language, errors were seen as the learners testing hypotheses regarding the nature of the system of the new language, and as 13 such were invaluable to researchers interested in the psycholinguistic processes of second language acquisition (SLA). Hence Error Analysis became central to teaching methods in the 70s. Analysts first identified and described the errors, attempted to explain them and diagnose their causes, and concluded with ideas for remediation by making some change in syllabus design or content. The advent of the communicative approach to language teaching in the 70s meant that there was, in general terms, a greater focus on learners and the strategies used by them to acquire foreign languages. This in turn centred research interest on the process of learning rather than the product, on fluency rather than accuracy which inevitably led to a situation where attention was actually drawn away from the linguistic study of what learners really produce, overlooking grammatical errors to a certain extent, while concentrating on meaning, with the result that linguistic accuracy suffered (Harley & Swain, 1984; Lyster, 1987; Alderson & Steel, 1994; Renou 2000). One may ask oneself, does this matter? It may be, as Hendrickson (1978:389) states, that both learners and teachers have overestimated the damaging effect of errors, as indeed there is no real agreement as regards which errors are the most serious (grammatical, pronunciation, pragmatic..?) and which are the most in need of correcting (only those that cause communication breakdowns?). It has also been suggested that looking only at error does not take into account the successful use of the TL or the fact that often errors are not produced because the learners simply avoid using certain forms and structures. To add to the controversy surrounding error analysis, if the onus now is on successful communication, whose norms are to be 14 followed? Nowadays the importance of English as a world language is irrefutable, but when is a person fluent? – when they speak like a native speaker? And woul d this native speaker be from the U.S., Scotland, New Zealand? Nevertheless, there is one principal objective in observing and pointing out errors in the learning process and this responds to the actual stated preferences of the learners themselves. Most students in any given learning situation see error correction as an essential element in acquiring competence in the subject matter they are studying. As Hamilton (2001) rightly comments, no learner ever became frustrated by his/her success at learning a language! In a study carried out on written production in a second language, Leki (1991) found that 93% of her first year college students felt it was very important that grammatical errors be pointed out so that, as learners, they could try to correct the non-targetlike language in their production. Indeed, the specific training university students receive in an effort to prepare them for their future professional life involves attention being paid to grammatical accuracy and form, not only in their native language but also in the foreign language(s) they may be learning. Although some authors have refuted the claim made for the usefulness of corrective feedback (Semke, 1984; Truscott, 1996), research has found that it is effective and can produce observable improvements in student production in the L2, especially as regards the writing skills (Frantzen, 1995; Ferris, 1995a; 1997; Chandler, 2000). Indeed, McGirt (1984, cited in Celce-Murcia 1991:465) found that 40% of his university level English as a Second Language (ESL) writers 15 produced fully acceptable essays after being corrected for surface-level morphological and syntactic errors. Certainly from a pedagogical point of view there are several different reasons for gathering data for the production of learner corpora and studying the language use therein. Basically it is with the learners in mind, and the possibilities we have for helping to improve their linguistic competence by changing syllabus design, elaborating dictionaries and glossaries of problematic areas, and ultimately, by taking full advantage of the Information and Communication Technologies (ICT) which are fast developing in this new millennium for promoting the development of computer software programmes that will act as tutor to the learners while reading or writing in the foreign language. Following Granger (1997:13), the research work that was carried out in the preparation of this dissertation is, in essence, a Contrastive Interlanguage Analysis, involving the comparison of two or more interlanguages of learner groups with different mother tongues (MTs). We analyse the written production of learners with different First Languages (L1s) from five European Universities as they participate in a telematic simulation, the data from which is stored in electronic format on the server at one of the universities participating in the event. Since computers have been introduced into learning environments, there have been numerous projects set up all around the globe connecting geographically-distant groups of learners and research has shown that intercultural collaboration facilitates language learning and cultivates cultural 16 understanding (Chang, 1992; Barson et al., 1995; Ham, 1995; Kern, 1995; Liaw, 1998). We focus on the interlanguage (IL) errors of the participants in these intercultural communication exchanges, not however, from a negative point of view, but because: Errors are an important source of information about second language acquisition, because they demonstrate conclusively that learners do not simply memorize target language rules and then reproduce them in their own utterances. They indicate that learners construct their own rules on the basis of input data, and that in some instances at least, these rules differ from those of the target language. (Ellis 1985a:9) The written corpus we obtained from the simulation, involved both synchronous exchanges –on-line conferences held under real-time conditions– and asynchronous exchanges –e-mail type communication– which was analysed with regard to the IL errors of the participants with the following research questions in mind: 1. Are there more errors in the synchronous or asynchronous mode of communication? 2. Is there a difference in the type of error to be found in each mode of communication due to the conditions under which each is produced? 3. Do some L1 groups have more errors of some types than others? 4. Do the different groups make errors that can be associated with their particular L1, in other words, does the L1 influence the type of error predominant in any one group? 5. Which errors are salient in the Spanish L1 group? 17 6. Can we identify the causes of these salient errors in the Spanish L1 group? All scientific research formulates questions which it is hoped will be answered in the course of the investigation to be carried out and which leads the researcher to identify hypotheses which are likely to mirror the expected results. In our study we hypothesised that there would be more errors (especially of a formal nature) in the synchronous mode of communication, due, above all, to the speed of the interaction and the lack of time available for planning and revising the output. As regards the type of errors made by the different groups of learners participating in the simulation, we anticipated that the Spanish L1 group would show a greater tendency to commit lexical errors, and that one of the most common causes of this type of error may be due to mother tongue interference. We understand, that considering, as Authier & Levy (1996) note, that the students of the future are going to be doing much of their reading and writing via computer screens, and that, at present, 85% of the electronically-stored information in the w orld is in English, we feel our research work is making a novel contribution to that which has been done to date with regard to ComputerMediated Communication (CMC) and its influence on learning. In our future ‘knowledge society’, we can only vaguely envisage, as do Costa & Liebmann (1995), the changes that are bound to take place, and the challenges that lie ahead for educational planners who should be aware that If students are to keep pace with the rapid increase of knowledge, we cannot continue to organise the curriuclum in discrete compartments (...) the disciplines as we have known 18 them no longer exist. They are being replaced by human inquiry that draws upon generalised transdisciplinary bodies of knowledge and relationships.(1995:23) From this we can conclude that global cognitive processes will be called into action as a result of the requirements of the syllabi of the future, developed for learning environments in which cultures, disciplines and subjects cannot be considered as separate and isolated entities. We will now proceed to describe the contents of this thesis, and the justification for its different sections in relation to the research questions and objectives proposed in this introduction. The first part deals with the theoretical background which involved reviewing particular features that are pertinent to the study of IL errors in foreign language learners: § the state of the art, involving a review of the research work carried out concerning computer-aided error analysis and the elaboration of specific corpora for the study of features of learners’ IL; § the functions of language and how these are reflected in the use of language during the communicative event we study, namely telematic simulation; the focus of study of second language acquisition research especially as regards models of language learning within the communicative competence paradigm, while under this general heading we investigate certain characteristics of the communicative language teaching approach which are under debate, in particular, in relation to the notions of fluency and accuracy, and process and product, introducing lastly, the Interaction Hypothesis and 19 the negotiation of meaning and its benefit for the development of interactional and grammatical competence in a foreign language; § the notion of error and its place within the field of foreign language learning from a historical perspective is discussed, which is followed by a description and classification of error types and their possible causes; § finally there ensues a discussion related to the dynamics of ComputerMediated Communication as regards linguistic expression and its status as a new hybrid variety of language and how this influences the output of the users, especially from the point of view of its function as a useful tool in the language learning process, with particular reference to the development of reading and writing skills. Also within the field of CMC, we review the origins and dynamics of telematic simulations, and their potential as a means for allowing learners to participate in authentic and meaningful language use; § our empirical analysis follows, in which we explain the context of the research work, the materials and methods used in its design, the types of analyses applied in order to explain our data, followed by a detailed discussion of the results with particular reference to their relevance in relation to our initial research questions. The conclusions include suggestions for future research in this field; § the bibliography includes all the general and specific references made in this dissertation, followed by the various appendices which we understood should be added to show specific examples from our corpus concerning the synchronous and asynchronous exchanges, the error types and how they were 20 tagged, the raw data of the different analyses carried out, and to clarify particular questions or explain certain aspects related to the research work. 21 I. THEORETICAL BACKGROUND 22 1. Computer Learner Corpora and ComputerAided Error Analysis: State of the Art Since the 1970s, trends in second or foreign language classroom research have seen a shift in focus from Program-Product relations to a focus on ProcessProduct or Process-Process oriented research (Chaudron, 2000:1699). Despite the affirmation of one of the most prestigious researchers in the field of Error Analysis, Carl James, that Contrastive and Error Analysis (EA) “are still going strong” (1994:179), there has not been much evidence of this in the literature in recent years. Indeed, since the heyday of Error Analysis in the 60s and 70s, there have been fewe r and fewer studies dedicated to the analysis of errors in learner output in foreign language learning environments1, which, as Leech (1998) points out, may be due to the fact that: ...the negative attitudes to Error Analysis inherited from that period have coloured many people’s thinking ever since. (1998:xvii) 1 Although we use the term second language (SL) at times in this dissertation, we are actually dealing with foreign language learning contexts, or what Corder (1981:65) refers to as ‘acquisition-poor environments’. Ringbom (1987) and Nickel (1989) note that the varying learning conditions i.e. learning a language in the host country or under FL conditions (artificial and restricted conditions) are often not taken into consideration when different studies are carried out. 23 Certainly it cannot be denied that the identification and classification of errors in a learner’s IL is, in principle, a product-oriented analysis, but the useful insights that this also provides wi th regard to the processes involved in language acquisition, and the possibilities for developing new materials for improving foreign language pedagogy are highly relevant. The next section will be dedicated to an overview of the literature which is pertinent to our research work, namely the use of Computer Learner Corpora in second language acquisition research, and the application of computer-aided error diagnosis programmes in the analysis of foreign language learners’ IL. Of the major developments we could mention in the investigation of language in use in the past decade, one of the most important concerns the collection of huge amounts of language data for its subsequent storage and analysis on computers. Although the use of corpora dates much further back than the invention of the word-processor, it was when computers were introduced in the field of descriptive linguistics that we first hear mention of the new research area named computational corpus linguistics (Oostdijk & de Haan, 1994). The first of its kind, the Brown Corpus was developed in the 1960s and contained one million words of edited written North American English, based on different genres including press reportage, editorials, technical writing, government documents and fiction (Meyer, 2002). The data for any written corpus is collected with much greater ease if we are dealing with large samples of electronically-written language, since otherwise, the texts must be scanned, and then undergo a thorough revision. The elaboration of corpora of spoken 24 production is even more time-consuming since the raw material must be transcribed in order to be machine-readable. As regards spoken corpora, there have been several major projects set up, storing data collected from highly diverse sources, such as the CHILDES corpus (MacWhinney, 1995) which comprises transcriptions of children speaking, or the COLT corpus which involves the speech of London teenagers. One of the major projects in this field, CANCODE (Contemporary informal spoken British English), was developed at the Department of English Studies under the direction of Michael McCarthy and Ronald Carter at the University of Nottingham in the 1990s. It comprised five million words of tape-recorded and transcribed spoken English, and included interaction typical of everyday encounters involving people from all walks of life and in a variety of different situations. One of the most attractive features of corpus data, from a researcher’s point of view, is the fact that we are dealing with real data i.e. actual instances of writing or speech rather than data which has been made up for study purposes. This is one of the reasons why McEnery & Wilson (1996) understand that corpus linguistics is more a methodology than a separate paradigm of linguistics. Although critics of this method of studying language claim that the information obtained from the linguistic analysis of corpora is based exclusively on performance, Leech (2000:685) argues that the distinction between competence and performance is not as great as is often claimed, “since the latter is the product of the former”. If language teaching is to be effective, and suitable models offered, it can be seen that through the analysis of authentic language use, in both native speakers (NS) 25 and non-native speakers (NNS), we may be in a position to develop materials that are more appropriate as input rather than the pseudo-target language which is often presented in English as a Foreign Language (EFL) textbooks. In this respect, the information retrieved from the CANCODE Project served as the basis for a varied range of pedagogical materials, including EFL textbooks and grammars. Data-drive n learning seems to offer an empirically-based and therefore, pragmatic approach, to the study of language and its functions within wider contexts. The field of corpus linguistics has developed hand in hand with the production of software for the computerised analysis of the corpora, sometimes dealing with huge amounts of data, which can be investigated with regard to features such as part of speech, frequency, or the contextual characteristics of the elements. As regards the corpus size, Leech (2000) indicates that when any type of corpus is mentioned in the literature, it is nearly always identified simultaneously with its size i.e. the Bank of English with 20 million words. However, size is not the most important characteristic of corpora, since even a small corpus can be sufficient for investigating many different features of language (Carter and McCarthy, 1995:143). The development of Computer Learner Corpora2 in the early 90s marked a new direction in the field of corpus linguistics and its relation to foreign language learning research and pedagogy. One of the first projects was the Danish PIF - 2 Although originally described as ‘electronic collections of spoken and written texts produced by foreign/second language learners’ by Granger (1999:191), she has since commented in a more recent publication that this definition is ‘fuzzy’ as it ‘leads to the term being used for data types which are not corpora at all’ (Granger, 2002:7). 26 Project in Foreign Language Pedagogy (Faerch et al., 1984). Latterly, the ICLE (International Corpus of Learner English), founded and co-ordinated by Sylvianne Granger of the Université Catholique in Louvain, Belgium (Granger, 1993; 1998), is based on a large collection of essays written by undergraduates of English Language and Literature. The original project was expanded to include texts produced by language learners from a variety of different backgrounds, namely, French, German, Dutch, Spanish, Swedish, Finnish, Polish, Czech, Bulgarian, Russian, Italian, Hebrew, Japanese and Chinese. In general the subcorpora in the ICLE are of approximately 200,000 words per nation, and are therefore much smaller than NS corpora in general. Another experience related to the design and development of learner corpora is the HKUST (Hong Kong University of Science and Technology) corpus, (Milton & Chowdhury, 1994) which has also recently started up a joint project in collaboration with the City Polytechnic of Hong Kong and the Guangzhou Institute of Foreign Languages, with the aim of building a corpus of the English of Computer Science. Needless to say, it is anticipated that the number of corpora of learner language will multiply in the near future, above all, since they allow teaching professionals to examine their students’ IL output in an empirical way, thus enabling most teachers to store their learners’ output for future analysis, even if it is only on a very small scale. 27 1.1 Computer-Aided Error Analysis The analysis of IL errors can be approached from two different perspectives: o From the language learner’s point of view, there are specially designed tools that help students to write or practice grammar or listen in a foreign language, and that give intelligent feedback on the learner’s output. o From the point of view of the SLA researcher, searching for ways to classify and diagnose errors in learner output with the aim of finding out more about the processes involved in learning, for identifying the instances of crosslinguistic influence, for the development of new materials, etc. Relative to the first point, there are now many more computer tools available on the market than when Garrett (1987) wrote the following: Most students learn no more from grammar on the computer than they do from grammar in the workbooks, because much of the commercially available offerings are of the ‘wrong, try again’ model which only indicates whether student-produced bits of language match the target language model stored in computer memory (sometimes also showing the correct answer) without indicating how or why the student output does not match. (1987:174) Nowadays the level of efficacy depends on the task the computer is expected to carry out. As regards spelling, grammar and style checking in controlled practice exercises, these have improved tenfold, and even those available for free 28 writing such as Correct Grammar, Grammatik or Right Writer, to name but a few, are useful tools for helping the language learner develop his/her competence in a semi-autonomous way if they can be ‘customised’ to suit different learner groups (Liou, 1993; Granger & Meunier, 1994; Chen & Warden, 1997). Chen (1997) mentions the programme QBL (Quick Business Letters) Tools, a text editor for writing business letters which has shown to be particularly efficient with her group of L1 learners in the Taiwan EFL context, while Krüger & Hamilton (1997) have developed a language tutoring tool (RECALL) which provides individual feedback on learner output in a role-play scenario, through the technique of Natural Language Processing applied to the analysis of the input. At present this a fast-growing research area, and one which will undoubtedly produce more and more efficient learning materials through the development of programmes based on Artificial Intelligence models, which it is thought will be the key to perfect computer-based error correction (Chen, 1997) in the future. With regard to the second point mentioned above, our research work was concerned with detecting, analysing and correcting errors in our IL corpus, and we will therefore mention the computer tools which can facilitate this. In the first place, it must be said that at this moment in time, there is no software available on the market which is totally efficient for carrying out the above -mentioned task. Some programmes can break up the input into individual words, check for spelling and basic combinations, but when an attempt is made to really parse the sentence, the errors stop the programme from running (Bolt, 1991). As the task 29 of parsing a sentence involves creating a parse tree that matches all the structures with allowable linguistic structures, if there are deviant forms in the language, these will not be recognised. Humans can guess what other humans meant to say, especially when language is contextualised, but machines obviously cannot (Chen & Warden, 1997). In this sense, one of the basic steps in creating and developing computer software for analysing IL output is to create a large data base with information containing all the possible errors that can be made so that the programme can then find a corrected form to substitute them. Thus, in spite of the claims of some new teaching methods, it is apparent that teachers, whether NNSs or NSs, are not a group in danger of extinction, since they are trained to recognise errors in student writing and are not, as yet, ‘substitutable’ for machines. The first major project set up with the aim of developing computer tools for analysing learner language was headed by the Language Acquisition Research Centre at the University of Sydney, Australia. COALA (Computational System for the Linguistic Analysis of Language Acquisition Data), is made up of a combined Artificial Intelligence and data base tool which allows the user to carry out an analysis of the morphosyntactic and semantic features of IL data (Pienemann, 1992). The developers recognised that their parsing system for nonnative varieties would necessarily have to differ in its architecture from other Natural Language parsers: The parser for unknown varieties would primarily have to discover the rule system expressing the form- function relationships in a given set of data in a similar way to a language 30 learner, rather than recognise the instantiations of a given rule system. (1992:61) Pienemann (1992) claims that a learner’s IL is essentially an unknown language that has to be analysed sui generis, adding that a parser based on the English TL would tell us little about the IL. The system is only semi-automatic, since the coding of the structural and functional information in the data must be carried out by the researcher. James (1998) can foresee the potential this system has for the eventual development of a truly automatic error detection device which would be able to detect and categorise the errors in IL output in terms of the IL-TL discrepancies. The project members have worked on corpora of IL data involving English, French, German, Italian and Spanish. COMOLA (Computerised System for the Analysis of IL Data) focuses on the provision of a formal integrated description of the syntactic development of the L2 learner output (Jagtman & Bongaerts, 1994). It must be added that the researchers involved in this project understood the term IL in terms of an independent transitional system of language, that should not be viewed as representing combinations of features of the source and target language, but as a system in its own right. Form and function is tagged, and all the relevant linguistic information is stored in subject-specific lexicons and grammars, thus permitting changes to be made as more information enters. It does not handle other operations such as frequencies. The next project we mention concerns the computer-aided error analysis programme used in our research work, which was the result of a joint project involving the development of a tagging system by Dagneaux, Denness, Granger 31 and Meunier in 1996 at the Université Catholique in Louvain, Belgium, and the elaboration of the UCL Error Editor, which was written by John Hutchinson from the Department of Linguistics at the University of Lancaster, England. The Error Editor does not carry out an automatic analysis of learner language, but helps to simplify the classification and tagging of the IL by the analyst. Thus although the very time-consuming operation of error detection, classification and correction cannot be avoided, similar to error analysis research in general, the comprehensive taxonomy, and error editing software involved facilitates the process, and ens ures that the data is accessible for future use. Elaborating a purely descriptive taxonomy of hierarchical error types, the main aim of the system was to ensure consistency of analysis among researchers working independently and on the output of learners with different L1 backgrounds. The classification, which makes a distinction between grammatical, lexical and lexico-grammatical errors, amongst others, has permitted a more efficient description of these categories, which in previous research work had almost always involved overlapping of different error types in order to be able to follow the classifications established which detailed two separate levels for dealing with grammatical and lexical erroneous forms. As regards the development of computerised error analysis programmes in Spain, the project ENWIL (English Written Interlanguage) seems to have taken the first steps in the right direction. The initial phase of this programme set up at the Department of Modern Philology at the University of Alcalá in Madrid (Mancho, Valero, Flys & Cerdá, 2001) included the collection of a data base of 32 learner output with the aim of investigating the IL development of the students enrolled in the English Philology degree course, with particular regard to the areas of errors related to morphosyntaxis, lexico-semantics, discourse analysis, orthography and punctuation. Once again, the method involved in the detection, classification and correction of the IL errors is, nonetheless, manual, the goal of the programme being the facilitation of this task through a user-friendly interface for the annotation of the errors, and the production of reports on the results of the overall analysis concerning both quantitative and qualitative aspects. From this introduction to the state of the art, it will be discernable that although the references to computer learner corpora in the literature are growing, we must consider that it has only recently been integrated as a full member in the applied linguistics field, and that there is a great potential for their use in the future in language learning environments with reference to both research and pedagogy. With regard to computer-aided error analysis, we understand it is still in its infanthood, and it may be some time before researchers can offer software which will carry out this task of analysing learner language in a reasonably successful way. In the next chapter we review the literature on the functions of language, with special reference to those which are salient in the type of computer-mediated intercultural communication exchanges we describe in this thesis. 33 2. Functions of Language In keeping with its Latin root - communicare, related to the word “commonness”, we may describe communication as a “mutual exchange between two or more individuals, which enhances co-operation and establishes commonality” (Lobuts & Pennewell, 1989:177, cited in Oxford 1990:7). This definition provides a positive framework in which any form of communication may take place, and does not exclude non-verbal forms of communication such as the American Sign Language, or a nod or a wink. With specific reference to verbal communication, we note that, at a societal level, language functions as a “unifying element” (Saville-Troike 1982:14), though at the same time the use we make of language can create boundaries which serve to either include those who share the same linguistic characteristics, or exclude those who do not. Saville-Troike (1982:14) adds that when referring to groups or individuals, “the functions of communication are directly related to the participants’ purposes and needs”. Along similar lines, Schiffrin (1987) makes the following assumptions about language: 34 • Language always occurs in a context. These contexts include knowledge of past experience and the social and cultural environments in which individuals share common views of the world, and formulate new contexts through interaction which is viewed as a dynamic concept taking place in time. • Language is always context-sensitive. Language, she points out, is not only sensitive to features of context, but it also “reflects those contexts because it helps to constitute them”(1987:5). This observation is relevant to our study as we shall see in the section on computer mediated communication. • Language is always communicative. She claims that language always has a recipient, “either immediate or eventual” (1987:6), and that the addressee while decoding the verbal message must know how to interpret the words and their meaning and also the speaker’s intentions. • Language is designed for both oral and written communication. Thus the apparent disfluencies of a person whose speech may seem redundant with many pauses, or fillers, is actually exploiting the potential underlying communication which allows for planning and the organisation of the complicated processes involved in language production. At this point we will look at the necessary contexts Schiffrin describes, and the functions of verbal communication. Jakobson (1960), stated that, “if we take any 35 given act of verbal communication, (= speech event), there are six fundamental factors which must be present for it to be operable” (1960:353): • The addresser : the person who originates the message. • The addressee: the person to whom the message is addressed (taking as exceptional the case of eavesdroppers, and spies or politicians who bug telephones). • The code: comprises the system or in Saussure’s terms Langue. • The message: the given discourse, the text. • The context: this in Jakobson’s terms is the referent. • Contact: a physical channel and psychological connection between speaker and addressee. The following six functions assume an orientation within the verbal message on one of the aforementioned situational components: • The emotive function can be said to communicate the inner states and emotions of the speaker or addresser. • The connative function generally seeks to affect the behaviour of the receiver of the message. • The phatic function which Jakobson clearly relates to Malinowski’s “phatic communion”. This function “may be displayed by a profuse exchange of ritualised formulas, by entire dialogues with the mere purport of prolonging communication.” (1960:355 in Schneider 1988: 24). • The poetic function deals with the aesthetics of the text. The particular form chosen is the essence of the message. 36 • The metalinguistic function where language is used to describe itself. • The referential function which carries information. Adapted from Jakobson (1960:353) As illustrated below, each situational component is corresponded by a particular function: CONTEXT [referential] ADDRESSOR [emotive] CONTACT [phatic ] MESSAGE [poetic ] ADDRESSEE [connative] When students participate in a type of activity such as the simulation we describe in this thesis, they are being exposed to a rich source of written communication which in all its varied forms, reflect at one point or another all of the above -mentioned functions of language. Thus when we describe, for instance, the opening phase of the on-line teleconference of the simulation, the participants are engaged in: — a phatic function which opens the line of contact (e.g. ‘Good morning to all teams at the teleconference’.) — an emotive function which conveys a need of the addressor (e.g. ‘We are glad to be participating in this simulation..’) 37 — a connative function which asks something of the addressee (e.g. ‘Can you tell us what your stance is on...?’) — a referential function which makes reference to the world outside of knowledge (e.g. ‘Education in Eutropia should take on a new dimension...) If we focus on the stage known as the debriefing (critical appraisal of the simulation by all those involved), we note that the participants are involved in the metalinguistic function since they not only talk about the dynamics of the simulation but also the language situation, and how this was dealt with by the participants. When the learners send their asynchronous messages to one another, they employ the poetic function when they make decisions concerning the style to be used, and the way things are said i.e. ‘Dear Northland Delegation’ or choose the informal, more affective ‘Dear Northies’. Halliday and Hasan’s (1976:26) functional-semantic components of language involve § The interpersonal component § The ideational component § The textual component The interpersonal component is “concerned with the social, expressive and connative functions of language, with expressing the speaker’s ‘angle’: his/her attitudes and judgements, encoding of the role relationships in the situation, and his/her motive in saying anything at all.” On the other hand, the same authors distinguish an ideational component which would be “ that part of the linguistic system which is concerned with the expression of ‘content’ with the function that 38 language has of being about something” (1976:27). Lastly they mention a textual component which “comprises the resources that language has for creating text (...) for being operationally relevant” (1976:27). With particular reference to discourse analysis, it has been said that linguistic analysis has been biased towards the study of the ideational and textual components, to the neglect of the interpersonal component of language. In many language teaching contexts as well, this was extrapolated to language teaching methods and classroom environments, and unfortunately, even now, over thirty years since the first mention of communicative approaches to language teaching, it is still the case in many schools and institutions that children repeat meaningless formulas and translate irrelevant texts, instead of being given the opportunity to practise communication by doing tasks that have some meaning to them, and which give them the possibility to develop their linguistic and social skills in creative contexts. Schiffrin (1994:20-22) points out that discourse can be analysed through two different methods of investigation. Firstly through formalist methods, in which the investigator will be concerned with the structure of the language as grammar, as an abstract code system and a mainly mental phenomenon which reflects the innate, autonomous aspects of language acquisition and use. Secondly, we can compare this paradigm with the functional approach which above all examines how people speak in different situations, taking into account all the wide variety of social variables that influence one’s performance and how language relates to its social function. We can assume from this that according to functionalist 39 methods, “language has functions that are external to the linguistic system, [although at the same time] external functions influence the internal organisation of that linguistic system” (Schiffrin, 1994:22). In her detailed analysis of discourse Schiffrin understands the need to not separate in a radical way these two methods as they are undoubtedly connected and interdependent. It is difficult to imagine a completely efficient analysis of discourse that only concentrates on the structural elements of that discourse. Likewise, a detailed study of the discourse would not only identify the functions therein, but would necessarily have to dedicate some space to the ‘raw material’ of linguistic expression i.e. grammar and lexis. The notion of discourse, therefore, embodies more than just the text. It is contextualised, in the broadest sense of the word, and through it, humans constitute and transform their social relations. In our study of the interlanguage of participants in an intercultural communication exchange context, we carry out an analysis of the ‘raw material’ Schiffrin refers to, considering also the structural organisation of the communicative event, the development of the students’ interactional skills and other factors related to the interpersonal relations which contribute to the overall dynamics of the communication. In the next section we review the origins of SLA research and its relevance as the major framework under which our analysis of IL errors was carried out. 40 3. Second Language Acquisition Research It has been noted that one of the most outstanding features of human beings is their capacity for learning their mother tongue, and often one or more other languages as well. We can find documented in the literature cases of superpolyglots such as the British explorer Sir Richard Burton who was attributed to have known a total of forty different languages and dialects. For the majority of people, however, the acquisition of a second language is a much less spectacular affair, proving to be a slow and sometimes arduous task, in which the learner will rarely attain native -like competence. Since ancient times, scholars and philosophers such as Aristoteles, Saint Augustine, or Rousseau, among others, have been interested in second language acquisition. During the last one hundred years, research has centred on the teaching of languages and the methods and materials used. With changing theories in the field of applied linguistics, the focus switched to the learner and the processes involved in the acquisition of a foreign language. While LarsenFreeman & Long (1991) have noted that there are no less than forty different theories, models, perspectives and hypotheses related to SLA, as regards their 41 relation to language learning/teaching, these theories should not lead exclusively to one method or other, for as Spolsky (1989) comments: If you look at the complexity of circumstances under which second languages are learned, or fail to be learned, you immediately see that a theory must not only be equally complex, but must also be able to account for the success and the failures of the many different methods that have been, and are used throughout the language teaching world. (1989:2) The main aim of SLA research involves the description and explanation of the linguistic or communicative competence of the learner (Ellis, 1994:15). As Towell & Hawkins (1994) note, most of the studies that have been carried out to fulfil these objectives have investigated SLA from the following angles: • A linguistic perspective. • A sociolinguistic perspective. • A psychological perspective. From the linguistic perspective, language acquisition theory is dependent on a thorough description of the grammar of a given language, and the capacity that humans have for its development. As far as second language acquisition is concerned, there are certain structural changes involved in the process which make it different to the learning of the mother tongue. Stern (1970) understood that: The presence of the first language in the individual as a second language learner is a factor that cannot and must not be ignored. The claim that it would be possible to repeat the first language 42 acquisition process in second language instruction is an illusion. (Stern 1970, cited in Taylor 1974:29) In second place, the sociolinguistic perspective centres on two main aspects: the attitude of the learner towards the language and culture of the target language, and the context of the learning process. Lastly, from a psychological or cognitive perspective, the task of SLA researchers is to try and find out which are the mechanisms that make a person understand, store and produce language, and how these processes relate to the acquisition of particular languages (Towell & Hawkins, 1994). In addition to the abovementioned perspectives, these same authors identify five major areas of language behaviour for which theories of language acquisition have sought to find explanations: 1. Transfer of elements from L1 to L2. 2. Developmental stages. Learners often learn a form or structure after passing through certain transitional stages. 3. Variability as regards the intuitions the learner has with regard to the L2 and his/her competence at any one time during the language acquisition process. 4. Systematization. With any one group of learners, how L2 knowledge is consolidated and h the different stages identified in the language ow learning process are common to many different learners. 5. Competence, which will rarely match that of a native speaker. Adapted from Towell & Hawkins (1994:5) The last point mentioned will be the centre of our attention in the ensuing paragraphs of this chapter. In our research work we have analysed a corpus of 43 computer-assisted intercultural communication exchanges with regard to the errors the participants make. We are, in effect, examining aspects related to both fluency and accuracy in the IL output, and within a broader framework, the evidence of the learners’ communicative competence in his/her foreign language production. 3.1 Communicative Competence Our discussion of the notion of communicative competence has its starting point in the mid 60s when Chomsky (1965), in his “Aspects of the T heory of Syntax”, makes a fundamental distinction between: • Linguistic competence - the speaker-hearer’s knowledge of his/her language defined by an autonomous syntactic component or kind of linguistic “blueprint” which enables users of a language to generate all the grammatical sentences of that language, and at the same time being able to understand all the utterances of their language out of context, distinguishing those that conform to the code of that language from those that do not. This “autonomous syntactic component” is not dependent on other aspects of language such as phonology, semantics or pragmatics. As Chomsky saw the matter in hand, this linguistic competence, above all, should be the object of study of the linguist. • Linguistic performance - this accounts for the language in use, but is clearly seen as an incomplete version of linguistic competence, and as such is subject to all the limitations which this involves i.e. false starts, hesitations, memory lapses, etc. It is thus seen as a rather unsatisfactory 44 version of the underlying competence of all language users, and emphasises the “traditional distinction between what is known and what is actually done” (Brumfit, 1984:24) Halliday (1973), however, rejects the utility of such a theory, and claims that Chomsky simply uses his own terminology for a distinction that had already been made by grammarians - namely referring to that which is desirable in grammatical terms and that which is not. In other words, Chomsky’s theory sets apart that which is well-formed or grammatical, from that which is ungrammatical or deviant, and is preoccupied only with those aspects of language structure which can be decontextualised and described in purely formal terms. But the study of language, isolated, without taking into account context and situation does nothing to enrich the holistic analysis of language use and its users, and the pragmatic relationship between what is said and what is really meant. As Widdowson explains, in Chomsky’s view, “competence is grammatical knowledge as a deep-seated mental state below the level of language” (1989:129), and although he does not deny the existence of rules of use, he chooses to explore the much more abstract notion of our innate knowledge of grammar and its almost unlimited creative aspect. Certainly, one of the limitations of Chomsky’s model is that it examines sentences in isolation, without taking into account the context in which they are uttered, and the fact that very often we say one thing and mean another, or that one sentence may be ambiguous and have more than one interpretation. 45 In the decade of the 60s, Dell Hymes, involved in the study and research of other disciplines such as sociology and anthropology, formulated his definition of communicative competence, one that did not deny the importance of studying the formal properties of the language, but understood that it was essential to examine the ‘rules of use without which the rules of grammar would be useless’ (Hymes, 1971:15). So although language is seen as a resource of grammatical knowledge, our communicative competence reflects our ability to use this knowledge to communicate in all the wide variety of contexts in which language is employed. Chomsky’s notion of performance (integrated in Hymes’ communicative competence) ‘omits almost everything of sociocultural significance’ (Hymes, 1979:17). So competence cannot be seen as simply a matter of producing well-formed units of speech. Hymes (1979:14) observed that any speaker of a language who could produce only the perfectly grammatical sentences of a language “would be likely to be institutionalized” if they actually tried to do so at all times. Here he emphasises the total lack of consideration in Chomsky’s Competence Model for appropriate language use in context. Latterly, linguists have generally come to accept the notion that there does exist a dichotomy competence - performance, but that it must be extended to “embrace all rule-systems which describe our knowledge and how to operate it” (Brumfit, 1984:24). A link has therefore been established between knowledge and competence. 46 Faerch and Kasper’s (1984:215) definition of communicative knowledge, which we also refer to in the section on Causes of Error, can be seen to embody: • Declarative knowledge - ‘knowledge that’ or knowledge of the rules and elements of language (the more abstract component of knowledge). • Procedural knowledge - ‘knowledge how’ or the component which selects and combines the declarative knowledge with the aim of achieving particular communicative goals. Canale and Swain (1980:34) have also stressed that the communicative competence that they refer to is dependent on both knowledge and skill. Knowledge refers to what one knows (consciously and unconsciously) about the language and about other aspects of communicative language use; skill refers to how well one can perform this knowledge in actual communication. In their 1980 paper, Canale and Swain stress that communicative competence: § refers to the underlying systems of knowledge and skill required for communication which must include both linguistic and sociolinguistic knowledge. § actual communication which refers to the realization of such knowledge and skill under limiting psychological and environmental conditions. With specific reference to second language learning, Spolsky (1989) proposes a number of conditions that should be fulfilled in order to build on our repertoire of knowledge and skill in the second language environment. Thus a person may be said to ‘know’ a second language if s/he is said to meet the following criteria: 47 They should possess an analysed or unanalysed, explicit or implicit knowledge of individual items which may be integrated within larger units such as functional skills that may be productive or receptive, with a specified degree of accuracy and fluency and with a specified approximation to native speaker usage. (1989:146) Since these first deliberations on the nature of communicative competence in language learning, there have been two particularly relevant contributions made to the debate, and which built on these ideas to develop more detailed models of communicative competence. In their seminal article, Canale & Swain (1980) initially attributed three subcompetencies to the general term of communicative competence, but this was extended to four by Canale (1983): • Grammatical competence included the knowledge of the linguistic code i.e. features of morphology, syntax, semantics and phonology. • Sociolinguistic competence described the knowledge required for appropriate language use in particular contexts. • Discourse competence involved the knowledge of aspects of cohesion and coherence in language production. • Strategic competence encompassed the knowledge of communication strategies to be employed in an effort to make communication effective. Critics noted that, although making interesting distinctions which had not previously been dealt with in the literature, this model divided language knowledge up into neat sections, without taking into account the fact that 48 language use is a much more complicated matter, which relies on the delicate interweaving of multiple cognitive factors. The work of Bachman & Palmer, along similar lines, elaborated their model of communicative language ability, which involved the following: KNOWLEDGE STRUCTURES Knowledge of the world LANGUAGE COMPETENCE Knowledge of language STRATEGIC COMPETENCE PSYCHOPHYSIOLOGICAL MECHANISMS CONTEXT OF SITUATION Figure 1 The Bachman model of Communicative Language Ability (1990:85) This model has three components: language competence, strategic competence and psychophysiological mechanisms (Bachman, 1990:84-107). Language is seen as a dynamic system, in which world knowledge (knowledge structures), and language competence are fed into strategic competence, which deals with the effectiveness of the actual language use. The main components of Bachman’s (1990) language competence are shown in the following figure: 49 Language Competence Organizational competence Pragmatic competence Grammatical competence Textual competence Illocutionary competence Sociolinguistic competence Voc. Morph. Synt. Phon/Graph. Cohes. Rhet. Org Ideat. Manip. Heur. Imag. Sensit. Sensit. Sensit. Cultural Functs. Functs. Functs. Functs. To Dial. To Reg. To Nat. Refs. & Figs. of Speech Figure 2 The components of language competence (Bachman 1990:87) Language competence is not an isolated component dealing exclusively with the raw material of communication (the formal and structural characteristics), but envelopes a whole range of different competencies that can be seen to encompass in a more comprehensive way the complicated mechanisms involved in language production. The author himself claims that its visual representation as a ‘tree’ diagram showing the hierarchical relationships among the components is to a certain extent misleading as ‘these components all interact with each other and with features of the language use situation’ (Bachman, 1990:86). Under further examination, the micro-components of this model of communicative competence reflect the varied knowledge required of the participants in any communicative situation, and in particular as regards language competence: 50 Table 1 : Areas of language knowledge (Bachman & Palmer 1996:68) Organizational Knowledge How utterances or sentences and texts are organized Grammatical knowledge How individual utterances or sentences are organized requiring knowledge of: § § § Vocabulary Syntax Graphology/phonology Textual knowledge How utterances or sentences are organized to form texts, involving: § § Knowledge of cohesion Knowledge of rhetorical or conversational organization Pragmatic knowledge How utterances or sentences and texts are related to the communicative goals of the language user and to the features of the language use setting Functional knowledge How utterances or sentences and texts are related to the communicative goals of the language users Sociolinguistic knowledge How utterances or sentences and texts are related to features of the language use setting, showing: § § § § Knowledge of dialects and/or varieties Knowledge of registers Knowledge of natural or idiomatic expressions Knowledge of cultural references and figures of speech 51 The above-mentioned taxonomy is the result of a rigorous analysis of the different components involved in the elaboration of a global description of what knowing a language means (García-Carbonell, 2001:72). In the telematic simulation we describe in our research work, we understand that the participants are required to activate their knowledge of language encompassing all of the above areas of knowledge to a greater or lesser degree, depending on the phase of the simulation, the type of message being sent, and the recipients of those messages. We understand that using telematic simulations as a teaching/learning strategy introduces the learners to a whole new range of related skills, not merely the development of linguistic competence as described by Chomsky (1965). Likewise, the traditional teaching-learning model which invokes the transmission of knowledge from the ‘expert’ teacher will no longer be applicable in the technology-enhanced learning environments foreseeable in the not-too-distant future. As Rüschoff & Ritter (2001:224) indicate, ‘learning should be regarded as a process of information gathering and knowledge processing’ in which the learner takes an active part in setting and achieving his/her personally meaningful goals. We will now go on to give a brief overview of how the notion of communicative competence and the models we have mentioned led to the demands for a different approach to language learning, one which involved more than mere rote learning and formal accuracy. 52 3.2 Communicative Approach to Language Learning In general terms, the communicative approach included the attainment of communicative competence as one of the main objectives of language learning (by means of the development of the four main linguistic skills) and the recognition of the interdependence of language and communication as factors to be taken into account in planni ng language learning programmes. As Littlewood (1981) notes: A communicative approach opens up a wider perspective on language. In particular, it makes us consider language not only in terms of structures (grammar and vocabulary), but also in terms of the communicative functions it performs. (1981:x) Based therefore, on the notion that language is used to express meanings, and that its structure reflects its functional and communicative purpose, the formal properties of the language were somewhat relegated to a second place in language teaching methodologies. We do not intend to review the huge amount of literature referring to the communicative approach to language teaching, but we feel it is relevant to the findings of this thesis to comment on some particular aspects, namely the notions of fluency and accuracy, process and product, and the negotiation of meaning in the language learning situation. 53 3.3 Fluency and Accuracy The aim of numerous English language learning textbooks is to offer the student a way of achieving native -like fluency in the target language. What exactly is meant by the term “fluency” has not always been well-defined by the methodologists on whose recommendations many English as a Foreign Language (EFL) textbooks are modelled. As regards oral practices, for some investigators, it may relate to the speed of speech production, or the level of phonological accuracy that a speaker may achieve. On the other hand, with specific reference to fluency achieved in speech or writing, they may be making judgements based on a rich and varied lexis or elaborate syntactic structures. In both cases the notion of fluency would seem to overlap with that of accuracy. One view of fluency, expressed by Leeson (1975:136) in his book “Fluency and Language Teaching”, describes it as The ability of the speaker to produce indefinitely many sentences conforming to the phonological, syntactical and semantic exigencies of a given natural language on the basis of a finite corpus of that language. However, this definition seems to judge fluency from Chomsky’s “Idealised Competence Model” with the language user churning out grammatically correct sentences that may be infelicitous as regards contextual appropriacy. If one of the parameters of fluency is native -like competence, then this must necessarily refer to the “native speaker’s ability to produce fluent stretches of spontaneous connected discourse” (Pawley and Syder, 1983:191), which would 54 include the skill of managing the connected discourse, knowing how to follow the rules of the turn-taking system, and how to open or close social encounters in an appropriate way. Brumfit (1984:54), relates fluency to the characteristics of “speed and continuity, context-sensitivity, and creativity”, and adds that language learners should possess all of these qualities to “varying degrees”. He makes the important observation that these components of fluency “can be treated receptively as well as productively” (1984:54). Indeed he makes an interesting point here. Why should the term fluency refer exclusively to language production, since communication, after all is never a one-sided affair, so with spoken discourse (or in computer-mediated communication environments) we have the participants in a particular setting interacting with each other which involves the negotiation of meaning on the part of all those involved. Likewise, with written discourse, the writer creates a special sort of relationship with the reader of the text, which requires active participation on the part of that receiver to be able to understand what the writer wishes to say. We understand that as language teachers, we should not neglect the development of either fluency or accuracy while elaborating learning programmes, and that it is necessary to be gui ded by an approach which includes these notions as basic to the development of the learner’s overall communicative competence in the foreign language. 55 3.4 Focus on Form – Process AND Product In the light of research findings involving ESL learners on intensive and immersion programmes in Canada who were studying on a highly communicatively-oriented curriculum, there has been a tendency to question the efficiency of second language acquisition under communicative settings if there is no specific focus on form to enhance the performance of the learners (Lightbown & Spada, 1995). Similar results were also mentioned by Renou (2000) who claimed that ‘when second language learners’ attention was focused mainly on meaning, linguistic accuracy suffered’ (2000:168). But how, asks Swain (1995:141) can instruction focus on form in a manner that still profits from the value of a focus on meaning? Long (1991) suggests that both these aspects are compatible: Focus on form overtly draws students’ attention to linguistic elements as they arise incidentally in lessons whose overriding focus in on meaning or communication. (1991:45-46) We suggest that the methodology of simulation and gaming, and the use of ICTs in learning situations, exposes students to a rich and varied input, including both felicitous and non-felicitous forms in the TL. If the errors that are produced are analysed, materials can be elaborated, both in class and for on-line tutorials, which can train students to monitor their output and to notice discrepancies in the forms and structures in their IL output which contrasts with those of the TL. 56 For nearly two decades the focus has been on the process involved in acquiring competence in the different language skills, which unfortunately seemed to rule out the possibility of paying attention to the product as well. It was an ‘either or’ affair, which meant that these two aspects were considered to be incapable of co-existence. Recently, however, attitudes have changed, and as Yao & Warden (1996) point out, the process AND product paradigm is gaining momentum, as many instructors realise that we do indeed need to give students the opportunity to learn different aspects related to the total learning experience, including the formal features of the TL, and the components we mentioned in the previous section on the nature of knowledge and competence in foreign language learning. Nonetheless, when developing a programme that includes a specific focus on form, Celce-Murcia (1991) suggests that the different learner variables which intervene (age, style of learning, motivation, educational background, etc.) should also be taken into consideration. Studies have shown that the learners themselves have a more favourable attitude to explicit grammar instruction than their teachers do (Schulz, 1996:345), finding it highly useful for learning, while just under half the subjects in the same study claim to have actually liked studying grammar, which also differed from teachers’ perceptions with only 18% thinking this were the case. Another point related to form is the question of feedback. Several SL/FL researchers (Valette, 1991; Mings, 1993; Schulz, 1996) in tone with Allen et al. (1990:67), note that ‘the lack of consistent and unambiguous feedback is likely to have a detrimental effect on learning’. The significance of this aspect in all 57 learning environments is shown in particular, in the case of simulations, in the importance assigned to the debriefing stage, which involves reflecting on both the action of the simulation itself, and the linguistic output of the participants (Lederman, 1992). At present it is not clear which particular areas of language learning are most affected by a focus on form, and more research is needed which will inform of its benefits with empirical findings, that should later be applied in a methodical way in language classrooms around the globe. 3.5 Interaction Hypothesis and Negotiation of Meaning As we commented on in the previous section, critics of the Communicative Approach argue that there is too much emphasis placed on fluency to the detriment of accuracy. However, research into interaction in the language classroom has shown that students do benefit from task-oriented activities involving negotiation of meaning (Gass & Varonis, 1985; Long, 1980; Pica, 1996; Varonis & Gass, 1985b), and that this is also beneficial for increasing awareness of the form of the language (Gass & Varonis, 1994, Schmidt , 1990), for testing hypotheses, for the syntactic processing required for producing language and also for improving grammatical competence (Izumi et al., 1999; Pica, 1994; Swain, 1985, 1995). 58 The importance of interaction with peers (including those with a lower level of proficiency) should not, therefore, be underestimated, especially as many learners do not have any other opportunity for practising outside the classroom. Research has shown that prior to the widespread adoption of more communicative modes of teaching, the amount and type of typical language exposure in a traditional class was often limited to exchanges between the teacher and a student with the following pattern, first described by Sinclair & Coulthard (1975:173), and usually referred to as I+R+F (Initiation + Response + Feedback): Teacher (initiates the exchange): Student (responds): Teacher (provides corrective feedback): Where do you live? I live in Valencia. Yes, you live in Valencia. Hardly an authentic model for language use outside the confines of the classroom! In the Communicative Approach, classroom activities are designed to provide opportunities for students to use the target language to interact with their peers in a more meaningful way; to encourage more realistic language use in order to achieve those more authentic objectives which might be expected in real life. Of course, one cannot escape the fact that these activities take place and develop in a classroom; as in the theatre they require the suspension of disbelief – which in our experience all students are more than happy to engage in – nevertheless, to borrow a phrase from Skehan (1996), well-designed tasks require the language learner to operate at the ‘cutting-edge’ of his or her language proficiency. 59 Negotiation in a language learning context refers to the modifications or adjustments that take place during conversations between native speakers (NSs) and non-native speakers (NNSs), or exclusively between NNSs, in order to allow for a better understanding of the discourse at hand. The Interaction Hypothesis, (Long, 1980, 1981b), claimed that this negotiation process actually enhances language acquisition on all levels i.e. as regards grammar and lexis, and at the discourse and interactional levels. Whether this claim can actually be confirmed will depend on the results of empirical research carried out in the field. Certainly much work has already been done on conversational adjustments in NS/NNS (Day et al., 1984) and NNS/NNS (Long, 1981b; Varonis & Gass, 1985a, 1985b) interaction which confirms that negotiation certainly gives learners the “opportunities to attend to L2 form and to relationships of form and meaning” (Pica, 1994:520). Participants co-construct meaning using various resources such as comprehension checks, clarification requests, direct questions, repetition and non-verbal cues. Thus it was suggested that researchers investigating second language acquisition should pay more attention to how the structures of the foreign language could be learnt/acquired through actual communicative use. It has also been suggested that not only are these modifications essential for the understanding of the interaction, but also following Swain (1985), the modified output that the learner is encouraged to do during negotiation i.e. the reorganising of the syntax to make form and meaning clearer, also contributes to the acquisition of the target language. There is undoubtedly little negotiation going on in many language classrooms, even now, and therefore we maintain that the 60 type of intercultural communication described in our research is beneficial for language acquisition. As noted by Pica (1994) most of the interactional modifications concern lexis, requiring changes to be made through repetition, replacement by synonyms, etc. This is certainly confirmed in the analysis of the data we present in the second part of this dissertation. We understand that in face to face interaction between learners of a foreign language, the two main incidences of actual communication breakdown involve non-target language like pronunciation, and non-recognition of the vocabulary. Ve ry rarely would a grammatical error, such as dropping the third person singular –s, (she go* to the university3..) or the use of a non-existent form for an irregular past tense (she goed* to the university) actually impede communication. They may notice the error, and this may be beneficial, but learners will normally avoid correcting their peers unless the classroom task actually requires them to do so. It is potentially a face threatening act and participants will not purposely offend their interlocutors by showing they apparently know less than themselves. In the section concerning the treatment of error by the participants in the simulation, we will give examples from our IL corpus of the adjustments made in our learners’ interaction, and how the trouble sources are solved by the interlocutors involved. 3 Throughout the first part of this dissertation we use the symbol ‘*’ next to forms and structures that are considered deviant according to the written grammar of English as described in Quirk et al. (1985). 61 4. Nature of Error 4.1 Error in Foreign Language Learning In this chapter we will be investigating the historical perspective related to both Contrastive Analysis (CA) and Error Analysis (EA), seeking to understand their growth and decline as central to theories of second language acquisition. The discussion must necessarily include past research on the characteristics of learner language as described by Corder and other researchers, as well as the distinction made between ‘error’ and ‘mistake’, and ‘covert’ and ‘overt’ error. We will then proceed with an overview of the description and classification of error types, followed by the possible underlying causes. Error gravity, or how exactly an error is viewed by the reader or interlocutor involved in a communicative event is also discussed, and error correction is mentioned especially taking into account the increasing number of learners around the world who have access to computers and can take advantage of new technology for receiving guidance in their production in the FL. 62 4.2 Historical Perspective Four hundred years ago, the foreign language most studied was Latin. It was the dominating language in politics, religion, trade and education. At that time in England, there were only just over five and a half million people who spoke English, being greatly exceeded in numbers in other countries by speakers of French, German, Spanish or Italian. Latin enjoyed this status until the 17th century, when in the reign of King Louis XIV, French superseded Latin as the language of international negotiation (Potter, 1970). Since that time the dominant language in Europe has depended on a series of factors either of a socio-political and/or economic nature. Nowadays, at the beginning of this new century, it can hardly be doubted that English has taken its place as the most widely spoken language in the world, and whether this reflects the ideology of a situation of domination, imperialism and intolerance of other languages (diffusion-of- English paradigm), or, on the contrary, English strives to take a leading role in the building of linguistic diversity world-wide by promoting multilingualism, (ecology-of-language paradigm) remains to be seen (Phillipson & SkutnabbKangas, 1996). During the 19th century and until the middle of the 20th century, foreign languages were studied in the same way as Latin had been, concentrating primarily on the receptive skills. The learners became acquainted with the literature of the target language, followed by an in-depth study of its grammar . At the same time their metalanguage was developed in order to be able to describe the formal elements of the language being learnt. With this Grammar-Translation 63 method, the main activity was focused on written translation, and no attention was given to the actual communicative use of the language in question. As this method had been predominant for hundreds of years, Taylor (2000) suggested that this made a good case for its continuity, since it had to be the most successful ever used. However, it was the importance given, almost exclusively, to acquiring knowledge about the language rather than its actual use, that led to its decline. As a consequence, the resulting reaction saw the development of the Direct Method, which offered the language learner a completely different outlook regarding the product of language learning. Based on the way children learn their mother tongue, learners are intensively exposed to the spoken language, repeating and practising the forms so that they are stored and made available for future use. This inductive approach offered students no rules or grammar guides, it simply supposed that the learner would pick up the language in a natural way. Almost at the same time, there co-existed a third approach to language teaching with it roots based in the field of Structural Linguistics and greatly influenced by the publication of ‘Language’ (Bloomfield, 1933), which was commonly known as the Audiolingual Approach. This method combined elements of both the Grammar-translation and Direct method in that grammar was of primary importance, as was also spoken production in the target language. In fact the reasons for developing the method were not strictly speaking of a pedagogical nature, but were due more to current events such as the outbreak of the Second World War with an urgent need for the American military to 64 understand and speak the languages of both allies and enemy. Developed thanks to military funding, mainly oral language was taught through stimulus-response type drills carried out in language laboratories. Essentially we have a type of automatised learning which is neither creative nor based on cognitive processing skills, but which was dedicated to drilling and practice, learning by heart, and the presentation of good models, while avoiding any mistakes in production. Thus, through Bloomfieldian linguistics the audiolingual approach had strong links with Behaviourist psychology, which, in turn, led to the development of the language analysis (and/or teaching) methodology called Contrastive Analysis, proposed by Fries in the 40s, and which is related to our research interest in the analysis of errors. 4.2.1. Contrastive Analysis Between the 1940s and 1960s, language researchers conducted contrastive analyses, comparing different languages, which, according to Fries (1945), was an indispensable requirement for the creation of language teaching materials The most efficient materials are those that are based upon a scient ific description of the language to be learned, carefully compared with a parallel description of the native language of the learner. (1945:9) Along the same lines, in the preface to Linguistics across Cultures, Lado, a student of Fries explained how the method should actually work by identifying the similarities and differences between the languages, and highlighting and predicting the difficulties of the learners: 65 The plan of the book rests on the assumption that we can predict and describe the patterns that will cause difficulty in learning and those that will not cause difficulty, by comparing systematically the language and culture to be learned with the native language and culture of the student. (1957:vii) and the reason why they found it essential to carry out the analysis was based on the fact that Individuals tend to transfer the forms and meanings and the distribution of forms and meanings of their native language and culture to the foreign language and culture - both productively when attempting to speak the language and to act in the culture and receptively when attempting to grasp and understand the language and the culture as practised by natives. (Lado, 1957:2) The reasoning behind the theory was simple: when learning a second language a person will tend to use mother tongue structures in second language production, and where L1 structures differ from the L2, mistakes will be made. In an overtly simplistic way, therefore, the identification of differences and similarities between various languages was enough to deal with the problems of teaching those languages. If two languages were similar, positive transfer occurred, if they were different the transfer would be negative. Moreover it was thought that the greater the difference between them, the more difficult they would be to acquire, whereas the more similar, the easier they would be to learn. The method consisted of predicting errors before they were made, and drilling the target language forms before negative transfer occurred. Dulay and Burt (1972:237) claimed that the Contrastive Analysis Hypothesis (CAH) maintained the following assumptions: 66 1. Language learning is habit formation. 2. Where L2 and L1 differ, the old habit (using L1) hinders the formation of the new habit (learning L2). Grammatical structures were carefully sequenced from basic to more complex; mimicry of forms and memorisation of sentence patterns were used to present rules inductively. Drills were practised with the aim of preventing completely, or at least minimising the learners’ errors, which were undesirable, as once integrated into the learners’ repertoire they would be more difficult to eliminate (Celce-Murcia, 1991:460). Although Fries himself did not actually apply his work to teaching materials and language teaching, his colleague Lado did, specifically comparing the phonological systems of different languages. Contrastive studies were also carried out involving English and German, English and Spanish, and English and Italian by the Center for Applied Linguistics in the United States, some being considered to be of real pedagogical value, such as the research conducted by Stockwell, Bowen and Martin (1965a) regarding the hierarchy of difficulty for English speakers learning Spanish (Larsen-Freeman and Long, 1991:53). Nevertheless, it seems that the CAH failed to provide a scientific backing for this teaching methodology, while it also failed to respond to questions concerning the lack of uniform success in adult foreign language learners. The major flaws included: o Despite the intention of really applying the results of contrastive studies in the actual classroom, this did not materialise and teachers became 67 dissatisfied with its proposals which were seen to be unpractical and over-theoretical. o Language instructors were more interested in known difficulties rather than theoretically-predicted ones. o Many errors are not traceable to the L1, but are common to learners with different mother tongue backgrounds. o Many errors were underpredicted by CA and were not anticipated, whereas others were greatly overpredicted as they simply did not arise in practice at all. It was also noted that too much attention was being paid to hypothesising about what the learner may do, to the detriment of studying what s/he actually does (Schachter, 1974). Apart from the above -mentioned reasons, classical CA’s close connection to Structural Linguistics (whose basic tenet contradicted CA in the sense that each linguistic system was unique due to the nature of the relationship between its structures), and Behaviourism, also brought about its predictable downfall as regards its aspiration to form the basis of a successful, new, language teaching methodolodgy. In the field of first language acquisition, the question concerning whether language is innate in humans, or on the contrary, if it is learned (nature-nurture controversy), has been the object of fierce debate for centuries. Not only was it the main theme in Cratilus, one of Plato’s Dialogues, but the matter came to the forefront once again whe n Chomsky (1959) published his critical review of Skinner’s Verbal Behaviour (1957) in which he argued that language acquisition 68 and use amounted to a lot more than a series of habits that were acquired in the first years of a child’s life. Skinner had proposed that the response produced by rats to a particular stimulus in experimental conditions could be extrapolated to humans to describe the basic mechanism for language acquisition, suggesting that we were also controlled, like the rats, by external stimuli that provoked certain physical or verbal actions The basic process and relations which give verbal behavior its special characteristics are now fairly understood. Much of the experimental work responsible for this advance has been carried out on other species, but the results have proved to be surprisingly free of species restrictions. Recent work has shown that the methods can be extended to human behavior without serious modification. (Skinner, 1957, cited in Aitchison, 1976:17) Chomsky, in contrast, sustained that a child possesses innate knowledge concerning the principles and rules of language and its parameters. With a relatively low input, s/he is capable of creating and understanding an infinite number of syntactic combinations ...one is able to understand an indefinite number of expressions that are new to one’s experience, that bear no simple resemblance and are in no simple way analogous to the expressions that constitute one’s linguistic experience (...) The normal use is, in this sense, a creative activity. This creative aspect of normal language is one fundamental factor that distinguishes human language from any known system of animal communication. (Chomsky, 1972a:100) Therefore, first language acquisition appeared not to be simply a product of habit formation, but one of rule formation where the child took an active part in 69 the process. Taking up on this hypothesis, second language acquisition studies now also regarded the learner as building up his/her knowledge of the target language by actively participating in the process. Several authors (Schachter, 1974; Wardhaugh, 1970) made a distinction between the ‘strong’ version of Contrastive Analysis, or CA a priori which is based on the prediction of language differences, and the ‘weak’ version, called CA a posteriori or diagnostic CA. As regards the former, research revealed that there was little empirical evidence to support its theoretical base (Selinker, 1961a; Nemser, 1971; Briere, 1964). After carrying out research on 2500 Japanese learners of English, Whitman and Jackson (1972) also concluded that CA was in actual fact quite inadequate for predicting the interference problems of language learners. At the same time, Long and Sato (1984) found it inadmissible that one could gain insight into such a complicated process as language learning by the mere comparison of two different languages. Lastly, as Dusková (1969) indicated, mother tongue interference explains only some of the errors involved in learner production, and it does not take into account the interference observed between the forms of the language being learnt, both in grammar and lexis (1969:25). It was the weak version or a posteriori CA which dealt with the identification and cause of errors observed in the learners’ performance which was to become the focus of research in relation to the psycholinguistics of language processing in the field of second language acquisition. However, Schachter (1974) rightly claimed that any analysis based exclusively on 70 production would inevitabl y miss the phenomenon of avoidance, which must somehow be taken into account since it may be due to some difficulty the learner has had with some aspect of the TL. Neither does CA a posteriori cater for problems related to comprehension. Nonetheless, several authors, including James (1980) and Selinker (1992), state that the work of Fries and Lado is historically significant because it is relevant to issues that are still the focus of attention in SLA and Interlanguage studies. Selinker (1992:10) maintains that SLA thought has never abandoned some fundamental insights inherent in CA, and certainly it is true to say that many empirical investigations are in fact based on comparisons of the different levels of linguistic expression in two or more languages. 4.2.2. Error Analysis In our analysis of the evolution of the treatment of errors in the field of language learning, there is without a doubt one highly relevant seminal article which is quoted in all subsequent studies in the field. We refer to Corder’s ‘The significance of learner’s errors’. In this article, Corder (1974) establishes an analogy between the errors produced by a child learning his/her mother tongue and those of a second or foreign language learner. Normally an utterance made by a child in his/her L1 such as: ‘This mummy chair’ would not be considered incorrect or deviant. It might, nevertheless, be followed by an adult expanding 71 the utterance with: ‘Yes, dear, that’s Mummy’s chair’. In this case, as Corder explains We interpret his ‘incorrect’ utterances as being evidence that he is in the process of acquiring language and indeed, for those who attempt to describe his knowledge of the language at any point in its development, it is the errors which provide the important evidence. (1974:22-23) Similarly, in second language acquisition, Corder (1981:11) states that errors are indispensable to the learner himself, because we can regard the making of errors as a device used in order to learn, and to make hypotheses about the nature of the language being learnt. It must be added that Corder himself did not consider the word ‘erroneous’ a correct term for the deviant forms produced in a learner’s linguistic repertoire at any one stage of the learning process. This learner language, according to Selinker (1984:35) made researchers hypothesize the existence of a separate linguistic system based on the observable output which results from a learner’s attempted production of a TL norm. This interim language Selinker named Interlanguage, adding, without a doubt, a new dimension to the study of learner language, which beforehand with CA had meant a one-way comparison between the L1 and the TL, and which now included three main points of interest: L1 ? ? IL ? ? TL This dynamic system can be envisaged as a continuum on which the learner builds up, in a systematic way, his/her knowledge of the target language, and which may show features at different stages, of both L1 or any other languages 72 learnt and the TL, or of neither of these. This continuum was first regarded as a restructuring continuum ranging from the learners’ L1 to the TL. Later it was seen by some authors as a re-creation continuum in which the learner continuously adds to and refines the complexity of the system (Mizuno, 1999:129). 4 Thus the errors that are detected in the learner’s IL provide us with evidence of several different types: 1. They reveal in his/her performance the rule-governed system of the language and what has been learnt or how far s/he has progressed. 2. Which strategies or procedures are employed in the language learning experience. 3. How the learner is continually testing hypotheses about the nature of the language. As claimed by Schachter & Celce-Murcia (1977) The newly elaborated methodological tool, Error Analysis, follows closely the psycholinguistic research for an alternative to the behaviorist habit-formation theory of language acquisition – one that attempts to explain the essentially creative nature of the language acquisition process. (1977:442) Essentially considered an ‘approach’ to the study of learners’ language, EA has been used for three main purposes, according to Olsen (1999:91): 1. In second language acquisition studies. 4 The terms ‘approximative system’ (Nemser, 1971:55) and ‘transitional competence’ (Corder, 1981:67) have also been applied to this phenomenon, although with slightly different connotations. The former lays more emphasis on the learner language being a deviant system whose goal is to gain perfect proficiency in the TL, whereas the latter borrows the term ‘competence’ in the Chomskian sense of the learner’s underlying knowledge of the language as a system. 73 2. As evidence for the study of L1 influence in the learner’s IL. 3. For pedagogical reasons, pointing out problematic areas to be focused on in the teaching syllabus. However, EA, as a method of research, has been said to lack methodological rigour, and is limited in its scope (Ellis, 1994:67). Certainly, regarding the first point, as we shall investigate in the following sections, the identification and classification of errors poses particular problems, while there is also a lack of agreement among researchers concerning the cause of errors. As Larsen-Freeman & Long (1991:61) have pointed out, there is a certain ambiguity in the following sentence that makes it difficult to decide with certainty whether we are dealing with a case of overgeneralization of TL norms, or a developmental error similar to the type made by children learning English as their L1. *The doges ran home Bell (1974, cited in James, 1998:17), also criticises EA for its poor statistical inference, and the problematic interpretation of many types of errors. Indeed, how the deviant forms, once identified, should then be evaluated poses an additional problem which involves the judgement of certain characteristics which are highly subjective such as grammaticality, appropriateness, and irritability, among others. Regarding the limited scope of EA, several researchers including Corder (1971), Enkvist (1973), and Hammarberg (1974) have pointed out the negative attitude reflected in its analysis of ‘what is wrong ’ or deviant in the learners’ IL, while ignoring the achievements. 74 In a similar way, the question of avoidance is a highly relevant aspect of learner language, but it is one which EA does not account for. Comparing four groups of learners with different L1s, Schachter (1974) found that some groups of students produced few errors of certain types compared with others. When investigated, it was discovered that the apparent absence of errors was due to the students’ deliberately avoiding certain forms and structures, which in some cases they did not feel competent to use, either because there was no equivalent in their mother tongues, or because their TL knowledge was lacking, although at other times this avoidance could be attributed to neither of the above -mentioned reasons. Although in SLA studies errors were generally considered positive and of great interest to researchers, in a typical foreign language learning environment, i.e. the classroom, errors are penalised, causing learners to be failed in exams and reprimanded, in the case of children, by their caretakers and parents. This, in turn, may lead to certain observed attitudes in adulthood that make students feel they have to actually apologise for their mistakes, especially in oral communication or reading aloud in the class. Therefore in the teaching environments too preoccupied with eradicating errors, students tend to avoid making them, and in this way they are also dissuaded from being creative. However, if it is communicative competence that is being measured, surely, as Enkvist (1973:19) suggests the grading of errors should be done according to the degree in which each error actually interferes with communication. 75 This important point will be taken up later on when we discuss the results of our error analysis. Having terminated this overview of the historical perspective of EA within the field of applied linguistics in language teaching, we will proceed with the theoretical background to this thesis and what James (1998:1) describes as the aims of EA, which includes ‘the process of determining the incidence, nature, causes and consequences’ of learner errors in foreign language learning. 4.3 Definition and Types of Error As is often the case, when a method or approach to language learning falls out of favour, there is usually a period of time, when it fails to be mentioned in the literature and the very term may become no less than taboo. The research work carried out on error analysis in second or foreign language learning was at its height in the 1970s and 80s. Since then, though, it has played a more discreet although it must be added, constant role, perhaps not as a theory of language learning, but on a day-to-day basis with teachers continuing to correct errors and improve syllabi, and researchers working more on matters related to error gravity, and causes of error, in particular, transfer or crosslinguistic influence. In this sense, it has never totally disappeared from the language learning scenario, continuing to be a more widespread practice than it is duly given credit for (James, 1998:18). 76 In many cases regarding the definition of error in language learning, there has been a reference made to the native speaker’s competence, fluency or knowledge of the language including its rules and their usage, and learner forms that do not meet the target language requirements. Some definitions would not nowadays be wholeheartedly accepted due to the connotations underlying the idealised models they represent for the learner to imitate, as in Liski & Putnanen (1983) An error occurs where the speaker fails to follow the pattern or manner of the speech of educated people in English speaking countries today. (cited in Lennon, 1991:182, my italics) On the other hand, Hendrickson (1978) takes a view on error from the teaching and error correction angle, defining it as an utterance, form or structure that a particular language teacher deems unacceptable because of its inappropriate use or its absence in real- life discourse. (1978:387) Underlying this definition is the idea that the language teacher is the ultimate decider of what is right or wrong, and thus implies a high degree of subjectivity. This criteria has been undermined somewhat by research which has shown that there is considerable disagreement by both NS and NNS teachers, and nonteachers, concerning the detection and identification of errors. However, it must be said that most researchers whose L1 is the TL of the learners, (the present researcher included), admit to using their NS intuitions and knowledge of the language gained through teaching experience when detecting the errors made by the students. Lennon (1991) claims to offer a more cautious definition, describing an error as 77 a linguistic form or combination of forms which, in the same context and under similar conditions of production, would, in all likelihood, not be produced by the speaker’s NS counterparts. (1991:182) In this account we believe that Lennon makes the relevant reference to context, and one which is pertinent to our later analysis of learner language on computer. It may not be totally accur ate however, when considering the phonological system of the native speaker. As an example, we could give the word ‘but’ which in a large area of the north of England would be pronounced as /but/ and whose pronunciation as such would be considered an error if uttered by a language learner. Not that we imply with this that the students should be taught non-standard forms, simply it proves a point – that many NS counterparts will pronounce the word ‘erroneously’. Indeed, in another study reported by Green & Hecht (1985) in which German learners of English exchanged letters with students from schools in England whose L1 was English, the idealised model of NS competence is called into question. Mistakes were quite frequently made by the latter group, with the following distribution, according to broad categories: 15% - grammatical errors 12% - lexical errors 33% - errors of style 40% - errors of spelling Chun et al. (1982:538) use the term error to indicate the use of a linguistic item in a way which, according to the fluent users of the language, indicates faulty or incomplete learning. Here the NS is not the only model being considered as competent. 78 In the context of the work carried out for this thesis, and considering the NS characteristics of the researcher, we would define error as: Ø a form or structure in the learner’s production which is identifiable as being deviant, to a greater or lesser extent, in comparison to a NS or a fluent user of the TL attempting to say the same in an identical, or similar, linguistic and communicative context. Before actually describing the different taxonomies regarding errors in language learning, there are several issues that need to be discussed due to their relevance to the error classification adopted in our research work. Corder (1981) made a distinction between the phenomenon of error and mistake. In the learners’ IL, he understood that deviant forms of performance (mistakes) were unsystematic, whilst deviant forms of competence (errors) were to be classified as systematic. The former are of no significance to the process of language learning and are not unlike the mistakes NSs make. They are due to processing failures involving memory lapses, slips of the tongue, tiredness, etc. and do not show there is a defect in the language that has been learnt. According to Corder (1981), if they were pointed out to the learner s/he could correct them without any difficulty. On the contrary, errors are of importance and the learner would not normally be able to correct them as s/he has an incomplete knowledge of the TL structure involved. However, Vázquez (1991) notes that merely being able to correct oneself does not necessarily mean that the form or structure has been integrated on a permanent basis within the interlanguage system of the learner. Indeed, if this were the case, there would be no such thing as the 79 phenomenon of fossilisation. Also critical of this distinction, Hamilton (2001) claims that Corder overstates the existence of ‘systematic’ errors and does not give any examples of these to clarify this point, thus doubting whether “his assertion should be viewed as an empirical generalisation” (2001:76). Nearly half a century before, in the field of philosophy, Wittgenstein (1958) had already argued that there was no sharp distinction between a random mistake and a systematic one. Similarly, Moerman and Sacks (1988, cited in Hamilton, 2001:86) make the observation that the notion of error or violation is often a weak one in the social sciences, for the mistake may be the analyst’s and not the actor’s. For example, we now all realise that the speaker who says “it’s me” is not thereby violating a rule of English by which he should say, “it’s I”. Rather the mistake belongs with the grammarian who calls it an error. If, as Ellis (1994:51) points out, a learner sometimes uses a correct form and sometimes incorrect, is it a mistake or an error? Can we not consider the idea that the learner’s knowledge may simply be partial, and not be aware as yet of the different contexts in which a form may be used? Taylor (1986:154) states that an error can be distinguished from a mistake only by investigating the writer’s semantic and structural intentions. However, the learners are not normally available to be interviewed about their production a posteriori in order to try and find out whether they can correct a form and if not, why not. In our research work we had no opportunity for doing this, and even in the case of what appeared to be typing errors, we could not always claim that these were what Corder 80 would classify as mistakes. The mere repetition of a particular deviant form does not always mean that it is a systematic error in the learner’s IL – it indicates that under certain conditions, where students have to comprehend and produce language at high speed, they may be paying more attention to meaning than to form. James (1994:77) further adds that the matter of intentionality should be taken into consideration when identifying errors since – “an error occurs when there was no intention to commit one”. However, a mistake or deviant piece of language may or may not be intentional. Language is often knowingly used in a different way from the standard norm, i.e. poetic language, advertising. Language learners will try not to make mistakes while sitting an examination, but under different working conditions, for instance, while taking part in intercultural communication with other non-native speakers, errors may be due more to the mode of communication (e.g. casual conversation, on-line synchronous exchanges) than to any deficiency in their linguistic competence. In the analysis of certain categories of error we have tried to make a distinction between error and mistake, for instance, in spelling (a mistake would be a simple typing error), but on the whole, in many other cases, we feel that this is a fuzzy notion and as such cannot be applied in a rigorous enough way to our corpus. Another important related aspect to be considered is the distinction also first made by Corder (1981) between ‘overt’ and ‘covert’ error. A form or structure that appears to be well-formed may not guarantee that it is error-free: ... we have to distinguish between sentences which are overtly erroneous i.e. are superficially erroneous, and those which are 81 covertly erroneous, i.e. apparently acceptable, but so by chance, or which are inappropriate in one way or another. (1981:42) In this sense the linguistic and extralinguistic contexts must be taken into account to make judgements which often lead to detection of errors of a more pragmatic or discoursal nature. In our corpus we have certainly found cases of covert error types, although they are by no means always easy to detect and classify since they are often only observable by looking above the levels of phrase or sentence. We also add here that the production of a correct form does not necessarily imply that the particular form has been acquired, since the learner may simply be repeating in a mechanical way an utterance previously heard or drilled without having really understood its form or function. 4.4 Detection and Classification of Errors Following Corder (1974), the procedure involved in the analysis of errors is as follows: The researcher selects a corpus of a particular example of learner language, either spoken or written, involving one or several different modes of communication. The errors are located following either NS/NNS knowledge and/or intuitions and/or by using a comprehensive grammar of the target language. 1. The errors are classified. 82 2. Explanations are formulated of the psycholinguistic causes of the errors. 3. An evaluation of error gravity, or ranking of errors is carried out. 4. As a pedagogical outcome, teaching materials may be revised or improved. We will now proceed with what we call a top-down approach to the analysis of how errors can be detected and classified in the learner’s IL. The simple location of error is not always a straightforward affair. In oral language it is more difficult than written, unless the former is transcribed. It is also more problematic locating errors on the computer screen than on paper, and certainly one’s own errors are more difficult to recognise than those of others (James, 1998). The first stage of detection of errors is achieved, logically, by comparing what was said or wr itten with what the researcher thinks the learner meant to say or write. Corder (1981) explains it as follows: We identify errors by comparing original utterances with what I shall call reconstructed utterances, that is, correct utterances having the meaning intended by the learner. (1981:37) This point related to intended meaning has been the subject of great debate in the literature referring to the analysis of errors. How can we be sure of what the learner meant to say? Having analysed in our research wo rk an 85,000-word corpus of learner language, we can confirm that both the linguistic context and the topic sequence were decisive in helping to detect and classify those errors which could be classed as problematic, and it must be noted that only a very 83 small percentage proved to be of this nature. This observation is similar to Dušková (1969) who found that only 4% of her corpus of errors were difficult to identify. In the cases in our corpus where non-nativelike language was used, and it was difficult to pinpoint the exact nature of the error, the tags (S) for Style and its subcategories (SI = style incomplete, and SU = style unclear) were used. Errors tend to be identified and classified more or less easily depending on the level of deviance of the form. In this respect, when there is a low level of deviance, judges will be more likely to disagree on the exact nature of the error. It is, nevertheless, crucial that we make the correct interpretation, as Corder (1981) puts it, “since the success of our description depends entirely on the correctness of our interpretation of the learner’s intention or meaning” (1981:37). Another important factor related to the detection and classification of errors concerns the judge’s knowledge of the learner’s L1. The more familiar s/he is with the nuances of the language and culture, the more likely a correct interpretation of meaning can be achieved. This point may, nevertheless, have its disadvantages, since the person with near-native fluency in the learners’ L1 may also be affected by the phenomenon of language attrition, making some structures seem target language-like when they are not. Lastly, there are cases where the intended meaning is understood, but there may also be several different but equally plausible ways of reconstructing the deviant form. Ellis (1994:57) gives the following example: *I am worried in my mind Could either be reconstructed as: 84 I am feeling worried. I have a problem on my mind. He adds that the description of the error will depend on its reconstruction, but in the corpus we present, the errors are always classified according to the grammatical category of the deviant form or expression, and not according to the category of the correction, which may or may not coincide. Continuing our overview of the classification of learner errors on a general level, Burt & Kiparsky (1974) distinguished between the global and local distribution of errors. What they call local mistakes are to be found within a limited linguistic domain – i.e. involving the word or clause and affecting specific items such as articles, verb and noun agreement, etc. On the other hand, global mistakes tend to be located within the relations between clauses, or sentences, or over longer stretches of discourse, and typically include connectors, relative pronouns, tense continuity, word order, etc. Hence the lexical errors in our corpus are local, whilst the grammatical errors may be either local or global, depending on each particular case. Several researchers (Tomiyama, 1980; Hughes & Lascaratou, 1982; Davies, 1985; Celce-Murcia, 1991) claim that global errors are more likely to impede successful communication and are judged as being more serious by NS teachers. Tomiyama (1980), studied the relationship between grammatical errors and communication breakdown. The variables examined in the experiment involved articles (representative of local errors) and connectors (representative of global errors). Communication breakdown was more likely to occur if a NS teacher was not able to correct the error, or if the 85 correction distorted the intended meaning of the learner, which happened with much greater frequency in the global errors. Burt (1975, cited in Hendrickson, 1978) claims, in fact, that the correction of one global error in a complex sentence clarifies the intended message more than the correction of several local errors in the same sentence. e.g. *It were dark as we aproached to the hause. (This sentence contains 4 errors. Nevertheless it is quite intelligible) *The English language use many people. (Incorrect word order impedes the immediate comprehension of this sentence) *I didn’t question his decision yet I trusted him completely. (The logical connector should be ‘because’) (Adapted from Celce-Murcia, 1991:469) Although Dulay, Burt & Krashen (1982) note that there are two main ways of categorising learners’ errors into: Ø Linguistic categories (morphology, syntax, etc.) Ø Surface structure taxonomies (omission, addition, etc.) in actual fact many classifications are hybrid versions such as Corder (1981) who records errors of omission, addition, selection, and ordering on one level, and at the same time distinguishes between errors made on the grammar, lexicosemantic and graphology/phonology levels. Corder himself is critical of using the surface structure taxonomy exclusively because it is not sufficiently deep or systematic. As he shows with the following example: *I am waiting here since three o’clock. 86 Nothing is really explained by stating that the error involves a wrong selection and an omission. It is more important for the learner to know s/he has simply made a tense error (1981:37). One of the studies using a more general taxonomy is by Politzer & Ramírez (1973) whose categories include • Morphology • Syntax • Vocabulary or as in Green & Hecht (1985) focusing on the four main categories of • Grammar • Vocabulary • Style • Spelling Each of which are subdivided into more specific categories in the students’ written production. For instance, the category ‘Style’ includes ‘inappropriacy’ and ‘discourse organisation’, resulting in a total of nine subcategories altogether. As a last example of a taxonomy used in the research literature on written work, we turn to Olsen (1999) who once again distinguished very general categories of errors: • Orthography • Morphology • Syntax • Lexis 87 From a corpus of spoken language, Chun et al (1982), distinguished five categories: • Discourse errors (errors beyond the sentence level and including structural/pragmatic aspects including inappropriate openings and closings, incorrect topic switches, inappropriate refusals, etc.) • Factual errors (including those concerning the factual knowledge or truth value of an utterance). • Word choice errors (incorrect choice or addition of a noun, verb, adjective, adverb, preposition, etc.) • Syntactic errors (tense agreement, morphology, word order, etc.) • Omissions (involving the incorrect omission of nouns, verbs, auxiliaries, articles, etc.) In our research we aimed to carry out an exhaustive analysis of the linguistic errors, trying to define each category in great detail and thus avoiding cases of overlap, as far as possible. There are seven main categories, which, subdivided further, produce a total of forty error categories. Since part of our corpus is composed of synchronous exchanges on computers, we also saw the need for identifying those interactional aspects typical of spoken discourse which have been identified in computer mediated communication, such as negotiation of meaning, openings and closings, the use of punctuation to express non-verbal communication, and other pragmatic aspects of the discourse. We have also carried out a surface structure analysis in some categories, i.e. articles, (concentrating mainly on omission and addition); lexical errors (focusing on 88 formal, semantic or collocational aspects, codeswitching, misselection, misordering, etc.) The following table summarises some of the research carried out on the quantitative results of error analysis in second or foreign language learning. 89 Table 2. A summary of research work on the quantitative analysis of errors Study Green & Subjects 60 German Measure/Method/Procedure EFL Letters written in English to pupils in English schools. Production corrected and graded by 3 German L1 teachers and 5 NS teachers. Olsen (1999) 39 lower secondary school learners in Finmark, Norway, divided into 3 groups A= 8 subjects B = 16 subjects C = 15 subjects Comp ositions written Main results (% of all errors) 54% grammar errors 24% vocabulary 7% style 15% spelling A 37% Orthography 45% Morphology 9% Syntax 9% Lexis B 46% Orthography 41% Morphology 5% Syntax 8% Lexis C 46% Orthography 42% Morphology 6% Syntax 6% Lexis Hecht (1985) Learners in Group English for an examination. Meziani (1984) Students at final year of High School in Rabat, Morrocco. Free composition. 50 essays chosen at random from 200. (% of all errors) 39.20% tense 17.90% prepositions 17.72% articles 9.60% form 3% concord 2.82% pronouns 2.82% singular/plural 1.88% word order Rest 3.18% surrogate subject; voice; adjective and miscellaneous. 90 Study Lennon (1991) Subjects Advanced German learners of English Measure/Method/Procedure Spoken performance -longitudinal study made over 6 month period. Main results 23% lexical choice 22% preposition and adverb particle choice 21% intra -verbal group5 12% intra -noun phrase6 Dusková (1969) 50 postgraduate students of Sciences. Recurrent systemic errors (those made by a number of learners). Task: 1. Request for a correction of a letter in English. 2. Write about their last journey abroad 3. (Analysis of grammar and lexis only) Number of errors per total errors Morphology 166 Modal verbs 16 Tenses 50 Write the conclusion of a scientific Articles 228 Word order 31 Syntax 54 Construction/Government 54 Prepositions 19 Lexis 138 Total errors 756 article. Morrissey (1983) Advanced German learners of English Free conversation and essays – errors % of all errors classified into 8 general categories. Noun phrase 31% Verb phrase 26% Complementation 9% Prepositional phrase 18% Adverbials 8% Pronouns and other pro-forms 3% Negation and non-assertion 3% Comparison 2% 5 6 Errors of tense and aspect. This category does not include verb morphology errors. Errors of determiner, adjectival choice, N + N combinations, noun phrase post modification, etc. 91 A number of studies, when investigating the results of quantitative analyses of learner errors, have made an almost obligatory reference to error gravity. This is a natural consequence, since, as we have seen, concerning the distinction made between global and local distribution, some errors are certainly more serious than others in that they impede easy and instant comprehension. In this sense, Ellis (1994:63) has identified three main research questions: • Are some errors more problematic than others? In order to answer this question, and apart from the consideration of the purely linguistic characteristics of learner errors, it would be necessary to take into account several factors of an extralinguistic nature: o What is the context of the language use? Casual conversation; a job application letter; a composition for an examination, a power point presentation..? o Who are the participants in the communicative event, and what is their status, age, relationship, etc.? According to some studies, successful communication is the most important goal of any communicative act, and therefore errors that impede this will be more serious. In relation to the above -mentioned distinction of global and local mistakes, Tomiyama (1980), found that global errors were judged more negatively after an achievement judgement analysis was carried out, due to the increased demand made on processing in order to try and understand the intentions of the writer. Kramsch (1986) suggests that this aspect is highly relevant as most pedagogical grammars 92 pay little attention to suprasentential aspects of syntax (1986:369). Burt (1975) concluded that word order error hinders communication most, whereas Nickel (1973), Olsson (1973), Chastain (1980), James (1977) Johansson (1978) and Dordick (1996) all found lexical errors were more serious for comprehending the message. As a result, several researchers including Judd (1978), Hatch (1978), and Chun et al. (1982) have called for a re-examination of the treatment of vocabulary in language learning programmes. Lastly, Green & Hecht (1985) and Kramsch (1986) suggest that errors made at the discourse level are those that most block comprehension. • How do the evaluations of these errors vary with NS and NNS judges? Once again, results of research in this field have offered conflicting results. McCretton & Rider (1993) did not report any significant differences between NS and NNS teacher judgements. Within both groups, lexical errors were considered the least serious, whilst the most serious were related to verb forms and concord. This contrasts with a similar study by Hughes & Lascaratou (1982), whose NS teachers considered lexis and verb form errors to be the most serious, while in the same study the NNS teachers coincided with McCretton & Rider’s subjects in qualifying verb forms and concord as the more serious errors. Hughes & Lascaratou (1982) included in their study not only NS and NNS teachers, but also NS non-teachers, as they “are the ‘linguistically naive’ native speaker whom we are often presumed to be preparing our students 93 to communicate with” (cited in McCretton & Rider 1993:178). This last group of judges (NS non-teachers) claimed that errors of spelling and vocabulary mattered most. The majority of the studies carried out in this line of research (e.g. James, 1977; Santos, 1987; Porte, 1999, among others) have found NNS teachers tend to mark their learners’ output paying more attention to the forms and structures of the discourse and are more severe in judging its acceptability, while NS teachers look more closely at intelligibility and on the whole are more lenient. 3. Lastly, what criteria are applied in judging errors? Enkvist (1973) proposed the criterion of grammaticality, acceptability and appropriateness. Corder (1981) coincided with these three points, but added that the last two criteria would vary greatly depending on the context. Other researchers have added the ‘irritability’ factor (James 1998), while Olsson (1977) and Lennon (1991) found that the frequency of a given error in the learners’ discourse can influence the perceived gravity. James (1998) associates Chomsky’s competence with grammaticality, and performance with acceptability. However, we consider this distinction somewhat irrelevant since the only observable linguistic behaviour we can count on for investigation is that of performance. Nowadays researchers have access to larger computer corpora which allow for more accurate frequency counts of errors in both individual and different groups. Nonetheless, criticism has been levelled at the above criteria by several authors. Davies (1985) points out that error gravity judgements have involved, more often 94 than not, the use of isolated sentences with no contextual situation included and the degree of unintelligibility associated with an error when it is judged in this way may bear little relation to its comprehensibility in the context where it is actually made (1985:68). Rifkin & Roberts (1995) share the same view, and add that error gravity research has shown serious design flaws concerning the lack of objectivity involved with using judgement criteria such as acceptability, intelligibility, or irritability, while ignoring the other extralinguistic factors involve d in the communicative context which may be more relevant. Gorosch (1973) indicates that the notion of ‘acceptability’ is a pre-scientific term (...) more primitive than either ‘grammatical’ or ‘meaningful’ in the sense that, unlike these terms, it does not depend upon any technical definitions or theoretical concepts of linguistics. (1973:145) Dordick (1996) adds that this criteria is “inherently weak” due to its “indirectness and subjectivity” concluding that the relative gravity of errors should be judged according to their “communicative interference value”(1996:300). In the analysis of our corpus of learner language we have found that in some cases where ungrammaticality was difficult to pinpoint we have turned to the criteria of appropriateness in order to categorise the errors. In other cases, especially with the advanced learner’s production, and coinciding with Morrissey (1981:279), when attempting to classify the error according to a particular grammatical rule, we were forced to admit that language textbooks and reference 95 grammars often fall short of giving comprehensible and comprehensive explanations concerning correct usage. In the next section of this thesis we investigate some of the causes of deviant learner language, with particular attention being paid to the question of interlingual and intralingual errors. 4.5 Cause of Errors It is the systematicity of language which makes its acquisition an ‘all or nothing’ achievement. As Corder (1973:283) explains, in a sense, nothing is ‘fully’ learnt until everything is ‘fully’ learnt since there is an absolute interdependence involving all the different levels of language, its structures, and the hierarchies to be found within the system. It is therefore inevitable that during the course of the learning experience errors will be made while this system is being perfected, and these, in turn, have various causes. A learner is exposed to a given input (potentially processible language data made available to the learner), which may or may not become actual intake (what the learner is ready to process and really takes in and turns into knowledge of a particular kind), and subsequently s/he may gain the ability to use the language in the appropriate way either in comprehension or production (Sharwood Smith, 1997:8). However, the input which has been processed by the learner and may have been understood is not necessarily available in an automatic way for use in production. In fact, comprehension is, to most learners, an easier task due to the way the incoming 96 information is processed, most probably in a top-down fashion, with the emphasis on gaining access to meaning, whereas production seems to involve greater processing constraints. This would explain why incoming information is not immediately integrated into the learner’s IL. At this point we feel it would be convenient to mention again, in the context of this section related to error causes, the distinction originally made in philosophy by Ryle (1949), and which was later adopted by Faerch & Kasper (1984), referring to the two types of knowledge formulated in the human mind. In language production, a form or structure may be integrated into the learner’s declarative knowledge, but s/he may not be aware of how or when to use this knowledge and therefore will be said to be lacking in procedural knowledge to actually create his/her own TL output. Psycholinguists maintain that declarative knowledge cannot be employed directly but is dependent on certain procedures to activate it (Ringbom 1992:94). Although declarative knowledge can develop from just being told, procedural knowledge, on the other hand, is acquired only gradually through practice (Anderson, 1976, cited in Ringbom, 1992:94). Thus, in the process of language learning, whilst the IL is being developed we find an imperfect system in operation, within which many different types of errors can be manifested while TL knowledge is being construed, which in turn, may be due to single or multiple causes. Indeed, the same error may be due on one occasion to one particular cause, but in a different context may be attributed to another very different cause. As Abbott (1980) points out 97 No one can claim to know precisely what causes a particular student to make a particular mistake. The cause may be very complicated or there may be more than one cause. (1980:3) Within the framework of the present research work, we review the literature concerning the causes of errors in the field of foreign language learning, with a special reference to those errors caused by interference from the learners’ L1, since this appears to be one of the main causes of error detected in our subanalysis of the Spanish L1 learners’ formal and lexical errors in our corpus. In broad terms, Faerch et al.(1984) attribute learner errors to two main causes which result from both internal and external factors. The internal factors deal with the motivation of the learners, the capacity they have for studying, and their attitude to the target language and culture. For instance, the phenomenon of fossilisation can be a result of the lack of development in the language learning process caused by internal factors. On the other hand, external factors tend to be teaching or teaching materials induced errors (over-emphasis on fluency to the detriment of form, confusion caused by providing learners with too much information e.g. give too many synonyms for a concept which is given out of context or giving quite simply the wrong information). A more useful diagnosis of causes with a view to attempting to develop pedagogically-oriented materials would be the distinction made by Taylor (1986) which identifies psycholinguistic, sociolinguistic, epistemic and discourse structure sources. Of these, most research has concentrated on the psycholinguistic causes concerning the nature of the L2 knowledge system and the differences learners have in using it in production. There have been several 98 major distinctions made according to different authors, although on a general level it is agreed that the main causes are of an interlingual or intralingual nature: Interlingual errors are those which may be traced back to the learner’s knowledge of the L1 or another language previously acquired. Intralingual errors are those which have been identified as being caused through incorrect applications of specific rules to other forms and structures of the target language, thus causing internal conflict and ‘non-targetlanguage-like’ behaviour. According to Richards (1974:174), they are those which reflect the general characteristics of rule learning, such as faulty generalisation, incomplete application of rules, and failure to learn the conditions under which rules apply. In both cases we may say that some sort of interference has been caused, although it must be said that in the case of transfer, the application of L1 forms, rules or structures does not necessarily or always lead to the making of errors. Indeed it is a useful and much used strategy to apply knowledge of the L1 to the comprehension and production of the L2, and when it is successful it is referred to as positive transfer. When these same rules from the L1 cannot be applied to the L2, negative transfer is produced and errors are made. Although there have been many studies carried out into the causes of error, there has been little agreement concerning the weight to be assigned to each of these main sources, thus two extremes have been observed involving those who deny that interference even exists and that it is irrelevant to the study of language acquisition, contrasting with those who maintain it is highly significant, although basing their claims on studies which may not have been carried out under the 99 most rigorous conditions (Andersen, 1984:126). Certainly evidence suggests that, similar to the classification of the errors themselves, the identification of their causes is not always a clear cut matter. As Swan (1997:161) indicates, if an English L1 learner of French confuses fenêtre, vitre, vitrine and vitrail (words for different types of window), is this due to interlingual causes since the English system does not offer so many forms, or on the contrary, is it intralingual because the French lexical system is complicated and there are in fact no English terms to transfer? Dušková (1969) maintained that the lack of an a rticle system in her subjects’ L1 (Czech) led initially to a classification of this frequent type of error in her data to interlingual causes, which later on, when learners went beyond the beginner level, were attributed to intralingual causes as the learner became familiar with the TL system and the confusions of use or, as she puts it, ‘interference from the other terms of the article system and their functions’ (1969:18) became more salient. On the contrary, although dealing with the same grammatical item, Arabski (1979) understood that the article errors made by his Polish L1 students could not be classified as interlingual since the mother tongue does not have articles there is therefore nothing to transfer. A terminological solution proposed by Meriö (1978), but which really boils down to the same debate, relates to the basic notion of the term interference, which, in his research work refers to ‘all those errors which are not made by a monolingual’(1978:27) and which implies that our learners’ deviant forms will always be caused by some form of interference which may be due to either the ‘primary language’ (L1) or the secondary language (target language). 100 These inherent difficulties in establishing what is interlingual and what is due to other causes is problematic, so much so, that the research carried out on interlingual errors, for instance, has concluded that interference is the cause of between as little as 3% (Dulay & Burt, 1973) and as much as 80% (Nickel, 1981) of the total errors committed. The disparity shown in the results may be attributed to several main reasons: • The studies were carried out on learners with very different L1s who were learning English as a second language or foreign language. As we have mentioned previously, the context of the learning experience is relevant to the research design and above all, the results, since these will differ depending on whether the TL is being learnt in the country where it is actually spoken, or if the learner’s exposure to the TL is only within the confines of the FL classroom. • The learners involved in the research had varying levels of competence in the L2, (James (1998) found there is evidence to suggest that transfer is a strategy used more by beginners and very advanced learners, although we will comment on this finding further on). • The task types involved in the research design were very different as, say, translation will show more cases of transfer than free composition (LoCoco, 1976). In addition to these points, there has been a fair amount of criticism aimed at the lack of a more rigorous methodology in the research that has been carried out 101 on this subject and the criteria used for its identification. In this sense, Jarvis (2000) remarks on the gross inconsistencies among findings related to L1 influence (which) make one wonder whether transfer researchers have truly been investigating the same phenomenon. (2000:247) In 1980 Flick commented that the results of much of the research work have been ‘based on individual biases and point of view of the researcher’ (1980:60) while Kellerman, writing ten years on was still found to observe that ‘the field turns out to be in some confusion and has not yet settled down to a consensus view on L1 influence’ (1984:98). Yet another ten years later, Ellis (1994:29) notes that there has certainly been a ‘lack of well-defined and broadly-accepted criteria for establishing which grammatical utterances are the result of language transfer’. Both Ellis (1994) and Jarvis (2000) conclude that there should be more agreement among investigators concerning the identification of the incidences of language transfer. This problem is highlighted in Dechert and Raupach’s (1989) introduction to Transfer in Language Production in which they comment that ‘in spite of three decades of intensive research (...) there is still no generally accepted agreement of what language transfer actually is’, and cite the volume Language Transfer in Language Learning by Gass & Selinker (1992) in which there are no less than 17 different interpretations of the term. At times a ‘notion’ or ‘concept’, at others a ‘process’, ‘strategy’ or ‘ability’, it is used to describe the ‘positive’ or ‘negative’ ‘interaction’, ‘influence’ or ‘effect’ of the MT, or other language, in the ‘acquisition’, or ‘structures’ of second or additional foreign 102 languages. It may be the case that until, as Odlin (1989:2) suggests, adequate definitions of other related concepts for the terms ‘strategy’, ‘process’, and ‘simplification’ materialise, we may not be able to formulate an acceptable definition of transfer. Indeed, is it a ‘process’ (Selinker, 1966), a constraint (Schachter, 1984), a strategy (James, 1998), or a facilitator for learning (Ard & Homburg, 1992), or perhaps all of these? In our research work, we follow Odlin’s (1989) definition of language transfer as: ... the influence resulting from similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired. (1989:27) This definition may pinpoint the cause of transfer, but it does not help us to identify which errors are to be classified as interlingual. In the section relating to Method in this thesis we will investigate this matter further, while proposing a broad working definition for identifying cases of crosslinguistic transfer in the formal and lexical errors in the corpus we analysed in our research work. 4.5.1. Crosslinguistic influence The term ‘interference’ in the field of linguistics was first used by Sandfield in the 4th. International Conference of Linguistics during which he admitted: il n’y a pas de domaine linguistique ou une influence étrangère ne puisse pas se faire sentir (1938, cited in Rodríguez Medina, 2001 :735). 103 Previously, Sapir (1927) had noted that there existed a mutual influence between languages, whilst Bloomfield (1933) had already coined the expression ‘borrowing’. However, it was in the publication by Weinreich in 1953 of Language in Contact that this author laid the foundations for the study of the phenomenon of interference in the context of bilingualism, examining it as a sociocultural aspect of languages in contact. Weinreich clarifies certain concepts regarding the notion of both languages in contact and interference respectively: Two or more languages will be said to be in contact if they are used alternately by the same persons [...] Those instances of deviation from the norms of either language which occur in the speech of bilinguals as a result of their familiarity with more than one language i.e. as a result of language contact. (1979:3-4) As we have pointed out in the chapter concerning the historical background to error analysis, the terms interference and transfer had been associated with behaviourist theories of learning involving habit formation and the negative influence of the learner’s mother tongue, without also taking into account the phenomenon as being a positive strategy. Indeed, L1 influence does not ‘manifest itself exclusively, probably not even primarily, in errors’ as Ringbom (1987:58) notes, since not all errors are due to transfer, and not all the instances of transfer lead to error (1987:69). For this reason Corder (1992) objects to the term ‘interference’, since no process appropriately called interference takes place, if by that we mean that the mother tongue actually inhibits, prevents or 104 makes more difficult the acquisition of some feature of the TL. (1992:18) He does, however, admit that there is ‘a clear relation between speed of acquisition and so-called language distance’ (1992:21). This does not mean that learning a language very different from the MT will cause inhibition or interference. On the contrary, it simply means that there is less facilitation. Along these lines, Swan (1997) mentions that research has shown that Swedish and Spanish speaking learners of English acquire vocabulary faster than Arabic and Finnish students, mainly due to the fact that the former share lexical similarities with English as regards their high incidence of Graeco-Latin vocabulary, although learners often need specific training in order to recognise these cognates in their input. Of a different nature is the English phonological system, which poses greater problems for Spanish speakers, due, amongst other features, to the presence of consonant clusters, the wide range of English vowel sounds, and its very particular rhythm and sentence stress. There are, needless to say, many other aspects which contribute to making a language more, or less difficult to learn, some being dependent on linguistic factors (concept of markedness and difficulty), while others are dependent on extralinguistic factors such as cultural distance, motivation and age. For the learners involved in the task, however, comparisons are inevitably made between the L1 and the TL, whether consciously or subconsciously, and this almost certainly facilitates the growth of his/her IL system (Sharwood Smith 1984). 105 With regard to the terminological problem posed by the use of the term ‘interference’, it has been suggested that the alternative superordinate term proposed by Sharwood Smith and Kellerman (1986) – crosslinguistic influence – be more appropriate as it is theory-neutral, allowing one to subsume under one heading such phenomena as ‘transfer’, ‘interference’, ‘avoidance’, ‘borrowing’ and L2-related aspects of language loss and thus permitting discussion of the similarities and differences between these phenomena. (1986:1) Although some researchers have employed this term, in general, the more widely-used ‘transfer’ has been predominant, especially since the publication of what has been one of the main authorities on this phenomenon, Language Transfer (Odlin 1989) and which includes the study of the different crosslinguistic aspects involved in language learning described by Sharwood Smith and Kellerman above. Ellis (1994:62) maintains that transfer errors are more frequent on the phonological and lexical levels, adding that some areas of grammar are more likely than others to be influenced by the structure of the learner’s L1. Green and Hecht (1985) investigated their interference errors by breaking them down into different categories and found that 69% were grammatical; 26% were errors of vocabulary and 5% due to incorrect style. Within the first category, the impact of L1 transfer was greatest in the sub-category of tense usage – amounting to a total of 36%, and syntax, which accounted for 29% of the grammatical errors. Dušková (1969), found that errors of word order and syntax were often due to L1 influence, and the area least affected by the learners’ L1 involved morphological 106 errors. Finally, Grauberg (1971, cited in Ellis 1994:62), noted that 25% of the lexical errors, 10% of the syntactic errors and none of the errors related to morphology produced by German L1 learners of English could be attributed to interference. In the section of this thesis which deals with the discussion of our results we compare our findings with other studies, and comment on the incidence of crosslinguistic influence in our corpus of errors. 4.5.2. Intralingual errors Many errors which learners make can be attributed to inherent difficulties and/or irregularities in the TL. In the late 60s and early 70s, several researchers (Dušková, 1969; Selinker, 1969; Richards, 1974; Bhatia, 1974) focused their attention on those errors which were not traceable to MT patterns and which could only apparently be explained as resulting from a strategy of target language syntactic overgeneralization (Taylor, 1975:74). Jakobovits (1970) defines generalizations as the use of previously available strategies in new situations-. In second language learning some of these strategies will prove helpful in organizing the facts about the second language but others, perhaps due to superficial similarities, will be misleading and inapplicable. (1970:111-112) As is often the case, until the proponents of two different views come to a mutual agreement that recognizes the importance of taking into account both ends of the pendulum, i.e. L1 interference and intralingual interference, there have been dramatic swings from one extreme to the other, which serve at best, to 107 cause confusion among applied linguists working in the field of SLA. Dulay, Burt & Krashen (1982:96) claimed that ‘the first language has long been considered the villain in second language learning’. To a certain extent this was true, in the sense that the behaviourist learning theories, as we have discussed previously, conditioned the teaching methods in such a way that the learners’ MT was, in effect, to be ‘written over’. However, attitudes to error changed, and as Nickel (1989:296) points out, although CA ‘has been fed by different streams and sources’, which explains why research in different countries has been based on different assumptions, the resulting t heory, EA, adopted a more balanced view with regard to the role of the MT in second language learning environments. Intralingual errors are liable to be committed by learners from all around the globe regardless of their L1. Within this group investigators have made different classifications regarding their causes, although there are not always clear-cut boundaries between the varying types. Larsen-Freeman & Long (1991:59), in their summary of intralingual errors, identify four main types: 1. Overgeneralisation (Richards, 1974) which is caused by the learners’ failure to observe the boundaries of a rule as in *I wonder where are you going. The speaker has probably overgeneralised the rule of subject-verb inversion and applied it to an embedded WH-question. 2. Simplification (George, 1972) where, for example, a learner fails to add a plural marker to a noun when preceded by a cardinal number of more than one, such as: *I studied English for two year. It has also been named 108 ‘redundancy reduction’ since the number already signals plurality and therefore no information is really lost. 3. Communication-based errors (Selinker, 1972) usually derive from the learners’ attempts to communicate a particular form or structure by using certain strategies which may result in error although the communication has been successful as when a learner uses *airball for balloon. 4. Induced errors (Stenson, 1974, cited in Larsen Freeman & Long, 1991: 59) are caused by the incorrect sequencing or presentation of an item in such a way as to create confusion in the learners’ IL grammar. The example given: *She cries as if the baby cries instead of ‘She cries like a baby’, owing to the teacher defining ‘as if’ meaning ‘like’ without explaining the linguistic context for its correct usage. James (1998) has formulated a similar classification involving making a distinction between learning strategy-based errors, and communication strategybased errors. In the former, the learner sets about trying to learn the needed item by: o False analogy. The learner wrongly assumes that if the plural for ‘boy’ is ‘boys’, the plural for ‘child’ should be * childs. o Misanalysis. In this case the learner makes an incorrect hypothesis, producing: *They are carniverous plants and its name comes from... The false concept operating here is that adding an –s to the singular ‘it’ should produce the possessive plural, its. A 109 misanalysis has been carried out which in other contexts in the TL would produce a correct form. o Incomplete rule application. The opposite of overgeneralization, James gives the following example: *Nobody knew where was Barbie. The learner has applied the subject-verb inversion for interrogative formation although this is not required with this type of construction. o Exploiting redundancy. Advanced learners are often accused of ‘verbosity’ and of thus sounding more non-native like in their attempts to seem competent. Other learners succeed in detecting the many redundancies in the language and try to dispense with some of them to make the learning task easier. o Overlooking co-occurrence systems. As an example we are given: *I would enjoy to learn about America. In this case the learner has overlooked the fact, or does not know, that ‘enjoy’ is followed by another verb in the gerund. This would include the collocation errors where, for example we can speak about a strong and weak coffee but not a *strong/weak car. o Hypercorrection or monitor overuse. Learners try to be consistent and often over-monitor in their attempts to do so. The example given by James (1998:186) involves a learner error using French L2: *Il est descendu et est attendu. 110 o Overgeneralisation or system simplification. In the following example the relative pronoun is generalised: *Bill, that had a great sense of unconventional morality. There are other examples which often can be paired in the sense that one term is overused causing the other to be underused. In this example ‘that’ is used when it should have been ‘who’. Other such pairs might be ‘other/another’, ‘much/many’, ‘some/any’, etc. In communication strategy-based errors, James (1998) identifies: o Holistic strategies. The learner presumes that if X can be said, then Y must be possible as well. Thus if s/he needs to use a particular form or structure and this is not known, then a near equivalent should be acceptable. For instance, an L1 French speaker of English may substitute the cognate credibility for the intended word truth. They may also try to coin a word as in: *Until you be unconscious to lose your sensities. Almost at once it becomes apparent that this classification is confusing and most probably totally impractical. Identification of error causes using this criteria would be time-consuming and inconclusive as there would be so many instances of overlap and doubtful cases. In his article ‘A non-contrastive approach to error analysis’ Richards (1974) focuses on those errors which do not derive from transfer from another language, such as did he comed* 111 - What you are doing* He coming from Israel* which reflect the learner’s competence at a particular stage and illustrate some of the general characteristics of language acquisition. Thus he claims, when the TL is English, the origins of these errors are found within the structure of English itself, and through reference to the strategy by which a second language is acquired and taught. (1974:173) However, the distinction he makes between intralingual and developmental errors in his 1971 paper, would appear to be somewhat unmanageable and irrelevant. As a result we only give details concerning Richards’ (1974) four main intralingual causes of error: o Errors caused by over-generalisation where learners create a deviant structure on the basis of their knowledge or experience of other structures in the TL e.g. *He can sings or *She write a long letter. Within this group he includes redundancy reduction which allows the learner to reduce processing burden and is exemplified with the –ed marker of the past simple in English, seemingly redundant, as 'pastness' is usually indicated lexically, and is in fact not needed for the message to be put across as in: *Yesterday I go to the university and I meet my new professor. Certain teaching techniques lead to error and increase the frequency of over-generalisation in the learners’ IL. For 112 instance, many pattern drills lead to error as the learner is required to transform an item or items of language which can easily be confused: Teacher He walks quickly Instruction Change to the continuous form o Ignorance of rule restriction. The learner fails to observe the restrictions of existing structures and tends to apply rules to contexts where errors are produced e.g. *The man who I saw him. o Incomplete application of rules. In this case the deviant language represents the degree of development of the rules required to produce acceptable forms. For instance, the use of question forms can create systematic difficulties for learners from different L1s. Having ‘mastered’ the inverted interrogative form, they may omit the ‘do’ auxiliary, or typically the learners will insert an auxiliary even in the context of an embedded question. These errors, according to Richards (1971b) Student He is walks quickly frequently come about due to the faulty presentation of these structures either in the teaching process or in inappropriate materials. o False concepts hypothesised. These errors are due to the faulty comprehension of distinctions in the TL. The form was, for 113 example, is sometimes understood to be a marker of the past tense, thus producing: *One day it was happened. It has also been noted that the teaching of the present continuous can lead to confusion and false hypotheses. This may well be due to the fact that the professionals who develop language learning textbooks do not previously carry out in-depth studies of the language that native speakers really use, but instead divide the book into neat compartments following their intuitions, deciding in a somewhat arbitrary way about what to introduce in the grammar sections while overlooking the actual context of use (MacDonald, 1999). However, it must be said that if it is already a difficult task distinguishing between two broader groups such as interlingual and intralingual errors, it is an even more arduous task attempting to identify instances of the intralingual errors that Richards proposes. Likewise, Dulay & Burt (1974a) propose three broad categories after their study of Spanish L1 children learning English in the U.S.A.: 1. Developmental errors – similar to those that are found in the acquisition data of the L1 of the learner’s TL . For example, *he took her teeths off. 2. Interference errors which reflect the structure of the learner’s L1 and are not to be found in the L1 acquisition data of the TL. For example, *hers pyjamas 114 3. Unique errors, which belong to a group which are neither developmental nor interference. For example, *He name is Victor. In fact, both Richards and Dulay & Burt place greater emphasis on the intralingual cause of errors from a more mentalist creative -construction point of view as opposed to the association made in the 70’s of the habit formation behaviourist account of L2 acquisition with its emphasis on the negative effect of language transfer. Nowadays there is a somewhat more balanced view which recognises that interference tends to co-occur with other causes of error which are attributed to the confusions and false hypotheses formulated by the learner as regards the forms and structures of the TL system itself. In the following section of this dissertation we discuss aspects related to computer-mediated communication and its role in learning environments, especially those which concern us in our research work, namely with respect to telematic simulations, and the language used in the synchronous and asynchronous communication modes employed in their interactional exchanges. 115 5. Computer-mediated Communication 5.1 Computers in Learning Contexts In the last two decades, the advances made in communication technologies and their integration into teaching-learning environments have resulted in enormous changes in the educational system, not only with respect to the accessibility of information, but in how teaching and learning take place and in the use and delivery of educational resources. We focus at this point, on the computer, as the medium which has probably made the greatest impact of all to date. The proliferation of computerrelated journals reporting on research work being carried out in a multitude of different fields reflects the way in which computers have revolutionised our society at the beginning of this new millennium. We cannot imagine to what extent this influence will consolidate or what directions it will take in the not-toodistant future. Originally designed for the manipulation of data and still used nowadays for mainly written production, the computer has, perhaps surprisingly, extended the 116 possibilities for, and become a facilitator of, social and professional interaction and collaboration (e-mail, chat, teleconferencing, discussion groups, etc.). In a computer assisted language learning context, several basic metaphorical distinctions can be made as regards the function of the computer in the learning process. It will be enough for our purposes to mention just two of these. The first relates to human-computer interaction, where the computer is the ‘provider’ of interactive exercises and activities, and gives guidance and feedback to the learners in response to their output. Here the computer functions as a ‘tutor’. The second case is where the computer is used as a tool for human-human interaction; in other words, where it is the medium of communication in the target language and normally provides no overt correction or feedback. 5.2 Computer-mediated Classrooms Computer-mediated communication (CMC) has been defined by Herring (1996:1) as communication that takes place between human beings via the instrumentality of the computer. According to Cech & Condon (1998), CMC actually encompasses a wide variety of different systems, each with its own distinctive features. For research purposes, this new mode of communication has created numerous new fields of investigation from a social, linguistic and psychological perspective. Computers have also been instrumental in bridging cultural and geographical gaps by providing opportunities for international collaboration, and 117 for deepening mutual understanding between different nations and cultures. As Shetzer & Warschauer (1996) note: (The) advantages of being able to communicate with groups of people all over the world, simultaneously, at little cost and in an archived format that allows us to record, reflect on, and refine our previous words as well as those of our interlocutors, computer mediated communication serves as an intellectual amplifier, bringing about a revolution in human interaction and cognition. (1996:173) Although there are already several studies available documenting the positive effects of computer mediated communication in language learning contexts in particular, we do not, as yet, know what the long term results will show. Several researchers (Bump, 1990; Beauvois, 1992; Kern, 1995; Sullivan & Pratt, 1996; Warschauer, 1996, among others) have noted that the amount and type of language production increases, especially in comparison with face to face activities or with group work carried out in the classroom. Secondly, power structures also differ, and factors which might otherwise influence face to face communication, such as gender, race, ethnicity, physical handicap or pronunciation no longer bear on the interaction (Selfe & Meyer, 1991; Tella, 1991; Beauvois, 1992; Kelm, 1992; Sullivan & Pratt, 1996). When working in groups, CMC promotes a spirit of collaboration amongst peers, encourages fluency in both reading and writing and enhances students’ interactional skills (Bump, 1990; Chun, 1994). It is not difficult to imagine how much more (and more meaningful) language is produced in the relatively anxiety-free environment provided by networked computers when compared 118 with the I+R+F (Initiation-Response-Feedback) dynamics of traditional language classrooms. Indeed, Kern (1995) has observed that students in electronic discussions use a wide variety of discourse structures and notes that this variety is greater in the electronic than in the oral discussions he investigated. Finally, CMC, being written down, is semi-permanent, and therefore provides researchers with a rich source for investigation of many different aspects of authentic language production. Naturally, CMC is not without its drawbacks. One is that there can be a tendency for a lack of coherence in the structure of the ‘dialogue’, more so when there are many participants, so that following the different threads of the sequences is not always straightforward. The difficulty is increased when we take into account the fact that the participants are trying to follow the flow of interaction in a language that is not their mother tongue. There are also some individuals who engage in anti-social behaviour. It seems the anonymity or use of pseudonyms encourages rudeness and results in the phenomenon of ‘flaming’ i.e. saying obnoxious things that would probably not be said in face to face interaction with people you hardly know. On the other hand, anti-social students exist in more traditional classrooms, too. A further criticism of CMC is that participants cannot make use of the nonverbal behaviour which is such a fundamental part of face to face communication. However, computer users have indeed found ways of expressing emotion in less formal communicative situations by using smileys or emoticons, and certain punctuation marks and diminutives which can, to a certain extent substitute for the paralinguistic 119 features that would otherwise be missing when using this medium. Lastly, the increased fluency required of the participants to keep up with the pace of the postings can obviously affect the grammatical accuracy or choice of vo cabulary. Kern (1995:470) has found that ‘stylistic improvement and global coherence (...) are not well served by classroom networked discussions’. In the same research paper, Kern noted that ‘grammatical accuracy suffers and consequently learners read defective French’, which implies that students are being exposed to a large amount of negative input. This result was not confirmed in the work of either Porter (1986) or Blake (2000), who observed that incorrect forms which had actually been passed on from one learner to another were extremely rare. On the contrary, Lee (1998) found that learners tended to copy useful vocabulary, expressions, and linguistic aspects from others and use them later in their own output. Without a doubt, having a written record of the learner production (both errors and correct forms) can be used a posteriori to analyse the language used and design materials to bring any language points requiring clarification to the students’ notice. Two main forms of CMC have been identified. Synchronous communication involves the use of different systems that allow for simultaneous interaction such as that used in Internet Relay Chat where the screen is divided into two parts and the receiver can actually see what is being written by his/her interlocutor(s) as this appears on the screen. An example of this type of communication is Ytalk, a UNIX software programme. 120 Asynchronous communication is not necessarily so immediate, due to the delayed nature of turns. The most typical example is electronic mail where texts may be sent and received almost immediately or after a lapse of several weeks or even months. Technically speaking, there is also a third quasi-synchronous mode where the participants are online but where the message can be written out and edited before sending, which, in theory, allows for more monitoring and correction prior to actually sending. In the telematic simulation we describe in this thesis, the online teleconferences are of this type 7, taking place under real time conditions, although the use of language by the participants is more formal than that usually found in synchronous chat environments. Asynchronous messages are also being sent from one team to another during all the different stages of the simulation. Studies that have been carried out on the type of language produced in humanhuman interaction mediated through the computer suggest that we are dealing with a new variety of language which shows characteristics typical of both spoken and written forms (Ferrara, Brunner & Whittemore, 1991; Collot & Belmore, 1993). Indeed, research over the last few decades has shown that there is no clear cut division between speaking and writing, but rather that we are dealing with the extremes of a continuum. This view reflects the overlap existing between the characteristics of each, depending on the channel or mode of communication and their variable nature. In the case of a teleconference held during a telematic simulation like the one we describe in this dissertation, 7 Despite the distinction made here, in the discussion of the findings in our corpus we refer to either synchronous or asynchronous modes of communication exclusively. 121 although the discourse is written, in many instances structures and forms typical of oral interaction are used. As Johanyak (1997) notes, in many computer mediated activities, students engage in ‘writing’ discussions in which multiple conversations occur almost simultaneously, switching from a more formal writing mode, to more colloquial, informal chatting from one turn to another. He also points out that the medium used, in this case computer technology, limits to a certain extent the language users’ rhetorical options for communication, although the writing itself is still determined by the participant’s own textual constructions, based on the individual, cognitive and contextual experiences they have brought to the technology (1997:93) and, more important in our case, to the simulation i.e. the context in which the electronic interaction takes place. 5.3 Reading and Writing on the Computer The process of reading on a computer screen is, in essence, the same as reading on paper or any other material although research has shown that readers become tired more quickly, partly due to the fact that it proves to be between 10% and 30% slower than reading on paper. In general, most people prefer reading on paper, especially when dealing with more extensive documents such as scientific texts or academic articles, theses, and of course, novels and the like (Kumiawan & Zaphiris, 2001, cited in Perry, 2003:45). Computers can show us a great deal about the processes involved in writing (and reading), and how these are dependent on the medium and the type of task 122 that is to be carried out. Traditional views of writing as a solitary, non-involved activity, lacking in an immediate receiver, are rapidly changing to what Ferrara, Brunner and Whittemore (1991:10) term a new variety of language in use, namely ‘interactive written discourse’ (IWD). This IWD is noted for the following characteristics: 1. It is a naturally occurring register (although perhaps one that is reduced). 2. It is a hybrid language variety, displaying characteristics of both oral and written discourse. 3. The norms of its use are in the process of becoming conventionalized. Ferrara et al. (1991:10) Writing has traditionally provided a means of demonstrating learning (it was generally the last phase of learning units in different textbooks, i.e. the consolidation stage), rather than for the communication of ideas and meanings (Hyland, 1990). Although findings from research carried out into the benefits of using computers in NS writing have been positive (Neu & Scarcella, 1990), more research is needed in order to confirm whether the learner’s overall linguistic and communicative competence is really enhanced through learning with computers (Hyland, 1993). Nonetheless, from the learners point of view, it has been observed that motivation is increased and students find the tasks more interesting (Neu & Scarcella, 1990; Kern, 1995; Sullivan & Pratt, 1996). When engaged in computer writing, individuals have a feeling of audience (Skinner & Austin, 1999), and a greater sense of purpose, especially compared with the routine 123 production of language learners whose output is normally only for the teacher to read, score with a red pen and hand back to the producer. Writing on a computer basically involves the same psycholinguistic processes as writing on paper. As regards the macro-phases, Hayes and Flowers (1980) identified three: planning, writing and revising. In the simulation we describe in our research work, each mode of communication, and each stage involved will show different amounts of the three different phases just mentioned. Sometimes there is more planning of the writing going on and less production, which is typical of all the asynchronous messages sent, whilst at other times there is very little planning or revising of the output, which is apparent in the synchronous or on-line communication during the teleconferences. Learners tend to transfer their knowledge of writing in their L1 to the foreign language writing which in itself is a positive strategy, although too great a dependency on the L1 may inhibit SL writing performance (Kobayashi & Rinnert, 1992). The fact that they often work in groups when writing on computers as they do in the simulation described in this research work, has added advantages, as Dam et al. (1990) remark: We believe that producing texts in small groups is one of the most efficient ways to promote writing abilities, and that it is also, at the same time, an excellent interactional activity. (1990:325) We end this part of the thesis which has dealt with a review of the literature pertinent to aspects related to our research work by briefly mentioning the type 124 of computer-mediated communication from which we obtained our IL corpus, namely, telematic simulations. 5.4 Telematic Simulation One of the many activities that can be carried out on the computer nowadays concerns telematic simulations, and within the field of language learning this combination, -computer and simulation- is proving to be a potentially very powerful methodology (Crookall et al., 1990). One of the main characteristics of the dynamics of simulations involves the secondary role of the instructor, and the fact that: the teacher is only a facilitator of learning, and that firsthand experience, active involvement, and enjoyment underlie all effective learning. (Crookall et al., 1990:167) Ortega (1997) stresses the positive value of authentic communication for motivation: The communicative investment and the meaningfulness and relevance achieved in many computer assisted classroom discussions appear to provide for a context in which opportunities for language development are enhanced, since students are motivated to stretch their linguistic resources in order to meet the demands of real communication in a social context. (1997:83) One of the first initiatives to involve computers in simulations was the POLIS Project developed by Professor Robert Noel at the University of California at Santa Barbara in the early 1970s. Integrating political strategy analysis with the 125 added novelty of the interactive dimension of communicating on a network, the system was initially used for intra-campus communication, but it was latterly extended to include students from various tertiary education institutions in North America logged on through the network ARPANET from their respective campuses (García-Carbonell, 1998:212). Following this initiative, the Project ICONS (International COmmunication and Negotiation Simulation), and IDEALS (International Dimension in Education via Active Learning and Simulation) we re set up to ‘offer large-scale multi-site interactive educational experiences in a variety of fields related to international and global concerns’ (Crookall & Landis, 1992:107). The first project, ICONS, at the University of Maryland, was started in the early 80s, and involved the analysis of issues in international politics, centring on real or hypothetical strategic problems, with the added feature that it had a more interdisciplinary outlook on learning, including language learning and subjects related to the Social Sciences, and the Physical and Environmental Sciences. It responded to a need for ‘internationalising’ the curriculum in order to prepare students to face up to, and accept the responsibility for, the many challenges it was anticipated the new millennium would bring (García-Carbonell, 1998:214). Both the above -mentioned projects are based on the principles of experiential learning and collaborative teamwork, and are highly motivating because the participants are interacting in a real communicative event. Students take on roles representing different countries, usually as high level officials, who are involved in negotiations concerning issues of current interest in the world. Messages 126 between teams are sent on a daily basis through the computer network, and in addition, there are real-time teleconferences which connect students from all around the world. All the communication is carried out in English, which, as Crookall & Wilkenfield (1985:255) suggest, implies that the setting can almost be compared to a language immersion situation since, whilst the simulation lasts, the participants become quite ‘saturated’ by the sheer amount of reading and writing that is done in the official language through their contacts with the other teams. Student feedback concerning their participation in computer-assisted simulations is nearly always positive. Amongst the comments they make, they state that they find it: § Motivating to have a real audience. § Interesting to be in touch with other cultures through the network. § Helpful for learning from one another. § Anxiety-free as regards both writing in a foreign language and error production (as the general feeling is that everyone is the same, i.e. they all make errors, and as one student remarked, the computer system allows you to repair the error before sending). § Enhances personal confidence. Skinner & Austin (1999:272) Project IDEALS, originated at the University of Alabama, in 1989, can be considered a third generation of network gaming (Crookall & Landis, 1992), offering a similar learning environment, whose ultimate aim is for teams to negotiate an agreement related to some international concern, say, the emissions 127 of CFC, the use of the ocean’s resources, the future of Antarctica, from different dimensions wi th regard to the social, technological, ethical, or economic implications. After these first telematic simulation projects, all supported by the US Department of Education, the idea was transported to Europe in 1997 under the denomination of Project IDEELS 8. It is the corpus generated in IDEELS telematic simulations in 1999 and the year 2000, which is the object of the analysis presented in this dissertation. In the second part of this thesis, concerned with the analysis of our IL data, we give a more detailed account of the dynamics of the telematic simulation used in our research work, and the benefits to be reaped from its inclusion in the tertiary education curriuclum, and especially with relation to language learning programmes. 8 IDEELS stands for Intercultural Dynamics in European Education through on-Line Simulation. 128 II. DATA ANALYSIS 129 6. Telematic Simulation: Project IDEELS 6.1 Structure of the IDEELS Simulation The Universidad Politécnica de Valencia, Spain, has participated since 1997 as founding partner in Project IDEELS a Curriculum Design Initiative which was set up under the auspices of the European Commission’s Socrates programme, and whose main goals included the development of a series of telematic simulations for educational purposes. Coordinated by Dr. Janet Sutherland at the University of Bremen in Germany, the interdisciplinary, intercultural communication project originally involved eight project members from four different European countries. At present, as the year 2003 draws to a close, the participants in IDEELS 9 simulations have multiplied and diversified, having involved over the past few years more than fifteen different nationalities from practically every corner of the globe - Eastern and Western Europe, North and South America, Asia and the Middle East, and whose academic backgrounds range from degrees in the Humanities, Social Sciences, Engineering, Computer Science and Law (Sutherland 2002). Educational policy, environmental issues, human rights, immigration, and information and communication technology are 9 The web page for the IDEELS Telematic Simulation is: http://www.ideels.uni-bremen.de 130 amongst the central themes that have been dealt with in the simulations to date. Its direct predecessors and inspiration can be traced back to the previouslymentioned ICONS, directed by Jonathan Wilkenfield at the University of Maryland, and the Project IDEALS, developed by David Crookall in the early 1990’s at the University of Alabama. The objectives of the IDEELS project include: • The development of a series of simulation packages which can be implemented in different kinds of tertiary education institutions. • A user-friendly telematic learning environment to support simulation and gaming activities. • The implementation of collaborative, learner-centred education. • The building of mutual trust, understanding and respect among all those involved in the project. Following the simulation rationale, the participants take on specific roles, negotiate, and make an attempt to deal with the problems that the fictitious federation, Eutropia, faces, through discussion and cooperation firstly, within their own groups, and latterly wi th others, in order to come to an agreement on a general policy statement. In our research, we were privileged to have access to the data base which has been stored from the simulations, and which we are convinced is a hugely rich source for investigating many aspects of intercultural communication, not only as regards the linguistic expression and the benefits of participating in 131 virtual communities, but also from the point of view of pragmatics, group dynamics, and affective factors, among others. At the Universidad Politécnica de Valencia, under the guidance of Dr. Watts and Dr. García-Carbonell, both English Language lecturers at the Telecommunications School, the students have been given the opportunity to use their English language knowledge to debate about issues of interest to the students both as users of their respective tertiary education services, and on a wider scale, as concerned citizens in a real-life scenario involving the integration of new and varied cultures in the construction of a new European identity. As far as the time schedule is concerned, the simulations that have been organised until now consist of a first, more intensive type of format, that lasts between one and two weeks, and a second more extensive type lasting three to five weeks. 6.1.1. Stages in the IDEELS Simulation According to Sutherland et al. (2002) there are normally three phases in an IDEELS simulation. The first phase involves information-gathering, the assignation of roles and the setting of realistic objectives. The members of each group are responsible for preparing their team for the negotiations, familiarizing themselves with the scenario and simulation schedule, making decisions regarding group organization and the distribution of tasks, and developing their team’s strategy. At this stage, as regards the language skills being used, both extensive reading and writing are 132 required. The participants have at their disposition a large virtual library and links to many sites so that they can gather enough information on the topic of the simulation and related issues. Their writing skills are called on for communicating through the message centre with other groups and for making contact with other teams who may share the same interests and goals. By the end of the first phase, students have written two documents, one of which is for internal consumption only and which expresses the team’s goals and strategies (Internal Briefing Document), and a second, public document (Policy Statement) which expresses their team’s policy and positions on the issues agenda of the simulation. Students whose mother tongue is not English also have an opportunity at this stage to prepare themselves for the linguistic challenges ahead through language awareness activities, specific vocabulary input, and communicative activities which promote and practice both the speaking and listening skills. Additionally there is a need to acquaint the participants with the dynamics of negotiation, problem-solving and decision making strategies. In the second phase, the action takes place. The various teams, which are usually geographically distant from one another, send their messages through a web browser to log onto to the OPUSi conferencing software on a server located at the University of Bremen. Asynchronous communication is used for publishing opening positions and for bilateral and multilateral negotiations, preparing the way for the on-line teleconference, smoothing out, where possible, differences and making alliances with other teams who share common objectives. In addition, they also participate in moderated synchronous teleconferences 133 which have a pre-arranged schedule in order to ensure the participation of the maximum number of participants. The goal of this phase is to produce and ratify a jointly-written document that addresses the problems and issues set forth in the scenario. Phase three is the debriefing stage in which students reflect on the learning experience and assess their performance as a team in the simulation dynamics, while at the same time, they exchange ideas on the outcome of the negotiations, the advantages (and drawbacks) of communicating through computers, and comment on any other relevant aspects. Debriefing is done in both a final, postsimulation plenary teleconference, in which students reveal their true identities, and in a series of debriefing sessions within each team. The students at the Telecommunications School also have to prepare their own portfolio which will be presented at a future date to the other members of the class, and which contains the student’s overall i mpression of the simulation, along with the written material s/he has helped to produce during its development either at the conferences, or during, or outwith, class time. 6.1.2. Asynchronous and synchronous communication As regards the asynchronous communication, if we are dealing with intra-team messages, these are identified by author and subject, similar to e-mail, and are sent using the Internal Memos facility. Incoming messages from other teams can likewise be stored, retrieved and replied to when the need arises. Although the Policy Statements can initially be made up of draft proposals prepared by 134 individuals in any one team, the final paper is the result of teamwork and joint collaboration. When sending messages to other teams, the sender will be identified, the subject defined and the date and time included. Most of the asynchronous messages have a general layout similar to the letter format, containing the linguistic formulae typical of this genre as regards the opening and closing sequences (Dear ......... / Yours sincerely....). The writers may sign the message either by using their team name or a fictitious one 10. The synchronous communication is similar to that used in IRC (Internet Relay Chat) for simultaneous interaction, although in the case of the IDEELS interface, the participants do not send the message until it is completely written. When the different teams log on to the conference, they are connected through internet to the OPUSi server, and barring any technical hitches, they are able to join in the discussion relative to the points which have been proposed for that day’s agenda. As regards the format of the screen itself, the postings sent by other participants appear on the left-hand side. When there is a lot of activity and interaction, the postings scroll down at a very fast rate, which means the receivers have to use such strategies as scanning and skimming in order to keep up with the discussion11. In the right hand frame, there is a text window where the participants can compose, edit and send their own contributions. There is also an option whereby instead of sending the message to all the teams, they can choose to send a private message (whisper) to one group in particular, or to 10 11 See Appendix I for extracts of the synchronous and asynchronous exchanges. Comment on the speed of interaction by participant (the turn has not been tagged for errors as yet): <2:3:632:446:#3> it goes a lot faster than sending a letter ( I mean e-mailing) but this is a kind of confusing, it goes to fast. I think there are too many participants because you don´t really know who is answering whom . 135 certain members of their own team. The EuCom (Eutropian Commissioner) takes the role of moderator, making sure that students stay on the topic, summing up, and focussing the debate on particularly interesting issues that arise during the interaction. 6.1.3. Eutropia and the scenarios of the simulation. Eutropia is made up of different regions (Bardland, Coastland, Highland, Midland, Northland and Southland) which are centred around the capital, Eutropolis. Figure 3. Map of Eutropia. Each area has its own socio-economic profile, history and identity, and the participants should reflect this in their attitudes and opinions concerning the main issues on debate in the federation. There are also other participant groups representing non-governme ntal organizations, CoCo (CopyRight-CopyWrong), Free Speech (Digital Free Speech Movement), InfoWatch (Information Rights 136 Watch Group), EdforE (Education for Everyone!), and EuGlobe (The Eutropian Globe), the Federation’s newspaper, whose role is to keep all groups informed of the events in Eutropia as well as the developments taking place in the negotiations. In keeping with the dynamics of simulations in general, the participants do not know anything about the ‘real’ people on the receiving end of their messages, since each group acts out their roles throughout the negotiations until the debriefing phase, when, in a more informal mode, the students have an opportunity to guess each other’s true identity. We understand that it is essential to describe the background details and context in which the simulations were held, the first in November 1999 related to the theme of Tertiary Education Policy, and the scenario used as a backdrop to the year 2000 simulation, dealing with Human Rights in Eutropia, which was also held in the month of November. For each new simulation there is a huge amount of preparation carried out, above all in Bremen, in order to ensure that the participants have access to all the documents they need so that they are able to contribute to the ensuing discussion with well-informed arguments. The participant universities in the simulations we have used for our research work were from Germany, Norway, Spain, Latvia and France. In the first simulation, concerning Tertiary Education Policy in Eutropia, the aim was to achieve a unitary agreement on aspects related to the Federation’s policy regarding tertiary education, i.e. issues concerning funding systems, (fees and state financing), which degrees to offer and what the curricula should include, student intake, entry requirements, and how the policy makers should go about 137 integrating information and communication technology into university life for the benefit of all of the student population. In the year 2000 simulation, the main concern of the Task Force was the development of the Human Rights charter of the Eutropian Constitution. The agenda for the on-line teleconferences was as follows: • Human Rights: Goals and Priorities. • Personal and Community Rights. • Information Rights. • Economic Rights. • Final Teleconference. 6.1.4. Learning objectives in IDEELS simulations. Apart from the linguistic benefits gained from participating in an intercultural communication project in which the lingua franca is English, there are several other factors which can be pointed to as enrichening the total learning experience. Among the main objectives of the simulation, we would mention those related to the development of interpersonal and communication skills, with particular regard to the following aspects: Ø Team work. The participants belong to groups, and their role as a team and within the team must take into account the goals and policy of its members. The intra-group contacts are essential for creating this 138 working environment, and involving everyone in the dynamics of the simulation. Ø Decision-making and problem-solving strategies are developed, but with the added value of putting these skills into practice while taking part in an authentic activity, with the resulting increase in motivation on the part of the students. Ø Intercultural awareness. The participants can come into contact with students from very different academic and sociocultural backgrounds, not, however, in a context of conflict, but with the purpose of engaging in a discussion involving common objectives, and finding solutions that are acceptable for all the participants. Wilkenfield (1998:27) has stated that the participants in intercultural simulations “show a greater sensitivity to cultural and linguistic differences and a greater understanding of the different perspectives that nations bring into negotiating situations”. It is to be hoped that these values will remain with our students on a life-long basis, well after leaving behind their experience in the tertiary education environment. Ø It is learner-centred. The participants have to organize themselves, and to a certain extent, the action and the outcome of the simulation depends entirely on them. The typical teacher-fronted classroom is no longer perceived, although the instructors are with them throughout all the different phases of the simulation, their presence is much more discreet, their main function being to facilitate learning. 139 From the point of view of the development of language skills, GarciaCarbonell (1998:142) notes that simulations offer one of the most realistic contexts in which foreign languages can be learnt in a classroom. They can be seen to bridge the distance between a controlled learning situation and the external world outside the classroom. The following aspects related to the development of language skills and communicative competence can be observed in the simulation: Ø Speaking and listening skills are developed through engaging in the pre-simulation activities organized by the facilitators from each institution; the intra-group discussions held throughout the simulation, and especially before the negotiations begin in which students prepare their internal briefing document. The participants also give an oral presentation of their completed portfolios when the simulation has finished. Ø Reading skills (both intensive and extensive) are called on throughout the activity, the students being required to read not only the messages they receive either by asynchronous or synchronous communication, but also the huge amount of input from the documents available through the Participant’s Resources Page 12. In the act of reading they are also required to grasp the meaning of what is written, essential for the ensuing response to what they have read, thus involving processing skills which may be of a top-down nature. As we are dealing with students from a tertiary education environment, the amount of reading involved in the simulation contributes towards the improvement of their reading speed and the comprehension of the academic articles and texts they are assigned to read for their degree courses. What is more, 12 See Appendix II for Participant’s Resources Web Page. 140 they are being presented with a wide variety of different genres including official documents, treaties, international agreements, reports, etc. (Garcia-Carbonell, 1998:191). Ø Writing skills. On a global level, participants should pay attention to matters of coherence and cohesion in their discourse, of maintaining a certain level of politeness, and use the appropriate rhetorical devices and expressions depending on who the message is to be sent to. At a more local level, they are encouraged to monitor their output, taking care with details such as a correct presentation, spelling, and other formal features. Although the students are often writing under pressure, (as regards the speed of the interaction in the synchronous mode, or against a deadline for an official group statement in the asynchronous mode), their output is not going to be ‘marked’ with a pass or fail as in a normal classroom writing situation. In this case the writing flows in a more natural way, possibly due to the more authentic context of the interaction. Scarcella & Crookall (1990:227) note that “simulation helps students overcome writer’s block, producing a high degree of student involvement rarely found in ESL writing activities”. Ø Lastly, if we examine other areas of language competence, the learners have an opportunity to greatly extend their knowledge of lexis in the L2, increase their pragmatic competence through being exposed to a variety of different speech acts, and, through becoming more familiar with certain aspects related to the development of interactional skills, will gain more confidence when using the foreign language. This last point will be dealt with in the next section concerning the structure of the IDEELS simulation. 141 6.2 Remarks on the Teleconference Dynamics Although a medium that uses writing on a screen as the main transmitter of ideas and communication, we understand that students will also develop their interactional skills through their participation in the simulation, at the same time as they seek ways of establishing and maintaining interpersonal relations with the other participants through the medium of language. In the synchronous mode, the participants have to use their knowledge concerning the structural aspects of face-to-face communication, whilst finding ways of substituting non-verbal features through the use of the tools they have at hand – the keyboard and the screen. 6.2.1. Interactional aspects and the structural organization of the teleconferences. Like other types of social interaction that have been studied, we have found that a teleconference is a mode of communication with certain structural characteristics which mirror those of face to face interaction, in the sense that they are rule-governed and the participants create meaning through language and through the individual interpretation of the interaction as it develops on the screen. Conversation Analysis, in its original sense, was a method of enquiry developed by a group of sociologists and ethnomethodologists, whose aim was to describe the features that underlie face to face interaction, not with any preestablished theories about what goes on, but by analysing the participants own 142 observations and the moves they make in collectively constructing the event. In the following section we give examples of how the participants in this on-line teleconference organise their linguistic behaviour, and how it is to a certain extent conditioned by the medium they are using and the type of event they are participating in, but how they actually use different strategies to try and overcome any apparent difficulties. Ø Turn-taking. In face to face interaction, turn taking is usually organized so that the present speaker can either give up or maintain a turn at a transition relevant place, or talk can be taken over by another participant who self appoints him/herself as next speaker. This often comes about through certain interactional devices such as question-answer, and greeting-response pairs, when one speaker asks another a question the turn is given to the interlocutor in order that s/he may respond to the first part. Signals that also may be given in face to face interaction to indicate speaker change include a whole range of non-verbal signs involving gaze, body posture, etc. Due to the absence of non-verbal signals in CMC, we have noted that the participants in the teleconference used the following strategies to indicate speaker change, although technically speaking when a participant presses ‘enter’ s/he is giving up the floor: When one participant makes a direct question to the whole group: 143 • • <2:449:1> 13 This is a test from Team D – Anybody out there? <220:491:5> Who wants to evaluate the Bardland paper? Any volunteers? Turns are also passed on by asking a question or making a comment to a previously specified message number as in: • <1077:491:31> #27 And how about the students of 30 years of age or over? Indeed, due to the very fast apparition of postings on the screen, which can, nevertheless, be paused by participants in order to look more closely at a turn, the dynamics of the interaction probably make it necessary to write a reference to whom the message is addressed, in order to maintain some sort of coherence. This is due to the complicated multiple threads of sequences going on at any one time during the conference. However, unlike face to face interaction we have found numerous examples where the first part of an adjacency pair of the type question-response, never actually gets answered: • <1138:491:64> #60 How is your suggestion about messuring 'lifeexperience'? Shouldn't we rather be talking about 'work-experience' On the other hand, there may often be several responses to a first part comment as can be seen in the following example: 13 The code we have used to identify the turns or messages sent during this part of the simulation, show that in <2:449:1>, the first numb er ‘2’ refers to the line number; ‘449’ identifies the team number of the sender/s, and the last number, ‘1’ indicates that this was the first message sent in that teleconference. 144 • <1218:490:101> Changing into statement 5, we believe that three years are enough for a good education in the most of degrees and one for job internship 1. <1225:491:105> #101 Three years- without the practical semester and the exam phase? Do you think this is a good idea? Cathy 2. <1226:486:106> #101 4 years + 1 year practice + half year preparing the finnal exam 3. <1232:485:110> #101 It depends on what you study (issue) ? We also note that unlike conversation between two or more participants, the second part of an adjacency pair may not be answered, due to the time lag, until several turns later, the average being between 5 and 10 turns, • <1278:486:139> #137 we think everyone should study that he wants and can choose his subject combination • <1287:491:144> to 139 Does this include extremely useful combinations like Ethnology, Hebrew and Fine Arts? and the maximum we have found was twenty-seven turns later with the following sequence: • <2621:1180:106> in Nice the university of letter has too much students so the department of psychology has moved away that's why a • <2667:1198:133> that’s why what? However this question does not get answered as the topic has moved on and participants probably do not know what this turn actually refers to. 145 The following is an example of a ‘whisper’ where a group member sends a message to another person in the same group which is not seen by any of the other groups, and curiously enough we do have an example here of adjacency, in fact the number of the postings actually coincides, meaning there was a split second between turns: • • <1172:491:82> Can I answer to #80? Nicola? <1173:491:82> sure, go on. When one participant makes a question to certain members of their own group they are passing on turns to their conference-mates: • • <227:491:5> Nicola and Anne! What shall we do? <232:491:15> to sven from gayle. your answer please Another way in which the medium influences the turns is that in face-to-face interaction the person who is giving up their turn would never have a need to identify themselves. Whilst sending secret messages, however, this is a necessary requirement in this sense, making it more like written communication in a letter or e-mail: • <236:491:12> Anne: sorry Ce, was me The participant identification, however, can be confusing from the researchers point of view, as the name of the sender is sometimes written before the turn, as in the last example, or after as in the next: • <234:491:10> I would do the Northland paper. Rebus 146 Ø Interruptions. A common feature of face to face interaction is the phenomenon of interruption. Normally, participants cannot interrupt one another as it is technically impossible to respond to a message when it hasn’t actually been finished and sent by another participant (Wilkins, 1991; Herring, 1999). A turn can last for as long as one person wishes to write, although in our data the turns were, in general, short during the teleconferences, except when a group was sending its Opening or Policy statement which was nearly always prepared in advance by the team. It is interesting, therefore, to observe that the participants themselves can perceive that interruptions do take place as in the following: • <2940:1190:63> tO ALL GROUPS, PLEASE TRY TO FOLLOW THE CONVERSATION. dON´T INTERRUPT • <2949:1980:67> #63 we’re so sorry! This particular message also gives the impression the participant is angry – punctuation, as we shall comment on later, can show varying degrees of emotion in the writer – also making up for the lack of nonverbal cues in this type of conference. Ø Topic Sequence. In conversation ideally there is no gap between turns and no overlap. In the teleconference, as we have noted, there are gaps in the synchronous mode and there is a definite tendency for overlap, not as Herring (1999) points out in the form of temporal overlap, but as regards the different exchanges. The rapid 147 scrolling down of the messages from the multiple users puts great pressure on the participants who have to read the messages as quickly as possible before they disappear from the screen. They then have to compose their responses, conscious of the fact that several other messages may have come into view related to different topics by the time theirs is actually written and sent. In the following we give an example of this, which happens continually in our data, where there are various exchanges interwoven in the discourse: • <1235:491:111> Dear Nordies. We like your idea of 102 that the Öbitür must be valued higher than an entrance exam. Jasmine • <1236:490:112> To #100: We must take care of our resources, because if not we would be cheating us and we wil not be able to put in practice our education • <1238:578:113> What should be taught, when should it be taught, and for how long? We have two proposed models: 1) short-cycle education, with closely defined programmes and 2)3 or 4 years, plus an internship and 6 months to prepare for exams. • <1239:410:114> #106: We disagree with the final exam when you end your studies, because in the University you have done a lot of exams and you have already shown your knowledge. (…) • <1240:486:115> #114 when you have that much knowlege it should not be a problem to repeat it in a final test, or? • <1241:491:116> #104 Taught/Learned: subject(s) which the student has collected experiences for or has natural skills for; when: when she/he is able and willing to do it (sure regard must be paid to her/his age)… 148 In the above case we have written in italics the attempt at changing the topic by the Moderator. However the participants carry on with the original topic for several more turns. Each message here is answering a previous message, but the result is a confusing and fragmented presentation of the sequencing of the discourse, and an apparent lack of coherence. Ø Opening and closing sequences. In interaction there are certain rituals that open and close the different types of communicative encounters we have. These vary depending on the type of communication (telephone calls, service encounters, e-mail, public speech, etc.), and tend to be culturally bound. At the beginning of each teleconference the teams have to have an opportunity to say they are ‘present’, identify themselves, and greet the other participants: • • <990:486:2> Hi everybody! Coastlanders are here. <992:490:3> Hello every country of Eutropian Federation: Likewise, the closings follow similar patterns with the pre-closing and closing sequence often in the same turn: • <1392:491:217> Time is up! Let´s continue the discourse through messeage center! Midlanders would like to say `bye-bye´ to all the other delegations and we hope to hear from you soon! Keep up with messages and memos! However, interaction continues with the following: • • <1400:485:219> goodbaye. We have a snowstorm to attend <1402:486:220> Lucky you! 149 • <1404:486:222> Bye bye! The Coastla nders Ø Expressing emotion. We would like to mention a feature observable in our data which has been the subject of debate when the affective factors involved in CMC are taken into account. Due to the lack of non-verbal cues in the interaction, participants have developed strategies to show their emotions using the most obvious means they have at hand – the keyboard. We will review the use of some of these and show how the medium need not be as impersonal as it has been attributed to be. - Punctuation According to Martens & Goodman (1993:37), ‘punctuation is the conventionalised means by which a writer shares with a reader the necessary information about meaning or language structure not contained in the words of the text’. Like all other features of language, it is a system that undergoes constant change, and we have found that CMC is a medium which has also adopted these signs, giving them, in some cases, new meanings and functions, and serving, moreover, as a substitute for non-verbal language, and as such, has become a feature of the pragmatics of the written medium. 1) Exclamation marks. These are used very frequently and seem to ‘lighten’ the discourse, making it more immediate. They express surprise, and happiness and we have observed they are often used to mitigate turns expressing disagreement: 150 • <3297:1182:278> I don’t think so! Or denial: • <1177:486:84> #79 we have never said it! Or they emphasise intentions: • <1868:491:11> I’ll do my very best!!! Nicola Question marks are not only used for enquiry, but for expressing doubt and sarcasm • • <3942:1401:86> #48 pardon? <1726:491:93> …and the screet of sepllinge??? There are however fewer full stops than would be expected and commas are hardly used at all. Uppercase letters are used, as the very participants perceive them, to express shouting in the sense of anger or frustration, as in: • <3151:1198:191> PLEASE SAY TO WHO YOU ARE ANSWERING OTHERWISE WE WON T GET OUT OF HERE!! • <3161:1189:195> OOOOOOOOOOOH DON'T SHOUT YOU ARE NOT ALONE AND CAN YOU TALK NICELY PLEASE J They are also used to mitigate criticism as in: • <2232:491:134> OOOOOOHHHHH wee little northies…. Finally ellipsis points are very frequent in the teleconference, sometimes for indicating that the present turn is giving up the floor, after certain expressions as in written language (hmm…/yeah…) • • <398:486:20>any volunteers? i already wrote the opening statement… <164:449:30> hmm... that's probably the best way to keep a secret! 151 Lastly, as regarding expressing emotion, we mention the phenomenon of emoticons or smileys. These are frequently used by the participants, and in many different contexts. We have observed they express agreement, solidarity, irony, amusement, sadness, etc.: • • • • • <4754:447:56> indeed J <1516:486:20> Irene... okay...that was our first step. I am proud of youJ <1908:491:26> Dear Northies, You really do agree with all statements, sounds kind of boring. ;-)) <3531:1182:401> hehehe J <3505:1189:395> The best is having fewer students and for that it means more fees...:-( Ø Orality and virtual ‘presence’. Although dealing with the written medium, the participants in the teleconferences make numerous comments which show characteristics of interlocutor presence as in face to face interaction, and these are rarely challenged, implying that it is a mutually acceptable characteristic of this type of CMC. • Situational reference through use of deictics or prepositions: <2:1:119:1398:1624:A_C> It's nice to see you here! <2:7:2233:1405:S_R> kind of quiet here, isn'it ? <2:5:1388:1625:S_K> This is not a real conference, is it? Northland are you still there? <2:2:313:447:#5> hello? Am I in? 152 • Use of verbs related to oral communication <2:1:29:448:#9> does anyone hear what Michael is talking about? <2:1:258:1401:S_B> #48 pardon? <2:5:1767:1402:1403:W_R> We're sorry to see you leave...:-( <2:6:1987:1402:M_W> Bardland had a german accent!! <2:5:1817:1402:W_R> Bye everyone! It was a pleasure to talk to you all. In the following exchange in the debriefing, the participants are trying to guess where the different teams come from. They have just been discussing Midland: <2:7:2332:1402:N_M> #88 and #90 I've already told you! <2:7:2334:1398:K_B> Sorry maybe we were not here or we are deaf • Challenges orality <2:7:2281:1402:N_M> Do we sound German? <2:7:2283:1398:I_K> That is not so easy- to hear you, Midland!!! • Reference to written medium <2:1:39:447:#6> # ssshhhh, he can read that <2:3:1155:1401:O_H> Yes, thank you, it was fun. Read you Monday, Bye With these extracts from our corpus we have set out to demonstrate that the participants in CMC often use expressions that are more typical of spoken interaction involving much greater interlocutor -although virtual- presence than any other written medium. It is another characteristic of the synchronous communication that makes it differ from the asynchronous exchanges we have studied in our corpus. 153 7. Materials and Method 7.1 Profile of the Subjects The subjects involved in the research work were students at five tertiary education institutions in Europe: 1. University of Bremen, Germany. 2. Nord-Trondelag College, Norway. 3. The Universidad Politécnica de Valencia, Spain. 4. University of Riga, Latvia. 5. University of Nice, France. There was a total of 126 students from the above universities, who were studying the followi ng degrees: Ø University of Bremen, Germany: the participants were attending courses in the Humanities and Social Sciences. Ø Nord-Trøndelag College, Norway: Humanities, Social Sciences and Computer Science. Ø Universidad Politécnica de Valencia, Spain: Telecommunications Ø University of Nice, France: Humanities and Social Sciences. Ø University of Riga, Latvia: Humanities and Social Sciences. 154 The level of their competence in English ranged from Intermediate to Advanced, the difference being apparent when analysing the errors that the students from the University of Bremen had made, who were studying, in some cases, English Language and L iterature, and by observing their total output in which they used expressions which could be attributed to speakers with an advanced level of the TL. The study was carried out on a more aggregate level due to the difficulty we had in the exact identification of the individuals who were actually doing the writing at any one computer at any time during the simulations. On occasions working in groups, and at others working individually, there was, nevertheless, a clear distribution of the subjects as regards the country they represented and thus we concentrated on the comparison of the different groups of learners rather than try to analyse individual contributions to the interactional exchanges 14. In a sense, as research methods usually indicate, it is the salient characteristics common to the members of any one group which can give information of a more general nature which can be more easily extrapolated to other similar situations. 7.2 Data Collection Method The data obtained for the elaboration of the IL corpus used in this dissertation, was retrieved from the data base at the OPUSi server at the University of Bremen 14 We mention that there were a few students taking part who were on Socrates Exchange Programmes. However, the numbers were insignificant and it was concluded that their presence would not affect the overall results. 155 in Germany. As stated in the IDEELS Project web page, OPUSi, designed and developed at the University of Bremen itself, is an ergonomically-designed simulation software platform (...) which uses a graphical interface and can be accessed using a Web browser such as Internet Explorer or Netscape (Version 4.x or newer); it can be accessed by participants using a PC or workstation with Internet access, regardless of computer's operating system (Windows 95/98, Windows NT, Unix, etc.). OPUSi provides a variety of functions, including individual, password protected user accounts, intragroup messaging (Internal Memos), collaborative writing space (Papers), resource library (Library), intergroup messaging (Message Centre), and teleconferencing (Conferences). In addition, the software maintains a database of all communication which takes place during a simulation and supports a variety of analytical functions for project-related research activities. (http://www.ideels.uni-bremen.de) Thus all the messages that were either sent through the message centre to other groups, or posted during the on-line teleconferences, all passed through OPUSi and were saved there for future research work15. As the data base proved to be unmanageable in its original form, it was transferred to the programme Microsoft Excel for its subsequent analysis. 15 Students’ permission was requested prior to their participation in the simulation. 156 7.3 Description of the IL Corpus The corpus was composed of the synchronous and asynchronous messages sent by the participants in the IDEELS simulations organized in 1999 and the year 2000. The entire corpus was made up of a total of 120,269 words 16 although the actual corpus we worked on with our computer-aided error analysis was lower since we subtracted all the turns that belonged to either the Moderator, or the Facilitators17 of the different teams. Thus, in actual fact these factors lowered the number of words substantially, as the Moderator, with all the functions she had, intervened on many occasions in the synchronous communication mode above all. There were also many messages sent that contained ‘included messages’, and these were not recounted, analysed or tagged for errors except the first time they had been written and sent. Lastly, we also took out of the final corpus the private mini-conferences that were held outwith the main simulation by the groups in Bremen. We made an effort to ensure that we had approximately the same amount of words in both modes. We did not initially know which teams the participants belonged to, and this explains the fact that the German L1 group are more represented than the others. On the other hand, it is also true to say that they were the most numerous participants in the simulations, and it is therefore 16 Within the grammatical hierarchy, morphemes are the lowest unit. The term ‘word’ as it is used in this thesis, consists of one or more morphemes. Words are the units which function to relate the grammar of a language to its lexicon. (Quirk et al. 1985: 43) 17 The facilitators were actually the teachers of the participants in their respective universities. 157 inevitable that there should be a difference in the contributions made to the corpus by each L1. The corpus comprises: 1. Synchronous communication: § 42,059 words § 2,906 turns 2. Asynchronous communication: § 42,625 words § 250 turns From this it can be observed straight away that there must be a great difference in the length of turns when dealing with one or other mode. In effect, the synchronous postings tended to be short, containing anything from a minimum electronic utterance such as an exclamation mark to a longer message containing, say, a team’s Opening Statement, whilst the asynchronous messages were, on the whole, much longer with both the language and format showing characterisitics of a more formal genre of writing. Once we transferred the data base to Microsoft Excel, we proceeded to carry out an analysis of a small sample of the simulation, aware that it would necessarily take time to become familiarized with the error tagging system, and to ensure the most reliable intra-rater results. As we had anticipated that there may be problems of retrieval with the layout of turns in the synchronous exchanges, we decided to insert an identification code at the beginning of each line, instead of each turn, in order to be able to determine with exactitude the exact identity of each participant. 158 144 Good morning to all delegations! 145 The coastland delegation is looking foreward to partisipate in this conferenses about human rights. 146 Human rights is a very important subject, and we hope to come to an agreement on the behaf of the 1400 eutropian citizens Randi Jule 10 -1 Lian <2:1:120:1400:R_L_L> Good morning to all delegations! <2:1:120:1400:R_L_L> The coastland delegation is (XVCO) looking (FS) foreward $forward$ to (FS) partisipate $participate$ $looking forward to participating$ in this (FS) conferenses $conferences$ (GNN) conferences $conference$ (LS) about $on$ human rights. <2:1:120:1400:R_L_L> Human rights is a very important subject, and we hope to come to an agreement (LP) on the (FS) behaf $behalf $ $on behalf of$ of the eutropian citizens As the above extract shows, the same participant writes this whole message. It is a single turn, but as the student pressed enter three times, it would count as three separate turns if we used the automatic counting tools on Excel. This is why we inserted the identification code at the beginning of each line which we explain below: <2:1:120:1400:R_L_L> From left to right. The ‘2’ indicates that we are dealing with the year 2000 simulation. This is followed by the number ‘1’ which indicates that this message belongs to the first teleconference. The ‘120’ refers to the number of the turn, and this is followed by ‘1400’ which is the team identification number (Coastland). Lastly, in the synchronous mode, we inserted the first letters of the name that corresponded to this participant (R_J_L: Randi Jule Lian). In the asynchronous mode the format of the messages was identical: 159 Wetzel I've just send a little letter to the globe. I mentioned that Highland, Northland and Coastland agreed on our plan to provide connectivity for every citizen. I think our "experts"; on these nations should write them a 1646 EuGlobe message as well. I've just (FM) send $sent$ a little letter to the globe. I mentioned that Highland, Northland and Coastland agreed on our plan to provide (GWC) connectivity $connection$ for every citizen. I think our "experts"; on these nations should write them a message as well. 1677 In this case the code indicated approximately the same, except that the ‘A’ at the beginning indicates that this is asynchronous, and as the off-line messages were normally sent by teams, we do not insert the initials of the individual names but give the information as: ‘1678’ the team code for one of the teams in the German L1 group, followed by ‘1646’ indicating that the message is a whisper (secret message) to his/her L1 group. 7.4 Types of Analysis In our analysis of the IL errors in our corpus, we initially carried out comparative analyses using the error taxonomy we describe in the section Error Tagging Method, and by calculating the percentages of the total errors made by the participant groups for each error category. We have analysed the data going from a more general perspective, i.e. compare general categories of errors (Form, Grammar, Lexico-grammar, Lexis, etc.) in both synchronous and asynchronous modes of communication, followed by a more specific analysis of the errors according to their subgroups (FM – Formal errors of derivation and inflection; 160 FS – Formal errors of spelling; GA – Grammar articles, etc.). This was followed by the analysis of the error frequency of the different category types per L1 group in both synchronous and asynchronous modes of communication. These results were also obtained by calculating the percentages of each error type per total errors. The next objective was to study the relative incidence of errors according to the L1 of the participant groups in order to determine if there were notable differences in the categories of errors which could be related to specific L1s. In order to do this, a relationship had to be established between the different errors and the different L1s. The application of the method known as Correspondence Analsyis allowed us to investigate the relationship between the different variables and their effect on the type and frequency of errors in the corpus, the calculations being carried out using the SPSS 11.5 software package. Correspondence Analysis is known as a descriptive/exploratory technique which is designed to analyze simple two -way and multi-way tables containing some measure of correspondence between the rows and columns. The results provide information which is similar in nature to those produced by Factor Analysis techniques, a they allow one to explore the structure of categorical s variables included in a table. It then transforms the nonmetric data to a metric level and performs dimensional reduction and perceptual mapping. One way to state the goal of a Correspondence Analysis is to represent the entries in the table of relative frequencies in terms of the distances between individual rows and/or columns in a low-dimensional space. When interpreting the variables in a two - 161 way table, the programme will first compute the relative frequencies for the frequency table, so that the sum of all table entries is equal to 1.0 (each element will be divided by the total). In the terminology of Correspondence Analysis, the row and column totals of the matrix of relative frequencies are called the row mass and column mass, respectively. The correspondence between the variables and the relative frequencies can be shown on a two - or three-dimensional map, and relationships can be established through the proximity or distance of certain variables, in our case, participants’ L1, in relation to the different error types. This method was originally developed primarily in France by Jean-Paul Benzérci in the early 1960's and 1970's (Benzérci, 1973; Lebart, Morineau & Tabard, 1977), but more recently has gained increasing popularity in Englishspeaking countries (Carrol, Green & Schaffer, 1986; Hoffman & Franke, 1986, among others). 7.5 Error Tagging Method As we mentioned previously in the chapter referring to the State of the Art, at present there is no reliable software on the market for the computerised error detection of IL discourse. Having read in the literature of the research work carried out at the Centre for English Corpus Linguistics (CECL) at the Université Catholique in Louvain (UCL), Belgium, we made contact with the leading researcher, Professor Sylvianne Granger, with the aim of purchasing the UCL Error Editor (version 0.1) which they had co-developed with John Hutchison at 162 the Linguistics Department of Lancaster University, and the possibility of adapting it for use with our corpus. The research group at Louvain have spent several years using computerized corpus analysis methods to investigate the language patterns in the IL of learners from a number of different linguistic backgrounds. Indeed the International Corpus of Learner English (1990) has proved to be a highly dynamic source for the investigation of many different features of learner language. The UCL Error Editor is an MS Windows programme which was designed to facilitate the insertion of error tags and their formatted corrections as used by researchers at the Centre for English Corpus Linguistics (CECL) in their analysis of learner corpora. It offers none of the usual functions associated with a word processor, and few of those found in text editors, because the designers sought to develop a simple programme, free from proprietary file formats. Certainly, under inspection, it became apparent that it was the most comprehensive error tagging system available, and one that catered for all categories of error with a minimum of overlap. This was a novel aspect related to error detection and correction since most research work has concentrated on either the major categories alone (Grammar, Lexis, Syntax, Morphology, etc.), and in a general sense, or specific aspects such as article errors, verb form errors, etc. without attempting to analyse the whole discourse for all types of errors. To accompany the Error Editor there is a manual which was written in order to guide the researcher concerning the identification and classification of the different error types. We followed this taxonomy, although we added categories 163 of our own, in order to deal with aspects that were particular to our learner corpus and which we understood to be relevant for our research purposes. At this point we must mention an important aspect related to interrater reliability in our error analysis. Other studies, according to Polio (1997:102), ‘have rarely reported intra- and interrater reliabilities, which can call into question’ the conclusions reached in the research results, and certainly ‘make replication of a study’ in a different context, somewhat problematic. The experimental design of our research, which called for the identification and tagging of the IL errors in our whole corpus, was carried out by one NS of English, (of Scottish origin), although 10% of the same corpus was also analysed by another NS (of English origin) in order to test interrater variability. The potential variations in coding due to the effects of rater characteristics were minimized through involving raters of similar backgrounds in education (university degreed), and professional experience (more than twenty years of teaching English as a foreign language). Both raters were given specific preparation for the task in work sessions with the aim of becoming acquainted with the tagging system and thus ensuring uniformity in its application. The results are shown in Appendix III. With respect to intrarater consistency, and conscious of the importance of this aspect as regards the results of the research work, a preliminary pilot study was carried out so that the main researcher could become accustomed to the tagging method and reach a point where the error tagging was consistent. Following this, a few changes were made regarding the criteria used for the classification of 164 some errors (mainly related to capitalization and punctuation). In spite of this, there were still a handful of errors which proved difficult to tag, either because the exact nature of the error was difficult to pinpoint, or due to the fact that they could fall into two different categories, or the error class could only be distinguished by looking at the discoursal relations across different turns, or when participants are found to be playing with language 18. The UCL Editor is based on a structural taxonomy of IL errors. The authors, Dagneaux, Denness, Granger & Meunier (1996) developed codes which classified the deviant forms according to their surface linguistic description, only classifying the source of the error in the case of the false friends category. There are seven main types and forty specific error tags, the first letter of the tag indicating the error category: • The first category involves formal errors (F*). • The second is devoted to grammatical errors (G*). • The third main category deals with lexico-grammar (X*). It includes errors where the morpho-syntactic properties of a word have been violated. • The fourth category groups errors involving the semantic properties of single words and lexical phrases (L*). • The other categories include: (1) Register (R), (2) Style (S*), (3) Word Redundant (WR), Word Missing (WM) and Word Order (WO). 18 In Appendix IV we provide some samples of errors that were more problematic to categorise. 165 Nearly all of these major categories are divided into sub-categories. The second letter generally indicates the sub-category whereas the following letters give more precision about the type of error. For instance, there are a number of tags that begin with (G*) for grammatical errors. To distinguish word classes which begin with the same letter one or two additional letters have been added to indicate the exact nature of the error. Thus A stands for article, ADJ for adjective, ADV for adverb. The following letters indicate the type of error: O stands for Order, CO for complementation, PR for dependent preposition, etc. The tags were developed according to the definition of the word classes described in the International Corpus of English Tagging Manual (Greenbaum 1991). There are several points to note as regards the procedure involved in the error tagging: 1. The tag should be chosen according to the erroneous form used and therefore does not depend on the word class or form of the corrected version. e.g. <2:2:385:1646:1665:J_P> so when a poor (GP) one $person$ wants to buy a CD, his rich neighbour (GVT) is coming $comes$ to the shop and (GVT) paying $pays$ his "Gema"-Fee??? Thus in the above example, the (GP) tag indicates that the error is due to the incorrect use of the pronoun ‘one’ although the correction involves inserting a noun. 166 2. The tag should normally be inserted before the error that needs to be corrected. i.e. <3:879:490:J_P_J> Religious education is a good option, but everybody should be able to choose (GP) his $their$ religion as a subject and nobody should impose it. There are some exceptions to this rule, such as the category of errors involving complementation and dependent prepositions, in which case the tag should be inserted before the word (or words) that triggers the erroneous complementation: e.g. <5:1430:491:578:C_O> Dear EuCom- is there a (XNCO) possibility to prolong $possibility of prolonging$ the conference? There are only five minutes left and we haven't even (LS) reached $finished$ our agenda. 3. The proposed correction of the language users’ intended meaning should be placed immediately after the erroneous form. For retrieval purposes, the authors suggest that the corrected version be placed between dollar signs ($) i.e. <1:305:491:J_A> #39 The campus will be set up in the suburbs of Eutropolis- students can use the public (FS) transsport $transport$ to use the city's cultural infrastructure. 4. When there is more than one error in a word or phrase, it must be tagged twice i.e. <5:1392:491:O_D_H> (but maybe (FS) expansiver $more expensive$ (GADJCS) expansiver $more expensive$) technologies. 167 5. A zero (0) is used to indicate missing words, or a correction that consists of the deletion of a word or phrase i.e. <2:468:486:486:S_L> Hi everybody. Sorry I am not a big help today (like most (WM) 0 $of$ the time:-))... but I think you have everything under control... The following is an example of the Error Editor screen: 168 We will now proceed to describe the error tagging system, giving examples from our corpus of each type. As we mentioned previously, the code at the beginning of each example locates the error in a certain place in the corpus. FORM : (F*) This category groups together words that include errors of a strictly formal nature. Although they are normally recognisable, this category usually includes non-existent forms in English. Morphology : (FM) (FM) is the tag used for errors of derivation and inflection. Inflectional errors refers to those that show errors in the grammatical morphemes, such as verb forms, plurals, gentive forms, comparative and superlative adjectives, etc., while derivational errors are due to the addition of erroneous affixes which also result in non-existent words. Inflectional errors - Erroneous simple present 3rd person singular morpheme e.g. <2:2:344:1403:J_E> (GP) he $she$ (FM) cans $can$ 19 perfectly decide if (GP) he $she$ (GVM) want $wants$ to disconnect the mechanism. - Erroneous simple past morpheme e.g. <2:2:485:1665:1401:E_R> or should we (FM) sent $send$ messages later? 19 In order to facilitate the localization of the tagged error in each category we have marked these with a dotted line. 169 - Erroneous past participle morpheme e.g. <2:4:1319:1665:1665:J_Ne> if (GP) he $they$ (GVT) won´t get $weren't to get$ (FM) payed $paid$ for it. - Erroneous plural morpheme e.g. <2:2:539:1400:R_J_L>The access to internet in (FM) librarys $libraries$, schools, work-places etc. - Erroneous irregular comparatives/ superlatives e.g. <5:1385:490:A_M_P> Could we please be (FM) quicklier $quicker$. Derivational errors e.g. <5:1172:490:J_B_S> we should (FM) considerate $consider$ (S) each situation of all the students$ the situation of each student$. <5:1454:490:A_M_P> If no one participates that would show the PUSM is (FM) unuseful $useless$. Spelling : (FS) (FS) includes all spelling errors. It is also used for errors involving contracted forms without the apostrophe. <1:354:578:J_S> This would include university, college, (FS) politechnic $polytechnic$, vocational, adult, continuing, and on-the-job education and training. <2:443:491:S_R> Teacher's knowledge in this case (FS) referrs $refers$ to his experience in administration. <4:1014:486:486:S_L> Sweetie.... (FS) Ill $I'll$ be right back. 170 <5:1123:485:489:A_H> (SU) Due to some technical problems $?$ , we are now online. (FM) we'er $we're$ (FS) shure $sure$ that. o Letters missing – probably simply typographical errors, not due to a lack of linguistic competence. <189:491:J_A> we should (FS) end $send$ them a message today - that will give them more time. Sven. <1:260:489:V_F> We are available to answer the (FS) questinos $questions$ you might have. Initially we tagged all the errors involving non-use of capital letters in the corpus. However it soon became apparent that there were far too many and tagging all of them would have been a tremendously time-consuming affair. We therefore established the following criteria for classifying the errors in this category with a certain amount of flexibility in the on-line teleconferences due to taking into account the conventions of the medium and the lack of time that the participants had for writing their messages. Errors that were tolerated and not tagged: § Sentence initial missing capital letters. § Names of other participants (mainly used when participants of the same group send private messages to each other). <233:491:S_M> to sven- problem is- neither have (FS) i, $I$ there is IRC on my computer, but I still have not figured out how to use it cathy. Errors that were not tolerated: 171 § Names of countries, nationalities and languages. <3:867:485:R_N> we want only (FS) english $English$. § Days of the week and months of the year. <2:625:489:S_G> (FS) wednesday $Wednesday$ next week... § The use of the pronoun ‘I’ in lower case. <2:569:491:491:C_O> can (FS) i $I$ answer 157? cathy. Punctuation missing: FPM This category is used for cases where the punctuation is missing. <187:491:A_N> When and (FS) were $where$ is the best place to meet. (FPM) $?$. Punctuation wrong: FPW If the wrong punctuation marks were inserted this tag was used. It was particularly useful for the identification of relative clause problems. <2:267:1403:R_G> Would the Commissioner (FPW), $0$ please (FPW), $0$ clarify what the (FS) responsabilities $responsibilities$ for each section entail? <2:4:1315:1665:J_Ne> moving to the countries (FPW), $0$ where (LS) less $fewer$ taxes (GVV) were to pay$ are paid$ or. GRAMMAR : (G) The rules and norms of English grammar that have been violated in the IL output are classed in this main category type. There are several sub-categories, which we describe as follows: 172 Articles : (GA) (GA) involves all problems of definite, indefinite or zero article, including misuse, omission or overinclusion. Definite Articles e.g. <3:780:491:A_N> #114 Isn't it common in (GA) the $0$ academic (LS) circles $life$ to finish your university education with either an MA. Indefinite Articles e.g. <3:812:486:491:P_K> Yes, if he thinks that is (GA) a $the$ right (LS) way $combination$. Zero Article e.g. <1:325:489:V_F> (LS) At $Concerning$ the questions about (GA) 0 $the$ campus we (GVT) will inform $inform$ you that by using IT. NOUNS : (GN) Noun case : ( GNC) This category includes: - uses of the genitive (‘s) where it should not have been used. This is an error which is also very common among writers whose L1 is English too. - and uses of the ‘Noun + Noun’ or ‘Noun of Noun’ combination instead of the genitive. e.g. <4:920:490:D_G_B> information technologies and their applications (depending on the needs of each person), will develop (GNC) the intelligence of the people $people's intelligence$. 173 <2:5:1555:1401:1646:O_H> dear (GNC) info's $infos$, don't you know how to whisper, or was that meant for all of us to read? Noun number : (GNN) (GNN) is the tag which classes errors caused by the addition or omission of the plural morpheme. Singular for plural e.g. <2:518:490:J_V_G> Also, we think enterprises must collaborate economically with (GNN) university $universities$. Plural for singular e.g. <2:2:329:1400:R_J_L> If a person is terminally ill (WR) of a mortal disease $000$ medical personnel should be allowed to help him/her to shorten his/ (GP) hers $her$ (GNN) sufferings $suffering$. Pronouns : (GP) (GP) Although this category is only for pronouns, we added those errors related to adjectives, and which couldn’t be categorised in the Adjective class, which only contemplated errors of number, order and degree. This tag thus groups together errors concerning demonstrative, interrogative, personal, possessive and quantifying adjectives and pronouns, as well as reciprocal, reflexive, relative and indefinite pronouns. The proforms (one/ones, so) are also included in this sub-category. e.g. <4:996:489:489:V_F> (GP) All $Everyone$ should be able to use w ordprocessing tools, and programs like Excel. 174 <3:774:490:J_O_D> We must take care of our resources, because if not we would be (LS) cheating $deceiving$ (GP) us $ourselves$ and we (FS) wil $will$ not be able (XVPR) to put in practice $to put into practice$ our education. <2:6:2207:1403:1665:S_A> Ok, (FS) i $I$ haven't said (GP) nothing $anything$ "dangerous". Reference problems are also dealt with in this sub-category: <2:4:1244:1398:B_A> We mentioned our ideas in our (LP) position paper $policy statement$ . Should we repeat (GP) it $them$? ADJECTIVES : (GADJ) Adjective order : (GADJO) (GADJO) is the tag used for categorising errors of adjective position. In the following example, the tag classifies a word-order error when two or more adjectives precede the noun. e.g. <5:1151:491:491:S_R> Yes we will eat and drink until we will see (GADJO) blue little $little blue$ dots It also includes errors caused by confusion of attributive and predicative functions of adjectives. e.g. <2:3:768:1665:S_U> #100 - development of software is very expensive and high quality is only guaranteed with (GADJO) payed software $software that is paid for$. 175 Adjective number : (GADJN) (GADJN) consists of any errors which show the learner has used a plural morpheme with an adjective. e.g. <2:6:2072:1413:A_R_R> As we were saying, all (GADJN) pretties $pretty$ women are invited to our great party (LS) of $on$ the last day (we promise you it is going to be a party "(CS)que se cagara la perra (Spanish col.)". Comparative / Superlative : (GADJCS) (GADJCS) consists of errors which either involve the wrong formation or misuse of comparatives and superlatives. Wrong formation e.g. <2:7:2320:1398:I_K> No, sorry but we have much (GADJCS) more sweeter $sweeter$ dreams. Misuse e.g. <2:4:1315:1665:J_Ne> where (LS) less $fewer$ taxes (GVV) were to pay $are paid$ or (FS) were $where$ poorer people work for (GADJCS)lower $less$ money. It must be a (SU) term $?$ of the Eutropian Constitution to develop a ministry of (FS) regualtion $regulation$ to protect and to control that. Those forms of comparative and superlative that do not exist in English are tagged as (FM). 176 ADVERBS : (GADV) Adverb order : (GADVO) (GADVO) deals with problems related to adverb order. e.g. <2:2:550:1646:J_P> You (GADVO) exactly wrote $wrote exactly$ what we wrote. Thank you VERBS : (GV) Verb number : (GVN) (GVN) includes all errors involving number concordance between subjects and verbs. Plural verb with singular subject e.g. <3:738:490:J_P_J> #79: If a person over 30 (GVN) want $wants$ to continue his/her studies. Singular verb with plural subject e.g. <4:948:489:S_G> But people (GVN) doesn't $don't$ have the equipment to do this at home. Singular verb with collective subject e.g. <2:408:491:A_N> Specially trained administration staff (GVN) is $are$ essential. Verb Morphology : (GVM) Existing verb forms that are misused are included in this category (e.g. a simple past form instead of a past participle, an infinitive instead of a past participle, etc.). 177 e.g. <3:850:491:A_N> We want to encourage our students to spend some semesters abroad, and, as mentioned in our paper, ideally have them (GVM) taken $take$ their practical semester in (GA) an other $another$ (FS) Eurtopian $Eutropian$ country. <4:911:490:F_M_J> Northland thinks that the main points to be (GVM) discuss $discussed$ in this teleconference should be: Once again, If the verb form does not exist in English (e.g. eated) the error is classified as formal (FM). Non-Finite/Finite verb forms : (GVNF) (GVNF) is the tag used to classify errors involving non-finite and finite verb forms. ‘-ing’ used instead of a relative clause e.g. <2:528:491:M_E> 3.students (GVNF) having finished $who have finished$ school after 10 years. nominal use of the infinitive with 'to' The gerund is much more frequent in English than the infinitive in subject position. e.g. <5:1449:491:S_R> (GVNF) To state $Stating$ (GP) it $things$ (WR) out $0$ clearly. Midland won't accept any (LS) deminishing $reduction$ of final exams. 178 Verb voice : (GVV) (GVV) is used to tag all errors which show confusion in the passive and active voice. Active for passive e.g. <3:680:490:J_P_J> However, this topic should (GVV) have studied $have been studied$ by another delegation (policy). Passive for active e.g. 1 $In issue #1 of the Globe$ (GVV) is written $it says$ that not the constitution (FS) bur $but$ the declaration of human rights will be (LS) treated $dealt with$. So... confusing? Verb tense : (GVT) (GVT) tags errors of tense or aspect. Present simple for continuous e.g. <2:468:486:486:S_L> Hi everybody. Sorry I am not a big help today (like most (WM) $of$ the time:-))... but I think you have everything under control... I (GVT) try $am trying$ to read as much as my server allows me to read and hope. Present continuous for simple e.g. <2:3:978:1646:H_M_R> #235 We agree and (GVAUX) $would$ like to hear what the other delegations (GVT) are thinking $think about$ about this topic. 179 Present simple for simple past e.g. <5:1144:491:491:S_R> As agreed on within the group (FS)i $I$ (GVT) send $sent$ it Present simple for present perfect e.g. <2:2:512:1403:O_O> We (GVT) spend $have spent$ (WO) now 1 hour in this conference $1 hour in this conference now$. Simple past for present perfect e.g. <2:3:1159:1405:C_O> This conference (GVT) was $has been$ very productive! Present perfect for simple past e.g. <2:1:253:1665:1398:E_R> Hey Bardland. We don't want you to leave, of course. We (GVT) haven't even written $didn't even write$ this secret message between #72 and #73. Present simple for future e.g. <1:330:486:578:D_B> Yes, alright. We (GVT) try $will try$ to coordinate the work on policy. Auxiliaries: (GVAUX) (GVAUX) consists of all misuses of auxiliaries, modals and semi-auxiliaries. e.g. <5:1177:491:486:J_A> (GVAUX) Do $Would$ you like to make a statement? 180 <2:2:344:1403:J_E> We think that each person (GVAUX) could $should$ decide about her own life (LS) along $during$ all the time that this person is living. WORD CLASS : (GWC) (GWC) is the tag used for cases where the learner has used the wrong word class, i.e. an adjective instead of an adverb, a noun instead of a verb, etc. e.g. <5:1203:491:S_R> 100% state funded TEC, so you give us the TEC, we will agree on other (GWC) private $privately$ funded Universities in EUTROPOLIS. <2:3:938:1646:M_R> #209 medical information is very (FM) usefull $useful$. But it should be published (GWC) anonymous $anonymously$. LEXICO-GRAMMAR : (X) This category allows the researcher to tag those errors which violate the morpho-syntactic properties of words. Previous studies on errors tended to leave the categorisation of particular structures such as those involving complementation of verbs, nouns, adjectives, etc. in a somewhat ambiguous way, without seeming to provide a suitable description. This lexicogrammatical tag type has greatly improved the possibility of analysing and classifying this important group of error types which previously had been somewhat elusive in nature since they were not strictly speaking either wholly lexical, or grammatical, but showed properties of both these types. It includes errors of countable and uncountable 181 nouns, non-finite and finite complementation of nouns, verbs, adjectives and adverbs, and dependent prepositions. COMPLEMENTATION : (X...CO) This category deals with errors of complementation. The tag is inserted in front of the word that triggers the trouble spot, and not in front of the erroneous word. The following sub-categories can be noted: (XADJCO) : erroneous complementation of adjectives e.g. <2:566:491:583:S_R> Desperately sorry for that. We would (XADJCO) be glad hearing $be glad to hear$ from you after the conference again. that we are not (XADJCO) interested to support $interested in supporting$ the other countries in the Eutropian Union in any possible way. (XCONJCO) : erroneous complementation of conjunctions e.g. <5:1293:491:G_B> (XCONJCO) According $According to$ 120# TEC (FS) Teriary $Tertiary$ Education Center! Sorry. <2:4:1299:1403:D_C> #107 Young people and also poor people (WR) which $0$ should be (GVM) back $backed$ by the government (XCONJCO) in order they could $in order to$ buy a house or something like that. (XNCO) : erroneous complementation of nouns e.g. <2:427:486:D_B> our (XNCO) suggestion of $suggestion for$ (GA) $an$ equal number of voices for each of the three groups? 182 (XPRCO) : erroneous complementation of prepositions e.g. punishments and penalties for drug dealers and hard drugs consumers (XPRCO) instead establish $instead of establishing$ (GA) $the$ death penalty. (XVCO) : erroneous complementation of verbs e.g. <1:334:489:491:V_F> We (XVCO) look forward to cooperate $look forward to cooperating$ with you :-). Due to Midland's recent (FM) economical $economic$ problems we are certainly (XVCO) dedicated to encourage $dedicated to encouraging$ (GA) the $0$ economic growth. Dependent prepositions : (X...PR) This category includes all errors involving dependent prepositions. When dealing with errors involvi ng independent prepositions, these are classified as lexical errors (LS) for single prepositions, or (LP) lexical phrase for multiword units. The sub-categories are as follows: (XADJPR) : adjectives used with the wrong dependent preposition e.g. <2:3:922:1646:1665:H_M_R> Coco we are impressed! you are so much (XADJPR) better in $better at$ using simple HTML-Tags to emphasize senseless statements. <2:6:1934:1665:E_R> We had technical problems, (XADJPR) sorry for $sorry about$ that... 183 (XNPR) : nouns used with the wrong dependent preposition e.g. Hello fellow-middies and everyone else! I´m in (XNPR) charge with $charge of$ the technology (LS) efforts $area$ for the Midlandian delegation. So we ask you for a clear (XNPR) agreement at $agreement on$ this issue. (XVPR) : verbs used with the wrong dependent preposition e.g. <2:5:1579:1398:T_K> We don't (XVPR) agree to $agree with$ the last sentence. <5:1498:490:D_H_M> The Delegation of Northland wants to (XVPR) thank to $thank$ all the other delegations (WM) $for$ (GP) your $their$ presence in this teleconference. Nouns: countable/uncountable : (XNUC) (XNUC) tags errors involving countable and uncountable nouns. The tag (XNUC) should be inserted in front of the incorrect article which accompanies the noun. Indefinite article with uncountable nouns e.g. Northland delegation had already understood your last message, but we still think that it is (XNUC) a nonsense $nonsense$. Plural of uncountable nouns e.g. <2:2:529:1405:S_R> What glorious (XNUC) informations $information$ has the internet to offer that an ordinary newspaper has not. 184 <4:925:490:F_M_J> improve their (XNUC) knowledges $knowledge$. LEXIS : (L) This general category deals with errors involving the conceptual or collocational properties of words or phrases. It is divided into four subcategories: Lexical Single (LS), False Friends (LSF), Lexical Phrase (LP) and Connectives. It was considered appropriate to put all the errors involving connectors together under one sub-category for two reasons: firstly, non-native speakers of English often have difficulty using connectors and secondly, if there were no special category devoted to them, some errors would be classified as (LS) and others as (LP), since the connector may involve single terms or multi-word phrases. Lexical single : (LS) (LS) is used for errors concerning the conceptual or collocational properties of single words. Erroneous forms involving solid and hyphenated compounds are included in this category Conceptual e.g. <1:346:486:486:D_B> i think at least one of us should stay till the official end... ah i just (LS) recognised $realised$ that (GP) it's $there's$ only 5 min left... so let's stay here for 5 min. <2:507:486:D_B> but this shouldn't be (LP) so large to $so large as to$ (LS) infect $influence$ policy-making at the universities. 185 Collocational e.g. <1:329:491:489:O_D_H> we are (LS) strongly $greatly$ interested in a veritable partnership. If you have any interesting offer for our upcoming project please contact. <1:319:485:491:A_H> we have misunderstood (LS) small $a few$ moments of the taskFETE. False Friends : (LSF) (LSF) Lexical errors can result from the influence of a formally similar word in the learner’s mother tongue which causes confusion while searching in the mental lexicon for a word in the TL. In the corpus used for this research work almost all the false friends found were related to Spanish, the only language the researcher shares with the participants in the simulation. Undoubtedly, with further study, and in collaboration with researchers from other participant universities, many more will come to light involving other L1s. e.g. <3:719:490:J_O_D> We propose an examination in order to control the number of students that want to enter in a specific (LSF) career $degree course$ (Sp. carrera universitaria). Students, (LSF) professor $teachers/lecturers$ and local authorities should all have one third of votes in a suffrage Lexical phrase : (LP) (LP) includes errors in (semi-)fixed multi-word expressions, idioms and phrasal verbs: 186 e.g. <3:863:490:D_L_R> If we are not tolerant, we won´t be able to develope a new city like Eutropolis (LP) made from $made up of$ people from 5 countries. We would like to (LP) clear out $make clear$ our position expressed in the (FS) forth $fourth$ point of Technology. <2:5:1798:1401:1401:O_H> Was I guilty because I ironed a plastic cover and thus destroyed the (LP) ironing machine $iron$? Does it make me less innocent? Our (FS) poltical $political$ columnist will (LP) size up $review$ the different statements of the different states. Lexis, connectives : (LC*) This sub-category consists of errors involving different types of connectives: coordinating conjunctions (LCC), subordinating conjunctions (LCS) and logical connectors (LCL). The problems may be due to: misuse, overinclusion or wrong choice. Logical connectors : (LCL) The (LCL) category is further subdivided in (LCLS) for single connectors and (LCLC) for complex connectors. - Single Logical Connectors (LCLS) e.g. <3:680:490:J_P_J> all students should have the same opportunities (LS) to access $to gain access$ to University, and (LCLS) then $therefore$ we (S) do not have to make differences according to the age $we should not discriminate people for their age$. 187 This means that we want to ensure that an appropriate standard of living for the retired and also for our whole society (LCLS) furthermore $0$ becomes an inalienable right. - Complex Logical Connectors: (LCLC) e.g. <2:1:248:1402:1405:K_K> (LCLC) As soon if $As soon as$ we have further information for you, we will let you know. Coordinating conjunctions : (LCC) (LCC) includes all errors involving the coordinating conjunctions: e.g. We were (FM) waitting $waiting$ for one more clear explanation about your last message, but we (FS) can not $cannot$ wait (LP) for more time $longer$ (LCC) and $so$ we have decided to (LS) say $tell$ you what we understood and why we disagree with you. Subordinating conjunctions : (LCS) (LCS) consists of errors involving subordinating conjunctions. e.g. Human psychology usually strives to get what is forbidden. (LCS) In case $If$ there is no ban, the desire is no longer so strong. <2:3:950:1398:K_Bon> #224 That person doesn't have rights to (FS) nclaim $claim$ payment for the use of his or her (FS) genetyic $genetic$ information, (LCS) but $although$ this information mustn't become accessible to the (S) broad masses of people $ population in general$. 188 WORD REDUNDANT, WORD MISSING, WORD ORDER : (W*) - Word redundant : (WR) (WR) tags those errors which involve the addition of unnecessary, and often incorrect, words in the discourse. It includes slips of the ‘keyboard’ e.g. If the students are (FM) physical $physically$ disabled (WR) it $0$ (FS) its $it's$ possible to work at home. and the redundant use of particles, prepositions, pronouns, etc. In Coastland there (GVN) is $are$ a small number of private universities (GP) who $which$ (LS) recommend $charge$ high (WR) studying $0$ fees. As you can see this means that illegal people will only have medical coverage in case of (WR) sickness or $00$ illness. - Word missing : (WM) This sub-category tags errors involving the omission of words, which are shown as a ‘0’ followed by the word that should have been used. e.g. <241:491:S_M> have a nice weekend... enjoy (WM) 0 $yourselves$. It would contribute to (GA) $the$ (FM) economical $economic$ system of the whole (WM) 0 $of$ Eutropia and insure new job (LS) places $vacancies$. 189 - Word order : (WO) These errors involve problems with word order that are not classified under the sections on Adjectives or Adverbs. e.g. <3:771:583:490:Ö_C> That did not (WO) at all hinder Japan $hinder Japan at all$ from developing very fast, did it?! <2:1:205:1400:R_J_L> Because of our tight (WR) time $0$ (FS) sceduale $schedule$, we will have (XNCO) difficulties to (FS) preaper $prepare$ $difficulties preparing$ (WO) properly (GWC) to $the$ (FS) confrernses $conferences$ $the conferences properly$ on fri. 10 and wed 15. REGISTER : (R) (R) is used for errors involving the field of discourse (e.g. jargons), the mode of discourse (e.g. speech vs writing) or the tenor of discourse (e.g. levels of formality). In our corpus this category is hardly identified at all. The nature of CMC (especially when dealing with the on-line conferences) implies that the mode of discourse is continuously changing. There are, as we have discussed beforehand, aspects of both spoken and written discourse in the corpus, and we did not see it fit to mark these as errors. Likewise, the level of formality also changes, from inter-group and intra-group communication (whispering), to the more formal language in the asynchronous messages, and from one part of the simulation i.e. initial policy statements to the de-briefing at the end. As such, we have therefore only identified cases of archaic language. 190 Temporal (archaic) e.g. (R) We (very formal/legal style), the Government of Southland, welcome all delegations to these negotiations on this important topic of human rights in Eutropia. STYLE : (S) This category is one that is absolutely necessary for the classification of a certain type of IL output which is not necessarily grammatically deviant, but which nevertheless sounds clumsy or foreign-sounding, and which a NS would not normally produce. This tag type may be used for whole sentences or parts of sentences or unfixed phrases, although it does not apply to the forms found in the (LP) category. e.g. <2:498:485:A_H> The government (S) has not good enough economics $does not have a good enough economy$ to pay for (GA) the $0$ tertiary (LS) school $education$. <2:3:791:1401:O_H> The carrying out of laws should be kept within a legal frame, and (S) not given in the hands of $and not be used for$ personal revenge. Incomplete (SI) This sub-category tags IL output which includes sentences that are incomplete and which do not transmit the writer’s intended meaning and goals. They may involve verbless sentences, or simply have elements missing that show the message is incomplete. It is sometimes possible, nevertheless, to provide a 191 potential correction. When no correction can be provided, the $?$ symbol is inserted. e.g. <4:923:491:O_D_H> Overall computer literacy from the earliest age/semester possible (SI) by $?$. Our modest growth rate does not allow us to receive a (SI) larg $?$ The economic contribution of Northland to the Eutropian Federation must be reviewed in depth. Unclear (SU) (SU) is used when nonsensical or highly ambiguous forms are used in the discourse. The symbols $?$ is also used in this case when it is not possible to understand what the writer wishes to say. e.g. <2:400:490:R_L_G> Do you mean general access or by the (SU) desible $?$. <2:6:2083:1403:S_A> This conference does not (SU) have have, neither feet $?$. CODE-SWITCHING (CS) Although it is generally considered to be a strategy used by bilinguals when they alternate between two languages in spoken or written discourse, we consider its use in our corpus as erroneous since the other participants may not share the knowledge of the language used, and this proves to be disruptive to the flow of communication, and flouts politeness conventions. Sometimes the code-switching involves a whole sentence: 192 e.g. Hi david! (CS) wo bist du?es ist viertel nach 8 und ich sitze im zfn. bist du vielleicht im fb10- lab? (Ger.) kristina. And other times part of a sentence: e.g. <2:6:2072:1413:A_R_R> As we were saying, all (GADJN) pretties $pretty$ women are invited to our great party (LS) of $on$ the last day (we promise you it is going to be a party "(CS) que se cagara la perra” (Spanish col.). Or a single word: <2:5:1735:1401:1401:O_H> Do you think they have enough (CS) Sitzfleisch (German)(ham)? <2:8:2503:1402:K_K> I'm in a christmas mood because I'm working on the (CS) Weihnachtsmarkt (Ger.) and (WO) there are the whole day $the whole day there are$ (FS) hristmas $Christmas$ (FS) charols $carols$ in my ears. 7.6 Subclassification of Formal and Lexical Errors in Spanish L1 Once the analysis of IL errors in the whole corpus had been carried out, it was found that a total of 44% of the Spanish L1 errors involved formal and lexical errors. It was thus decided that it would be worthwhile to carry out a sub-analysis of these errors, elaborating a more detailed taxonomy of the erroneous forms with a view to diagnosing the causes. 193 7.6.1. Formal errors involving morphology (FM) and spelling (FS). These two subcategories were subjected to a further analysis since the type of error associated with them has either been ignored by some researchers (Dušková, 1969; Bhatia, 1974; Taylor, 1975; Azevedo, 1980) or categorised as lexical by others (James, 1998). We share the view as Green & Hecht (1985), Krüger & Hamilton (1997) and Olsen (1999), who feel that errors of form are important and worth analysing in order to find out why they are so frequent, and the processes that are in operation when they are made. Formal errors are prevalent in our corpus and we therefore thought it appropriate to investigate their incidence and cause, where possible. We understand that these errors are of importance, not only due to the fact that the processes involved in the comprehension of a text with a high ratio of orthographical errors is more difficult and more prone to misunderstandings, but also from the point of view of preparing our students for the demands of an ever more competitive society which requires higher and higher standards from graduates who must be familiar, on the one hand, with the material related to their studies, and on the other, should also be conscious of the importance of a reasonable presentation of written work for intra- and inter company relations. Concentrating on the errors of the group of participants with Spanish L1, we have attempted to make a distinction between the following aspects: 1. Errors caused by interference from the L1. 2. Errors caused by interference from L2 – intralingual causes. 194 3. Incorrect forms due to typographical errors. At the same time, each of these groups was subdivided for a more meticulous identification and diagnosis of the errors, which involve d: 1. Mother tongue interference (Inter-). The taxonomy we developed involved trying to identify the instances of L1 interference, and if this implied a distortion of the target language form due to: a. Influence of L1 pronunciation in the IL written form (Inter-Pron.) b. Direct transfer of L1 form using strategies such as borrowing (InterBorrowing). c. L1 interference as identified through: i. (Inter-OM) Omission : In the cases where there was no doubling of letters when there should have been, the error was considered to be due to interference from the L1 in words with a near-identical or identical form. ii. (Inter-OV) Overinclusion: The word in question has characteristics of an L1 word, but with the inclusion of letters which make it more target language-like iii. (Inter-MS) Misselection: This type involves the misselection of one or more morphemes. iv. (Inter-MO) Misordering: The order of the IL form mirrors that of another word in the L1, which may or may not be related in meaning. v. In certain cases the cause of an error can only be diagnosed in a very tentative manner. This we have shown by writing both the possible tagging codes, such as the following case, where the cause could either be due to L1 pronunciation 195 interference or to a typographic error of omission: Interference/Typo – Omission (Inter./Typo-O). 2. Intralingual causes (Intra-). Involving errors caused by confusion within the target language system, either due to insufficient knowledge, analogy, simplifications, generalizations, etc. The identification codes included: a. (Intra) Errors caused by overgeneralization. b. L2 interference (Intra-) as identified through: i. (Intra-OM) Omission: Where the word has no relation to an L1 word, and the error involves missing letters. ii. (Intra-OV) Overinclusion: Likewise, a word with no L1 parallel is classed here with erroneously added letters. iii. (Intra-MS) Misselection: The wrong letters have been chosen. c. Borderline cases where the exact diagnosis is difficult to pinpoint and may be owing to more than one cause, are identified as having an intralingual or typographical nature: i. Intra/Typo-I: Intralingual or Typo due to the insertion of an erroneous letter. ii. Intra/Typo-O: Intralingual or Typo due to the omission of a letter or letters. iii. Intra/Typo-A : Intralingual or Typo due to anticipation. iv. Intra/Typo-R: Intralingual or Typo due to reversal. v. Intra-H: This class refers to erroneously hyphenated forms. 3. Typographical errors. We analysed the typographical errors according to three basic distinctions. Our taxonomy is based on Milton (1996): 196 i. Misselection of a letter (Typo-M), due to unidentified causes as there does not appear to be any either spatial or temporal relationship between the target letter and the erroneous letter which was actually inserted. ii. Spatial error (Typo-S-) depending on the related position of the keys on the computer keyboard. A. Target letter in a horizontal relation (Typo-S-H) to erroneous key. B. Target letter in a vertical relation (Typo-S-V) to the erroneous key. C. Target letter in a diagonal relation (Typo-S-D) to the erroneous key. iii. Temporal errors (Typo-I) involve the following instances: A. Insertion (Typo-I): a wrong letter is inserted into the word. B. Reversals (Typo-R): involve the incorrect position of adjoining letters. C. Omissions (Typo-O): these may involve more than one letter missing. D. Anticipations (Typo-A): describe a class of error made when the participant types out a letter which should appear later on in the word. It does not involve adjoining letters, although they may be adjoining syllables. E. Repetitions (Typo-Re): involve the repetition of syllables in any one word, and may be accompanied by omissions F. Delayed (Typo-D): a letter appears after it was meant to have been typed in the word. 197 iv. Some errors show characteristics of two subcategories, for instance, insertion of an undesired letter, and omission of the correct one, and this would be indicated by specifying both (Typo-I-A). v. Lastly we have classified some errors as being associated with the medium used (Typo – Me). As noted previously, participants in CMC tend to flout some of the conventions established for writing capital letters, some of which we have included as acceptable and therefore non-errors, and others we have included as errors according to the criteria established in the section concerning the error tagging method. Finally, there are cases where the cause of the error is not easily identifiable. We use an interrogation mark in our tagging to indicate these cases (?). As we have mentioned already, there is a certain amount of overlap to be detected when attempting to distinguish the category of Formal errors (FM and FS) in our corpus. Nonetheless, we thought it convenient to identify the type of morphological error according to whether they show either inflectional or derivational characteristics. Following Hatch & Brown (1995), inflectional morphemes give information concerning the syntactic (or semantic) relation between words, and function as grammatical markers. Their numbers are not great, and they operate in a reasonably regular way across a large range of items. In contrast, derivational morphemes make word class assignments explicit, thus changing the underlying form of the word to produce different parts of speech. 198 7.6.2. Errors of lexis: (LS), (LSF), (LP) and connectors. A discussion of the method used in the subcategorization of the lexical errors follows. Formal criteria 1. Misselection of word(s) (F-MS-FF) In this category we include the group of words commonly known as false cognates and those referred to as false friends. In the Concise Oxford Dictionary of English Etymology, the term ‘cognate’ from the Latin cognatus, is defined as: - akin, descended from a common ancestor. We follow the distinction made by Moss (1992:142) between these two groups of words as shown below: 1. False cognates are those words that are similar in appearance but are not descended from a common ancestor e.g. Spanish pie not cognate with English pie, or Spanish pipa not cognate with English pip. 2. False friends groups together those wo rds that have similar ancestors but whose meanings (or some of their meanings) have diverged over time e.g. Spanish éxito and English exit or Spanish remover and English remove. At times there may only be partial semantic identity, as Odlin (1989:79) explains – as in Spanish suceder, and English succeed. To this latter group we may add a further subdivision since in some cases an L1 form corresponds to two or more words in the L2, but only one of the 199 meanings is the same as the L1 word e.g. English fatal has several meanings in French. When using either false cognates or false friends, the learners presume that there is both formal and semantic similarity between the familiar L1 form and the TL, and negative transfer results. Transfer can also be caused due to what the learner takes to be semantic equivalence between words, i.e. *He bit himself in the language (in Spanish the word lengua means both tongue and language) 2. Misuse (F-MS-Misuse). This type of error can be caused by interlingual identifications or intralingual factors. We have used this term to apply to the following situations: i. When an L1 form has two in the TL, such as in the case of Spanish hacer and English make/do, learners often choose the erroneous form to express themselves in their IL. Dušková (1969) and Lott (1983) classified this error as interlingual. We also considered this to be caused by L1 interference since the problem originates with the fact that there is only one verb form equivalent in the L1, which leads to confusion when wishing to express the same meaning in the TL 20. ii. When the learners invent a compound word in their IL, creating a form whose parts exist separately as in: *money help (financial aid) or *free-pay (libre de pago – free) iii. When there are word class confusions, such as with the example of access which was used in our corpus as a verb on numerous occasions. 20 Described by Stockwell, Bowen & Martin (1965) as the ‘split factor’, a difficult category for learners to cope with in the TL. 200 iv. In some lexical phrases where one of the parts is erroneous as in *take profit of. 3. Synforms. These are pairs of words that look and sound similar such as : sensible – sensitive, and prize – price. We had initially included this subcategory, as research has shown that learners frequently make errors of this type (Duškova, 1969; Laufer & Sim, 1985; Laufer, 1997). 4. Misformation. This group includes mostly non-existent forms caused by interference from L1: i. Borrowing – (F-MF-Borrowing) Technically speaking this should be tagged as a Code-switching error (CS). It describes the case where an L1 word is used in the TL context with no modifications made to the form. ii. Coinage – (F-MF-Coinage) Duškova (1969) refers to this type of error as ‘distortions’; Ringbom (1987) calls them ‘hybrids’. The learner tailors the L1 word to suit the syntactic requirements and/or rules of the L2 iii. Calque – (F-MF-Calque) Ringbom (1987) refers to this type of error as ‘loan translation’. It involves the literal translation of L1 word(s). Semantic criteria 1. Confusion of sense relations. Following Palmer (1976), we understand that ‘sense’ refers to the complex system of relationships that hold between the linguistic elements of a language i.e. the intralinguistic relations. These errors are associated with the paradigmatic aspects involved in word choice. We have distinguished the following sub-categories: 201 i. Superonym for hyponym i.e. a more general term is used instead of a more specific one. ii. Hyponym for superonym i.e. the learner uses too specific a term for a more general expression. iii. iv. The language user chooses the less apt of two co-hyponyms. Use of the wrong item from a set of near synonyms. 2. Conceptual relations can be described as those which create a link between language and the world via thought and reference (Palmer 1976). This type includes errors concerning denotative or referential meaning. 3. Collocation. This group of errors, in contrast with those that are caused by a confusion of the sense relations, involve the syntagmatic relations in the discourse. It must be mentioned, nevertheless, that there is a certain interdependence involved when attempting to interpret and classify the types in clear-cut categories. This is the case within the semantic/collocation category where the resulting situation means that word choice is dependent on the two characteristics of certain items – their syntagmatic and paradigmatic relations. We have identified four main types in our corpus: i. Collocational errors caused by semantically determined word selection. Errors can often result from the wrong choice being made when dealing with near synonyms which the learner assumes will have the same collocational requirements. ii. Statistically-weighted preferences which describe a form which may not be totally incorrect, but which is not the most felicitous form or structure that would be used by a NS. iii. Arbitrary combinations. This type also caters for the problem of categorising the high number of preposition errors in our corpus. Those that are independent prepositions whose 202 function can be determined by consulting a comprehensive grammar i.e. Quirk et al. (1985) were classified as conceptual errors. However there are a large number of cases where the prepositions are found in fixed or semi-fixed phrases and these were classified as arbitrary combination errors. Despite being a closed system, prepositions pose specific problems to learners who tend to find that the application of rules in different contexts appear to be no less than haphazard. iv. The last category involves what are known as irreversible binomials. These are also fixed phrases which may display varying collocational constraints from one language to another i.e. in English black and white, Spanish blanco y negro. Like de Haan (2000), we understand that some words may be placed in more than one category, as errors cannot always be unambiguously assigned to a single class. One of the main aims in carrying out a more detailed analysis of the lexical errors in our corpus of the Spanish L1 group was to answer the research question concerning the cause of the deviant language. Hence, following the classification of the category (L*) which included errors of (LS), (LP), (LSF) and the subordinating and connecting conjunctions, we proceeded to establish the criteria for distinguishing the cases of negative transfer from the L1. There were certain problems related to this which must be explained. Ringbom (1987) and Selinker (1992) established the following criteria for the identification of L1 influence in foreign language learner output. The feedback obtained from the results of the two different analyses would lead to a valid identification of L1 influence, and these would include: 203 1. Observation of differences in the use of a common L2 by learners from at least two different L1 backgrounds. 2. Observation of similarities in L1 and IL behaviour by learners from the same L1 background. The research involved in the elaboration of our error corpus was based on a cross-sectional study of authentic IL communication. We did not use elicitation techniques which would have had much greater control over the output of the participants, and consequently, the outcome of the study. The language used in our corpus, although located within a particular framework involving the telematic simulation, is free writing, and there was no guarantee that certain forms and structures used by one group would be replicated in another. In addition, the researcher was not familiar with any of the other L1s, meaning that a comparison could not be made to investigate whether the same errors committed in the other groups were due to the interference of their respective L1s, or if they could be attributed to common intralingual causes which would affect the IL of more than one L1. Due to these reasons, we were limited to describing and diagnosing the errors according to the second point mentioned above – through a comparison of the IL of learners with the same L1 background. As a result of the abovementioned, we decided to follow the criteria described in Taylor (1975) and Lott (1983) for distinguishing L1 transfer as any error in the learners’ IL which can be attributed to the structure of the learners’ L1, in the case of our corpus, Spanish. Thus, all those cases of errors whose form could be 204 traced directly to the L1 of the participants through back translation were classed as being due to negative transfer. All other errors were classified as intralingual, and a small percentage were unclassifiable. 205 8. Results and Discussion 8.1 Synchronous and Asynchronous Modes of Communication After carrying out the analysis of the IL corpus, the data shown in Table 3. summarises the results of the total error frequency in each mode of communication: Table 3. Results of error analysis Mode of communication Synchronous Asynchronous Totals Total words 42,059 42,625 84,684 Total errors 2,360 1,890 4,250 In response to our first research question concerning the differences that might result from carrying out an analysis of the IL errors in our corpus depending on the mode of communication i.e. synchronous or asynchronous communication, the following can be noted: 1. There are more errors produced in the synchronous mode of communication. 206 2. There are certain categories of error which are more frequent in the synchronous postings although the opposite also occurs, where a general category is quantitatively greater in the asynchronous mode. The analysis and discussion of the findings concerning the errors in the corpus were organised such that firstly a more general category group was analysed (F*, G*, X*, etc.) followed by a more detailed analysis of the specific sub-categories themselves (FM, FS, FPM, FPW, GA, etc.). 21 As regards the results concerning the analysis of the errors found in the two modes, there is a greater percentage of errors per total to be found in the synchronous communication. As we noted previously in the section concerning the dynamics of the IDEELS simulation, there are several reasons for this difference, notably that there are certain constraints placed on the participants when on-line (the speed of the interaction, the fast scrolling down of the other postings, the need to be able to both read and comprehend the incoming messages, then plan and compose the reply in the shortest interval of time) which mean that participants will probably pay more attention to getting meaning across and less to the formal aspects of their postings. 21 See Appendix V for the tables with the general and specific error categories, in the synchronous and asynchronous modes of communication. 207 S* R 8% 0% W* 11% CS 2% F* 29% L* 18% X* 4% G* 28% Figure 4. Main categories of errors in the synchronous mode of communication S* 10% R 0% W* 10% CS 1% F* 24% L* 25% X* 5% G* 25% Figure 5. Main categories of errors in the asynchronous mode of communication 208 This is certainly true of the first main category of error (F*) that we analysed, which deals with the formal aspects of the output. As Figures 4 and 5 show, there were almost 6% more form-related errors in the synchronous mode (29% of the total errors in contrast with 24% in the asynchronous mode). As regards the second and third main categories, related to grammar (G*) and complementation (X*) almost the same percentage for both were detected in the synchronous and asynchronous modes (synchronous – (G*) 28%, (X*) 4% and in the asynchronous – (G*) 25%, (X*) 5%). The lexical group (L*), on the other hand, show the opposite result, with a greater number in the asynchronous mode (synchronous – (L*) 18% and in the asynchronous – (L*) 25%). This could be explained by examining the context in which both modes of communication are written. The first, synchronous, probably in a computer or multimedia classroom at the participants’ college or university. The second, asynchronous, could have been written and sent from any computer, either at the university or college, or even from the home. It is thought that with less pressure on the students to produce language as fast as possible in real time, there is more probability of them producing more complex language with a greater lexical density than the synchronous mode. The types of messages sent in the asynchronous mode will additionally be more formal since they deal mainly with the groups’ policy statements and their stance in relation to the different points on the simulation agenda. The category which we used to refer to errors concerning word redundancy, word order or word omission (W*), shows a very slight increase in 209 the synchronous mode (synchronous – (W*) 11% and in the asynchronous (W*) 10%), while the error category relating to questions of style (S*) totalled in the synchronous mode 8%, and in the asynchronous, 10% of the total errors. We would tend to relate this result to that obtained in the lexical category, since a more awkward style with language learners is often manifested in their written expression through nonnative -like phrases and sentences that are not always easy to correct. The last category involved code-switching (CS), and was higher in the synchronous mode at 2%, compared with the asynchronous mode at 1% of the total. The only other study to date which is comparable to ours is that of the research group responsible for developing the error tagging system at the Université Catholique in Louvain, Belgium, and whose results can be found in Dagneaux et al. (1998). This study involved Upper Intermediate and Advanced French L1 learners of English. A regards the larger category types, Grammar s amounted to 32% of the total errors, and Lexis accounted for 30%. In our results, as we have just pointed out, both of these categories were slightly lower, Grammar in the synchronous mode at 28%, while Lexis stood at only 18%. However in the asynchronous mode Grammar totalled 25% while the frequency of Lexical errors rose to 25%. What stands out as being particularly relevant is the difference in results between the Dagneaux et al. (1998) study and ours concerning the Formal (F*) category. With the French L1 learner group, Formal errors accounted for only 9% of errors, whereas in our synchronous mode the percentage was 29%, and in the asynchronous mode it reached 24%. This may be 210 due to the fact that in our study the written output is entirely computer-mediated, and the task that the French L1 subjects carried out involved essay writing. However the learning context is similar in that we are dealing in both studies with university students in an EFL situation. We also reiterate that there is a high percentage of the Formal errors (those dealing with typographical errors) which cannot be directly attributed to a lack of language competence, and which may simply be owing to the time pressure exerted in the synchronous CMC. Nevertheless, our asynchronous results are also high in the Formal category, implying that within our group of learners, writing on the computer shows an overall tendency to be shoddy as regards word formation and the general presentation of the output. In a study on the spoken performance of German L1 learners of English, Lennon (1991), shows comparative levels of error as regards Lexis (23%), although it must be said that his category relating to preposition and adverb choice in complement clauses, similar to our lexico-grammatical category (X*), was much higher at 22%, compared to our 4% in the synchronous, and 5% in the asynchronous modes. This is probably due to basic differences in the classification procedures, which highlights another problem when comparing the results of different EA studies, namely the different taxonomies used by the researchers which inevitably leads to very different levels of errors as regards the different category types. We proceeded to analyse the results obtained for the two modes of communication, but looking in greater depth at the specific categories found. In 211 the first place, the errors related to formal aspects of the written exchanges such as spelling and typos were outnumbered in the asynchronous mode by the on-line communication, as was to be expected. It might be added that in two previous studies carried out by Hughes & Lascaratou (1982) and Polio (1997) involving non-teacher judges of error gravity, this type of error was considered one of the most serious. We pointed out in a previous chapter that this category of error has resulted from what is fast becoming a conventionalised norm which is characteristic of on-line communication in general, especially in the case of chat and discussion groups and which tolerates, among other features, noncapitalisation for sentence beginnings and proper names since one or two fewer keystrokes means both a faster reply and subsequent transmission of the message (Ferrara et al. 1991). However, all the participants in this simulation were asked to maintain certain standards, and were reminded to pay attention to questions of formality in their postings both on- and off-line. The formal errors in the corpus did not generally cause communication breakdowns as, for instance, the unclear style category (SU) did, but a slovenly presentation does not create a good image of the team, and a lot of misspellings in a message will make the processing involved in comprehension more laborious. As a result of their high frequency in our corpus, this category of errors within the Spanish L1 group was subjected to a more in-depth analysis, which will be commented on in due course. The two error types related to punctuation in our corpus (FPM – punctuation marks omitted, and FPW – referring to the incorrect use in context of particular punctuation marks), were both more frequently found in the asynchronous 212 communication. The latter case involved either the incorrect use of commas with relative clauses, or in most cases, the insertion of a punctuation mark when not required. In general, the type of punctuation used in the asynchronous mode coincided with its standard use in written communication in general. On the contrary, it was found that in the synchronous mode, punctuation was used partly as a substitution for the lack of non-verbal cues in the CMC, as was mentioned in the chapter relating to the simulation dynamics. As regards the grammar (G*) errors, those concerning the article (omission, addition and misuse) were more frequent in the asynchronous mode, accounting for just over 10% of the total errors. However a closer look shows that article errors account for 28% of the errors in the grammar category in the synchronous mode, and 39% of the errors in the grammar category in the synchronous mode. The former is comparable to the results reported in Dagneaux et al.(1998) which showed 27% article errors within the grammar category. Meziani (1984), whose learners of English were Moroccan, reports that a total of 17% of total errors could be attributed to problems with the article. Those deviant forms related to pronoun misuse, however, were slightly higher in the synchronous mode at 16% of the grammar errors, compared with 15% in the asynchronous mode. It may be the case that they were used more, since we have seen that the on-line mode shows greater audience involvement with the result that more words are employed to express the direct relations between the participants. Within the same category related to grammar errors, it can be seen that there are more errors related to verb forms in the synchronous than in the 213 asynchronous mode. Errors in verb forms total 32% of the grammar errors in the synchronous mode, which is reduced to 20% in the asynchronous mode. On the whole, of the forms that were classified as errors, the highest percentage of the total were due to the incorrect use of the tenses (35% of the verb errors in the synchronous mode and 46% of the verb errors in the asynchronous mode), while specifying that within the tense errors, the most frequent is the present tense when another verbal form should have been used. In the synchronous mode there were more than twice as many of this type of error than in the asynchronous. Dagneaux et al. (1998) also found with their French L1 learners that this was the most frequent error within this group. However the patterns to be found regarding the incorrect use of the simple past, present and past perfect, future, present continuous and other verb forms, were similar in both modes. As regards the group of auxiliary verbs and the modals, error examples were more numerous in the synchronous mode (22% of verb errors in the synchronous mode and 16% in the asynchronous). This may be due to the fact that the turns were shorter and more abbreviated than the asynchronous postings. The results in Dagneaux et al. (1998) showed that modals and auxiliaries are one of the most error-prone categories of the verb group. With reference to verb forms, in FL classrooms they often tend to be practised in isolation, out of context, without taking into account other features of tenses, such as their important function as cohesive elements in the discourse, and speakers’ and writers’ views with regard to aspect, which, McCarthy (1991:62) notes, vary considerably from one language to another, and are ‘traditional stumbling-blocks for learners’. 214 Errors involving word class confusions were twice as frequent in the asynchronous mode. In the category referring to complementation (X*), there are fewer examples of incorrect verb complementation in the asynchronous mode, although when analysing the case of verb dependent prepositions it was the synchronous mode which had a higher percentage of errors. The group of errors that includes the misuse of lexis (L*) was higher in the asynchronous mode (25%) than the synchronous (18%). Once again this may be due to the lexical density of the off-line postings with a more elaborate and complex style. In keeping with this observation, it was also found that there were more connector errors in the asynchronous mode, although in general there were few errors of this nature found. This result, like all those related to the errors observed, does not give any information concerning the occasions where the forms were used correctly, thus we cannot affirm that more connectors were actually used in the asynchronous mode, although, we might add, they should have been as the mean length of the sentences was longer with more subordination. Lexical phrase errors are also more frequent in the asynchronous mode, while the cases of false friends is similar in both modes. The results we have from our analysis of the category of (W*) show that the mode of communication does not apparently influence this group since the percentages for each type of error involving wo rds missing, faulty word order or word redundancy are very similar in both modes, (10% in asynchronous and 11% in synchronous). 215 The category relating to register variation (R), as we mentioned when explaining our error tagging method, was minimal, in the synchronous mode there were no examples (0%), and in the asynchronous there were only 3 occasions (0.16%) when it was detected. The analysis which was carried out to identify errors of style (S) shows slight differences between each mode of communication. Firstly, those errors relating to style which made the discourse appear to be clumsy and nonnative like were more frequent in the asynchronous mode (10% asynchronous compared to 8% synchronous). We relate this to the length of the messages once again, and their relative complexity compared with the synchronous postings. However it was also observed that the cases identified as unclear style (SU), involving what we have termed communication breakdowns, (the researcher could not understand what the participant meant to say), were slightly more frequent in the synchronous mode (4.19%, compared to 3.7% in the asynchronous mode). We feel this has also occurred as a result of the medium, and the fact that on occasions the interlocutor may not really have had time to plan, write and send a coherent message with the time constraints operating in the on-line teleconference. Lastly, there are more examples in the synchronous mode of code switching (1.57% compared to 0.95% in the asynchronous mode), which, in effect, are also strong contenders for causing non-understandings if all the participants do not share a knowledge of the language being used. Strictly speaking, this category should not be classified as an error, since it is a strategy 216 used by the writer to communicate meaning. In the asynchronous mode, all the incidences of code-switching involve messages sent to members of the same L1 group, and in the synchronous mode most of the postings can be located in the part of the simulation which is the most informal – the debriefing. Although it was Krashen (1981) with his proposal for the Monitor Model who suggested that a connection could be established between the time available for carrying out a task and grammatical accuracy, Kroll (1990) concluded in her study that patterns of error seem to be unaffected by the time factor. Her research involved 25 undergraduate ESL learners whose L1s included Arabic, Chinese, Japanese, Persian and Spanish, and who were set two different writing tasks, one to be carried out at home and the other in class time of 60 minutes. Analysing the output on two levels, syntax and discourse organization, she developed a taxonomy of 33 categories of error. Similar to our study she worked out raw frequencies by calculating the percentage of each error category in relation to the total number of errors in the corpus. Of the five language groups, the general results showed only a very slight improvement in the work done at home, which was supposedly done under less pressure than the tasks carried out in the class time. Working with written output on the computer, Sotillo (2000) analysed syntactic complexity and discourse functions of ESL learners in both synchronous and asynchronous communication. She measured the error-free tone units per total tone units in the students’ discourse, and found, perhaps surprisingly, that the synchronous mode had a higher ratio of error-free units than 217 the asynchronous mode. Commenting on this, Sotillo (2000:108) cites Wei, (2000) who explains that synchronous communication ‘entails different language information processing and production mechanisms’, and that learners operate ‘at the lexical-conceptual structural level, which conflates universally available semantic and pragmatic information’, thus concentrating on communication of meaning. On the other hand, participants in asynchronous communication tend to pay more attention to language forms, ‘exploiting lexical choices and syntactic structures available’, but taking risks and possibly due to this, making more errors. Certainly it appears that these two modes of communication activate different cognitive processing procedures in the learners who are using them. In our data, there were more errors in the synchronous production, except as regards lexis and style, although differences were only notable as regards the category of formal errors (F* - 29% synchronous as opposed to 24% asynchronous), which we conclude is due to the speed of the exchanges on-line, and the focus on meaning and fluency rather than grammatical accuracy. We place synchronous communication on the spoken side of the speech and writing continuum which has been identified by several authors including Brown & Yule (1983) and Chafe & Danielewicz (1987), and which, amongst other features, emphasises the speed at which interlocutors must make their linguistic choices when communicating. As regards the characteristics attributed to asynchronous communication, like the written medium in general, it is ‘more richly varied, less hedged, and contains a more explicit use of words’ (Chafe & Danielewicz 1987:94). However, synchronous communication does differ somewhat from 218 face to face interaction in the sense that participants can read the comments when they choose, and if they are not too keyed up by the fast pace of the postings, they can also reply when they feel they wish to send the finished message. Some writers are undoubtedly more careful than others in any context, and probably careless writers in their mother tongue will also perform in a similar way in their L2 production. According to Uzawa & Cumming (1989), intermediate learners use two types of strategies when writing. On the one hand they mirror their L1 writing in the sense that they rehearse and organize the information, seek assistance from a teac her and revise the finished product carefully. On the other hand, they have been observed to ‘lower the standard’ by reducing information, simplifying syntax so they can produce fluent writing. The first strategy may be more salient in asynchronous communication, whilst the second strategy may be more related to the real-time communication. Certainly fluency and accuracy are two competing goals for most learners, and quite probably, depending on the context of communication they have to choose to pay more attention to one aspect or the other. Some studies suggest that writers of computer-written texts revise less than with a pen (Harris, 1985; Daiute 1986), they apparently find the finished products visually acceptable, not bothering on many occasions to read them over or carry out a spell check on the output. Hyland (1991:26) stresses the fact that with a word processor, ‘revision is an essential and recursive activity, performed at any point in the writing process, on any text segment for any purpose’, but that in general, for many students it simply involves ‘last-minute tinkering’. Nonetheless, when communication takes place in real-time i.e. during 219 teleconferences, participants do not have enough time to check their spelling and read over what they have written. The type of interaction produced during synchronous communication, as we mentioned in the section of this dissertation dealing with computer-mediated communication, is a ‘written oral discourse’, which shares many features of both mediums. 8.2 E rror types and tokens according to participants’ L1 and synchronous/asynchronous mode of communication The next step in the analysis of our IL corpus was to ascertain the incidence of each error type according to the L1 of the participants in order to answer our next research question concerning the frequency of error types per L1, and if some L1 groups have a tendency to make more errors of one particular category than others. As the participation of the French L1 group was minimal in the on-line conferences, it was decided that they would not be included in the discussion of the results for the synchronous mode 22. Within the general category types the first error code concerns formal errors. As Figures 6 and 7 show, the Norwegian L1 group show a much higher incidence of formal errors in both the synchronous and asynchronous modes, reaching 42% of the total in the former, and 38% of the total in the latter. Likewise, Olsen (1999), with his Norwegian L1 learners of English found that 40% of total errors 22 See Appendix VI for tables of results showing general and specific category types in both synchronous and asynchronous communication. 220 F* G* Major error category X* L* W* R S* CS 0% 20% 40% 60% 80% 100% Spanish German Latvian Norwegian French Figure 6. General error categories in synchronous mode, per L1 group F* G* Major error category X* L* W* R S* CS 0% 20% 40% 60% 80% 100% Spanish German Latvian Norwegian French Figure 7. General error categories in asynchronous mode, per L1 group 221 were due to orthographical mistakes, including spelling and typos attributes many of them to crosslinguistic influence, although others are probably due to the students’ generalizing TL rules owing to certain misconceptions they have as regards, for instance, consonant clusters which they tend to over-produce in their TL output (*afther, *bether, *yahr, etc.) thinking they are more frequent than they actually are. The Spanish L1 group, in contrast, produced more than 50% fewer formal errors in their asynchronous messages which may indicate more careful prepar ation and monitoring of output. The German L1 group produced similar amounts of errors in both modes, with a slightly lower amount in the asynchronous messages. The Latvian L1 group make far fewer formal errors in the asynchronous mode. With the exception of the Latvian L1 group, whose grammar errors in the asynchronous mode outnumber the synchronous by over 10%, the quantity of grammatical errors is very similar in both modes of communication. With reference to the complementation errors, the most notable differences are with the Spanish and Latvian L1 participants. With the former group, there are almost twice as many complementation errors in the asynchronous mode. However with the latter group the opposite can be observed and these errors are twice as frequent in the synchronous mode. The overall figures, nevertheless, are not very high, and they only account for between 2% and 6% of the total errors. In the case of all the L1 groups, the incidence of lexical errors in the asynchronous mode is higher – 10% more in the case of the Spanish L1 group. 222 The Norwegian L1 has the fewest errors in this category in both synchronous and asynchronous modes. This may be due to the similarities between the Scandinavian languages and English as regards lexis. Errors committed relative to word order, word redundancy and word omission (W*) show varying results. The German L1 group has very similar amounts for both modes of communication, whereas the Spanish and Latvian L1 participants make more of this type of error in the synchronous mode. The Spanish, German and Latvian L1 groups show similar incidence of style-related errors (S*) in both modes of communication. The Norwegians, on the other hand predominate in this category in the synchronous mode. Lastly, as regards the general category types, we note that neither the Latvians nor the Norwegians use the strategy of code-switching in the asynchronous mode. This may be due to the fact that the message is sent directly to another group and the senders may know that there is little chance that the receivers will share their knowledge of their L1. On the contrary, both the German and Norwegian L1 groups make use of this strategy in the synchronous mode. The last part of this section proposes to look in greater detail at the specific categories and their incidence in each L1 group. Of the formal errors, the first category involving inflectional and derivational errors (FM) shows evidence that both Spanish L1 and Norwegian L1 have the highest incidence at around 4% each of the total errors committed in the synchronous mode. Concentrating on the 223 asynchronous messages, the French L1 group are highest with 13%, followed by the Latvians with 6.5%. In this mode, the Spanish L1 group had the lowest rate. The Formal category (F*) concerning spelling and typographical errors showed a high 37.7% with the Norwegian L1 in the synchronous mode, followed by the Latvians and the Germans. Although the Spanish L1 showed the lowest in this mode, the total still accounts for 17.3% of all the deviant forms found. On the other hand, in the asynchronous mode, the Spanish L1 (FS) errors accounted for less than half those detected in the on-line postings. In a similar way, the Latvian L1 group dropped from 26% in the synchronous mode to only 8.4% in the as ynchronous. The conclusion we can draw from these results is that more care was taken in general with the messages sent outside the live conferences, due to the fact, already mentioned, that the groups probably had more time to revise them and correct any salient errors. Missing punctuation accounts for under 2% of the German L1 errors, but when examining the percentages for incorrect punctuation this L1 group have higher rates than most other groups in both modes of communication with the exception of the Norwegian L1 group whose errors in the asynchronous mode exceed 5%. Within the broad category of grammar errors (G*) we will comment on those that show a higher percentage of specific types compared to the total errors. In the first place, articles are misused in both the synchronous and asynchronous mode by the Latvian L1 group with 12.6% and 26% respectively, the latter accounting for over one quarter of all this groups’ errors. The Spanish L1 group fall in second place, however, with 10% (synchronous) and 12% (asynchronous). 224 The question of singular and plural forms of nouns (GNN) account for 4.4% of the Norwegian L1 participants’ errors in the synchronous mode. According to Swan & Smith (1987) this aspect should not pose any particular problem to users of languages in Scandinavia, except in some very specific examples relating to countable and uncountable nouns. In the asynchronous mode, the group with the highest rate of noun number errors were the Spanish L1 participants. Worth noting as regards the pronoun errors, the Spanish group stands out as having the highest rate in both synchronous (5%) and asynchronous (8%) modes. Observing the remaining results within the grammar errors category, Norwegian L1 would appear to have the most problems with subject-verb concordance (GVN) in both the synchronous and asynchronous communication, while within this same L1 group the errors of voice (GVV) run highest at 4.3% of the total errors found. Tense errors were highest with the German, Norwegian and Spanish L1 groups in the synchronous postings, although in the asynchronous it was the Latvian L1 group who scored the most errors in this category. Finally, word class errors (GWC) were highest in the asynchronous mode in the Norwegian and Latvian L1 groups. The most frequent errors related to complementation and dependent prepositions are those involving verbs. The Spanish L1 group shows the highest percentage of errors within this category, although the levels are higher in the asynchronous mode. Errors involving the wrong lexical choice (LS) have a high incidence with the Spanish L1 group, especially in the asynchronous mode. We comment on the 225 results of the further analysis of this type of error within the Spanish L1 group in subsequent sections. Suffice to say at the moment that research has shown that this type of error is considered more serious than, for instance, a grammar error, and therefore more emphasis should be given to lexis in the English language classes our students attend. On the whole this group of errors in our corpus accounted for between 8.6% and 22.7% of the total errors committed. The Spanish L1 group rates the highest percentage of false friends (LSF) in addition to the lexical phrase (LP) category. As regards the former, it would be reasonable to suppose, as we mentioned previously, that if the researcher is not familiar with the languages of the participants from the other countries, it will be more difficult to detect the false friends in their IL production. This explains the higher rate of errors of this type with Spanish L1, contrasting with zero elements with the Norwegian, Latvian and French L1groups. The German and Latvian L1 groups have the second highest percentages in lexical phrase errors. Although the percentages are very slightly hi gher for the errors grouped under connectors in the asynchronous mode, their incidence is on the whole, very low in our corpus. Remarking on this absence in the synchronous mode, as the turns tend to be shorter, this observation is understandable. However, we anticipated that there would be a greater presence of connector errors in the asynchronous mode, and this was hardly the case. We may tentatively conclude from this result, that more attention needs to be paid to this aspect of written discourse, as these elements undoubtedly serve an important function in the flow of any discourse. Indeed, since Canale (1983) first used the term discourse competence, the acquisition and 226 use of the connectives has been regarded as one of the constituent abilities that contribute to a learner’s overall competence in the TL (Bachman & Palmer 1982). In recent research work carried out by Chiang (2003), it was found that discourse features (including connectors) in a given test on writing skills were regarded by raters as more indicative of the overall quality of the output than other aspects such as syntax and morphology. The group of errors relating to questions of word order, omission and redundancy (WO, WM and WR), obtained similar results as regards the percentage of total errors in both modes of written exchanges. The only aspect we may add to this is that the Spanish L1 group stands out as being the group with the highest rate of word order errors in both modes of communication. As Swan & Smith (1987) note, Spanish and Catalan have a much freer word order than English, implying that there are certain areas of difficulty for these particular L1 groups, as can be seen in our corpus, involving the position of adverbials, the order of elements in complementation, subject-verb order in longer sentences and in interrogative forms, etc. In our analysis of the Spanish L1 part of our corpus we discuss these features in greater detail. The category encompassing errors of style (S) shows that the Latvian L1 group showed the highest rate in the asynchronous mode (13%). However it is the Spanish L1 group who have the same percentage in both synchronous and asynchronous messages at over 5%. Although the errors in this group were not target language-like, the intended meaning of the writer/s was normally apparent. On the contrary, the categories of incomplete style (SI) and above all, style 227 unclear (SU) did result in incomprehensible language which the researcher identified with an interrogation mark to show that the intended meaning of the participant was not clear. Although this class of error has not been categorised into specific speech act types, we understand them to be causing pragmatic failure in its broadest sense as defined by Blum-Kulka & Olshtain (1986:166) as when ‘two speakers fail to understand each other’s intentions’. In their empirical study on NS and NNS realization of speech acts they concluded that the latter group tended to flout Grice’s maxim of quantity by using longer utterances to carry out specific speech acts in the TL, which was English. This ‘overinformativeness’ may be linked to the need language learners often have for higher levels of contextual explicitness in their production (Blum-Kulka & Olshtain, 1986:176). Lastly as regards the category of code switching, the Norwegian L1 group showed the highest rate in the synchronous postings, whereas the French L1 group used this strategy more in the asynchronous mode. In the next section we show the results of the specific analysis carried out on the raw frequenc y data which established the incidence of the different categories of errors for each L1 group in relation to the others, and the salient errors which could be identified within specific L1 learner groups. 228 8.3 Comparative Results of Error Incidence According to L1 An analysis of correspondence was also carried out in order to determine the incidence and relation of certain errors with the specific L1 groups according to the mode of communication23. As Figure 8 shows, there is a clear relationship observable as regards the type of error, mode of communication and the L1 of the different country groups. Groups 1, 2, 3, 4 and 5, (Spanish, German, Latvian, Norwegian and French L1 groups), identifiable by these numbers in Figure 8, which are situated below the dotted line, show similar tendencies in the synchronous mode with the specific category types associated with them which can be summarized as follows: 23 See Appendix VII for the tables of the results of the Correspondence Analysis. 229 3 GVV 2 FPM 9 FPW XNPR LCS LCLC 1 10 FM XADJPRSU GWC 8 7XNUC LS XNCO GVT WR WM 2 GNN S GA XVPR LP XADJCO 6 SI 0 FS GVN CS_Lang. 4 GADJO GVNF C C L 5 GNC WO 3XVCO GP 1 LCLS Dimensión 2 GVAUX -1 GVM GADJCS LSF -2 -1.5 -1.0 -.5 0.0 .5 1.0 1.5 2.0 2.5 Dimensión 1 Figure 8. Correspondence Analysis synchronous/asynchronous modes o Formal aspects: F* FS – Formal category dealing with spelling and typographical errors. o Grammar : G* GP – Pronouns. GNN – Noun number. GADJO, GADJCS – Adjective order and comparative and superlative forms. GVAUX, GVM, GVN, GVNF – Errors related to verb forms as in auxiliary and modal v erbs, verb morphology, subject-verb concordance, and non-finite/finite verb forms respectively. o Lexico-grammar: X* 230 XADJPR – Adjectives with the wrong dependent preposition. XVCO – Erroneous complementation of verbs. o Lexis: L* LCC – Coordinating conjunctions. LSF – False friends. o Word order, omission, redundancy: W* WM – Word missing. WO – Word order. o Style: S* SU – The intended meaning is unclear. o Code-switching: CS The results in the same table which can be seen above the dotted line show the distribution of errors in relation to the other groups in the asynchronous mode of communication. Groups 6, 7, 8, 9 and 10 (Spanish, German, Latvian, Norwegian and French L1 groups) can be distinguished in this particular part of the graph, suggesting once again that there is a direct relation between the mode of communication and the type of error. They are, nonetheless more distributed throughout this part of the graph in this mode, indicating that there are fewer categories that are common to the majority of the L1 groups as was the case with the synchronous mode. o Formal aspects: F* FM – Derivational and inflectional characteristics of words. FPM – Missing punctuation marks. FPW – Wrong punctuation marks used. o Grammar: G* GA – Article errors. GVV – Incorrect uses of the passive or active voices. 231 GWC – Errors where the root of the word is semantically correct, but the word class resulting is inappropriate to the linguistic context. o Lexico-grammar: X* XADJCO – Erroneous complementation of adjectives. XNUC – Errors involving count and uncountable nouns. XVPR – Verbs used with the wrong dependent preposition. XNCO – Erroneous complementation of nouns. o Lexis: L* LS – Errors involving the conceptual and collocational aspects of words. LP – Errors composed of more than one wo rd and which are located in fixed or semi- fixed lexical phrases and idioms. LCLS – Single logical connectors. LCS – Subordinating conjunctions. LCLC – Complex logical connectors. o Word order, omission, redundancy: W* WR – Errors involving unnecessary inclusion of words. o Style: S* S – Used to describe the foreign-sounding language often produced by intermediate, upper intermediate and advanced language learners. SI – When a sentence is obviously incomplete, and therefore lacking in coherence, we use this tag. According to the results obtained from the analysis of correspondence, in the case of nearly all the groups there are categories of errors that appear to be particularly related to the L1 of the participants. In the following section we discuss each L1 separately with details of the errors that are recurrent and specific to each one of them. The figures that appear on the following two pages (Figure 9 and 10) show the results of the Correspondence Analysis with regard to the distribution and 232 incidence of errors in the synchronous and asynchronous modes according to the L1 of the participants. The numbers next to the red squares refer to the L1 groups, i.e. 1 is Spanish, 2 is German, 3 is Latvian, 4 is Norwegian and 5 is French. 2 1 LSF 0 GVV FPW SI GADJO LCS XNCO XVCO GVT GVM FMGVN LS GVNF GWC GVAUX 5 2 1 LP WR CS_Lang. WO FS 4 FPM S GP GNN WM SU GADJCS GNCGA XNUC LCLC XNPR -1 3 XVPR LCLS XADJPR -2 XADJCO Dimensión 2 -3 LCC -4 -4 -3 -2 -1 0 1 2 Dimensión 1 Figure 9. Distribution of errors in the synchronous mode. 233 1.5 GNC 1.0 GA GVT S .5 0.0 -.5 -1.0 CS_Lang. FPW FPMFS SU FM XNCO WM GWC WR 2 GNN LP XVCO LS GVAUX WO 5 1 4 XNPR XVPR GP GVN SI Dimensión 2 -1.5 -2.0 -2 -1 0 1 2 LSF 3 Dimensión 1 Figure 10. Distribution of errors in the asynchronous mode. When summarising our findings for each L1 with reference to the above graphs (Figures 9 and 10) we have used the following system: • • The categories that are underlined once are errors that are pertinent to this L1 group as well as others. If the category is double underlined, there is a particular association observed with this error in this L1 group, although it may only be so in either one of the two modes of communication. • The cases where the tag is more associated with one group than any other is indicated by a thicker bold-type line. It may be the case that the exclusiveness linked to one L1 group o nly appears as such in one of the two modes of communication. 234 • After the tag, we note down + synchronous and/or +asynchronous to indicate in which mode the error is more frequent in relation to that L1. In some cases the error is highly frequent in both. Group 1 – Spanish L1 • Formal aspects: F* FS (+ asynchronous) FM (+ synchronous) • Grammar: G* GA (+ synchronous) GADJCS (+ synchronous) GP (+ synchronous + asynchronous) GNN (+ asynchronous) GNC (+ synchronous) GVAUX (+ synchronous + asynchronous) GVNF (+ synchronous) GVN (+ synchronous) • Lexico-grammar: X* XVCO (+ asynchronous) XADJCO (+ asynchronous) XVPR (+ asynchronous) • Lexis: L* LS (+ synchronous + asynchronous) LSF (+ synchronous + asynchronous) LP (+ synchronous + asynchronous) LCLS (+ asynchronous) 235 LCC (+ asynchronous) LCS (+ synchronous) • Word order, omission, redundancy: W* WM (+ synchronous) WR (+ synchronous + asynchronous) WO (+ synchronous + asynchronous) • Style: S* S (+ synchronous) SI (+ asynchronous) SU (+ synchronous) • Code-switching: CS CS (+ synchronous) Group 2 – German L1 • Formal aspects: F* FS (+ synchronous) FM (+ synchronous + asynchronous) FPM (+ synchronous) FPW (+ synchronous + asynchronous) • Grammar: G* GP (+ synchronous) GNN (+ synchronous + asynchronous) GVN (+ synchronous) GVT (+ synchronous + asynchronous) GVV (+ synchronous) 236 GVAUX (+ synchronous) GWC (+ synchronous + asynchronous) • Lexico-grammar: X* XVCO (+ synchronous) XNCO (+ asynchronous) • Lexis: L* LS (+ synchronous + asynchronous) LP (+ asynchronous) LCLC (+ asynchronous) • Word order, omission, redundancy: W* WR (+ synchronous + asynchronous) WM (+ synchronous + asynchronous) WO (+ synchronous) • Style: S* S (+ asynchronous) SU (+ synchronous + asynchronous) • Code-switching: CS CS (+ synchronous + asynchronous) Group 3 – Latvian L1 • Formal aspects: F* There are no formal errors particularly linked with this group. • Grammar: G* 237 GA (+ asynchronous) GNC (+ asynchronous) GVT (+ asynchronous) GNN (+ asynchronous) GWC (+ asynchronous) • Lexico-grammar: X* XVPR (+ synchronous) XADJCO (+ synchronous) XADJPR (+ synchronous) XNUC (+ synchronous) • Lexis: L* LCLS (+ synchronous) LCC (+ synchronous) • Word order, omission, redundancy: W* WM (+ synchronous + asynchronous) • Style: S* S (+ asynchronous) SU (+ synchronous) Group 4 – Norwegian L1 • Formal aspects: F* FS (+ synchronous + asynchronous) FPM (+ asynchronous) FPW (+ asynchronous) • Grammar: G* GA (+ synchronous) 238 GP (+ synchronous) GNN (+ synchronous) GVN (+ asynchronous) GWC (+ synchronous) • Lexico-grammar: X* XNPR (+ asynchronous) • Lexis: L* LS (+ synchronous + asynchronous) • Word order, omission, redundancy: W* WR (+ synchronous + asynchronous) WM (+ synchronous) • Style: S* SU (+ asynchronous) • Code-switching: CS CS (+ synchronous) Group 5 – French L1 • Formal aspects: F* FM (+ asynchronous) FS (+ asynchronous) • Grammar: G* There are no grammatical errors particularly linked with this group. • Lexico-grammar: X* 239 There are no lexico-grammatical errors partic ularly linked with this group. • Lexis: L* LS (+ asynchronous) • Word order, omission, redundancy: W* There are no errors of this type particularly linked with this group. • Style: S* SU (+ asynchronous) • Code-switching: CS CS (+ asynchronous) The main results that have emerged in relation to the research question concerning the type and frequency of certain errors in relation to the L1 of the participants, as shown in Figures 9 and 10, can be summarised by the following: 1. The Spanish L1 group have a tendency to make more formal errors (FS) in the asynchronous mode than the synchronous. The grammatical category errors are varied, with two types that are more associated with this group than any other: Pronoun errors and Auxiliary and Modal verb errors. The article poses particular problems for the participants in the synchronous mode, as does the formation of comparative and superlative adjectives and adjective order. In the lexico-grammatical category, the Spanish L1 group show particular problems with the use of verbs with complementation and dependent prepositions. As regards the lexical errors, the corpus gives 240 evidence that both single lexical and lexical phrase errors are especially problematic in both the synchronous and asynchronous communication for this group of learners. There is also a direct association concerning the use of false friends in particular. Of the connectives, the graphs in Figures 9 and 10 show that the single lexical connectors and the subordinating conjunctions were more salient in the asynchronous messages, and the coordinating conjunctions in the synchronous postings. Problems with word order were also notable in the Spanish L1 group in both modes. In the synchronous messages errors concerning style are frequent, although in the asynchronous mode the salient error in this category deals with incomplete sentences and phrases that are difficult to understand. Finally, this group used codeswitching in the synchronous mode, but declined from using it in the asynchronous messages. 2. The German L1 group commit a high number of formal errors in their messages in both the synchronous and asynchronous modes, especially in the category relating to derivation and inflection24. They can also be particularly noted for using the wrong punctuation in their output. As regards the grammar category, there is an overwhelming misuse of the elements of the verb phrase, especially as regards subject-verb concordance and tense and voice, which all appear associated with the synchronous mode of communication. Word class errors are also a frequent category within this L1 24 See Appendix VIII for the results showing the errors made by the German, Latvian, Norwegian and French L1 groups. 241 group in both the synchronous and asynchronous messages. The erroneous complementation of nouns are salient in the asynchronous mode, whilst the synchronous mode produces more deviant forms involving verbs. There is a very high frequency of single lexical errors in both modes, and with lexical phrases in the asynchronous messages. Exclusive to this group is the erroneous use of the complex logical connectors in the asynchronous mode. This group also stands out as having a particularly high incidence of errors involving missing words and words that are redundant in the on-line conferences and the asynchronous messages. Although general style errors were more common in the asynchronous mo de, the more serious category concerning the breakdown of meaning were prominent for this group in both modes. Lastly code-switching was also used by this L1 group in both modes, although, as we mentioned before, the messages were usually sent as whispers to their own L1 group. 3. The Latvian L1 group has a relatively low participation in this simulation. However from the graphs in Figures 9 and 10, we observe that, in general, the errors that are most associated with them are highly linked to that particular group, although it appears that we are not dealing with the same categories in both modes of communication. Firstly, there are no formal errors associated in particular with this L1 group. On the other hand, the article and genitive within the grammatical category, posed particular problems to this group in the asynchronous mode. Dependent prepositions with verbs and adjectives, and adjective complementation were errors that were salient with this L1 242 group in the synchronous postings. Of the lexical errors we noted special difficulty with single logical connectors and coordinating conjunctions in the synchronous mode. Missing words were frequent in both modes, while errors of style were particularly notable in the asynchronous mode. 4. The Norwegian L1 group showed notably more errors than other groups as regards spelling in the formal error category in both the synchronous and asynchronous messages. Punctuation errors, however, were more frequent in the asynchronous messages. The grammar category of errors predominated in the synchronous mode, with those related to noun number showing a higher incidence in this L1 group. Lack of subject-verb concordance was also observed, although this was in the asynchronous mode only. The class of errors involving nouns and their dependent prepositions was also highly associated with this L1. Single lexical errors were to be found in both modes, and the use of redundant words was apparent in both synchronous and asynchronous modes. Once more the category indicating that the meaning of a message has not been understood and which is categorised as unclear style, shows an important distribution among this L1 group. Code-switching is also used in the synchronous mode by this group, once again, in most cases with their fellow participants from Norway. 5. The French L1 group had a minimal participation in the on-line teleconferences, and they were not included in the analysis of that part of the 243 corpus. However the asynchronous mode showed that there were several errors particularly associated with their group. Firstly there were formal errors, dealing with spelling and derivation and inflection, which were salient in this group, although obviously not exclusive to them. There were, however, no errors in the grammatical or lexico-grammatical categories linked in particular to these learners. Lexical single errors were found, but the most important group of errors associated with this group were identified as relating to the non-transmission of meaning or unclear style as it has been classified with the current tagging method. This L1 group also used codeswitching in their asynchronous messages. We will now move on to discuss the errors made by the Spanish L1 group firstly in the synchronous mode, followed by the asynchronous. We then analyse the formal and lexical errors of this group with a view to determining the causes of the deviant forms. 8.4 Spanish L1: Errors in the Synchronous and Asynchronous Mode As mentioned previously, a more detailed sub-analysis was carried out to investigate the incidence of deviant forms related to the formal errors (specifically those tagged FM, involving derivation and inflection, and FS, concerning spelling and typographical errors), and lexis (single lexical errors LS, false friends – LSF, and lexical phrases - LP categories) regarding certain 244 aspects such as word formation, word choice, collocation and the semantic characteristics of words, as well as the possible causes of these high frequency errors. This will be dealt with in detail in the following section of this dissertation. 8.4.1. Synchronous communication In this section we comment on the linguistic patterns observed in the most salient errors made by the Spanish L1 group25 in the simulations. Figure 11 shows the distribution of error types in the synchronous communication mode. S WO WM WR LCLS SI SU CS_Lang. FM FS FPW LP LSF GA GNC LS XVPR XVCO XNCO GWC GVM GVNF GVAUX GVT GP GADJO GADJN GADJCS GVN GNN Figure 11. Synchronous errors Spanish L1 25 See Appendix IX for the tables showing the errors committed by the Spanish L1 group. 245 Formal Errors Missing Punctuation (FPM) (0.15% of synchronous errors) In the following example the participant did not add the sign of interrogation, which may be due to the speed of the interaction, which in the synchronous exchanges is so fast, that time does not always permit the insertion of this ‘extra’ element. The word order in the sentence leaves no doubt that it is a question, and is, therefore, strictly speaking, not really necessary for understanding the intended meaning of the sender: • <3:749:490:J_O_D> If you do not want (S) a limitation of $to limit$ the number of students, how do you control your resources (FPM). $?$. Punctuation Wrong (FPW) (0.46% of synchronous errors) We noted that most cases deal with the overuse of commas. • <2:4:1374:1403:D_C> So perhaps (FPW), $?$ we must leave the conference now... The next category relates to grammar (G*) and has a total of 189 tokens of the different tag types. Article errors (GA) (9.98% of synchronous errors) As Swan & Smith (1987:83) point out, in Spanish the definite article goes with mass nouns and plural count nouns when used with a general meaning, whereas in English this is not the case. Also there are certain contexts in English (i.e. with single count nouns) where articles are needed, and are not required in Spanish e.g. *Do you have bicycle (¿Tienes bicicleta?) or in the following case: *My sister is teacher (Mi hermana es profesora). 246 The article errors are shown in Table 4 below. In the synchronous mode there are 65 tokens. As regards the omission or overinclusion of the definite article, the number of errors is the same. Table 4. Article errors in the synchronous mode Spanish L1 group. Type 1 2 3 4 5 6 7 8 Error the Ø the a a an a Ø Correction Ø the a/an the Ø a an a/an Number of cases 23 23 3 1 4 0 2 8 Type 1 the Ø • • • • • • • <1:267:490:D_Z_M> c) To (LS) foment $promote$ (GA) the $0$ (FM) technologic $technological$ development in Eutropia. <1:267:490:D_Z_M> d) To eliminate (GA) the $0$ illiteracy. <3:856:490:D_L_R> Tolerance is absolutely needed in a world that advances (LS) to $towards$ (GA) the $0$ globalization. <4:920:490:D_G_B> Furthermore we think that (GA) the $0$ learning (LS) of $about$ the information technologies and their applications. <2:2:386:1403:J_E> We agree with Midland about (GA) the $0$ Euthanasia. <2:3:864:1403:S_C> Personal information includes every document and record which refers to (GA) the $0$ personal identity. <2:6:2092:1403:J_N> (FM) Been $Being$ (FS) respectfull $respectful$ to (GA) the $0$ others is (LP) over any discussion $unquestionable$. 247 Type 2 Ø the • <3:851:490:J_P_J> We are making the Educational System for Eutropolis and not for (GA) 0 $the$ Eutropian Federation, according to this we prefer teaching in English. • • • • <5:1462:490:485:J_F_F> We think that (GA) 0 $the$ Middish delegation (LP) have a narrow mind $are narrow- minded$. <2:2:397:1403:J_E> In (GA) 0 $the$ case of terminal illnesses, this right would be broken. <2:2:478:1403:J_E> (LP) In our mind $In our opinion$ , we do consider that (GA) 0 $the$ death penalty is (SU) out of the point and must be banned $?$. <2:4:1219:1403:J_B> All people have the right to work, but (GA) 0 $the$ (FS) Goverment $Government$ (FS) can not $cannot$ guarantee a (WR) place of $00$ job. Type 3 the a/an • • • <3:738:490:J_P_J> He (GVN) have $has$ (LS) to make $to do$ (Sp. hacer un exámen) (GA) the $an$ (LS) admittance $entrance$ exam. <3:776:490:J_P_J> We disagree with (GA) the $a$ final exam when you (LS) end $finish$ (LS) your studies. <2:6:2116:1403:S_A> I think that it's better to speak with people face to face, (FS) abn $and$ if it is (FS) imposible $impossible$, maybe the best solution could be to have (GA) the $a$ photo. Type 4 a the • <4:1080:490:F_M_J> #102, Encryption is in (GA) a $the $ (FM) developping $developing$ phase now, so we recommend (SU) to search $?$ in this field. 248 Type 5 a Ø • • <5:1474:490:D_H_M> This is good written on (GA) a $0$ paper but it would not work in real life because one month is too short to really know all of the subjects. <2:3:905:1403:S_C> No agency should be allowed to sell or share personal information without (GA) a $0$ permission (LS) of $from$ them. Type 6 an a There are no examples in the synchronous exchange of this type of error. Type 7 a an • • <2:560:490:P_H_V> We prefer (GA) a $an$ entrance exam. <3:824:490:J_P_J> 151# If you are going to work in (GA) a $an$ enterprise you need to be a good social communicator and to know. Type 8 Ø a/an • <3:897:490:D_L_R> (GA) 0 $A$ Tolerance subject should deal with (WM) $having$ respect for other people, and (SU) (GVNF) to learn $learning$ (XVCO) feeling. • • • <5:1329:490:J_B_S> We propose a written exam we only disagree about (GA) 0 $an$ oral exam. <2:4:1274:1403:D_C> If someone (GVN) take $takes$ money from (GA) 0 $a$ bank account which is not his, the bank should return the money. <2:6:2186:1403:1665:S_A> Do you have (GA) 0 $a$ (FS) movil $mobile$ phone? 249 Rosansky (1976) and Andersen (1977, 1978) both claim that interference from Spanish played a significant role in the acquisition of articles in their research. Their subjects made fewer errors with the definite article compared with the indefinite article. Meziani’s (1984) results, also involving Spanish L1 learners, contrast with ours. Although ‘the’ used where the zero article ‘Ø’ was required coincides as being the most frequent error in both data, (43% in his subjects), the second most frequent article error in his data was the indefinite article ‘a’ used instead of the zero article ‘Ø’ which amounted to 21% of the total article errors. In our data, this error, classed as Type 5 was infrequent. Also our second most frequent in the synchronous mode, ‘Ø’ zero article instead of the definite article ‘the’, accounted for only 4% of his examples. Our findings do however coincide with the results reported in Dalglish (1984) which show that Spanish L1 subjects made article errors in 10% of their total error output, and one of our most frequent types in the synchronous exchanges also involved the overuse of the definite article. Noun Case (GNC) (1% of synchronous errors) This category deals with the genitive and ‘noun + noun’ or ‘noun of noun’ combinations: • <4:920:490:D_G_B> Information technologies and their applications (depending on the needs of each person), will develop (GNC) the intelligence of the people $people's intelligence$. • <5:1480:490:486:J_F_F> Are you there? You are not saying anything. What do you think about this (GNC) discussion issue $issue of the discussion$? • <2:3:820:1403:A_C> #136 It is an important question for (GNC) children $children's$ development. • <2:5:1618:1403:1402:T_D> (GNC) pepperoni´s $pepperonis$. • <2:6:2223:1403:1413:S_A> (S) I want to excuse me $I would like to ask you to excuse me$ because (FS) i $I$ was the troublemaker who (GVT) take $took$ (LS) (GNC) the login $the password$ of Athena $Athena's password$. 250 Noun number concordance (GNN) (2.1% of synchronous errors) Error Type singular for plural plural for singular GNN 9 5 Our findings were similar to Dalglish (1984) which also showed that the erroneous use of the singular instead of the plural were the most frequent error of this type. Singular for plural: • • <1:311:490:D_Z_M> b) Avoiding all (GNN) kind $kinds$ of discrimination. <2:518:490:J_V_G> Also, we think enterprises must collaborate economically with (GNN) university $universities$. Plural for singular: • • <3:781:490:J_P_J> -1 year (2 semesters ): (GNN) Basics $Basic$ Studies. <4:920:490:D_G_B> These are: introversion, that is, lack of communication with the rest of (GA) the $0$ society (family, friends), (GNN) damages $damage$ to our health (radiation, mental disorders) and to the environment (devices that are not already used). • <2:2:579:1403:J_E> (GA) The $0$ freedom of expression (S) have the boundary $must have a limit$ when you insult other people or other (GNN) organization $organizations$. • • <2:4:1359:1403:I_M> We think we should reach some agreement about all these topics, because it is one of the (GNN) goal $goals$ of the conference. <2:4:1318:1403:D_C> If there was another institution to supervise (FS) finantial $financial$ (GNN) institution $institutions$. Who will take care of that (GWC) supervisor $supervising$ organism. • <2:6:2014:1403:S_A> #39, you are lucky, here there is one (GNN) boys $boy$ who is 19 and 3 months. 251 • <2:6:2098:1403:S_A> Here we have a lot of sun (LS) on $in$ summer. If you want to come for a (GNN) holidays $holiday$, you can come (ONLY FOR WOMEN). Pronoun errors (GP) (4.9% of synchronous errors) It was noted that the Spanish L1 group had a particularly high incidence of this type of error. Most errors in this category involve incorrect choice of personal pronouns and possessive adjectives. This may be due to the fact that subject pronouns are mostly unnecessary in Spanish since the verb inflection indicates person and number. Singular for plural: • <2:542:490:A_B_M> Have an oral examination (GP) he $they$ could have it. • <3:879:490:J_P_J> Religious education is a good option, but everybody should be able to choose (GP) his $their$ religion as a subject and nobody should impose it. Eight cases involve confusion in the use of personal pronouns: • <2:2:344:1403:J_E> We think that if that person has enormous physical (LS) troubles $problems$, and her illness is going on for years, if this ill (WM) $person$ could never (LS) reach his $lead a$ normal life, (GP) he $she$ (FM) cans $can$. • <2:2:344:1403:J_E> Perfectly decide if (GP) he $she$ (GVM) want $wants$ to. Missing pronoun: • <3:828:490:J_O_D> They are also necessary because healthy people $people healthy$. • <3:872:490:D_L_R> We can teach tolerance to children, (GP) 0 $it$ is very important for personal education. • <5:1345:490:J_B_S> In a written exam (GP) 0 $it$ is more difficult. (GP) 0 $they$ make (WO) 252 Relative pronoun: As Swan & Smith (1987:85) indicate, Spanish does not distinguish between personal and non-personal relative pronouns. Moreover, relative pronouns cannot be deleted in Spanish, which means that Spanish L1 learners always include them, even when they are not necessary. The zero relative pronoun also causes problems of comprehension for Spanish speakers. • <2:382:490:R_L_G> First of all , the Delegation of Northland (FM) want $wants$ to greet all countries (GP) which $who$ (GVT) participate $are participating$ in this teleconference. Problems of reference: • <1:372:490:D_Z_M> To everybody, we will discuss (GP) it $things$ by mail. The indefinite pronoun all is used instead of every. In this context there is interference caused between the different syntactical constraints in Spanish and English, and the fact that all is used with plural nouns for quantities of more than two : • <2:3:785:1403:A_C> Children should go to the church (GP) all $every$ Sunday. The negative form nothing is used instead of the non-assertive form anything, as in: • <2:6:2207:1403:1665:S_A> Ok, (FS) i $I$ haven't said (GP) nothing $anything$ "dangerous". The non-assertive anything is used in place of the assertive something: • <2:6:2002:1403:S_A> Come on guys! I know you are able to say (GP) anything $something$ intelligent. The non-assertive any is used instead of the indefinite article a: • <2:2:344:1403:J_E> If (GP) any $a$ person has the right to live, it seems logical that this person (GVAUX) could $should$ also enjoy the right to death. 253 Adjective Number (GADJN) (0.5% of synchronous errors) The first error shows a common confusion among Spanish L1 learners with the use of ‘other’. • <5:1498:490:D_H_M> It has been a pleasure to discuss these subjects with the (GADJN) others $other$ delegations. The incorrect plural form of adjectives, as shown in the following example, is more frequent in elementary or intermediate levels: • <2:6:2150:1403:S_A> No, it has been very interesting, because everyone had a (FS) diferent $different$ culture and (FS) diferents $different$ laws (GADJN) diferents $different laws$. Comparative and superlative adjectives (GADJCS) (0.6% of synchronous errors) In Spanish the comparative and superlative adjectives are formed with the equivalents of the English ‘more + adjective’ and ‘most + adjective’ forms. Errors involving comparative adjective forms: • <4:920:490:D_G_B> We want technology to contribute to the development of our society in general, that is, to make daily activity easier and allow all (GA) the $0$ enterprises to achieve their objectives in some way (GADJCS) more efficient $more efficiently$ and (GADJCS) quicker $more quickly$. • • • <4:920:490:D_G_B> and (GADJCS) quicker $more quickly$; so, they can (LS) get $become. <2:2:344:1403:J_E> First of all, we consider the right to death (GADJCS) such important like $as important as$ the right to live. <2:2:449:1403:J_E> dear delegation, we would guarantee (GADJCS) more freedom $as much freedom as$ the law can provide for a living person. 254 Errors affecting the verb phrase Verb Number (GVN) (1.8% of synchronous errors) include errors of concord between a subject and its verb. The following examples deal with singular forms being used instead of plural: • • • <3:738:490:J_P_J> #79: If a person over 30 (GVN) want $wants$ to continue his/her studies, <3:738:490:J_P_J> he (GVN) have $has$ (LS) to make $to do$ (Sp. hacer un exámen) (GA) the $an $ (LS) admittance $entrance$ exam. <5:1441:490:D_H_M>  The objective of the final exam that Midland (GVN) propose $proposes$ is to show that students have a (LS) strong $good$ knowledge (LS) in $of$ their (WM) $subject$ areas, • • • <2:4:1181:1403:J_B> But what do you mean with "standard of living"? What does it (GVN) involves $involve$? <2:5:1553:1403:R_P> Please, anyone (GVN) knows $know$ the telepizza's telephone? <2:6:2139:1403:1665:S_A> (GVN) Is $Are$ there any girls at this (FS) momment $moment$ in the teleconference? The following cases relate to the use of the plural form of the verb when the singular was required: • • • <2:2:584:1403:O_O> I mean (LS) with $by$ "servers" the place which (GVN) are $is$ supposed to be the brain of a data base. <2:4:1199:1403:J_B> Answering your question we think asylum (GVN) have $has$ to be demanded before entering in the country. <2:4:1210:1403:J_B> We disagree with Highland. We think that there (GVN) have $has$ to be a limit (LS) in $to$ the (GWC) adequated $adequate$ standard of living. 255 Verb Morphology (GVM) (1% of synchronous errors) • <3:788:490:J_P_J> #118:In the job Internship (GVM) you applying $you apply$ (S) your studies to the employment $what you have learned to a specific job$ and then when you finish (LSF) the career $your degree$. • <4:911:490:F_M_J> Northland thinks that the main points to be (GVM) discuss $discussed$ in this teleconference should be. Non-Finite and Finite Verb Forms (GVNF) (0.9% of synchronous errors) Of the examples we have identified of this type of error, four deal with the incorrect use of the –ing form: • <3:676:490:J_P_J> We think that you must be more specific (LS) in $with$ the topics and (GVNF) trying $try$ to (LSF) treat $deal with them$ (Sp.Tratar) (LP) one to one $one by one$. • <3:824:490:J_P_J> 151# If you are going to work in (GA) a $an$ enterprise you need to be a good social communicator and to know (GVNF) hearing $how to listen to$ everybody. Several points of view are always good. The following is a typical example of the Spanish use of the infinitive as a noun, corresponding to the English –ing form • <2:5:1666:1403:1402:J_N> (GVNF) Ski $Skiing$ 90-60-90. Verb Voice (GVV) (0.1% of synchronous errors) In general, Spanish speakers tend to underuse the passive when writing in English, especially, we note, when dealing with the correction of our colleagues’ research papers to be presented at congresses and for publication in the different specialist journals. • <3:680:490:J_P_J> However, this topic should (GVV) have studied $have been studied$ by another delegation (policy). 256 Verb Tense (GVT) (2.1% of synchronous errors) Present tense used instead of past simple. This was the most frequent type of error within the verb tense forms, coinciding with both Dagneaux et al. (1997) and Dalglish (1984): • • <2:1:243:1403:R_G> Northland accepts the (FS) assigments $assignments$ as (GVT) express $expressed$ in message nº74. <2:6:2223:1403:1413:S_A> (S) I want to excuse me $I would like to ask you to excuse me$ because (FS) i $I$ was the troublemaker who (GVT) take $took$ (LS) (GNC) the login $the password$ of Athena $Athena's password$. Past simple used instead of present simple: • • <2:2:512:1403:O_O> and we (GVT) got $get$ the impression that we (LS) got $have$ some problems (WR) in $0$ talking all together about the same <2:2:344:1403:J_E> Another case is that the ill (WM) $person$ (GVT) was $is$ not able to decide (LS) about $for$ himself; in that situation. Present simple for present perfect: • <2:2:512:1403:O_O> We (GVT) spend $have spent$ (WO) now 1 hour in this conference $1 ho ur in this conference now$. Simple present instead of the simple future, as in: • <1:257:490:D_Z_M> Our comission hopes that the (LSF) exposition $open/public discussion$ (Sp. Exposición) of different points of view (GVT) help $will help$ everybody (LS) to reach $to come to$ the best solution. • <1:331:490:A_G_C> As we are going to coordinate the technology in Eutropolis we (GVT) send $will send$ (WO) to you our main ideas (LS) in $on$ this topic: $our main ideas on this topic to you:$. • <4:1083:490:D_G_B> We (GVT) ask $will ask$ for more information about the video circuit suggested. Thank you. 257 Two examples of the verb ‘to be’ in the wrong tense: • • <2:531:490:J_V_G> We don't want money (GVT) were $to be$ a problem (LS) to access $to gain access$ to university. <3:769:490:J_P_J> We propose a more specific education to reduce the years (FS) or $of$ study because it is useful (WR) in order $00$ to have specific professionals that (GVT) were $are$ able (S) to enter in the market place. Past perfect for present perfect. The perfective aspect in Spanish is similar in form to English, but may not always share the same distinctions of meaning: • <2:499:490:P_H_V> Sorry, we (GVT) had had $have had$ a lot of problems with the computers. Good morning again. Auxiliary Verbs and the Modals (GVAUX) (2.5% of synchronous errors) There is a general tendency that shows that the participants do not fully understand the different uses and functions of the modal verbs. This may be due to the fact that Spanish has only one category of verb and the equivalents of the modal verbs do not have the same meanings, uses and functions (Swan & Smith 1987). The majority of cases involve the modal should as the target form: • • <4:1016:490:F_M_J> #64, We think the basic computer literacy (GVAUX) would $should$ be learnt in the High School. <4:1044:490:F_M_J> #84, We agree with this point, but we (GVAUX) would $should$ discuss (WR) about $0$ the possibility (XNCO) to build $of building$ a broadband network that links the local network in Eutropia. • <4:1031:490:D_G_B> #75 #77 We think that disabled or geographically remote learners (GVAUX) would $should$ have full access to the university network. This is a necessity to improve their learning possibilities. 258 • • • • <2:2:344:1403:J_E> If (GP) any $a$ person has the right to live, it seems logical that this person (GVAUX) could $should$ also enjoy the right to death. <2:2:344:1403:J_E> We think that each person (GVAUX) could $should$ decide about her own life (LS) along $during$ all the time that this person is living. <2:4:1226:1403:D_C> We think we (GVAUX) must $should$ clarify our positions on the immigrants topic in order to be more specific in the next points: <2:4:1274:1403:D_C> (FS) Costumers $Customers$ (GVAUX) shall $should$ have a security number and if someone (GVN) take $takes$ money from (GA) $a$ bank account which is not his, the bank should return the money. Could and can also seem to cause problems as in: • <2:510:490:J_V_G> We think that (GA) the $0$ education must be free for everybody, so everyone (GVAUX) could $can$ (LS) access to $have access to$ university. • • • <2:533:490:A_B_M> We do not agree with (GA) $an$ oral exam ,because you (GVAUX) could $can$ get nervous. We prefer written. <2:4:1270:1403:1414:J_B> Please, (GVAUX) shall $could$ you tell us what has happened when we were (LP) out of line $disconnected$? <2:4:1309:1403:J_B> There should exist a law to regulate if both parts (GVAUX) should $can't$ reach an agreement (WR) to regulate $00$ when the terms of a contract are violated. Grammar Word Class (GWC) (0.6% of synchronous errors) Although in the research carried out by Dalglish (1984) part of speech errors amounted to 7% of all errors, in the synchronous mode the frequency within the Spanish L1 learners was low: • • <2:4:1210:1403:J_B> We disagree with Highland. We think that there (GVN) have $has$ to be a limit (LS) in $to$ the (GWC) adequated $adequate$ standard of living. <2:4:1238:1403:I_M> Answering (GA) the $0$ message #52, we think that message (sent by us) was a bit (GWC) confuse $confusing$, we are going to clarify it. 259 Lexico-grammatical errors (X*) Errors of Complementation (XVCO) (1.2% of synchronous errors) The Spanish subjunctive forms allow for the expression of certain meanings that in English may involve Vb + complement with/without gerund or infinitive. Within the Spanish L1 group most of the errors involved verb complementation (XVCO): • • • <4:925:490:F_M_J> -workers that (XVCO) want $want to$. <5:1202:490:J_B_S> No, we ask for public education and we do not accept (XVCO) to prohibit private university $that private universities be prohibited$. <5:1220:490:J_B_S> We firmly support the (GNC) Eutropian (FS) Comissioner $Commissioner$ $Eutropian Commissioner's$ proposal and (XVCO) suggest to be quicklier $suggest we move more quickly$ because we are running out of time. • • 4:979:490:491:F_M_J> But what about people that (XVCO) want learn $want to learn$ Philology, Fine Arts and so on. <3:897:490:D_L_R> (GA) $A$ Tolerance subject should deal with (WM) $having$ respect for other people, and (SU) (GVNF) to learn $learning$ (XVCO) feeling $to feel$ not better or worse, (LS) otherwise $just$ different. • <5:1172:490:J_B_S> as (WO) all we $we all$ know, (LP) each people is a world $each case must be considered separately$ (Sp. cada persona es un mundo) and if we (XVCO) want that somebody pay $want somebody to pay for$ their studies, And the erroneous use of dependent prepositions after verbs (XVPR) (1.2% of synchronous errors): • <3:774:490:J_O_D> We must take care of our resources, because if not we would be (LS) cheating $deceiving$ (GP) us $ourselves$ and we (FS) wil $will$ not be able (XVPR) to put in practice $to put into practice$ our education (WM) $policy$. 260 • <5:1498:490:D_H_M> The Delegation of Northland wants to (XVPR) thank to $thank$ (Sp. Dar las gracias a ) all the other delegations (WM) $for$ (GP) your $their$ presence in this teleconference. • • <5:1172:490:J_B_S> We know that people over 30 should have worked and if they want to study they will have money to (XVPR) pay $pay for$ their studies. <5:1237:490:J_B_S> #84 No, we (XVPR) agree in $agree with$ (GA) $the$ fourth point. Confusion caused by the system of count and uncountable nouns (XNUC) (0.15% of synchronous errors): • <4:925:490:F_M_J> improve their (XNUC) knowledges $knowledge$. Errors of Lexis (L*) Single Lexical Errors (LS) (17% of synchronous errors) There are no less than 11 examples of errors involving the word access either as a verb or noun respectively: • • We don't want money (GVT) were $to be$ a problem (LS) to access $to gain access$ to university. To 44# University (LS) access $entrance$ examination which accounts for 40% of the final mark. We give details of errors in this section according to the part of speech. The number in brackets indicates the times this particul ar error is repeated. Swan & Smith (1987) mention prepositions as an example of an area that creates particular problems for Spanish speakers, and cites ‘in’, ‘on’, ‘at’, and ‘as’ and ‘like’ as among the most frequently confused. 1. Prepositions. The most frequent involve: • • • • in for on (5) in for with (2) on for in (3) on for to 261 • • • • • • • • • • • • • • • • • • • • • • at for in at for on at for in the in for to in for at in for of by for of by for through of for for of for about of for from to for toward to for of for for to be given to into for to during for for along for during about for for of for from of for concerning above for over with for by 2. Verbs – the verb on the left is the deviant term, followed by the correction that was more appropriate in that particular context. • • • • • • reach – come to foment – promote prepare – train access to – have access to access – get access to to access - to gain access to (5) 262 • • • • • • • • • • • • • • • • • • • • • • • • promediate – work out the average make – do request – seek end – finish (2) cheating – deceiving earn – get get – become placed – situated approach to – develop bring – send give – pay acknowledge – knowledge (change of word class) overflows for drains increase for improve brokes for goes bankrupt tell for say missed for needed enter for discuss in more detail flow for be made available depilate for shave found a lot of friends for made a lot of friends express for say got for have reach for lead 3. Nouns • • • • • global recycling – global retraining working future – their future working life/ their future professional life school – education finantion – financing access – entrance (exam) (4) 263 • • • • • • • • • • • • • • • • • sponsor – fund raise of taxes – tax increase conditions – opportunities admittance – entrance (exam) an only frame – one unique frame world – market financing – financial help acknowledgements – level number of employment for jobs laboral for work treatment for conditions (2) places to work for jobs the login for password troubles for problems ills for patients pederast for paedophiles tube for test-tube 4. Other types Adjectives • • • • • • several – different long – great placed – situated strong – good deep for satisfactory roughest for most controversial Adverbs/ adverbial phrases • • • • • earlier – more quickly otherwise – just in all – throughout according for referring so for such 264 Salutations • Greetings – Farewell False Friends (LSF) (1.7% of synchronous errors) • <1:331:490:A_G_C> The role of Information Technology is becoming more and more important in our society. Therefore, its integration (S) in education $into the education system$ (LSF) has been converted into $has become$ a necessity.(Sp. se ha convertido en) We have proposed two main objectives: • <1:331:490:A_G_C> (S) Education of (LSF) professors $teachers/lecturers$ (Sp. profesores) and pupils on what technologies are available and how to use them. $Both lecturers and pupils should be informed of the different technologies available and how they are to be used$. • <3:676:490:J_P_J> We think that you must be more specific (LS) in $with$ the topics and (GVNF) trying $try$ to (LSF) treat $deal with them$ (Sp.Tratar) (LP) one to one $one by one$. • <3:713:490:J_P_J> To 61# We think that is a good idea but it is not necessary (WO) to study (LSF) a career $a degree course$ (Sp. carrera universitaria) for a person over 30 $for a person over 30 to study a degree course$. • <3:788:490:J_P_J> #118: In the job Internship (GVM) you applying $you apply$ (S) your studies to the employment $what you have learned to a specific job$ and then when you finish (LSF) the career $your degree$ (Sp. Carrera universitaria) you will have a diploma with your studies finished. • <3:824:490:J_P_J> Several points of view are always good to reach an agreement and you should know (WM) $how$ (LSF) to treat about $to deal with$ (Sp. tratar) it, • <3:719:490:J_O_D> We propose an examination in order to control the number of students that want to enter in a specific (LSF) career $degree course$ (Sp. carrera universitaria). • • <2.2:557:1403:J_E> We think that any publisher can (LSF) attempt $commit crimes$ (Sp. atentar) against personal integrity. And we agree with #160. <2:2:456:1403:D_G> We think that the death penalty should not be allowed in any case because if we consider special cases like (WM) $serious$ crimes or (LSF) 265 violations $rape$ (Sp. violación) and we kill them that implies we are (LS) at $on$ the same level as the m. • <2:3:818:1403:S_C> Basic grants allow people to study at the university, but extracurricular activities would require additional (LSF) taxes $fees$ (Sp. tasas) to be paid by those who are interested in them. Lexical Phrases (LP) (3.5% of synchronous errors) Lexical phrases, in general, and idioms can be more or less fixed in different languages, their forms and meanings varying greatly from one language to another. Learners often presume that literal translations will be transferrable to the L2, and errors result. Noun phrase errors: • • • <1:331:490:A_G_C> With the purpose of achieving these general aims, we would like to set forth the following (LP) lines of action $plan of action$. <2:514:490:P_H_V> We think that firms should collaborate with indirect (LP) money help $financial support$, that is, training: seminars, etc. <3:676:490:J_P_J> We think that you must be more specific (LS) in $with$ the topics and (GVNF) trying $try$ to (LSF) treat $deal with them$ (Sp.Tratar) (LP) one to one $one by one$. Verb phrase errors: • • • <3:863:490:D_L_R> If we are not tolerant, we won´t be able to develope a new city like Eutropolis (LP) made from $made up of$ people from 5 countries. <4:920:490:D_G_B> However, there will be some problems that we will have (LP) to face up $to face upt to$, prevent and solve. <4:945:490:D_G_B> This technology should be established as soon as (FS) posible $possible$, so that we can (LP) take benefit from $take advantage of$ it when the new Education System gets going. 266 • <4:981:490:D_G_B> We think every country has satellite communications and it is not very expensive to (LP) take profit from $take advantage of$ (Sp. Beneficiarse de) them for the universities. • <5:1462:490:485:J_F_F> We think that (GA) $the$ Middish delegation (LP) have a narrow mind $are narrow- minded$. They do not accept any changes in their position. They are hard (FS) negociators $negotiators$. • • • • <5:1289:490:A_M_P> We (FS) disaagree $disagree$ with oral exams.And we are not going to (LP) hand over $give in on$ this point. <5:1464:490:A_M_P> Why should a final exam be (LP) made $taken$. <2:2:344:1403:J_E> And this includes people that suffer machine dependence (LP) to deal $to deal with$ their illnesses. <2:4:1309:1403:J_B> There should exist a law to regulate if both parts (GVAUX) should $can't$ reach an agreement (WR) to regulate $00$ when the terms of a contract are violated. The Authorities will (LP) take care $make sure$ that contracts will not include abusive clauses. • <2:5:1679:1403:R_P> We have also (WO) discussed for a long time, and it was very hard to (LP) take a decision $make a decision$ on this point$ discussed this point for a long time, • <2:6:2131:1403:S_A> I would like to know why Bardland (LP) had square head $was so stubborn$, becuase everybody was against (GA) $the$ death penalty except them, and they didn't change their opinion. Connectors. The connectors that involve more than one word are, on the whole, more difficult to acquire as the learner has to memorise a longer term whose different parts are completely arbitrary i.e. Por otra parte (Sp.) On the other hand. These are what Nattinger & de Carrico (1992) describe as ‘strings of specific lexical items which allow no paradigmatic or syntagmatic substitution’ (1992:36) : 267 • <5:1456:490:D_H_M>  (LP) For our part $As far as we are concerned$ (Sp. por nuestra parte), we think that (GA) $the $ University (S) has the obligation of $is obliged to$ (Sp. tiene la obligación de). • <5:1172:490:J_B_S> We accept the proposal from Coastland if it refers to (S) all people an each situation $everybody and in every situation(?)$, (LP) in other way $if this is not the case$ (Sp. de otra manera) we disagree. • <2:2:478:1403:J_E> (LP) In our mind $In our opinion$, we do consider that (GA) $the$ death penalty is (SU) out of the point and must be banned $?$. Fixed expressions: • <5:1172:490:J_B_S> But, as (WO) all we $we all$ know, (LP) each people is a world $each case must be considered separately$ (Sp. cada persona es un mundo). Others: • • <2:4:1270:1403:1414:J_B> Please, (GVAUX) shall $could$ you tell us what has happened when we were (LP) out of line $disconnected$? <2:6:2092:1403:J_N> (FM) Been $Being$ (FS) respectfull $respectful$ to (GA) the $0$ others is (LP) over any discussion $unquestionable$. Connectives (LCLS, LCLC, LCC, LCS) (0.2% of synchronous errors) • <3:680:490:J_P_J> all students should have the same opportunities (LS) to access $to gain access$ to University, and (LCLS) then $therefore$ we (S)do not have to make differences according to $we should not discriminate perople for their age$ the age. • • <2:2:354:1403:D_G> (LCLS) Aswell $Also$ we think that Euthanasia should be allowed. <3:802:490:J_O_D> We think that (WM) $those$ kind of subjects (social & educational) should be (FS) suplementary $supplementary$ programmes (LCS) but $although$ they are needed for a multi-ethnic society. 268 The next main category (W*), includes errors involving omission, word order, and redundancy. Word redundant (WR) (3.7% of synchronous errors) There is no one word class that predominates. These errors are sometimes due to interlingual causes since the redundant word would be used in the learners’ L1 in that context. There are examples of various types: Prepositions: • • • <1:267:490:D_Z_M> e) Education centres should promote solidarity, peace and collaboration among people (WR) of $0$ everywhere. <2:2:512:1403:O_O> we (GVT) got $get$ the impression that we (LS) got $have$ some problems (WR) in $0$ talking all together about the same topic. <4:1044:490:F_M_J> #84, We agree with this point, but we (GVAUX) would $should$ discuss (WR) about $0$ the possibility (XNCO) to build $of building$ a broadband network that links the local network in Eutropia. • <5:1432:490:D_H_M> We would like to discuss (WR) on $0$ points 6 and 8. Nouns: • <2:3:925:1403:S_C> We are opposed to publishing (LS) pederast $paedophiles$ (WR) people $0$ and corrupted doctors lists in Internet. Verbs: • <2:4:1309:1403:J_B> There should exist a law to regulate if both parts (GVAUX) should $can't$ reach an agreement (WR) to regulate $00$ when the terms of a contract are violated. Pronouns: • <2:4:1299:1403:D_C> #107 Young people and also poor people (WR) which $0$ should be (GVM) back $backed$ by the government (XCONJCO) in order they could $in order to$ buy a house or something like that. 269 Articles: • <3:761:490:J_P_J> Changing (LS) into $to$ statement 5, we believe that three years are enough for a good education in (WR) the $0$ most (WR)of $0$ degrees and one for job internship. Word Missing (WM) (3.8% of synchronous errors) Errors of form: One third are repetitions of the same error (involving interference) in the form used by the participant in their IL. The word ill has been used to mean ill persons which is possible in Spanish with the word enfermos. • <2:2:344:1403:J_E> Another case is that the ill (WM) 0 $person$ (GVT) was $is$ not able to decide (LS) about $for$ himself. Errors of semantics: In the following case, the word has been added to give the whole sentence what the researcher considered to be the appropriate or intended meani ng: • <2:2:456:1403:D_G> We think that the death penalty should not be allowed in any case because if we consider special cases like (WM) 0 $serious$ crimes or (LSF) violations $rape$ (Sp. violación). • • • <1:267:490:D_Z_M> b) An official common (WM) 0 $language$, but always respecting the culture, language and customs of each country. <3:781:490:J_P_J> To #113:The reduction of study (WM) 0 $time$ is as follows: <3:824:490:J_P_J> Several points of view are always good to reach an agreement and you should know (WM) 0 $how$ (LSF) to treat about $to deal with$ (Sp. tratar) it. 270 • <3:762:490:J_O_D> We propose that academic qualifications in High School (SI) must be higher $be considered more important$ than (WM) 0 $the$ (LS) access $entrance$ examination: • <3:774:490:J_O_D> We must take care of our resources, because if not we would be (LS) cheating $deceiving$ (GP) us $ourselves$ and we (FS) wil $will$ not be able (XVPR) to put in practice $to put into practice$ our education (WM) 0 $policy$. • <3:802:490:J_O_D> We think that (WM) 0 $those$ kind of subjects (social & educational) should be (FS) suplementary $supplementary$ programmes (LCS) but $although$ they are needed for a multi-ethnic society. • <4:1095:490:F_M_J> We think for short distances (WM) 0 $it$ is better to use optical fiber (it is (FM)echologycal $ecological$ and faster) and for long distances satellite communications are the best. • <5:1441:490:D_H_M>  The objective of the final exam that Midland (GVN) propose $proposes$ is to show that students have a (LS) strong $good$ knowledge (LS) in $of$ their (WM) 0 $subject$ areas, but this aim is also (FM) reach $reached$ with our proposal, with the practical year focused (LS) in $on$ enterprises, solicitors, medical-care centres, I+D projects, etc. • • <5:1456:490:D_H_M> so students have to have as many practical training (WM) 0 $sessions$ as possible to be better prepared. <5:1498:490:D_H_M> The Delegation of Northland wants to (XVPR) thank to $thank$ (Sp. Dar las gracias a) all the other delegations (WM) 0 $for$ (GP) your $their$ presence in this teleconference. Word Order (WO) (4.6% of synchronous errors) Word order errors were the most numerous of this (W*) group. They usually require a much longer correction, as the erroneous word order often affects bigger chunks involving more than simple noun or verb phrases. • <3:713:490:J_P_J> To 61# We think that is a good idea but it is not necessary (WO) to study (LSF) a career $a degree course$ (Sp. carrera universitaria) for a person over 30 $for a person over 30 to study a degree course$. 271 • <3:882:490:D_L_R> We think that in (FS) eutropolis $Eutropolis$ (WO) should be spoken (FS) Midish $Middish$ $Middish should be spoken$ because (GP) $it$ is in Midland and English (WR) because $0$ is the common language. • <4:1027:490:D_G_B> allow (WR) the possibility $0$ (WO) (GVNF) of working $to work$ at home to disabled people and geographically remote learners $disabled people and geographically remote learners to work from home $. We have noted ten cases of word order errors which occur after a verb phrase, and in 80% of these cases the verb in question is ‘have’ either functioning as auxiliary or as a full verb: • <2:2:512:1403:O_O> We (GVT) spend $have spent$ (WO) now 1 hour in this conference $1 hour in this conference now$ and we (GVT) got $get$ the impression that we (LS) got $have$ some problems. • • <2:3:672:1403:S_C> Everyone should have (WO) guaranteed the total control of his/her personal data $the total control of his/her personal data guaranteed$. <2:5:1679:1403:R_P> We have also (WO) discussed for a long time, and it was very hard to (LP) take a decision $make a decision$ on this point $discussed this point for a long time, and it was very hard to make a decision$ but at last we found a satisfactory solution that was wonderfully included on the agenda, so we have decided to vote YES. • <2:5:1733:1403:R_P> Yes, (FS)i $I$ have said (WO) you it $it to you$ because I'M SO RELAXED. Adverbs (mainly adverbs of frequency) are also affected: • • • <2:2:541:1403:O_O> We think that the internet has a (FS) variaty $variety$ of information the newspaper (WO) never will have $will never have$. <2:6:2169:1403:1665:S_A> I have sent an e- mail to you. I have not written anything, but you (WO) have now $now have$ my e- mail. <2:589:490:A_B_M> Yes if we want to (LS) sponsor $fund$ (WO) completely the educational system $the educational system completely$ we have to raise taxes. 272 • <5:1172:490:J_B_S> We know that people over 30 should have worked and if they want to study they will have money to (XVPR) pay $pay for$ their studies. But, as (WO) all we $we all$ know, (LP) each people is a world $each case must be considered. • <4:945:490:D_G_B> The use of (WO) fiber optical $optical fiber$ would be the best option: Style (S) (5.2% of synchronous errors) A certain amount of the errors related to the Style category can also be said to overlap with the category of lexical errors. Thus in the following examples there are both semantic and collocational errors: • • • <2:2:572:1403:O_O> We should (S) make the difference $distinguish$ between rights and obligations. <2:2:580:1403:O_O> I (S) wanted to say $meant to say$ (Sp. quería decir) "hacker". <2:2:599:1403:O_O> We hope this debate has brought you (S) good and clear $positive$ conclusions and has solved the (LS) roughest $most controversial$ issues. • <2:2:579:1403:J_E> (GA) The $0$ freedom of expression (S) have the boundary $must have a limit$ when you insult other people or other (GNN) organization $organizations$. • • • • <2:3:1091:1403:S_C> Children could develop their personality witho ut (S) following the religion lines $needing to be religious$. <2:3:1023:1403:A_C> The right to privacy (S) goes first than $should have priority over$ the right to information. <2:6:2030:1403:S_A> #56, please, do not (S) make us be bored $bore us$ with (LS) so $such$ long phrases. <2:6:2223:1403:1413:S_A> (S) I want to excuse me $I would like to ask you to excuse me$ because (FS) i $I$ was the troublemaker who (GVT) take $took$ (LS) (GNC) the login $the password$ of Athena $Athena's password$. 273 These errors also tend to produce long corrections as very often the whole content of the sentence must be changed. • <1:331:490:A_G_C> On the one hand, (S) to accelerate the entry of schools in the information society $to speed up the integration of schools in the information society$. • <1:331:490:A_G_C> (S) Education of (LSF) professors $teachers/lecturers$ (Sp. profesores)and pupils on what technologies are available and how to use them. $Both lecturers and pupils should be informed of the different technologies available and how they are to be used$. • <2:382:490:R_L_G> We represent the illusion of our citizens to build a great Eutropia , for this reason (S) we have the obligation of getting $we are obliged to choose$ the best Education Policy for Eutropolis. • <2:423:490:R_L_G> But, Midland, we think that teachers should participate also in these administrative tasks, because they have a lot of experience (S) in how this world works $with the university environment$. • • <2:581:490:P_H_V> We (S) think that there isn´t any problem $don't think there is any problem$ (XNCO) in $with$ (LS) finantion $financing$. Just indirect taxes. <2:637:490:P_H_V> First of all, the Delegation of Northland want to thank the (S) effort of the other delegations for getting an agreement in $other delegations for their effort in coming to an ageement on$ education policy. • • • • <2:637:490:P_H_V> Finally, we expect (S) that we can see a great Eutropia in not much time $to see a great Eutropia in the not-too-distant future$. <2:639:490:A_B_M> Finally, we expect (S) that we can see a great Eutropia in not much time $to see a great Eutropia in the not-too-distant future$. <3:680:490:J_P_J> $therefore$ we (S) do not have to make differences according to $we should not discriminate perople for their age$ the age. <3:689:490:J_P_J> We think that everybody (GVM) has $should have$ the same (LS) conditions $opportunities$, and (S) never is late if you can improve your knowledge $it is never too late to improves one's knowledge$. • <3:769:490:J_P_J> We propose a more specific education to reduce the years (FS) or $of$ study because it is useful (WR) in order $00$ to have specific professionals 274 that (GVT) were $are$ able (S) to enter in the market place $to become integrated into the labour market$, where they have a really real experience. • <3:776:490:J_P_J> #61623;#106: We disagree with (GA) the $a$ final exam when you (LS) end $finish$ (LS) your studies, because (LS) in $at$ (GA) the $0$ University you have done a lot of exams and you have already (S) hown your knowledge $demonstrated what has been learnt$. • • <5:1279:490:J_B_S> instead of acknowledgment we (S) want to say $meant to say$ (Sp.querer decir) knowledge. <5:1400:490:491:A_M_P> we (S) wanted to say $meant$ (Sp. querer decir) IT (Information Technology). Incomplete Style (SI) (0.77% of synchronous errors) • <1:333:490:D_Z_M> Regarding the 24 hour availability of TEC, (SI) we propose that only security guards work. $we propose that only security guards have to work 24 hours/round the clock$. • <3:762:490:J_O_D> We propose that academic qualifications in High School (SI) must be higher $be considered more important$ than (WM) $the$ (LS) access $entrance$ examination: • <2:2:548:1403:J_E> But (GA) $the$ government must guarantee that people who (FS) can not $cannot$ (XVPR) pay $pay for$ a computer (SI) the acces to information $to have access to information$. • <2:6:2211:1403:1665:S_A> How (FS) maby $many$ people are (SI) $there with$ you? Unclear style (SU) (3% of synchronous errors) This category involves communication breakdowns, and as such is probably the most serious error, if we understand successful communication to mean the transmission of a speaker’s or writer’s intended meaning. In some 275 cases we made an attempt to correct the deviant form, but in others it was not possible. • <2:637:490:P_H_V> education policy. (SU) It is the best that we can resolve $? it is the best solution we can come to?$. It has been a pleasure to discuss (GA) the $0$ education policy with the other delegations. • • • • • • <2:597:490:L_C_T> In a reasonable way, that is: (SU) What rate per cent of all Eutropia? $?$. <4:1080:490:F_M_J> #102, Encryption is in (GA) a $the$ (FM) developping $developing$ phase now, so we recommend (SU) to search $?$ in this field. <2:400:490:R_L_G> Do you mean general access or by the (SU) desible $?$. <2:402:490:R_L_G> (SU) ? $?$ <4:1089:490:F_M_J> #110,The problem is very difficult (SU) avoid the access nowadays $?$. <5:1264:490:D_H_M> In our opinion, students who have (LS) ended $finished$ work training should have the possibility of getting a degree in that field closely related to their (FS) work-experienced $work experience$ (FM) work-experienced $work experience$ and (SU) not having only access to the subjects related $?$. • <5:1435:490:D_H_M> About admission policy In our opinion, students who have (LS) ended $finished$ work training should have the possibility of getting a degree in that field closely related to their (FS) work-experienced $work experience$ (FM) work-experienced $work experience$ and (SU) not having only access to the subjects related $?$. • <5:1276:490:J_B_S> We disagree on (FS) poit $point$ 4:There is not any country that has the (SU) main substructure $?$ to make a fair oral exam. A written exam is equal for everybody, we know that it is not the best way to check the (LS) acknowledgements. • <2:2:344:1403:J_E> Another case is that the ill (WM) $person$ (GVT) was $is$ not abe to decide (LS) about $for$ himself; in that situation, and respecting the right to death of each one, his family (it could be determined what (SU) type $?$ of them) would be able to take the decision. • <2:2:478:1403:J_E> (LP) In our mind $In our opinion$, we do consider that (GA) $the$ death penalty is (SU) out of the point and must be banned $?$. 276 • <2:4:1231:1403:J_B> We would like to guarantee the right to work, but we (FS) can not $cannot$ if there are not enough (LS) number of employment $jobs$; (FS) althoug $although$ we have the compromise to do what (WR) it $0$ is possible in order to (SU) cover it $?$. • • • <2:5:1722:1403:1403:R_P> Sorry, but you are hacking our conference, if you want to (SU) do a french $?$ i have something for you, baby! <2:5:1727:1403:1403:T_D> tsss, (SU) relahate $?$!!!! <2:6:1895:1403:T_D> (SU) wesh $?$ southland, (CS) ca va ou bien(French)? 8.4.2. Asynchronous communication The following figure shows the distribution of errors within the Spanish L1 group in the asynchronous mode of communication. S WR LCLC LCLS LP WM WO SI SU FM FS FPW GA GNC LSF GP GVN LS XVPR GWC XADJCO XVCO XNPR GVT GVAUX GNN Figure 12. Asynchronous errors Spanish L1 277 Formal Errors Missing Punctuation (FPM) (0.25% of asynchronous errors) The comma is missing, which may be due to the speed of the interaction, putting a greater strain on participants’ production skills. • In addition (FPM) $,$ (LS) out $outside$ (WR) of $0$ Eutropolis this enterprise would not have (GA) $a$ domain. Punctuation Wrong (FPW) (0.74% of asynchronous errors) Incorrect use of comma and full stop. • if it is new (GP) $it$ is going to be a waste for the (FS) ederation $Federation$ (FPW), $.$ it (GVT) is going to $will$ have (GA) $a$ (FS) defficit $deficit$. • • We must respect the local culture, that is why both (FPW), $0$ Middish and English. Middish and English (FPW), $0$ must be present in Tertiary Education. General category Grammar (G*) Article errors (GA) (12.8% of asynchronous errors) The most numerous group involves the omission of the definite article. We give examples of each type below in Table 5: 278 Table 5. Article errors in asynchronous mode Type 1 2 3 4 5 6 7 Error the Ø a Ø the a an Correction Ø the Ø a a/an an a Number of cases 12 25 2 5 2 2 4 Type 1 the Ø • • • • achieve a better standard of living and improve (GA) the $0$ society. Basic grants allow people to study at (GA) the $0$ university, To encourage (GA) the $0$ technological development in Eutropolis. tertiary centres must have a Numerus Clausus to avoid (GA) the $0$ overcrowding in Universities. Due to the nature and use of the article in English and the differences with Spanish, it might be expected that this type of error be the most frequent. However, in our corpus this was not the case, as in fact, there were twice as many cases of Type 2 compared to Type 1 in the asynchronous communication. We understand that the high rate of this type of error would be more expected in the on-line conferences, and not in the off-line messages. We can 279 only hypothesize that as students are communicating via computers, it is thought that the participants miss out aspects they do not feel are necessary, such as punctuation, capital letters, articles, etc. Type 2: Ø the • • • • • show which are the main points on (GA) Ø $the$ Curriculum. must collaborate with (GA) Ø $the$ (FS) Univerity $University$. Should (GA) Ø $the$ University be private or public? we also think that (GA) Ø $the$ death penalty would not be a solution. Bardland proposes (GA) Ø $the$ death penalty for drug dealers. Type 3: the a/an • • create the links (LS) of $for$ (GA) the $a$ global network. We have received (GA) the $an$ answer (LS) of $from$ Midland. Type 4: Ø a/an • • $will$ have (GA) 0 $a$ (FS) defficit $deficit$ because giving. Regarding your proposal, it would be (GA) 0 $a$ better solution that university provides. Type 5: a Ø • So we ask you for (GA) a $0$ further clear information. 280 In this case the error can be attributed to the fact that the participant has not taken into account the syntactic restrictions of the word information and its characteristic of being a non-count noun. Or in the following case where the singular indefinite article is used with a plural noun: • $look forward to being in touch and to having$ (GA) a $0$ (LS) nice $fruitful$ (GNN) negotiations. Type 6: an a • • • to enrol in$ (GA) an $a$ specific university, what s (GA) an $a$ riot and what is (GA) an $a$ legal i demonstration? what is (GA) an $a$ legal demonstration? With the first error example of this type, we understand that the learner has used the an form of the indefinite article due to the following word beginning with an “s”, which would be a case of phonological interference. However, with the other cases, it is not clear why the writer typed in the “an”. Whatever the reason, the three examples here are written by the same person, and are to be found within the same message. Type 7: a an • • any kind of veto-right in (GA) a $an$ organization. very important and (GA) a $an$ essential part of the education (WM) $system$ 281 Type 8: Ø a/an • • • • $will$ have (GA) 0 $a$ (FS) defficit $deficit$ because giving. would not have (GA) 0 $a$ domain. a service like (GA) 0 $a$ telephone or an entertainment media. (GA) 0 $a$ medical commission wo uld decide which are soft. Noun Case (GNC) (0.5% of asynchronous errors) • We are making the Educational System for Eutropolis and not for (GA) $the$ Eutropian Federation, according to this we prefer teaching in English and in Middish ((GNC) the capital language $the language of the capital$) • First of all, if you (XVCO) want use $want to use$ the TEC (LS) like $as$ (GNC) an enterprise of telecommunication $a telecommunications enterprise$ that provides Internet services. Noun number concordance (GNN) (3.7% of asynchronous errors) Of the fifteen errors relating to noun number, there was a greater tendency to add the plural marker –s where it was not required than what would normally be expected i.e. plural marker was found in ten cases where it was not needed. Error Type singular for plural plural for singular GNN 5 10 282 Singular for plural: • • We hope that future discussions will lead to a comfortable capital for all (GNN) citizen $citizens$ of Eutropolis. Secondly, we think that (GNN) school $schools$ should offer the students a computer room where they can have access to Internet, Plural for singular: It may seem unusual to find that this case has 50% more errors since we would expect the plural form to be marked and therefore requiring more effort to produce. • • This Organism will be composed of one (GNN) ministers $minister$ or (SU) technician members $?$ of each country, make a global network (free network or University network), and the government of each (GNN) countries $country$ (LS) makes $does$ (LS) that $what$ (GP) he $it$ (GVN) want $wants$ to obtain this money. Pronoun errors (GP) (8.1% of asynchronous errors) These errors were found to be particularly associated with the Spanish L1 group. Ø Use of the pronoun every instead of all in three different places where the following noun is in the plural (3 examples): • • • we want to invite (GP) every $all$ countries to discuss the topic of Education Policy. We agree with you about having a common (LS) building $campus$ for (GP) every $all$ University Studies, (avoiding sex distinctions in (GP) every $all$ documents) Ø Use of the demonstrative this instead of these (6 examples) 283 • • • • • • (GP) This $These$ (GNN) basics $basic$ skills you talk about. to keep students and teachers out of (GP) this $these$ tasks. collaborate indirectly, that is, with (GP) this $these$ job related activities, All (GP) this $these$ things could be studied in the context of. It is difficult not to be in agreement (LS) in$on$ (GP) this $these$ topics. (WM) $in order$ to achieve all (GP) this $these$ important goals? Ø Use of that instead of these as in: • We allow private universities, but (GP) that $these$ universities must (LS) follow $offer$ Ø Pronoun confusions observed in: - use of he for it • (LS) that $what$ (GP) he $it$ (GVN) want $wants$ to obtain this money. - use of his for its where the writer is dealing with inanimate nouns: • (LP) in function of $according to$ (GP) his $its$ GDP. In these cases the writer is consistent with the incorrect application of the masculine singular to an inanimate object. Ø Use of the pronouns: - other for another • The ""TEC enterprise"" could compete as (GP) other $another$ provider. - others for other 284 • would (WM) $mean$ disloyal competition and the (GP) others $other$ enterprises could. Ø Missing pronoun: - Ø for it • if it is new (GP) $it$ is going to be a waste for the (FS) ederation $Federation$. Ø Anaphoric reference where it is used instead of this where it is required for referring to a whole clause. • there are many reasons that support (GP) it $this$ in our policy statement. Ø • • The incorrect use of the relative pronoun which Students must pass a final exam (GP) which mark $the mark of which$ gives them priority of access. (GA) $the$ death penalty for drug dealers (GP) which it $which$ (SU) is out of our principles for personal rights $?$. Ø • • Use of it when reference involves a whole clause or when the plural them should have been used, as in: Despite (GP) it $this$, an adequate system of grants. we do not consider (GP) it $them$ important or honest, Ø • Use of others when singular was required Looking forward to (GP) others $other$ questions. Errors affecting the verb phrase Verb Number (GVN) (0.99% of asynchronous errors) This group includes errors of concord between a subject and its verb. • Firms (GVN) informs $inform$ about the market's needs. 285 • • • (LS) makes $does$ (LS) that $what$ (GP) he $it$ (GVN) want $wants$ to obtain this money. People specialized in Curriculum (GVN) is $are$ going to talk about this. Maybe today in the conference. Although we think Internet skills (GVN) is $are$ very important and (GA) a $an$ essential part of the education (WM) $system$. Non-Finite and Finite Verb Forms (GVNF) (0.25% of asynchronous errors) • (why not (GVNF) creating $create$ an agency like interpol?) to have (WO) under control the problem of drugs (LS) traffic $smuggling$. Verb Voice (GVV) (0.25% of asynchronous errors) We observe that it is the same case as the example we gave with this tag in the synchronous mode. • However, this topic (GVV) should have studied $should have been studied$ by another group (policy). Verb Tense (GVT) (1.72% of asynchronous errors) 1. Past tense for present: • have specific professionals that (GVT) were able $are able$ to. 2. Present continuous for present simple due to restriction concerning class of verb that can be used in a continuous form: • administrative matters which (GVT) are not CONCERNING $do not CONCERN$. 3. going to form for will: • it (GVT) is going to $will$ have (GA) $a$ (FS) defficit $deficit$. 286 • • the entreprise (GVT) is not going to $will not$ (LS) gain $make$ money. the problem is to (LS) select $choose$ an enterprise that (GVT) is going to $will$ be forced to (LS) suffer $have$. 4. The use of the past participle in the case of the form to be born, which only needs the single verb nacer in Spanish. • Life is the most important right everybody has since we (GVT) born $were born$ Auxiliary Verbs and the Modals (GVAUX) (1.2% of asynchronous errors) Similar to the results found in the synchronous mode, the main problems seem to centre on the modal should. • $These$ (GNN) basics $basic$ skills you talk about (improving typing speed, use of internet, etc ) must be taught in secondary school and skills we want in tertiary education (GVAUX) must $should$ be advanced ones. • The size of this board is not so important for us, but maybe it coud be a good idea tha t there (GVAUX) would $should$ be one student, one teacher and one (WM) $person$. • We think that firms (GVAUX) must $should$ collaborate indirectly, that is, with (GP) this $these$ job related activities, • We mean outside the university all eutropolis students could have full free Internet access, but the rest of the people (GVAUX) would $should$ pay the (LS) suitable $right$ amount of money. • On the other hand, doctors think that abortion after two months of pregnancy (GVAUX) would $could$ be dangerous for the mother. Grammar word class (GWC) (2% of asynchronous errors) • We could use IT to make possible that disabled people and (GWC) geographical $geographically$ remote learners study from their homes. 287 • Both disabled (FS) lerners $learners$, old people and working people would have a very good and (GWC) realist $realistic$ (XNCO) chance to acced to $chance of gaining access to$ (GA) the $0$ university. 1. Wrong choice of noun form • But in our opinion, the commission for the development of Internet guidelines must be integrated by a (GWC) representation $representatives$ (LS) of $from$ each country's government and non-governmental delegations. 2. Confusion between noun and adjectival form • Finally we agree with the restrictions (LS) of $on$ (WO) Internet free access $free internet access$ in order to protect (GWC) youth $young$ people. 3. A case of over-generalization where participant produces a form such as raping instead of rape, perhaps presuming that the nominalization is formed by the addition of the suffix -ing in this case as it is in many other cases. • as well as the importance of subjects like (GWC) raping $rape$, health danger for the mother or child or extreme poverty. Lexico-grammatical errors (X*) In the asynchronous mode the incidence of this type of error was similar to the synchronous mode, but slightly higher when dealing with the dependent preposition errors. Verb complementation (XVCO) (2% of asynchronous errors) • Firms collaborate economically, offering seminars,job (FS) intenships $internships$, conferences about subjects (FS) the $they$ (XVCO) want the students improve $want the students to improve$. 288 • • • We (XVCO) recommend use $recommend using$ optical fibre links to improve the local networks and (WR) $0$ use satellite links. (XVCO) Looking forward to hear $Looking forward to hearing$ from you again. As we prefer to suppose you do not get it, we are going to explain it: our proposal is clear, we only (XVCO) want that students $want the students to$ learn useful contents for their future. • First of all, if you (XVCO) want use $want to use$ the TEC (LS) like $as$ (GNC) an enterprise of telecommunication $a telecommunications enterprise$ that provides Internet services • In contrast you did not (XVCO) seem agree $seem to agree$ with our proposal (LS) of $for$ including in a common fund the (FM) financiation $financing$ of one inter- universitary network. • We (XVCO) look forward to being in touch to have $look forward to being in touch and to having$ (GA) a $0$ (LS) nice $fruitful$ (GNN) negotiation $nego tiations$. • Some topics are dangerous and do not (XVCO) contribute to develop $contribute to developing$ (S) people personality and the society. Dependent prepositions following verbs (XVPR) (3% of asynchronous errors) As can be observe d in the examples below, there are several cases involving the verb agree and its related forms: • • • We have read your policy statement and we want to underline some points that we (XVPR) disagree $disagree with$. First of all we are going to start with the points that we both (XVPR) agree $agree on$: We agree with the employment policy, the point where you say that the questions like: We (XVPR) agree in $agree with$ (GA) $the$ (LS) next $following$ points: • We also (XVPR) agree in $agree with$ the proposal of (GA) $the$ students' involvement in (GP) this $these$ tasks, 289 • As you know, our objective is to achieve agreements, and we need you tell to us (S) in what $which$ of our proposals you (XVPR) agree $agree with$. • • so all countries will (XVPR) participate of $participate in$ the decisions of this Organism. Increase information about drugs at any level, including school and university(We (XVPR) agree with Bardland at $agree with Bardland on$ this point) . • We would like to make (WO) clear our position $our position clear$ on some topics which you asked us to (XVPR) comment $comment on$. 'No school fees' must be guaranteed to every child in a (LSF) public $state$ (Sp.pública) school. The misuse of uncountable nouns (XNUC) (0.24% of asynchronous errors) • Northland delegation had already understood your last message, but we still think that it is (XNUC) a nonsense $nonsense$. Lexical errors (L*) Single lexical errors (LS) (22.7% of asynchronous errors) The category of lexical error concerns the wrong choice of a particular word in relation to its collocational and/or conceptual constraints. We have divided this class once again into grammatical sub-types as follows: 1. Prepositions • • • • • • to instead of for (2) of instead of on (4) on for in in for on (2) in for with in instead of at 290 • • • • • • • • • • • in instead of regarding for instead of on about instead of from about instead of in of for in (3) of for from (3) about for on about for concerning during for for before for up to of instead of for(2) 2. Nouns • • • • • • • • • • • • • • • taxes for fees (2) taxes for rates (2) entrance for arrival entrance for immigration discoveries for information traffic for smuggling development for assistance access exam for entrance exam building for campus collectives for groups work for job method for proposal survey for editorial benefits for profits education for teaching 3. Verbs • • get for reaching apply for offer 291 • • • • • • • • • • • • • 4. proposes for gives support to accessing for gaining access to approached for similar access for gain access to request for apply for follow for offer notice for draw your attention to happen for are offered get for finalize remark for outline say for tell profit from for take advantage of *supose for mean Other lexical errors • • • • • • • • • • • • • • • all for everything nice for fruitful (collocational) accurate for methodical wide for universal like for as (teaching induced?) few for little next for following suitable for right hard for difficult bit for slight finally for in the long run earlier for more quickly concrete for specific out for outside all for the whole of 292 False friends (LSF) (2.2% of asynchronous errors) In a markedly systematic manner, the error caused by the confusion between the Spanish carrera universitaria – university degree (course) and the false friend in English career is repeated 5 times. The other incidence involves the word *inversion instead of investment. This group includes two tokens of the error made by confusion of public for state as applied to the education system. • 'No school fees' must be guaranteed to every child in a (LSF) public $state$ (Sp.pública) school (parents must force their children to (XVPR) attend to $attend$ school). In the second example the participant confuses the Spanish exponer with the false cognate in English expose as in: • On the other hand, you (LSF) exposed your position $manifested your opinion$ about the commission which has to control the flow of information. Lexical Phrases (LP) (5.4% of asynchronous errors) 1. There are two examples of errors in this group which were amusing due to the lack of knowledge on the part of the participant concerning the sexual connotations involved with the expression ‘on the job’ in the English language. • guarantees (GA) the $0$ universal rights to work and equal treatment (LP) on the job $in the workplace$ . 2. The almost direct translation of the expression in Spanish perder el tren de seems to be the cause of the following error, although the writer uses the verb catch instead of miss or the incorrect lose. 293 • An authentic revolution is starting up and it is very important for Eutropia to (LP) catch the train of $participate as a pioneer in the developments in$ Information Technology. 3. • The following example appears to be an exact dictionary translation for the Spanish term apostar por, but is incorrectly used here in this context. The delegation of Northland (LP) bets for $gives its wholehearted support to$ a (LS) wide $universal$ access to information. 4. • Another example of confusion is caused by the semi-fixed expression make sense which the learner has managed to use only partly correctly: Centralised exams at school or at university (LP) have not much sense $do not make much sense$ (it depends on the subject and the teacher). Most of the lexical phrase errors concern verbs : • • • • • • • • A:1:76:490:-1> We hope that we will (LP) get an agreement $come to an agreement$. we are very pleased to have (LP) found out $found$ several (FS) similaritites $similarities$ in both our policies. We want to (LP) comment $comment on$ several points (LS) about $in$ your message: We think that we could (LP) have a disagreement in $disagree with$ the administrative structure. supported by the government, (WM) $which$ we want to (LP) build up $set up$ in Eutropolis. He has been (FM) hardly $hard$ scolded (WO) hardly scolded $scolded hard$ for (LP) making antics $getting up to his antics$. When you (LP) talk about $quote us on the idea that$ ""university"" should be ""updated on the market needs" nouns and. Another point we want to discuss with you is the sponsorship of the (LP) industrial training $training schemes in industry$. 294 • • but (GP) that $these$ universities must (LS) follow $offer$ the same (LP) studies plan $curriculum$ connectors. Make a free network where each country pays (LP) in function of $according to$ (GP) his $its$ GDP. Connectives As we have mentioned, there are very few connectors used in the corpus in general, regardless of L1. We expected the participants to use more in the asynchronous exchanges since those messages tended to be more formal and more extensive. They did in fact show twice as many errors in this mode, but still there are very few, in the case of the Spanish L1 there are only six. Coordinating Conjunctions (LCC) (0.25% of asynchronous errors) • We were (FM) waitting $waiting$ for one more clear explanation about your last message, but we (FS) can not $cannot$ wait (LP) for more time $longer$ (LCC) and $so$ we have decided to (LS) say $tell$ you what we understood and why we disagree with you. Complex Logical Connectors (LCLC) (0.5% of asynchronous errors) The two examples that follow are from different simulations, but they are quite typically found in Spanish L1 learners. • (LCLC) By the other hand $On the other hand$, 'to propose a 100%-physically disabled learners’ access to the TEC buildings' is a (LS) few $little$ ambiguous. 295 • Students can learn the second foreign language optionally, but they will have to begin to learn the first one in their first five years at school. (LCLC) By the other hand $On the other hand$, (GA) $the$ final exam can be negotiated in order to achieve a compromise with the other countries. Single logical connectors (LCLS) (0.74% of asynchronous errors) • If we want to live in an equal system, all students should have the same opportunities to (LS) access $gain access$ to University, and (LCLS) then $therefore$ we do not have to make differences according to (GA) the $0$ age. • To EuGlobe We are very pleased (LCLS) because $that$ our work has been recognised . But in your last (LS) survey $editorial$ there are several points we do not understand at all. • Life is the best present that is given to us, (LCLS) then $so$ we can't (LS) steal $take$ (GP) $it$ (LS) to $from$ (GP) somebody $anybody$. The next main category (W*), includes errors involving omission, word order, and redundancy. Word redundant (WR) (3.2% of asynchronous errors) Prepositions: • • • • What topic (WR) about $0$ do you want to discuss now?" An (LS) access $entrance$ examination to enter (WR) in $0$ tertiary education. Each country pays (WR) as $0$ a tax to the fund (LP) in function of $according to$ (GP) his $its$ GDP to make a global network. In addition(FPM) $,$ (LS) out $outside$ (WR) of $0$ Eutropolis this enterprise would not have (GA) $a$ domain. 296 Nouns: • As you can see this means that illegal people will only have medical coverage in case of (WR) sickness or $00$ illness. Pronouns: • help (WR) us $0$ draw us closer together as members of the Eutropian Federation. Verbs: • We (XVCO) recommend use $recommend using$ optical fibre links to improve the local networks and (WR) use $0$ satellite links to interconnect all networks. Word Missing (WM) (2.5% of asynchronous errors) There is no particular subcategory in the asynchronous mode that stands out in our data. • • • • • So, we would (WM) 0 $ask$ you to send us a brief summary of your position in order to reach an agreement. we find (WM) 0 $it$ unviable to (LS) apply $offer$ free Internet access to all citizens (LS) of $in$ Eutropia. You asked us about the age of (WM) 0 $students wishing to enter$ tertiary education and we think that (GP) $it$ is better to start it at 18, In this message we would like to comment (WM) 0 $on$ some points (LS) of $in$ the teleconference about education policy. the same (LP) studies plan $curriculum$ and (FM) mark $marking$ (GNN) criterias $criteria$ as the public university, supported by the government, (WM) 0 $which$ we want to (LP) build up $set up$ in Eutropolis. • We do not know exactly which tasks (WM) 0 $you$ are referring to (WR) that $0$, but, anyway, we agree that teachers and professors have to be free of any responsibility 297 • • one teacher and one (WM) 0 $person from the$ administrative staff of each country. What do you think? (one state-supported enterprise would not compete with other private ones because it would (WM) 0 $mean$ disloyal competition and the (GP) others $other$ enterprises could (FS) desappear $disappear$). Word Order (WO) (4.7% of asynchronous errors) Involving the position of adverbs in 3 cases: • At the moment we are reading (WO) carefully your Policy Statements $your Policy Statements carefully$. Please, write to us if you have any question or doubt about our Policy Statement. • • with (GP) this $these$ job related activities, but never (WO) with money directly $directly with money$. He has been (FM) hardly $hard$ scolded (WO) hardly scolded $scolded hard$ for (LP) making antics $getting up to his antics$. Affirmative word order in a question: • (WO) The enterprise is new or old $Is the enterprise new or old?$? Finally, question word order in an embedded question: • could you clarify what (WO) means for you administrative structure $administrative structure means for you$? Of these errors, a high percentage involve a sentence structure which is formed by verb phrase + incorrect word order. We note that of these verbs there are certain patterns involving the verbs make, and once again have as we noted in the section on word order in the synchronous postings: 298 • . We want you to make (WO) clear that particular point $that particular point clear$. Another point that we would like to discuss is the age of starting school. • We should improve health (LS) development $assistance$ to make (WO) more efficient the attention (LS) on $in$ hospitals to people affected by drugs $the attention in hospitals to people affected by drugs more efficient$. • Dear members of FreeSpeech: We would like to make (WO) clear our position about free internet connection $our position about free internet connection clear$. • Dear members of EdForE: We would like to make (WO) clear our position $our position clear$ on some topics which you asked us to (XVPR) comment $comment on$. • Northlanders are supposed to have the highest (WO) expectancy of life $life expectancy$ as well as an enviable standard of living because of the mixed system of high-tech capitalism. • • Dear delegation, We have to (WO) discuss seriously $seriously discuss$ (XVPR) discuss seriously about $seriously discuss$ your policy statement. $create$ an agency like interpol?) to have (WO) under control the problem of drugs (LS) traffic $smuggling$ $to have the drugs smuggling problem under control$. Style Style (S) (5.4% of asynchronous errors) This is possibly the error type which relies most on native -speaker intuition for its identification, and one’s idiosyncratic way of seeing the language as it is used by others. Some examples may seem simply non-nativelike, while at the same time the researcher has difficulty in pinpointing the exact erroneous phrase or word. In the case of both S (style) and SI (style incomplete), after some deliberation, a suitable alternative can usually be found. 299 • • The delegation of educational policy in Northland want to discuss (S) about the suppot of the $your attitude to$ religious activities. We think that developing the tertiary education of Eutropolis is a very important task and (S) a higher seriousness is necessary $we should have a more serious attitude$. • • students should have a (S) good level of knowledge $good academic level$. we also think that the three (LS) collectives $groups$ should have (S) the same number of voices $equal representation$. Incomplete Style (SI) (1.7% of asynchronous errors) • Firstly we propose its integration in the educational system. (SI) For this $To do this$, we have considered two points as the most important issues to discuss: • To endow Universities with local networks which will be interconnected. (SI) For this $To do this$ we have to decide two important issues: One of them is how to finance the global network: • Our modest growth rate does not allow us to receive a (SI) larg $?$ The economic contribution of Northland to the Eutropian Federation must be reviewed in depth. • We have read your message and we do not have (SI) clear $a clear idea of$ what you mean by giving free access to Internet. Style Unclear (SU) (1.2% of asynchronous errors) However, SU (style unclear) is usually the one class of error in which it is really difficult to understand the writer’s intentions, and no alternative has been offered in most cases. 300 • This Organism will be composed of one (GNN) ministers $minister$ or (SU) technician members $?$ of each country, so all countries will (XVPR) participate. • Optical fibre link is the best solution (LS) in $for$ short (GNN) distance $distances$ and is cheaper if you don't have any satellite (SU) before $?$, but satellite is cheaper to use with a faster communication and you don't have to worry about. • • That is, what are the tasks that (SU) an administrative $?$ will have to develop in the Eutropolis University? Bardland proposes (GA) $the$ death penalty for drug dealers (GP) which it $which$ (SU) is out of our principles for personal rights $?$.We think that the best solution would be. 8.4.3. Formal errors The results of the analysis carried out to determine the exact nature and causes of the Formal errors of the Spanish L1 group in our corpus are presented, followed by a detailed explanation of the findings with sample items of each category and a discussion of the results. 26 The following aspects were identified: 1. 2. Errors caused by interference from the L1. Errors caused by interference from the TL – intralingual causes. 3. Incorrect forms due to typographical errors. As regards the first category: 1. Mother tongue interference (Inter-). o Identification of the instances of L1 interference, and if this implied a distortion of the target language form due to: 26 See Appendix X for the full tables showing the sub-analysis of the Formal errors of the Spanish L1 group. 301 i. Influence of L1 pronunciation in the IL written form (Inter-Pron.) e.g. <2:2:574:1403:O_O> Yes to the right to information, no t the (FS) o (Inter/Pron) jackers $hackers$!!! ii. Direct transfer of L1 form using strategies such as borrowing: e.g. <2:6:2186:1403:1665:S_A> Do you have (GA) $a$ (FS) (InterBorrowing) movil $mobile$ phone? iii. L1 interference as identified through: a. (Inter-OM) Omission : <2:6:2150:1403:S_A> No, it has been very interesting, because everyone had a (FS) (Inter-OM) diferent $different$ culture. b. (Inter-OV) Overinclusion: it was a bit difficult to (FM) (Inter-OV) interpretate $interpret$ your point of view or your goals. c. (Inter-MS) Misselection: In the example that follows, the Spanish prefix des- is erroneously used: circumstances of each (FS) (Inter-MS) desabled $disabled$. d. (Inter-MO) Misordering: The order of the IL form mirrors that of another word in the L1, which may or may not be related in meaning: <2:4:1274:1403:D_C> (FS) (Inter-MO) Costumers $Customers$ (GVAUX) shall $should$ have a security number. iv. In certain cases the cause of an error can only be diagnosed in a very tentative way. We have shown this in the following case, where the cause could either be due to L1 pronunciation interference or to a typographic error of omission: • • job (FS)(Inter/Pron./Typo-O)intenships $internships$ they can't (XVPR) pay $pay for$ a private school and the (FS) (Inter/Pron./Typo-O) goverment $government$ should give. 302 2. L2 Interference (Intralingual causes) The identification codes included: i. (Intra) Errors caused by overgeneralization – in the following exa mple due to extension of the rule that the auxiliary or modal verb is normally separated from the adverbial negation when it is used in its full uncontracted form e.g. but we (FS) (Intra) can not $cannot$ wait. ii. L2 interference (Intra-) as identified through the misapplication of a TL rule as regards: a. (Intra-OM) Omission: <2:6:2034:1403:S_A> who has (FM) (Intra-OM) writen $written$ this sentence? b. (Intra-OV) Overinclusion whereby the rule concerning the doubling of the last consonant depend ing on the word stress is either ignored or not known.: <4:1062:490:F_M_J> #95, Midland, we agree with the idea of (FM) (Intra-OV) openning $opening$ the field of (FS) copy-rigths $copyrights$ to all countries in Eutropia. c. (Intra-MS) Misselection: <2:4:1318:1403:D_C> If there was another institution to supervise (FS) (Intra-MS) finantial $financial$ (GNN) institution $institutions$. iii. Borderline cases due to more than one possible cause are identified as having an intralingual or typographical nature: a. Intra/Typo-I: In the following case the typo indicates there has been insertion of an erroneous letter: Dear delegation from (FS) (Intra/Typo-I) Middland $Midland$. b. Intra/Typo-O: Omission of a letter: consensus with all (GA) $the$ (FS) (Intra/Typo-O) countris $countries$ that form Eutropia. 303 c. Intra/Typo-A : The error could be caused by confusion within the L2 since the initial ‘wh-‘ of English words can be difficult for Spanish speakers to grasp. It may also be due to a typo, and thus we specify the category of a possible anticipation (-A) in the case of the ‘h’ <2:2:588:1403:J_E> But then we are not ABSOLUTELY free (FS) (Intra/Typo-A) whit $with$. d. Intra/Typo-R: In the following case it is also difficult to distinguish the cause of the error. It may be due to a common confusion among the group of Spanish L1 concerning the ‘-ght’ ending, or it may be owing to a typo. It must be added, however, that the same error is repeated by three different participants, implying that it is not exc lusive to the idiosyncratic performance of one learner: <4:1062:490:F_M_J> #95, Midland, we agree with the idea of (FM) openning $opening$ the field of (FS) (Intra/Typo-R) copy-rigths $copyrights$ to all countries in Eutropia. e. Intra-H: This class refers to erroneously hyphenated forms as in : <5:1447:490:D_H_M> (LS) financing $financial help$ from the government, (FS) (Intra-H) specific-courses $specific courses$ from enterprises, business and support from. 3. Typographical errors (typos) are numerous in our corpus, as could be anticipated. Although these errors do not reflect the learners’ linguistic competence, we feel that formal errors of this type are important in communication in general, even in one’s own native language. Too often, as teachers we receive work with a shoddy presentation, although it should be considered an important aspect of a writers’ discourse competence. We also hypothesised that there would be a greater amount of typos in the synchronous communication, and this was verified by our data. We analysed the typographical errors according to three basic distinctions: o Misselection of a letter (Typo-M) for no apparent cause, possibly related to temporal or spatial characteristics: 304 a. We would like to report that the (FS) (Typo-M) Police $Policy$ Statement of Bardland is poor. b. Examples where the error may be due to anticipating letters in an adjoining word: Bilingual education is mandated (FS) (Typo-M) is $in$ schools. o Spatial error (Typo-S-) depending on the related position of the keys on the computer keyboard. a. Target letter in a horizontal relation to erroneous key (Typo-S-H): <2:2:354:1403:D_G> We also suggest that a woman should have the right to decide (FS) (Typo-S-H) om $on$ abortion. b. Target letter in a vertical relation to the erroneous letter (Typo-SV): to reduce the years (FS) (Typo-S-D) or $of$ study because. o Temporal errors (Typo-I) involving the following instances: a. Insertion (Typo-I): <5:1289:490:A_M_P> We (FS) (Typo-I) disaagree $disagree$ with oral exams. And we are not going to (LP) hand over $give in on$ this point. b. Reversals (Typo-R) involve the incorrect position of adjoining letters: <2:2:450:1403:J_E> We agree with Highland about (GA) $the$ (FS) (Typo-R) deaht $death$ penalty. c. Omissions (Typo-O): <2:428:490:P_H_V> We (FS) (Typo-O) tink $think$ teachers and students should be involved in the administrative structure. These may involve more than one letter missing as in: <5:1390:490:491:A_M_P> (FS) (Typo-O) nk $thank$ you for your being so fast, Midland. d. Anticipations (Typo-A) <2:3:727:1403:A_C> #65 Yes, because it can hurt their (FS) (Typo-A) senstitivity $sensitivity$. e. Repetitions (Typo-Re) involve the repetition of syllables in any one word: several (FS) (Typo-Re) similaritites $similarities$ in both our policies. 305 f. Delayed (Typo-D) : <2:6:2179:1403:1665:S_A> I know people (FS) (Typo-D) fomr $from$ France, (FM) German $Germany$ , Peru, Nigeria, Ukrania, etc. g. Some errors show characteristics of two subcategories (insertion of an undesired letter, and omission of the correct one, as in: <2:6:2116:1403:S_A> I think that it's better to speak with people face to face, (FS) (Typo-I+O) abn $and$. h. Lastly we show some examples of errors associated with the medium used. Participants have flouted certain conventions which include the non- use of capital letters either for place names: <2:6:1884:1403:F_L> Actually Northland is a (FS) (Typo-Me) european $European$ brain trust or in the case of the first person pronoun ‘I’: <2:6:2106:1403:S_A> I would like to see the faces of everybody, because (FS) (Typo-Me) i $I$ think that it would be funnier. There are cases where the cause of the error is not easily identifiable. The following example shows the participant was regular with his/her erroneous form. As the error was not traceable to L1 (unless s/he was a Catalan speaker) we assume that it is owing to intralingual causes. However, we cannot rule out the possibility of a typographical error, since most computer users know that often, to our great annoyance, we get stuck and repeat the same error over and over again. 1. <2:4:1341:1403:J_B> You can go to an institution and then make a patent so nobody else can use the idea you (FS) (?) Registred $registered$ without your permission. 2. <2:4:1358:1403:J_B> # 166 You can (FS) (?) registre $register$ whatever you want if you pay the taxes. The morphological errors (FM) show either inflectional or derivational characteristics. We note a few of these from our corpus: 1. Derivational errors: He has been (FM) (Gram.Derivation) hardly $hard$. 306 - Likewise, rules governing the formation of adverbs are not followed in the next example: • <5:1385:490:A_M_P> Could we please be (FM) quicklier $quicker$? - The productive prefix un- is not applicable to the case of useful • <5:1454:490:A_M_P> If no one participates that would show the PUSM is (FM) unuseful $useless$. • • • • • The following example is from a learner who is unsuccessful in his/her attempts to derive TL words from roots already known in Spanish: <1:267:490:D_Z_M> c) To (LS) foment $promote$ (GA) the $0$ (FM) technologic $technological$ development in Eutropia. <3:776:490:J_P_J> if he is able to apply his (FM) theoretic $theoretical$ knowledge. <4:936:490:491:F_M_J> Retired citizens should have access to (FM) universitary $university$ education in their free time. <4:1095:490:F_M_J> We think for short distances (WM) $it$ is better to use optical fiber (it is (FM) echologycal $ecological$ and faster). <5:1172:490:J_B_S> we should (FM) considerate $consider$ (S) each situation of all the students $the situation of each student$. 2. Inflectional errors: <2:382:490:R_L_G> First of all, the Delegation of Northland (FM) (Gram.Inflection) want $wants$ to greet all countries (GP) whic h $who$ (GVT) participate $are participating$ The following tables summarise, in quantitative terms, the results of our analysis of the causes of the formal errors in the Spanish L1 group: 307 Table 6. (FM) Derivational and inflectional errors (synchronous and asynchronous) Error Type - FM Grammatical - Derivation Grammatical - Inflection Grammatical – Comp./Superl. ADJ Grammatical – Verb tense Total Synchronous 5 6 1 1 13 Asynchronous 2 1 0 0 3 Table 7. (FS) Interlingual errors (synchronous and asynchronous) Cause and Type of Error Interference/Pronunciation Interference/Pronunciation ? Interference/Typo – Omission Interference-Pron./Typo-Omission Interference – Derivation Interference – Misordering Interference – Misselection Interference – Misselection? Interference - Misselection + Omission Interference – Omission Interference - Omission + Overinclusion Interference – Overinclusion Unidentifiable Researcher’s mistake Total Synchronous 4 1 1 0 1 1 5 1 1 12 1 2 2 2 34 (24%) Asynchronous 0 0 0 3 0 0 6 0 0 3 0 2 0 0 14 (35%) 308 Table 8. (FS) Intralingual errors (synchronous and asynchronous) Cause and Type of Error Intralingual Intralingual – Hyphenated Intralingual – Misselection Intralingual – Omission Intralingual – Overinclusion Intralingual – Overinclusion + misselection Intralingual/Typo – Anticipation Intralingual/Typo – Insertion Intralingual/Typo – Omission Intralingual/Typo – Reversal Total Synchronous 5 5 1 1 8 1 1 1 4 3 30 (22%) Asynchronous 1 0 0 0 5 0 0 3 4 0 13 (32%) Table 9. (FS) Typographical errors (synchronous and asynchronous) Cause and Type of Error Typo - Pronunciation Typo - Anticipation Typo - Delayed Typo - Insertion Typo – Insertion + Omission Typo - Misselection Typo - Medium Typo - Omission Typo - Reversal Typo - Repetition Typo – Spatial - Horizontal Typo – Spatial - Vertical Typo – Spatial - Diagonal Total Synchronous 1 2 1 6 1 3 16 22 5 1 3 1 0 62 (44%) Asynchronous 0 0 0 0 0 3 0 5 0 1 0 0 1 10 (27%) 309 As regards the FM (inflection and derivation) category, Table 6 show that the deviant forms are fairly evenly distributed either as derivational or as inflectional errors. Referring to Tables 7, 8, and 9, in the synchronous mode, a total of 46% of the FS category (spelling errors) were identified as being due to either interference (24%) or intralingual causes (22%), whereas 44.6% were attributed to typographical errors. The high incidence of typographical errors in this mode was to be expected due to the nature of the medi um itself. As could be anticipated, as the results in the tables mentioned above show, in the asynchronous mode, there were far fewer errors of a typographical nature, 27%, compared with a total of 67% attributed to both interlingual and intralingual causes. Although the results are still high, this indicates that there was indeed a more careful presentation of the discourse when the participants were not under time pressure, that they had time for revision and this was done to a certain extent, showing also that the students are aware of the need to take care of what might seem to be superficial matters related to writing in a foreign language. The class of error in the typographical group that was most salient were those that included errors of omission of letters (35% of the total typos), and those we identified as being due to the medium i.e. those that ‘conformed’ to the norms of CMC writing which tends to accept the lack of capitalization in sentence initial position and for proper names (25% of the total typos). Milton (1996) decribes results obtained in his project SPEEDCOP (Spelling Error Detection and Correction Project) involving a large corpus of 25 million words of English 310 scientific texts. Single omission errors were most frequent at 34%, very similar to our rates, followed by insertion errors, which, in our study, took third place behind the ‘Medium’ category. Certainly, as Kern (1995:450) points out, the degree of formal accuracy varies considerably from one student to another. Urgency makes some pay less attention to formal aspects, while others will reread their output and correct what is noticed as wrong before sending. As regards capitalization, Ferrara et al. (1991:26) mention that participants in interactive written discourse are actually unsure whether to capitalize or use lower case for, say, sentence beginnings and proper names, which corroborated with our data. In their research only 30% of their subjects conformed to standard capitalization norms, whereas the remaining 70% were either consistent with their non-use, or inconsistent, changing apparently in an arbitrary way from one posting to the next. Students do not take advantage of the correcting facilities when writing on computers. It is not only the fact that the use of grammar is often careless - the students do not notice most errors even if they do review what they have written, but neither are they aware of simple typing errors which would improve greatly the quality of the writing. Murray (1991:51) identified two sub-processes in reviewing written work,: revising and evaluating. Revision is restricted to the immediately preceding linguistic context, is usually carried out very quickly, and attends more to questions of comprehensibility rather than accuracy. Most errors and typos remain unedited if they do not affect meaning. We understand that students also need to evaluate their work by carrying out a proper revision, 311 attending to both form and fluency. However, one thing is making spelling mistakes, which happens to NSs too, another is carelessness. It should be noted, nevertheless, that many spelling errors that L2 learners make are similar to, and as frequent as, those made by NSs of English. Indeed, most of us who were brought up in the 60s remember the dreaded weekly spelling tests, which included scribbling out such memorable terms as ‘Loughborough’, ‘Leicester’, ‘scissors’, and ‘rhodedendron’, to name but a few. Although spelling tests are artificial in the sense that we are often asked to prove we know how to write words we may never use, they do show us how irregular the English language is as regards form to sound correspondence. In a study carried out on NS fifteenyear-olds, it was found that of 172 subjects, only 51% produced the correct spelling of the word ‘scissors’ producing some forms that range from the normal to the downright bizarre, such as: *sissors; *siccors; *scisers; *cezzous; *scisous; or *scissocers (Milton 1996:54). The incidence of what we have termed negative transfer in the synchronous mode shows that the subgroups with the highest rate of errors are due to the omission of letters (35%) or the misselection of letters in words (14.7%). As we explained in the previous section, it was not always an easy task identifying the causes of the errors, and indeed there were several cases of overlapping where it was impossible to assign the error to one cause or another. This explains the cases of categorisation with more than one element. We found two cases where the cause of the error was quite unidentifiable, as we explained 312 and exemplified above. We also found two occasions in which the researcher had tagged an error which in fact was not an error in one of the cases as in: • <3:776:490:J_P_J> if he is able to apply his (FM) (My mistake) theoretic $theoretical$ knowledge. and in the other case the sentence proved to be ambiguous and it was not clear whether in theory the participant was talking about one or several teachers. In the first instance this had not been observed by the researcher, and on subsequent readings it was noted: • <2:6:1992:1403:J_Pa> she is so pretty, our (FS) (My mistake?) Teachers $teacher's$ told us. The results found in our analysis indicate that our Spanish learners tend to overuse the strategy of L1 transfer since on many occasions this leads to negative transfer and errors result. Similar to the results reported in Lott (1983) we feel that this data provides a useful insight into the learners’ IL and the processes and strategies they use when attempting to communicate in the TL. Writing is a complex process which involves several sub-skills, including the ‘mastery’ of spelling and pronunciation, in conjunction with the demands already made on the writer concerning formal accuracy, explicitness and organizational skills (Ringbom 1992:104). It seems somewhat surprising that in a study on error gravity carried out by McCretton & Rider (1993) that both NS and NNS teachers find spelling the second least important aspect of learners’ errors, just in front of lexical errors which the subjects in this study found to be the least important of all. This finding contrasts with the results, already mentioned in this dissertation, from Hughes and Lascaratou (1982), whose NS non-teachers found spelling and 313 lexical errors the most important of all category types. We are convinced, however, that with new outlooks on teaching and learning, which include a curriculum in tertiary education of a more interdisciplinary nature, preparing our undergraduates for their future professional life, it is our responsibility to deal with all types of error, even those related to typos, and what might be called in Corder’s terms, slips of performance. It may be that more attention needs to be paid to our learners’ errors and their causes in order to design new materials and methods for teaching certain areas of the TL, especially those involving lexical forms that are more liable to make our students fall back on their L1 and transfer those structures into the TL. 8.4.4. Lexical errors The data obtained from the analysis of the lexical errors made by the Spanish group in our corpus led to a further sub-classification with the aim of trying to identify their underlying causes.27 Once the taxonomy for classifying the type of error with regard to formal and semantic characteristics had been defined, we then proceeded to establish a criteria for diagnosing the errors according to whether there was a crosslinguistic influence detectable or if, on the contrary, the error could be identified as being intralingual, due to interference from the system and rules of the TL itself. The part of speech of the deviant forms was also identified and the results can be seen in the following table: 27 See Appendix XI for the tables showing the results of the sub-analysis of the Spanish L1 lexical errors. 314 Table 10. Part of speech lexical errors Part of speech of error type Synchronous Noun Verb Preposition Other28 Lexical Phrase - Noun Lexical Phrase - Verb Lexical Phrase - Other False Friend - Noun False Friend - Verb Total 28 37 35 18 13 5 7 4 147 Asynchronous 22 24 31 23 5 9 8 5 1 128 There is a high incidence of errors involving nouns, verbs and above all prepositions with a total of 23% in the synchronous mode, and 24% in the asynchronous mode. This result compares with Bueno et al.(1992) and Dalglish (1984) whose studies also found a high frequency of preposition errors. Verb errors predominated in the Lexis (LS) category in the synchronous mode (25%). As regards Lexical Phrases (LP), the most frequent part of speech involves the verb, with a similar incidence in both modes of communication. In the following section we will discuss the findings and give examples from the corpus of the subclassification of the lexical error types. In brackets next to the correction we include the number of tokens of this particular error, if it occurs more than once. Throughout the presentation of the research work in 28 This group includes connectors, adjectives, pronouns, adverbs, pronouns and determiners. 315 this dissertation we have separated the synchronous from the asynchronous. We follow the same dynamic in this part although this implies repeating errors used in both modes. Formal criteria i. Misselection of word(s) (F-MS-FF) In this category we include the group of words commonly known as false cognates and those referred to as false friends. We understand that these errors are due to L1 interference. o Synchronous professors access treat a career attempt violations taxes laboral o Asynchronous access concrete remark benefits supose career in function of taxes exposed your position public $entrance$ $specific$ $outline$ $profits?$ $mean$ $degree$(5) $according to$ (2) $fees$ (4) $manifested your opinion$ $state$ (2) $teachers/lecturers$ $entrance$ (4) $deal with$ (2) $a degree course$ (3) $commit crimes$ $rape$ $fees$ $work$ 316 ii. Misuse (F-MS-Misuse). As we explained in the section on method, this category is also due to L1 influence since they deal in some cases with words that either have two forms in English and only one in the learners L1; or when the learners invent a compound word in their IL, creating a form whose parts exist but separately; or when there are word class confusions; and finally in some lexical phrases where one of the parts is erroneous. o Synchronous in money help to access raise of taxes to make get by of take profit from ended made make on of during tell take a decision In so o Asynchronous access makes $gain access$ $does$ $on$ (4) $financial support$ $to gain access $ (7) $tax increase$ $to do$ $become$ $through$ $from$ $take advantage of$ (2) $finished$ (2) $taken$ (2) $take$ $in$ (3) $from$ $for$ $say$ $make a decision$ $at$ $such$ 317 that like of work say out few approach all free-pay traffic $what$ $as$ (4) $from$ (3) $job$ $tell$ $outside$ $little$ $bring closer$ $the whole of the$ $free$ $trafficking/smuggling$ iii. Synforms. Pairs of words that look and sound similar. o Synchronous acknowledge o Asynchronous $knowledge$ None were found in the IL corpus of Spanish L1. Under the heading of formal errors (FM) there were several examples of synforms dealing mainly with problems of word class technologic $technological$ / physically $physical$. iv. Misformation. This group includes mostly forms which may also be nonexistent, and appear to be caused by interference from the L1: 1. Borrowing – (F-MF-Borrowing) an L1 word is used in the TL context with no modifications made to the form. o Synchronous que se cagara la perra $fantastic$ o Asynchronous 318 inversion $investment$ 2. Coinage – (F-MF-Coinage) The learner tailors the L1 word to suit the syntactic requirements and/or rules of the L2 o Synchronous foment finantion to promediate pederast depilate o Asynchronous collectives $groups$ $promote$ $financing$ $work out the average together $ $paedophiles$ $shave$ 3. Calque – (F-MF-Calque) It involves the literal translation of L1 word(s). o Synchronous global recycling has been converted into lines of action money help raise of taxes one to one an only frame world approach to take benefit from Greeting For our part $global retraining?$ . $has become$ a necessity. $plan of action$ $financial support$ $tax increase$ $one by one$ $one unique frame$ $market$ . $develop$ $take advantage of $ $Farewell$ $As far as we are concerned$ 319 each people is a world $each case must be considered separately$ in other way enter along ills number of employment places to work over any discussion had square head $if this is not the case$ $discuss in more detail$ $during$ $patient$ $jobs$ $jobs$ $unquestionable$ . $was so stubborn$ o Asynchrono us gain studies plan for more time entrance entrance catch the train of $make$ $curriculum$ $longer$ $arrival$ $immigration$ $participate as a pioneer in the developments in$ bets for priority of access to have not much sense arrive to $gives its wholehearted support to$ $first choice to enrol in$ $do not make much sense$ $be an option for$ Semantic criteria 1. Confusion of sense relations. i. Superonym for hyponym : o Synchronous 320 tube o Asynchronous building education comment $test-tube$ $campus$ (2) $teaching$ $comment on$ ii. Hyponym for superonym : o Synchronous No examples were found. o Asynchronous found out $found$ iii. The language user chooses the less apt of two co-hyponyms : o Synchronous to o Asynchronous No examples were found. $towards$ iv. Use of the wrong item from a set of near synonyms : o Synchronous to reach sponsor admittance into end cheating in all placed $to come to$ $fund$ $entrance$ $to$ $finish$ $deceiving$ $throughout$ $situated$ 321 got troubles Aswell above o Asynchronous access like requests next bit concrete work hard out select few approach suitable all entrance before all to of about proposes public $have$ $problems$ $Also$ $over$ $entrance$ $as$ (4) $applies for$ $following$ $slight?$ $specific$ $job$ $difficult$ $outside$ $choose$ $little$ $bring closer$ $right$ $the whole of the$ $arrival$ $up to$ $everything$ $for$ $from$ $concerning$ $gives support to$ $state$ (2) v. Conceptual relations concerning denotative or referential meaning. 322 o Synchronous school in acknowledge in by for to prepare on of conditions into request earlier then several cheating but otherwise made from earn to of long by of bring in financing $education$ $on$ (3) $knowledge$ $with$ (2) $of$ $to be given to$ $to train$ $during$ $for$ $opportunities$ $to$ $seek$ $more quickly$ $therefore$ $different$ $deceiving$ $although$ $just$ $made up of$ $get$ $of$ $about$ $great$ $through$ $from$ $send$ $of$ $financial help$ 323 give acknowledgements hand over with roughest enter along reach his about on In our mind flow of overflows out of line take care treatment increase According brokes deep on missed found a lot of friends express the login of $pay$ $level$ $give in on$ $by$ $most controversial$ $discuss in more detail$ $during$ $lead a$ $for$ $in$ (3) $In our opinion$ $be made available$ $concerning$ $drains$ $disconnected$ $make sure$ $conditions$ (2) $improve$ $Referring$ $goes bankrupt$ $satisfactory$ $to$ $needed?$ $made a lot of friends$ $say$ $the password$ $on$ o Asynchronous 324 of of about about earlier good in understand finally of of in follow notice happen get method survey face suffer build up talk about then because and entrance to during discoveries $for$ (2) $in$ (2) $from$ $in$ $more quickly$ $beneficial$ $for$ $envisage$ $in the long run$ $from$ $on$ $regarding$ $offer$ $draw your attention to$ $are offered$ $finalize$ $proposal$ $editorial$ $go against?$ $have$ $set up$ $quote us on the idea that$ $therefore$ $that$ $so$ $immigration$ $for$ $for$ $information about inventions $ 325 in approached development on apply of accurate wide steal right then $with$ $similar$ $assistance$ $in$ $offer$ $in$ $methodical$ $universal$ $take$ $certainly$ $so$ 2. Collocation. We have identified four main types in our corpus: • Collocational errors caused by semantically determined word selection. Errors can often result from the wrong choice being made when dealing with near synonyms which the learner assumes will have the same collocational requirements. o Synchronous sponsor long placed strong troubles deep $fund$ $great$ $situated$ $good$ $problems$ $satisfactory$ o Asynchronous access get hard $entrance$ $finalize$ $difficult$ 326 gain approach suitable nice wide $make$ $bring closer$ $right$ $fruitful$ $universal$ • Statistically-weighted preferences. o Synchronous request end ended o Asynchronous next on the job $following$ $in the workplace$ (2) $seek$ $finish$ $finished$ (2) • Arbitrary combinations. In a sense, language is completely made up of these elements. In this case we mean that words with similar meanings are restricted to certain uses depending on the company they keep. This group includes prepositions. o Synchronous about in to make admittance in several made from to face up take profit from $for$ $with$ $to do$ $entrance$ $at$ $different$ $made up of$ $to face up to$ $take advantage of$ 327 have a narrow mind in in hand over made make roughest about to deal at Aswell of above at in out of line during tell take a decision so $are narrow- minded$ $of$ $on$ (2) $give in on$ $taken$ $take$ $most controversial$ $for$ $to deal with$ $on$ $Also$ $from$ $over$ $in the$ $to$ $disconnected$ $for$ $say$ $make a decision$ $such$ o Asynchronous for in in requests bit say out $on$ $on$ $at$ $applies for$ $slight?$ $tell$ $outside$ 328 few of get an agreement comment have a disagreement making antics because By the other hand during in all to get of about in proposes on the job in no circumstances $little$ $for$ $come to an agreement$ $comment on$ $disagree with$ $getting up to his antics$ . $that$ $On the other hand$ $for$ $with$ $everything$ $for$ $reaching$ $on$ $on$ $on$ $gives support to$ $in the workplace$ (2) $under any circumstances$ • Irreversible binomials. In our corpus there were no examples of this type of error. There were certain forms whose characteristics could be identified with more than one category. Such is the case with: raise of taxes request $tax increase$ Misuse and calque $seek$ Conceptual and statistical preference and especially in the case of the prepositions, where most of these were classified as arbitrary combinations (AC) which are determined by the grammar of the language. 329 in $with$ Conceptual and arbitrary combination In answer to our research question concerning the causes of the errors in the lexis of the Spanish L1 group, we obtained the following results: Table 11. Cause of lexical errors Cause Negative transfer L1 Intralingual ?Intralingual Unidentifiable Error researcher Total Synchronous 89 (60%) 49 (33%) 2 (0.01%) 7 (0.04%) 0 (0%) 147 Asynchronous 77 (60%) 36 (28%) 0 (0%) 13 (0.1%) 2 (0.01%) 128 The results show that a large number of errors (60% in both modes of communication) may be attributed to L1 interference. This is comparable to the research work carried out by Lott (1983). Despite the observations we have made with respect to CMC in our intercultural simulations and the characteristics of the output which show features of both spoken and written language, we cannot overlook the fact that the participants are producing written texts requiring the activation of certain cognitive processes associated with this medium, the finished product of which is recorded on the computer screen. Research has shown that vocabulary is one of the most important aspects that determines the quality of students’ writing (Uzawa & Cumming, 1989; Leki & Carson, 1994). Indeed, a lack of vocabulary contributes in a major way to a foreign language learners’ sense of writing difficulty (Santos, 1987; Lee, 2003). Likewise, Kobayashi & Rinnert (1992) 330 identified three kinds of error which were most likely to interfere with a writer’s intended meaning: lexical choice, awkward form (phrases and sentences), and transitional problems. Thus, due to the importance of lexical production in learner output we understood that the next step in our research would be to make an attempt to discover the causes of the errors produced within this category. Kellerman (1984:115) has noted that ‘there are enormous quantities of evidence for the influence of the L1 on IL when it comes to lexis’ but that this fact has largely been ignored owing to ‘our obsession with syntax, morphology and discourse’. Ard & Homburg (1992) voice the same opinion, claiming that ‘there is abundant evidence for native language influence in lexical learning’ (1992:62), adding that once better measures are used to investigate this phenomenon, they predict that ‘the effects of one’s native language will be shown to be pervasive in second language performance and competence’ (1992:63). Although interference can be manifest on all levels of language (de Haan, 2000; Benson, 2002), the scope of this part of our contrastive IL analysis was to study lexis and form since together they made up 44% of synchronous errors, and 42% of the asynchronous, among the Spanish L1 subjects. In the chapter referring to EA, we noted that error gravity has been established by taking into account different criteria, such as grammaticality, frequency of the error, type of error, comprehensibility, and irritability, among others. Green & Hecht (1984) reported that of the 10% incidence of L1 transfer errors in their German subjects which impeded communication, a rather high 76% involved vocabulary or style. When analysing the output of our Spanish L1 learners, it was difficult to 331 ascertain if, or to what extent, the lexical errors actually cause communication breakdowns. Questions and comments, especially in the synchronous communication, are often left unanswered, which makes it harder to see if this is due to not understanding the other participants’ postings, or if they are simply ignored for a wealth of other reasons. In dyadic, face to face conversation this would not occur, as during the course of the interaction it is the participants themselves who analyse what is going on, each one orienting his/her responses according to what has been understood from the on-going conversation, rarely leaving turns unresponded. In this sense, the fact that the researcher shared the Spanish participants’ knowledge of their L1 was, on the one hand, a disadvantage, as the writers’ intentions were quite easily understood, and therefore the perspective of the other participants with different L1s was not fully appreciated. For instance, when Spanish students continually use the word career instead of degree course or translate the phrase each people is a world in a literal way into English, it is understood by the researcher but was probably not understood by other participants, at least the first time these erroneous forms were used. On the other hand, sharing the Spanish students’ linguistic code facilitated greatly the identification of the incidences of negative L1 transfer. Another point to note concerns the level of competence in the TL in relation to the high frequency of crosslinguistic influence. In several studies, this phenomenon has been associated primarily with beginners (Taylor, 1975; Flick, 1980; Fathman & LoCoco, 1989) or to a lesser extent, advanced level (James, 1998), although Benson (2002:69) comments that it is the nature of the L1 332 interference that is different with higher levels. Flick (1980) found that L1 transfer led to 40% of the errors produced by his Spanish-speaking beginners of English, although the frequency dropped to 18% at level four. It should be added that in this study we are given no information concerning the criteria used for identifying L1 transfer, nor are we offered any examples, which means that it is not comparable to our data. Nevertheless, it has been suggested that due to the differences apparent in research results, there may be other variables apart from proficiency level which determine the use of transfer as a communication strategy common to most learners at one time or another during the learning experience (Kellerman 1984:121). Our findings show that among intermedi ate and upper-intermediate learners of Spanish L1, the patterns and structures of the MT are frequently transferred to their IL output. In research carried out by Meriö (1978), similar frequencies of L1 interference were reported. His subjects were Finnish students who were asked to do an exam in Swedish, and it was found that the incidence of L1 transfer reached 66%, although when studying the Swedish L1 learners when writing in Finnish, levels were considerably lower. Thus different learner groups show different tendencies as regards transfer. Fathman & LoCoco (1984) noted that their Spanish L1 group were more likely to use transfer when translating from Spanish to English than their English L1 peers when translating from their MT into Spanish. Benson (2002:69) also notes that there is more evidence of L1 transfer in ‘careful, monitored, form-focused style’, in contrast to ‘unmonitored, spontaneous and meaning-oriented discourse’. She does not, however, refer to any specific studies, and certainly our data does not 333 confirm this contrast if it is, as we understand, comparable to the synchronous and asynchronous contexts of production reported in our research, as the frequency of L1 transfer was similar in both modes. From the above analysis of results concerning the incidence of L1 transfer in formal and lexical errors, we understand that it is an area of language learning that requires more attention, above all, as Nickel (1973:27) states if: ‘communication is based more on lexical than grammatical items’. R esearch carried out by Chastain (1980), Blake (2000), and Toyoda & Harrison (2002) among others, has shown that the vocabulary breakdowns are those which constitute the most obvious barrier in learner-learner discussions. As one of Blake’s (2000:10) subjects commented in a post-test attitude survey on lexical negotiation: “It gave me a wake-up call that vocabulary means everything”. Kroll (1990) also found that her Spanish subjects’ errors were mainly related to word choice and form, and de Haan (2000), working on the Spanish part of the ICLE (International Corpus of Learner English) noted L1 interference, very similar to our observations, which was observed in the use of: • L1 lexis-related rules, e.g. mean instead of means, or the use of the *poors. • L1 morphology-related rules, e.g. *differents instead of different, *computerizated. • L1 spelling-related rules, e.g. *posible, *confort, *profesional, etc. • L1 pronunciation-related rules, e.g. *Batican, confusing the /v/ and /b/ which is represented in Spanish by the voiced labial phoneme /b/. 334 In the section dealing with Materials and Method, we mentioned the ‘split factor’ as being relevant to our analysis of certain features of L1 interference observed in the lexical errors data. Like Martínez & Neff (2001), we also found that the overuse of certain prepositions was directly related to the fact that there was only one equivalent form in the L1. For example, ‘ en’ in Spanish can be translated into English as ‘in’ or ‘on’ depending on the context. In this case there is an overuse of ‘in’, which, it has been suggested may be due to the fact that for Spanish speakers it is phonetically more similar to the Spanish ‘en’ (Martínez & Neff, 2001:144). We also observed another case of overuse with the Spanish ‘de’ equivalents ‘of’ and ‘from’ in English. Other studies that have dealt with the frequency of L1 interference among Spanish speakers show lower levels than the results presented in this dissertation. Carrió (2002) recorded 32% L1 transfer in lexical errors analysed in scientific articles written by Spanish-speaking researchers to be presented at congresses and in specialist journals. Bueno et al. (1992) reported that interference was one of the three most frequent causes of error (33.4%) in their subjects who were students of English studying at institutes in Spain, and of these cases, just over a quarter were what they term ‘semantically relevant’ (1992:64) in the sense that they could easily lead to misunderstandings. In the day to day analysis and correction of our students’ output we notice the frequent use of the strategy of transfer, and the results of this study show that there seems to be a high incidence amongst the Spanish L1 group, certainly within the formal and lexical categories. The use of this strategy has been 335 associated with certain levels of competence, as we have mentioned, namely, either beginners or the very advanced. However, these participants were mostly intermediate and upper intermediate, which means that the L1 is not just something to fall back on for learners who have an elementary level in the foreign language, and for whom the use of transfer helps to fill the gaps in their emergent and developing IL. Until 1970, specific vocabulary teaching was secondary to the study of the grammatical elements of the TL. Even in the wake of the communicative approach to language learning, Dubin & Olshtain (1986) note that Lexis has failed to receive enough attention either in older grammatical syllabuses, or in more recent communicative approaches. In fact, lay people believe that ‘knowing’ a language consists of knowing words, while modern linguistic theories have placed little emphasis on vocabulary, focusing more on structures, functions, notions and communicative strategies. (1986:111-112) However, at the beginning of the 90s, various authors (McCarthy, 1990; Vermeer, 1992; Gass & Selinker, 1994; Lewis, 1993) began to draw attention to the importance of vocabulary in the process of FL acquisition, and following this, more pedagogically-oriented materials were published dealing specifically with vocabulary, and based more and more on the results of computer-assisted corpus research. We understand that despite the fact that more attention has been paid to the study of lexis in recent years, learners should be exposed to more authentic models of communicative language use, and although not suggesting a return to 336 the days of CA a priori, it is thought that students would benefit from being made more aware of the differences and similarities that exist between their L1 and the TL being learnt. 8.5 Treatment of error by participants In our IL corpus we observed that there are not many occasions in which the participants overtly correct each other with regard to grammatical or factual errors. In dealing with the question of error we focus on the synchronous communication mode, which involves the participants in a more immediate interaction which allows for the use of such strategies of negotiation of meaning. . 8.5.1. Negotiation of meaning The negotiation of meaning during the simulation can be seen to follow the pattern described by Varonis & Gass (1985a) in the structure of negotiation sequences. There is normally a word or expression that triggers the need for negotiation. This is followed by an indicator on the part of the interlocutor that there is a communication problem. A response ensues which attempts to clear up the problem and this may be followed by an optional reaction to the response (1985a:74-77) In our data we have found the following instances of negotiation: 337 • <2325:490:193> nk you for being do fast Midland (trigger) • <2329:491:195> What exactly does nk mean ? ;-) (initiator) • <2332:490:195> Sorry we meant thanks. (response) In our next example of this type of negotiation, the structure differs, as there is no direct response to the trigger: • <2900:1199:35> Yes, if they have passed an exam and they have enough money to pay fees (trigger) • <2901:118029:35> what means fees? (initiator) There is no immediate response forthcoming, until six turns later • <2907:1192:41> Yes, everibody can go to the university if they can pay the registration fees (response) • <2908:1180:42> How much do you pay to study in Spain? So we gather from 1180’s subsequent question that they have indeed understood in the end, probably due to the indirect help in 2907. In the following case we have a clarification request: • <2650:1180:121> We think the number of students mustn't depend of the fact that they are rich or not. Here we don't need to pass an exam to go to university we only need the "baccalaureat” • <2655:1191:124> What is “Baccalaureat”? • <2658:1180:127> “Baccalaureat” is high school exit exam In fact this question is answered by three different messages giving an idea of the cooperation that actually goes on while negotiating meanings. Explanation requests are slightly different and require more elaboration, such as in the following: 29 The number in bold type is the identification code of the group sending the message. 338 • <1081:486:33> #27 students over 30 can of course study, but under different conditions • <1086:491:37> #33 Please specify ´different conditions`! As we mentioned above, there are very few examples of grammatical errors being corrected in this negotiation process. The following is one of these: • <2916:1197:49> For 30. if there are fewer student in university there are no selection for enter, but less students can't enter in the university. Are you agree? • <2925:1190:54> To Oliver: speak correctly, please. We´re not agree, we just agree This second message was first sent as a whisper and then immediately to all the groups. In neither case was it responded to. Contrary to previous research carried out into the negotiation of meaning in CMC (Pellettieri, 2000; Blake, 2000; Toyoda & Harrison, 2002) we have found in fact very few instances of it in our teleconference. The type of sequence we have found more frequently relates to comprehension checks and clarification requests concerning the ideas or content, and were not seemingly triggered through non-understandings, or misunderstandings from a strictly linguistic point of view. Gass (1997) has indicated that during interaction semantic comprehension probably occurs prior to syntactic comprehension, and in the teleconference this is decisive in the sense that if a word is understood in the context, its morphological characteristics take second place as regards meaning. This is another indication, most probably, of the authenticity value that can be attributed to the simulation environment, where students use language for real purposes of communication. On the other hand 339 when students are engaged in other tasks, such as information gap, jigsaw activities, the task is actually designed so that negotiation must be carried out in order to complete it. 8.5.1.1. Aspects of repair In conversational interaction, repair follows patterns depending on who initiates the repair and who actually carries this out (Sacks et al. 1974). During the IDEELS conference we have observed the following types of repair in our data: a) Other-initiated other repair, in this case the error is pointed out by one group and the actual repair is carried out by another. • <2585:1189:81> #69,Nowadays,the situation is better than before about university access but the buildings are destroied • <2586:1201:82> destroied? • <2594:1198:88> #82 destroyed = in poor repair The initiator is somewhat ambiguous and it is not clear if the participant is actually prompting a grammatical correction due to the deviant spelling, or if they really do not understand the meaning of the word, or if it is simply not understood in that context. b) The more frequent type of repair, though, is other initiated self repair, as in: • <2:2:574:1403:O_O> Yes to the right to information, no to the (FS) jackers $hackers$ !!! • <2:2:577:1646:1403:M_R> What are "jackers"? • <2:2:580:1403:O_O> I (S) wanted to say $meant to say$"hacker" 340 c) In the case of self-initiated self repair, which was almost as frequent as other initiated self repair, the writer has seen the mistake and sends a message to do the repairing for him/herself. The first is a spelling mistake: • <2729:1180:172> #163 ,like this God will give you all you need and in addition the CHRETIENTY !!!!! • <2740:1180:176> Sorry “CHRISTIANITY” and the second example is a mistake similar to the type a NS might make, a slip of the keyboard: • <4:928:491:490:S_R> In what way do you think IT relates to IT? • <4:930:491:490:S_R> Sorry, IT to old people. d) Sometimes the trouble spot is indicated but no repair is carried out. This may be due to the fact that it is not managed ‘locally’, i.e. repair in face to face conversation is normally carried out in the same or immediately subsequent turns, and if it is left too long it is simply ignored: • <3121:1182:172> Will you oay more fees? • <3127:1181:176> #172 What is oay? Speaking in quantitative terms, we found a total of thirty-one incidences of repair, of which sixteen were other-initiated self repair, one involved other initiated other repair, and fourteen were self-initiated self repair. Of these, only thirteen are specifically related to errors of morphology, syntax or spelling. As regards the formal markers of repair in the IL corpus we have found that when dealing with self repair, there is an overwhelming preference for the use of ‘sorry’ at the beginning of the repaired turn. In this case, the repairer uses capital letters to emphasise what the error concerns: • <2:5:1730:1401:1401:K_S> sorry, I mean I DO think.... If the repair is other initiated, this is triggered on almost all occasions with a question: 341 • <2:3:863:1403:A_C> Virus programmers (FS) should'nt $shouldn't$ be punished • <2:3:867:1665:S_U> #172 why (WM) $is$ that ? that makes no sense. • <2:3:873:1403:S_C> Sorry,Virus programmers should be punished Although at times this is done with a certain hint of sarcasm as in the following example: • <5:1394:491:490:S_R> Dear Northlandian Delegation, would you please be so kind and specify (WM) ICT $what ICT is$ ? Burt & Kiparsky (1974, cited in Lennon 1991:183), identified several types of ‘local’ errors in their corpus of SL writing, and we found examples in our corpus of each of these: 1. Morphological/syntactic trouble sources: • <2:3:736:1403:S_C> (GVAUX) Do $Does$ anyone want to talk about education? • <2:3:740:1403:S_C> Sorry, Does anyone want to talk about education? 2. Lexical trouble sources: • <2:4:1217:1665:J_Ne> (...) There will be no (LS) common $unified$ and (FM) justice $just$ Eutropia if there is only a majority of people who can count on having a job. • <2:4:1218:1665:J_Ne> sorry, we meant minority In these two cases, self repair is carried out. Students notice themselves that there are errors in their output, a fact we feel is beneficial to the learning process. 3. Simple truth – related to the truth value of an utterance (in our case an electronic utterance) in relation to the co-text or the outside world. 342 • <5:1260:486:578:D_B> which "point 6" do you mean? we only have 5 points in our table of contents. 4. Pragmatically inappropriate uses of the TL. In this case the writer used the word ‘Greetings’ to actually round off his/her turn in a somewhat infelicitous way: • <2:3:904:1625:1405:S_Kl> There´s no doubt a person has to be punished for a (GVNF) committed crime $crime that has been committed$ ! we are talking about spreading information about these people. Punishment is (FS) impotant $important$ to save the personl rights of the other members of a (FS) democatic $democratic$ society. But would you mind discussing this point in the message centre later on? We are (LS) highly $great$ (WO) highly under (time) pressure $under great pressure$ (I´m all alone and have to leave the conf. at 4pm.) Greetings Infelicitous repair As MacDonald & Atkinson (2000) noted in their research on repair in oral exam interviews, there are cases of participants carrying out repair, but still getting the target form wrong, as in: • <5:1303:491:A_N> (... (FS) wther $whether$ you have the ability to study in general...) • <5:1306:491:A_N> sorry (FS) wether $whether$ Overt and covert repair We use these terms to describe repair that is either direct or indirect. Most of the above examples deal with direct repair, but in the following cases, we noted that it was indirect, perhaps not wishing to carry out a face threatening act, 343 although when read after, it seems almost more impolite to carry out the repair this way. • <2:7:2248:1402:N_M> Where is the real (GNN) headquarter $headquarters$ of the Globe ? • <2:7:2251:1405:S_R> The GLOBE's (GNN) ‘headquarter’ $headquarters$ is (LS) at $in$ Bremen, Germany. In this case the trouble spot is placed between inverted commas, but is not overtly corrected, and the senders of the ‘trigger’ do not realise it is a mistake for it remains uncorrected. Likewise in the following situation a similar incidence occurs: • <2:1:67:446:#2> are these definitions (FS) appropiate $appropriate$ for real (GWC) live $life$ ? • <2:1:69:447:#7> can real life be defined? In theory, some of these examples of repair (the strictly linguistic errors) should have been taken out of the corpus of IL errors made by the participants in the simulation. However, the total amount, as we mentioned at the beginning of this section, is very low. In general it is hard to see if the participants are conscious of other’s grammatical errors i.e. if they are noticed, and simply not corrected, since the focus during the teleconference is on meaning and on carrying out the negotiations successfully, not on correcting each other’s mistakes. 344 9. Conclusions The research work involved in the elaboration of this thesis was developed with several main objectives: • Using a corpus of intercultural communication exchanges (telematic simulations), the aim was to analyse the Interlanguage of the participants and establish a typology of the linguistic errors that were made. This work involved the manual detection and classification of the errors, although the actual tagging process was facilitated by the use of an error editor. • A contrastive Interlanguage analysis was carried out in order to answer the research questions which were identified in the Introduction to this dissertation. The study involved carrying out a quantitative, crosssectional analysis with a group of 126 subjects, with different first language backgrounds and which involved the written discourse produced by the participants in the two modes of communication associated with computer environments, synchronous and asynchronous modes of communication, while interacting in the course of a simulation with their geographically distant peers. 345 Research has shown that telematic simulations,30 including the one that we describe as Project IDEELS (Intercultural Dimensions in European Education through on-Line Simulation), help to develop not only the learners’ language skills, but also their interactional competence, and intercultural awareness (Crookall & Oxford, 1990; Garcia-Carbonell, 1998; Rising, 1999). As regards specific language skills, García-Carbonell (1998) reported notable improvements in a controlled study comparing the pre- and post-test grades of her advanced English groups studying at the Telecommunications School at the Universidad Politécnica de Valencia, which involved two different approaches: • Experimental groups: Telematic simulation approach. • Control groups: Conventional classroom approach. The results confirm that the experimental groups showed a 31% improvement in listening comprehension skills; a 44% improvement as regards grammatical competence; a 96.8% improvement of reading skills; and a 395% improvement of writing skills, compared to the control groups. Compared to traditional classroom environments, the participants are using the target language to generate ideas and transmit meanings which involves the functional aspects in the communicative use of language as described in Halliday & Hasan (1976): • Ideational function for the transmission of meanings in discourse. methodological 30 Project IDEALS – International Dimension in Education via Active Learning and Simulation, and Project ICONS – International Communication through Negotiation and Simulations. 346 • Interpersonal function which makes use of language to establish and maintain social relations. • Textual function which allows for the creation of discourse that is relevant to particular contexts. The varied nature of the discourse in the simulation provides multiple models, in the form of input, which the participants can identify and incorporate into their own writing, especially those features they may find either useful or effective (Biber, 1988). This study shows that the type of language used in the simulation varies according to the different stages of the simulation and whether the participants are communicating via the synchronous or asynchronous modes. As regards the answers to the research questions formulated in the Introduction to this dissertation, firstly, there were indeed more errors in the synchronous mode of communication than the asynchronous, as we hypothesised, although when examining the exact types of errors, there were some categories more frequent in the synchronous mode (formal and grammatical errors, among others), while in the asynchronous, the types of errors with a greater frequency were errors of style and lexis. We concluded that this difference was due to the delayed nature of the asynchronous mode, which involved, in general, more complex language, longer sentences, with a high information content. The asynchronous messages were of a more formal nature, including long policy statements, or reasoned arguments concerning the stance of the groups with respect to different points on the agenda. 347 A further analysis of the raw data revealed that the frequency of error types varied within each different L1 group participating in the simulation, and when a Correspondence Analysis was carried out, it revealed that statistically relevant associations could be determined as regards the relation between participants’ L1 and specific error types. After examining the results, it can be concluded that the L1 of the learners does in fact influence the type of error made. Following this comparative analysis of Interlanguage errors, we focused on the errors in the corpus made by the Spanish L1 group, classifying them, and commenting on their nature and frequency. Finally we carried out a sub-analysis of two error types in the Spanish L1 group, the formal and lexical errors, with a view to making a more specific classification, and possible identification of the causes of the errors. With reference to the formal errors (FM and FS), we made a distinction between errors caused due to interference from the L1, and those which could be attributed to intralingual causes, i.e. confusions caused by the learners’ incomplete knowledge of the rules and structures of the TL system. We distinguished these two causes from those errors of a typographical nature. This last type proved to be by far the most numerous group, and comparing the two modes of communication, there were six times as many in the synchronous mode as the asynchronous. Interference from the L1 and intralingual causes each showed similar amounts in the synchronous and asynchronous modes. Lastly, we carried out a sub-classification of the lexical errors, paying particular attention to their formal and semantic characteristics. Once the words 348 or phrases had been classified according to the criteria we described in the Materials and Method chapter relating to the diagnosis of errors, it was found that there was a high incidence of negative transfer of L1 forms and meanings. As regards this high level of interference errors in the lexical category, the results are similar to those found in a study carried out by Lott (1983). Nonetheless, the results of this part of the analysis would need to be corroborated by comparing the type of errors made by other L1 groups in order to confirm that the errors we identified as being due to interference, were in fact particular to the Spanish L1 group, or if they were replicated in the output of the participants with different L1s, as recommended in Jarvis (2000). In short, throughout this dissertation one of our prime objectives has centred on the interpretation of the results obtained from our analysis of Interlanguage errors with the aim of responding, in the most rigorous manner, to the research questions formulated at the outset. As a consequence, these results, in turn, have indicated several future lines of research which we enumerate as follows: • As regards the Project IDEELS corpus of IL output used in the present research work: o With collaboration from partner universities who participate in the Project IDEELS simulations, it would be worthwhile investigating the levels of interference among subjects with different L1 backgounds. This would require the participation of the facilitator-teachers who share the L1 of the participants in each country involved. 349 o Looking in more detail at the company the errors in our corpus keep, i.e. are certain errors more likely to occur with others? It is most likely that this analysis could be carried out using text analysis software such as Wordsmith. o Investigate pragmatic aspects related to agreement and disagreement in the corpus, expressed directly or indirectly, and identify which markers are used for mitigation, and if there are differences which can be related to particular L1 groups. Ideally, this would lead to the development of an additional tagging system which woul d facilitate the identification of the pragmatic errors observed in the learners’ output, above all as research indicates that this type of error is the most likely to damage the positive image of the language user (Thomas, 1983; Riley, 1989; Kreuz & Roberts, 1993; Reynolds, 1995). o Elaboration of specific materials related to the simulation which would include developing vocabulary, and reading and writing skills, with particular attention being paid to the formal aspects of the output, encouraging students’ to monitor their writing, stressing the importance of a careful revision of the finished product. This important pedagogical consequence of the research work would, at the same time, require follow-up studies to investigate the efficiency of these measures and also the effect 350 that corrective feedback has on the learner output and if this leads to a consequent reduction in the number of errors. • Development of a learner corpus related to the output of students who are studying Language for Specific Purposes, not only with English in mind, but encompassing the spoken and written production of students who are studying other languages included in the curriculum. This corpus, tagged for learner errors, would form the basis for the development of pedagogical materials, especially software for on-line tutorials, since one of the basic requirements for such a development, as we explained in this study, involves the elaboration and storage of a large data base with examples of possible error types with their respective corrections. • Another area of future investigation involves using the error tagging method described in this study to compare the type of errors made by students engaged in writing different genres, i.e. narrative essays and scientific articles among others. It would also be of interest the comparison of errors and causes of errors involving subjects with different levels of competence, since previous research has indicated that interference is more frequent with either beginners or advanced level students (James, 1998). • Our corpus of errors could also be employed for verifying the effectiveness of the different grammar checkers that are available on the market such as Grammatik, Correct Grammar, Bilingual PC Proof, 351 CorrecText and Power Editor, among others, indicating in which areas of language use they most need to be improved after observing which errors were flagged and which were not. Computer-mediated Communication provides almost unlimited possibilities for the study of language as it is used in virtual learning communities around the globe. More and more in the coming years we shall witness a foreseeable upsurge in the integration of Information and Communication Technologies (ICT) in learning environments, coupled, most probably, with inevitable changes in teaching practices. Simulations, and especially computer-assisted simulations, as different empirical studies show, present a wealth of opportunities for authentic and meaningful communicative activities which enhance learning, not only with respect to language skills and interactional competence, but also for the development of cultural awareness, problem solving, critical thinking and group collaboration. However, it is difficult to predict how soon computer programmes will be able to analyse the interlanguage of our learners, evaluating the output and its appropriateness in different situations, or carry out a careful diagnosis of the difficulties learners encounter with a view to reducing them. The development of error-tagged learner corpora will continue to make an important contribution to SLA research owing to its inherent potential for describing IL developmental processes, and as such, it encompasses the phenomenon of transfer; the identification of both over- and underuse of certain TL forms and structures; the 352 classification of errors which may be either L1 specific, developmental, or intralingual and universal; whilst giving evidence of the L2 lexicon, and if, as it has been suggested, it is similar to that we have in the L1. The study of learner corpora, therefore, emerges as a valid instrument for verifying theories and hypotheses related to different models of language learning. 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CALL -EJ 1 (1) Retrieved March 1, 2001, from the World Wide Web: http://www.lerc.ritsumei.ac.jp/callej/ 385 Resumen de la Tesis Doctoral AN ANALYSIS OF INTERLANGUAGE ERRORS IN SYNCHRONOUS/ASYNCHRONOUS COMMUNICATION EXCHANGES La investigación que nos ocupa presenta el objetivo fundamental de abordar un análisis exhaustivo de los errores interlingua acaecidos en un tipo de comunicación intercultural donde el discurso es de tipo síncrono –en tiempo real– y asíncrono –en diferido–. Este estudio culmina una investigación iniciada en 1999. Plantea el análisis científico del discurso desde la perspectiva de la producción de textos escritos en combinación con las Tecnologías de la Información y Comunicación (TIC). Se investiga los errores de tipo gramatical desde la perspectiva de la morfología y léxico; de igual modo, se analizan los errores de tipo ortográfico y de puntuación. Este trabajo, además, aborda un estudio comparativo entre la producción escrita de forma síncrona y asíncrona; analizando un corpus que procede de la intercommunicación escrita entre grupos multidisciplinares, que participan en una simulación telemática –a distancia– a nivel internacional. Este del que parte el análisis llevado a cabo muestra una dualidad clara del discurso analizado. Por un lado, se analiza lo que podemos llamar un corpus más formal, producto, mayoritariamente, de la comunicación asíncrona, elaborado con todos los recursos y material lingüístico necesario. Por otro lado, se analiza una parte del corpus que produce registros menos formales, puesto que se produce en un 386 entorno más espontáneo, donde el discurso escrito se caracteriza por estar a medio camino entre la producción escrita y oral, el cual deriva de la comunicación síncrona. La Universidad Politécnica de Valencia y, más concretamente, la Unidad Docente de Idiomas de la Escuela Técnica Superior de Ingenieros de la Telecomunicación (ETSIT) cuenta con la experiencia de doce años en el uso de la simulación telemática como estrategia docente. El corpus que analizamos corresponde a la producción escrita de participantes en la simulación telemática Proyecto IDEELS 31 que proceden de diferentes áreas de conocimiento y entidades académicas y profesionales. Los participantes proceden de la Universität of Bremen, Alemania; Nord-Trondelag College, Noruega; Universidad Politécnica de Valencia, España; University of Riga, Latvia y Université Sophie Antipolis, Nice, Francia. El corpus que analizamos procede de los siguientes temas tratados en las simulaciones de 1999 y de 2000: • Políticas relacionadas con el sistema educativo universitario en Eutropia, país ficticio que sirve como trasfondo geo-político y que mantienen un perfil e infraestructura similar al entorno europeo para las simulaciones. • La ‘Carta Magna’ que servirá de base para la constitución de los derechos humanos en Eutropia. 31 Las siglas del Proyecto IDEELS corresponde a Intercultural Dynamics in European Education through on-Line Simulation. 387 A los participantes se les asignan papeles concretos en las simulaciones, por lo que pueden representar gobiernos, organizaciones no-gubernamentales, y medios de comunicación, entre otros. Los participantes pasan por las tres fases que caracterizan a toda simulación: la primera fase, o fase de información (briefing), la fase de acción (la simulación propiamente dicha), y la tercera fase, o fase de evaluación y puesta en común (debriefing). En la fase de preparación, los alumnos se responsabilizan de hacer la investigación necesaria para llegar a formular una posición negociadora sobre los temas que van a ser abordados en la fase de acción. Ello les obliga a conocer y comprender tanto las cuestiones internas y limitaciones del gobierno que van a representar, como la posición en política exterior que su gobierno ha mantenido en el pasado sobre ciertos asuntos y sus planteamientos actuales y de futuro. Como la simulación requiere que los participantes negocien, tienen que informarse sobre las posiciones de los países con los que van a tratar para poder determinar la estrategia a seguir. Esta información y la posición negociadora que hayan formulado se reúne en un documento inicial, denominado documento de estrategias, el cual será el marco de actuación del equipo durante toda la simulación. Este documento se envía a los controladores o coordinadores de la simulación, Simcon, quienes lo revisan y lo utilizan para evaluar la lógica y valía de los mensajes que cada equipo produce. La fase de la acción dura de tres a cinco semanas, tiempo durante el cual se interacciona utilizando como vía de diálogo las redes de comunicación. El diálogo que se establece entre los equipos se efectúa bajo tres formas básicas, 388 mensajes, comunicados y teleconferencias: los mensajes son la forma más informal y ágil, la herramienta más frecuente de contacto y discusión entre los diferentes equipos. Los comunicados son declaraciones públicas oficiales, de tipo político y sobre aspectos específicos, elaborados por cada país y normalmente difundidos entre los demás países; a diferencia de los mensajes que pueden ser más restringidos. Las teleconferencias son foros de debate donde todos los países participantes, a través de acceso remoto, conectan en tiempo real. Moderados por un coordinador o controlador de la simulación, tratan de forma conjunta los temas sobre los que se ha ido discutiendo y negociando en diferido y de forma más restringida entre los diferentes países (García-Carbonell y Watts, 1997: 195196). El mensaje escrito vertebra la simulación ya que es la vía de comunicación y de negociación por excelencia. Los participantes tratan de pensar y expresarse con claridad, conscientes de que sus mensajes no sólo se van a leer por otros equipos, sino también formarán la base del desarrollo de sus estrategias. El trabajo en equipo obliga a los participantes a alcanzar, en primer lugar, un consenso local –cara a cara– que posteriormente proyectan a nivel internacional. Como ya hemos apuntado, los acuerdos locales se llevan a cabo fundamentalmente de forma hablada, lo que también permite una práctica intensa de las destrezas orales, que en algún momento producen interferencias, tal y como veremos más adelante. La simulación concluye con la puesta en común y evaluación (debriefing). Esto brinda al profesor-facilitador y a los alumnos-participantes la oportunidad 389 de evaluar de modo sistemático su actuación durante la simulación y llegar a conclusiones sobre los logros y carencias. Todos los mensajes intercambiados entre los países están disponibles en la base de datos del servidor central ubicado en la Universidad de Bremen, Alemania, desde donde se coordina todo el intercambio de información a través de una conexión remota de los equipos participantes, usuarios del mencionado servidor. Aunque los precedentes del Proyecto IDEELS son simulaciones que tratan de temas de interés internacional, la lengua inglesa es la lingua franca de IDEELS. Este hecho supone la creación de un entorno lingüístico de una riqueza extraordinaria para los alumnos que aprenden la lengua inglesa como idioma extranjero. Según Crookall y Wilkenfeld (1985: 254), puede considerarse a IDEELS una especie de entorno de semi-inmersión en el que mientras dura la simulación los alumnos se “saturan” de la lengua extranjera. Las dos macrodestrezas lingüísticas que más se trabajan son la lectura y la escritura. En la primera fase de una simulación IDEELS, se investigan y estudian los diferentes temas de debate y se elaboran en inglés los documentos de posición política (Opening Statement) y de estrategias (Position Paper), que determinarán las líneas fundamentales de actuación de cada equipo-país. En la segunda fase, la simulación propiamente dicha se intercambian miles de mensajes en inglés en los que se discute, se reflexiona y se negocia, basándose en la información obtenida en la fase previa. La tercera fase, es la fase de reflexión, puesta en común y evaluación de las fases precedentes, tanto a nivel local como internacional, donde además cada uno de los participantes elabora un portfolio o carpeta docente, del 390 que, además, hará una presentación y defensa oral (García Carbonell y Watts, 1997: 196). A lo largo de varios años los objetivos de IDEELS han ido evolucionando en función de un enfoque internacional. Estos objetivos se pueden resumir en seis puntos fundamentales. 1. El enfoque IDEELS facilita el diseño y puesta a prueba de estrategias para la negociación. Se debate y consensúa sobre temas y con unas estrategias que reproducen modelos de la vida real. 2. IDEELS facilita la mejora en las destrezas comunicativas, tanto en la lengua madre como en la extranjera. La necesidad de expresar objetivos y estrategias en un lenguaje conciso y claro es un reto para los alumnos. 3. IDEELS promociona la comprensión de la interdependencia de temas internacionales. Mientras que un individuo dentro de su equipo-país se especializa en temas específicos como la economía, el comercio, el control de las armas, los derechos humanos, el medioambiente, etc. por medio de su interacción con otros equipos-países, aprende a valorar cómo encajan estos temas en los sistemas complejos en los que se mueve el mundo real. 4. Los participantes aprenden a interpretar y a flexibilizar posturas frente a las diferencias culturales en el enfoque de los problemas del mundo. Comprenden cómo la cultura, la lengua y la tradición afectan el comportamiento, al representar las perspectivas de un país distinto o de su propio país, a la vez que negocia a fondo con otros. La increíble complejidad del sistema internacional se hace aparente. 5. Los alumnos que participan en IDEELS trabajan en equipo y, al hacerlo, descubren tanto los beneficios como las dificultades de esta forma de trabajo. Aunque la incorporación a un equipo de trabajo es característico del mundo laboral, raramente el sistema educativo prepara a los alumnos para tal entorno. La participación en un equipo 391 significa tomar la responsabilidad de un tema específico y que otros dependan del cumplimiento de tu tarea. 6. Finalmente, los participantes en IDEELS adquieren experiencia práctica en la utilización de protocolos de comunicación con fines comunicativos y de investigación. Sea al utilizar Internet para conectar con bases de datos en cualquier parte del mundo o, simplemente, al preparar un mensaje en un procesador de textos para mandarlo por la red, el alumno incorpora la tecnología a su formación (Wilkenfeld y Kaufman, 1993: 468-469). Del Proyecto IDEELS surge el análisis de errores interlingua que presentamos y que se sustenta sobre unos postulados teóricos que, tras hacer un repaso del estado de la cuestión en el campo, plantea el análisis por ordenador de errores de un corpus extraido de la producción escrita en el ejercicio de intercomunicación llevado a cabo por un número X de sujetos. Se analiza y selecciona los patrones lingüísticos obtenidos a través de la investigación, acotando de forma específica el estudio de la competencia comunicativa –reglas y normas de uso–. Dentro de este mismo planteamiento, nos adentramos en la enseñanaza de una lengua desde el punto de vista comunicativo, donde se pone a debate el concepto de fluidez y corrección gramatical. Otro aspecto argumentado es el concepto de proceso-producto junto a la hipótesis de la interacción y la negociación del significado. El apartado ‘Naturaleza del Error’ investiga el concepto de error en el aprendizaje de una segunda lengua, presentando la perspectiva histórica del análisis contrastivo y el análisis de errores. Se define, se describe y se clasifica los distintos tipos de errores y sus causas, incluyendo la influencia positiva y negativa de la lengua materna, así como los errores intralinguales. Otro de los aspectos importantes que se aborda en el 392 planteamiento teórico es la comunicación a través del ordenador (ComputerMediated Communication, CMC) y su aspecto de oralidad que lo convierte en un híbrido de la comunicación. Se revisan las estructuras lingüísticas de las secuencias de apertura y cierre, organización de toma de turno, y la corrección de errores, entre otros. Abordamos, además, la utilización del ordenador como herramienta de trabajo para el desarrollo de la destreza de la escritura y la lectura de una segunda lengua. El individuo tradicionalmente está sometido a un proceso de adquisición de conocimiento donde los procesos cognitivos suelen ser aislados, específicos de cada área de conocimiento que el individuo adquiere. En el trabajo que presentamos, el proceso cognitivo es global; las destrezas adquiridas, basadas en la tarea, responden a una interacción entre el conocimiento y su aplicación real, produciéndose una interacción entre lo aprendido y su aplicación en contexto. La primera parte del trabajo finaliza con una descripción de la simulación telemática, sus principios teóricos, y su filosofía lingüística. La segunda parte del estudio que nos ocupa muestra el análisis empírico llevado a cabo. Sus origenes arrancan de la investigación llevada a cabo en un estudio previo finalizado en el verano de 2001, en la Universidad de Lancaster, Reino Unido. Dicho estudio analiza los errores de un corpus que aglutina unos 5.000 términos producidos por los participantes y extraidos, como hemos mencionado anteriormente, de la simulación telemática Project IDEELS. Este corpus se ha ampliado a un total de 85.000 términos, donde el objetivo principal es establecer el criterio para la identificación y análisis de los errores en la 393 interlingua de los participantes, analizando y clasificando éstos según las características estructurales de las formas erróneas. Para ejecutar este trabajo, tal y como se expone en el apartado 2, Materiales y Método, se ha utilizado el progama UCL Error Editor desarrollado conjuntamente por la Universidad de Lancaster y la Universidad Católica de Louvain, en Bélgica para facilitar el trabajo de etiquetación de los errores. Cabe mencionar, que hasta la fecha los programas informáticos tales como CLAWS, Tosca, BRILL Tagger, entre otros, tiene su utilidad práctica para muchas aplicaciones relacionadas con el análisis lingüístico de corpora, pero no se ha demostrado una eficacia probada en la identificación y análisis de errores, ya que la mayoría de programas están diseñados para analizar la producción de hablantes nativos de una lengua dada, y no son competentes para detectar los fallos de los indviduos aprendices. Por eso, el análisis que proponemos es costoso, puesto que es imprescindible identificar los errores uno por uno, categorizarlos y, además, para que sirva en un futuro en la elaboración de programas tutoriales para la producción escrita, es necesario incluir después del error, la corrección más factible en ese contexto particular. La clasificación de errores se ha definido según siete categorías principales: 1) errores de tipo formal (F) 2) errores gramaticales (G) 3) errores lexico-gramaticales (violación de propiedades morfo- sintácticas) (X) 4) errores léxicos (L) 5) errores de registro (R) 6) errores de estilo (S) 7) irregularidades en el uso de términos (W) 394 Uno de los principales problemas a la hora de identificar los errores es el solapamianto, cuestión que hemos tratado de evitar con las sub-categorías que definen mejor y con más detalle el tipo de error exacto. Por lo tanto, en la primera categoría, por ejemplo, los errores formales (F) identifican las palabras que no existen en la lengua inglesa; (FM) son las siglas que representan una subcategoría de errores morfológicos que resultan de la derivación o inflexión; (FS), en cambio, se aplica a todos los errores que hacen referencia a la forma o el significante del término deletreado, incluyendo los relacionados con la mayusculación, homófonos, entre otros. De esta categorización de error, se desprende la necesidad de ampliar las subcategorías formales con el fin de incluir los errores tipográficos (aunque no sean estrictamente de índole lingüística), los errores de ortografía y de signos de puntuación en la producción escrita en la segunda lengua (L2). En la siguiente categoría, (G), donde los errores se deben al incumplimiento de las normas de la gramática inglesa, las subcategorías incluyen: 1) artículos (GA) – definidos, indefinidos y sin artículo. 2) sustantivos (GN) – caso (GNC), número (GNN) y pronombres (GP). 3) adjetivos (GADJ) – orden (GADJO), número (GADJN), comparativo y superlativo (GADJCS) 4) adverbios (GADV) – orden (GADVO) 5) verbos (GV) – número (GVN), morfología (GVM), otras formas verbales gerundio, infinitivo, etc. (GVNF), voz (GVV), tiempo (GVT), auxiliares (GVAUX). 6) clase de palabras – utilización de un adjetivo en vez de un adverbio – (GWC). A continuación, se detallan las subcategorías (X) dentro de la categoría principal léxico-gramatical: 1) complementación – de adjetivos (XADJCO), de conjunciones (XCONJCO), de sustantivos (XNCO), de preposiciones (XPRCO) y verbos (XVCO) 395 2) preposiciones cuya elección depende de la/s clase/s de palabras contiguas – adjetivos (XADJPR), sustantivos (XNPR) y verbos (XVPR) 3) sustantivos (contable y no-contable) (XNUC) La categoría (L) trata errores relacionados con las propiedades semánticas de las palabras o frases. Planteamos tres subcategorías: 1) léxico, una palabra (LS) y ‘amigos falsos’ (LSF) 2) frases y expresiones que pueden ser fijas o semi-fijas (LP) 3) conectores (LC) – conjunciones coordinadas (LCC), conjunciones de subordinación (LCS), conectores lógicos (LCL), subdividido a su vez, en sencillos (LCLS) y complejos (LCLC). La categoría (W) trata: 1) errores de ausencia de palabras; palabras redundantes o que violan las normas de orden sintáctico (WM), (WR), (WO). La categoría (R) identifica errores relacionados con el registro del discurso field, tenor, mode (Halliday 1987). La categoría (S) se debe a errores de estilo producidos por registros o expresiones que, aunque quizás no sean errores de gramática, sí ponen en evidencia que el sujeto no es nativo y utiliza un lenguaje no apropiado, resultando: 1) incompleto (SI) 2) confuso (SU) Por último, la etiqueta (CS) se refiere al uso de la estrategia de cambio de código cuando el sujeto utiliza su lengua materna para expresar una forma o estructura que no conoce o no recuerda en la segunda lengua. Respecto al apartado 3.- Análisis de resultados de este investigación se consiguió cuantificar el 100% de los errores del total del corpus (85.000 palabras) con un total de 4.250 errores. De forma resumida, los resultados son los que aparecen en la tabla siguiente: 396 Categoría de error Formal (F) Gramatical (G) Léxico-gramatical (X) Léxico (L) Registro (R) Estilo (S) Cambio de código (CS) Irregularidades el uso de términos (W) Número errores total de en Síncrona (nº y % total de errores) Asincrona (nº y % total de errores) 700 (29.6%) 658 (27.8%) 95 (4%) 423 (17.9%) 0 (0%) 197 (8.3%) 37 (1.5%) 250 (10.5%) 2360 447 (23.6%) 492 (26%) 91 (4.8%) 464 (24.5%) 3 (0.1%) 188 (9.9%) 18 (0.9%) 187 (9.8%) 1890 En resumen, los diferentes análisis llevados a cabo se centran en: 1. Análisis comparativo de errores en la comunicación síncrona y asíncrona con el fin de averiguar si se producen más errores y si hay tipos de errores que son más freceuntes en uno u otro modo de comunicación. 2. Análisis comparativo de errores en función de la lengua materna de los grupos participantes en la simulación y el modo de comunicación. 3. Análisis de los errores léxicos y formales de sujetos con el español como LM, cuyo objetivo es establecer las causas de dichos errores ya que suman el 47,5% y el 48,1% de los errores síncronos y asíncronos respectivamente. Los resultados obtenidos de estos análisis han sido sometidos a un tratamiento estadístico de Análisis de Correspondencia. Dicho análisis es una técnica descriptivo -exploratoria diseñada para analizar la medida de correspondencia entre las coordenadas en tablas de doble y multiple entrada. Los resultados proveen información de naturaleza similar a la que ofrece 397 la técnica de Análisis Factorial, que permite explorar la estructura de las variables incluidas. La figura 1.- resume el resultado obtenido del análisis comparativo de errores en la comunicación síncrona y asíncrona. 3 GVV 2 FPM 9 FPW XNPR LCS LCLC 1 10 SU XADJPR FM GWC 8 7 XNUC LS XNCO GVT WR WM 2 GNN S G A XVPR LP XADJCO 6 SI 0 FS GVN CS_Lang. 4 Dimensión 2 GADJO GVNFLCC 5 GNC WO 3XVCO GP 1 LCLS GVAUX -1 GVM GADJCS LSF -2 -1.5 -1.0 -.5 0.0 .5 1.0 1.5 2.0 2.5 Dimensión 1 Figura 1.- Resultado del Análisis de Correspondencia En los resultados obtenidos en el primer análisis comparativo de errores en función del modo de comunicación se observa que el modo síncrono demuestra un número mayor de errores en las categorías referentes a forma (F), gramática (G), irregularidades en el uso de términos (W) y en la de cambio de código (CS). En el modo de comunicación asíncrono se observa que existe un número mayor de errores en las categorías referentes a léxico (L) y estilo (S). En la figura 2.- se resume el resultado del análisis comparativo de errores en función de la lengua materna y el modo de comunicación. 398 1.5 GNC 1.0 GA GVT S .5 0.0 -.5 -1.0 CS_Lang. FPW FPMFS SU FM XNCO WM GWC WR 2 GNN LP XVCO LS GVAUX WO 5 1 4 XNPR XVPR GP GVN SI -1.5 Dimensión 2 LSF -2.0 -2 Dimensión 1 Figura 2.- Resultado del Análisis de Correspondencia – Asíncrono -1 0 1 2 3 En los resultados obtenidos en el segundo análisis de errores en función de la lengua materna se observa que existe una clara distribución entre los distintos tipos de error, el modo de comunicación y la lengua materna de los sujetos sometidos a estudio. En el modo asíncrono de comunicación, los grupos de participantes españoles, alemanes, latvios, noruegos y franceses demuestran tendencias significativamente similares en diferentes categorías. En la categoría formal (F) con las subcategorías de palabras derivadas (FM), errores de puntuación (FPM) y (FPW); en la categoría gramatical (G) con las subcategorías de artículo (GA), voz activa y pasiva (GVV), categoría gramatical (GWC); en la categoría léxico-gramatical con las subcategorías de adjetivos, sustantivos y verbos con preposición adjunta errónea (XADJCO), (XNCO) y (XVPR) respectivamente y la subcategoría de sustantivos contables e incontables; en la categoría léxico (L) con las subcategorías de error de palábra (LS) y error de 399 palabras (LP) junto con las subcategorías de distintos tipos de conectores (LCLS, LCS y LCLC); en la categoría irregularidades en el uso de términos (WR) y, por último, la categoría estilo con las subcategorías (S) y (SI). En la figura 3.- se resume el resultado del análisis comparativo de errores en función de la lengua materna y el modo de comunicación. 2 1 LSF LCS 0 LP WR CS_Lang. WO FS 4 FPM GP GNN WM SU GADJCS GNC GA XNUC S 1 GVV FPW SI GADJO XNCO XVCO GVT GVM FMGVN LS GVNF GWC GVAUX 5 2 LCLC XNPR -1 3 XVPR LCLS XADJPR -2 XADJCO Dimensión 2 -3 LCC -4 -4 -3 -2 -1 0 1 2 Dimensión 1 Figura 3.- Resultado del Análisis de Correspondencia – Asíncrono Los grupos de participantes españoles, alemanes, latvios, noruegos y franceses demuestran tendencias significativamente similares en el modo síncrono de comunicación en diferentes categorías. En la categoría formal (FS); en la gramátical (G) con las subcategorías pronombres (GP), concordancia (GNN), orden de adjetivos (GADJO), comparativo y superlativo (GADJCS), 400 errores relacionados con las formas verbales: auxiliares y modales (GVAUX), morfología verbal (GVM), concordancia (GVN) y las formas indefinidas (GVNF); en la categoría léxico-gramatical (X) con las subcategorías de adjetivos y verbos con preposición adjunta errónea (XADJPR) y (XVCO) respectivamente; en la de léxico (L) con las subcategorías de conjunciones (LCC) y falsos amigos (LSF); en la categoría Irregularidades en el uso de términos (W) con las subcategorías de ausencia de término (WM) y orden de palabras (WO); en la categoría estilo (S) con la subcategoría (SU) relacionada con la falta de claridad en las intenciones del sujeto y, por último, la categoría de cambio de código (CS). En el tercer análisis se indaga sobre los errores léxicos y formales de los sujetos con español como lengua materna (LM), que nos revelan las causas principales de dichos errores. Causas transferencia negativa de la LM intralingua intralingua dudosa no identificable error del investigador Total 49 (33.3 %) 2 (1.3 %) 7 (4.7 %) 0 (0 %) 147 36 (28.1 %) 0 (0 %) 13 (10.1 %) 2 (1.5 %) 128 Síncrona 89 (60.5 %) Asíncrona 77 (60.1 %) Los resultados que aparecen en la tabla previa muestra las causas y el número de términos y sus porcentajes correspondientes obtenidos en el mencionado análisis. A modo de conclusión, podemos decir que el estudio en su conjunto demuestra que existen ciertos tipos de errores que se repiten con mayor 401 frecuencia en la producción del discurso escrito en el modo síncrono de comunicación y viceversa. De igual modo, se demuestra que cierto tipo de error se repite con mayor frecuencia dependiendo de la lengua madre (LM) de los sujetos participantes en la simulación telemática. Lo anteriormente expuesto prueba la hipótesis de que existe un número mayor de errores en el modo síncrono de comunicación y que éstos plantean diferencias notables en el tipo de error en la comunicación asíncrona. El primer corpus mecanizado data del año 1960 (Brown Corpus) y, desde entonces, ha crecido el interés de estudio en este campo, no sólo con respecto a la lingüística, sino también en el campo de la enseñanza de lenguas extranjeras. Existen ya muchas bases de datos que recogen grandes cantidades de información de producción escrita y hablada. La Universidad de Lancaster y, más concretamente, el Dpto. de Lingüística ha sido pionero en esta labor. Ha coordinado numerosos proyectos (Lancaster Corpus, Lancaster/IBM Spoken Corpus, Lancaster Parsed Corpus, Lancaster-Oslo- Bergen (LOB) Corpus) y desarrollado diferentes programas para el análisis de bases de datos con un gran número de registros. La mayoría de los primeros corpora proporcionaron información empírica sobre el uso de la lengua inglesa por nativos y en diferentes géneros (textos del inglés antiguo, textos periodísticos, textos literarios, etc.). Sin embargo, en el año 1995 se creó el primer corpus de inglés producido por sujetos aprendices de una segunda lengua, coordinado por la Dra. Sylvianne Granger en la Universidad Católica de Louvain, Bélgica. Este proyecto tiene un sub-corpora que incluye ejemplos de producción escrita en una segunda lengua de hablantes españoles. Lo que no existe todavía es un corpus relacionado con el campo del aprendizaje de lenguas para fines específicos. La creación de una base de datos que contenga un corpus con errores identificados, clasificados y corregidos supondría el primer paso en la elaboración de materiales didácticos derivados de esta investigación, convergiendo de este modo investigación y docencia. Entendemos que la presenta investigación tendría que completarse con una investigación futura centrada en una comparación con otros géneros de la producción escrita de los sujetos aprendices que tienen el español como lengua 402 materna, para determinar el número de errores en las distintas categorías. De igual modo, sería muy útil hacer una análisis comparativo de los errores de los sujetos aprendices con diferentes niveles en el dominio de la competencia lingüística. En la elaboración del estudio que presentamos hemos seguido un proceso riguroso de análisis, tratamiento e interpretación de variables que nos permite acotar por primera vez el tipo de errores que predominan en la comunicación intercultural e interdisciplinar asistida por ordenador, en tiempo real y diferido. 403 Appendix I: Synchronous and Asynchronous Messages 404 Extracts synchronous postings <4:921:486:I_S> Coastland wants to achieve: <4:921:486:I_S> *direct and fast communication <4:921:486:I_S> *learning about other cultures <4:921:486:I_S> *support in writing essays, homework and reports <4:921:486:I_S> *Computer literacy <4:921:486:I_S> *tele-teaching <4:921:486:I_S> *distributed learning Information and Communication Technologies -1 Irene Schröder <4:921:486:I_S> *distance learning <4:922:578:J_S> Coastland, that's a very interesting list. Would anyone like to add other Information and Communication Technologies -1 Janet Sutherland technology-related goals to the list? <4:923:491:O_D_H> -Overall computer literacy from the earliest age/semester possible (SI) by $?$ <4:923:491:O_D_H> -IT on every level of education (‘soft‘ invention on primary level?) <4:923:491:O_D_H> -The highest level of students’ access to IT through preuniversity programs (e.g. PUSM) <4:923:491:O_D_H> - (LS) An overall $Open/General$ access to IT for people unable to afford their own IT systems Information and Communication Technologies -1 Orphéo Dominique Hipp <4:923:491:O_D_H> Nick Information and Communication Technologies 489 Janet Sutherland <4:924:578:J_S> Great statement, InfoTech. Good work! <4:925:490:F_M_J> We want to achieve: <4:925:490:F_M_J> -To enhance cultural exchange and linguistic diversity. <4:925:490:F_M_J> -To facilitate universitary access for: <4:925:490:F_M_J> -disabled people. <4:925:490:F_M_J> -workers that (XVCO) want $want to$ improve their (XNUC) knowledges $knowledge$ . <4:925:490:F_M_J> -old people. <4:925:490:F_M_J> -geographically remote learners. Information and Communication Technologies -1 Francisco Javier Macia Juan <4:925:490:F_M_J> -etc. Information and Communication Technologies 486 Sabrina Lange <4:926:486:486:S_L> Irene... okay...that was our first step. I am proud of you:-) Information and Communication Technologies 486 Irene Schröder <4:927:486:486:I_S> Thank you!:-) <4:928:491:490:S_R> In what way do you think IT (GVN) relate $relates$ to IT? Information and Communication Technologies 490 Sven Richter <4:928:491:490:S_R> Midland <4:929:578:J_S> Thank you, Midland. Other aims anyone would like to mention? I see both Midland and Coastland are concerned about access -- for geographically remote and Information and Communication Technologies disadvantaged people. What about people with physical disabilities, as In -1 Janet Sutherland financially Information and Communication Technologies 490 Sven Richter <4:930:491:490:S_R> Sorry IT to old people. Information and Communication Technologies 491 Catharina Oppitz <4:931:491:491:C_O> sorry, I am late- my computer wouldn't work... Cathy <4:932:491:S_R> As Midland sees it a main aim in using IT should (WM) $be$ the Information and Communication Technologies of disabled people. -1 Sven Richter integration <4:933:491:O_D_H> to 21: In our opinion, the main lectures should be available live on the internet Information and Communication Technologies -1 Orphéo Dominique Hipp <4:933:491:O_D_H> Nick Information and Communication Technologies 491 Michael Claridge <4:934:491:491:M_C> Hey - don't knock us old people... M O'H <4:935:491:491:S_R> Morning Cathy you have not missed (FS) to $too$ much - besides us Information and Communication Technologies 491 Sven Richter <4:935:491:491:S_R> s. <4:936:490:491:F_M_J> Retired citizens should have access to (FM) Information and Communication Technologies 491 Francisco Javier Macia Juan universitary$university$ education in their free time. <4:937:489:S_G> #23 <4:937:489:S_G> This requires fast and expensive solutions Information and Communication Technologies -1 Stig Gjoen <4:937:489:S_G> ITU <4:938:578:J_S> Thank you all for your thoughtful comments. Now let's talk about what technologies we want to use. Midland, in what form, using what technologies, should Information and Communication Technologiesbe made available? Good point, InfoTech. -1 Janet Sutherland lectures <4:939:491:490:S_R> Don't you think that this might be a kind of waste of resources? Information and Communication Technologies 490 Sven Richter Sven <4:940:491:O_D_H> we thought about using web-cams Information and Communication Technologies -1 Orphéo Dominique Hipp <4:940:491:O_D_H> Nick. 405 Extracts synchronous postings <4:941:578:J_S> So you would use the Internet-based technologies, rather than Information and Communication Technologies video conferencing, is that right, Midland? -1 Janet Sutherland traditional <4:942:491:O_D_H> Yes, because digital (FM) technic $techniques$ (GVN) is $are$ improving and (GVN) offers $offer$ better quality Information and Communication Technologies -1 Orphéo Dominique Hipp <4:942:491:O_D_H> Nick. Information and Communication Technologies 491 Francisco Javier Macia Juan <4:943:490:491:F_M_J> Is Learning a waste of resources? <4:944:578:J_S> InfoTech, is that a good idea? Does the Federation have enough Information and Communication Technologies to support that? -1 Janet Sutherland bandwidth <4:945:490:D_G_B> -With regard to the technologies to be used: <4:945:490:D_G_B> We propose the creation of a local network that interconnects all the University centres in Eutropolis. <4:945:490:D_G_B> The use of (WO) fiber optical $optical fiber$ would be the best option: <4:945:490:D_G_B> -it provides the highest transmission speed, <4:945:490:D_G_B> -it is reliable and ecological. <4:945:490:D_G_B> This technology should be established as soon as (FS) posible $possible$ , so that we can (LP) take benefit from $take advantage of $ it when the new Information and CommunicationBarresEducation System gets going. -1 David Griol Technologies <4:946:486:I_S> #25 In our opinion the most important technologies in Eutropolis Information and Communication Technologies computers and Internet. -1 Irene Schröder should be <4:947:578:J_S> Northland, that sounds interesting. Do all Eutropian Federation countries have this technology? There seems to be general agreement that Internet-based Information and Communication Technologies -1 Janet Sutherland technologies should be used. Are there any other technologies we should be looking at? <4:948:489:S_G> It is easier to use the traditional (FS) videoconferenses $videoconferences$ because the cables are already there.But people (GVN) doesn't $don't$ have the equipment to do this at home <4:948:489:S_G> #29 Information and Communication Technologies -1 Stig Gjoen <4:948:489:S_G> Not today <4:949:491:490:S_R> Well as we see it the TEC should be designed to work effeciently > Educate a high-profile (GNC) tomorrow's workforce $workforce for the future$ . <4:949:491:490:S_R> Sure elderly people have a right to learn(FPW),too $,$ but in other institutions - not in the TEC Information and Communication Technologies 490 Sven Richter <4:949:491:490:S_R> Sven <4:950:578:489:J_S> re #29: perhaps you could give that some thought in the next few Information and Communication Technologies 489 Janet Sutherland days. <4:951:491:486:J_A> Hey Coasties, <4:951:491:486:J_A> we agree with you in 31. Good Point! Information and Communication Technologies 486 Jasmin Abbas <4:951:491:486:J_A> Jasmine Information and Communication Technologies -1 Janet Sutherland <4:952:578:J_S> Does Coastland have the infrastructure for videoconferencing? <4:953:486:491:I_S> Great to hear that! Information and Communication Technologies 491 Irene Schröder <4:953:486:491:I_S> Brian <4:954:489:578:S_G> Sorry!! <4:954:489:578:S_G> We (FM) ment $meant$ we didn't have the bandwidth (FS) Information and Communication Technologies $required$ today 578 Stig Gjoen requiered <4:955:578:J_S> InfoTech, you mention that people don't have the equipment for home video conferencing. Would Internet video-conferencing be a viable alternative for learners Information and Communication Technologies -1 Janet Sutherland at home? Information and Communication Technologies 491 Catharina Oppitz <4:956:491:491:C_O> Have those half-wits from EuGlobe already been in? cathy <4:957:490:F_M_J> So we propose to invest in this area (LS) in all $throughout$ the Information and Communication Technologies -1 Francisco Javier Macia Juan Federation. Information and Communication Technologies -1 Irene Schröder <4:958:486:I_S> #34 I don`t think so. Our technology infrastructure isn´t very good. <4:959:491:491:S_R> Do you have any problems with them - (SU) besides no $?$ . Information and Communication Technologies 491 Sven Richter <4:959:491:491:S_R> S. <4:960:578:489:J_S> no problem -- we all have to work with our limitations. That's why Information and Communication Technologies 489 Janet Sutherland I think today's discussion is so important. :-) <4:961:489:S_G> #35 <4:961:489:S_G> Yes, but as we mentioned earlier it is (GA) $a$ very expensive (GNN) Information and Communication Technologies $solution$ -1 Stig Gjoen solutions 406 Extracts synchronous postings <4:962:486:486:S_L> Did you answer Midland? And what about videoconferencing? We Information and Communication Technologies 486 Sabrina Lange do not have the infrastructure yet, do we? <4:963:491:O_D_H> to 38: Progress (FS) pruduces $produces$ costs! Information and Communication Technologies -1 Orphéo Dominique Hipp <4:963:491:O_D_H> Nick. <4:964:578:J_S> In other words, Coastland, if you are to benefit from all our proposals, the Federation might need to provide some kind of assistance to you to improve your Information and Communication Technologies -1 Janet Sutherland infrastructure, right? Information and Communication Technologies 486 Irene Schröder <4:965:486:486:I_S> Yes I did answer Midland. I don´t have a clue! Information and Communication Technologies -1 Irene Schröder <4:966:486:I_S> Yes, that would be great. Is that possible? <4:967:578:J_S> InfoTech, which is more expensive, traditional video-conferencing, or Information and Communication Technologies -1 Janet Sutherland Internet-based? Information and Communication Technologies -1 Stig Gjoen <4:968:489:S_G> Internet-based, because we need a very high bandwidth I see... you already answered:-) And no...our infrastruture is not that good. Information and Communication Technologies 486 Sabrina Lange <4:969:486:486:S_L> Sabrina <4:970:490:F_M_J> If old people in Eutropolis want to (LS) earn $get$ a degree, they Information and Communication Technologiesgo to a tertiary institution (TEC). 491 Francisco Javier Macia Juan have to <4:971:491:O_D_H> to 43: But internet-based technology (FM) is improveable $can be improved$ , the classical video-conference system (WM) $can$ not! Information and Communication Technologies -1 Orphéo Dominique Hipp <4:971:491:O_D_H> N. <4:972:489:S_G> #42, #43 <4:972:489:S_G> (LS) Traditional videoconferences use the (FS) exsisting $existing$ Information and Communication Technologies -1 Stig Gjoen phone lines <4:973:491:S_R> Good point, but what use does a degree in tertiary education have (LS) to $for$ elderly people - they can do pottery classes. Information and Communication Technologies 490 Sven Richter <4:973:491:S_R> S <4:974:578:J_S> Thank you, InfoTech, for that information. Maybe we should ask another question that also affects what we decide we want to implement: do we want students to be in traditional classrooms, watching passively, or would these be fully Information and Communication Technologies -1 Janet Sutherland interac <4:975:486:486:S_L> But I feel much better today. This time I know what we are talking Information and Communication Technologies you are great... 486 Sabrina Lange about! And <4:976:578:J_S> Midland, that's also a point worth considering: Internet technology is not as mature as traditional telephony and land-based videoconferencing. What about Information and Communication Technologiesup-links for videoconferences? Are they also worth considering? -1 Janet Sutherland satellite <4:977:491:O_D_H> As we stated before, we suggest transmitting the main lectures for geographically remote learners/ (GA) $the$ disabled. Information and Communication Technologies -1 Orphéo Dominique Hipp <4:977:491:O_D_H> N. <4:978:578:J_S> Do the delegates see a connection between the learning methods and Information and Communication Technologies -1 Janet Sutherland communication models used and the technologies we invest in? <4:979:490:491:F_M_J>But what about people that (XVCO) want learn $want to learn$ Information and Communication Technologies Fine Arts and so on. 491 Francisco Javier Macia Juan Philology, Information and Communication Technologies 486 Irene Schröder <4:980:486:486:I_S> Do you have an answer to this question? <4:981:490:D_G_B> #32 <4:981:490:D_G_B> We think every country has satellite communications and it is not very expensive to (LP) take profit from $take advantage of$ (Sp. Beneficiarse de) them Information and CommunicationBarresfor the universities. Optical fiber is a good substitute when the distance is not to -1 David Griol Technologies Northland, giving profits from satellite earnings to universities is an interesting idea. <4:982:578:J_S> If there is no further discussion at the moment on point #4 of the agenda, let's move on to a consideration of what we mean when we say "computer or Information and Communication Technologies literacy." -1 Janet Sutherland technology <4:983:489:489:V_F> (CS) Hallo Stig og Espen! Får dere net send meldingene mine Information and Communication Technologies 489 Victoria Frostis eller??? <4:984:491:O_D_H> to 49:We would like to provide students with the best available educational system to prepare them adequately for the world market. Information and Communication Technologies -1 Orphéo Dominique Hipp <4:984:491:O_D_H> N. Information and Communication Technologies 489 Stig Gjoen <4:985:489:489:S_G> NO <4:986:578:J_S> Midland, are you saying that if students leave tertiary institutions with Information and Communication Technologies -1 Janet Sutherland good computer skills, they will have an advantage on the job market? <4:987:491:O_D_H> That's exactly (FPW), $0$ what the empirical data says. Information and Communication Technologies -1 Orphéo Dominique Hipp <4:987:491:O_D_H> N. Information and Communication Technologies 486 Sabrina Lange <4:988:486:486:S_L> Hold on a sec. 407 Extracts synchronous postings <4:989:489:489:V_F> I'm awfully sorry about that.... I' ve (FS) sendt $sent$ you a lot of Information and Communication Technologies and it says that (WR) that the messages (GVT) is send $have been sent$ 489 Victoria Frostis messages Information and Communication Technologies -1 Janet Sutherland <4:990:578:J_S> Let's define what we mean by computer literacy, then. Information and Communication Technologies -1 Francisco Javier Macia Juan <4:991:490:F_M_J> #51 it is answered in #16 Information and Communication Technologies -1 Janet Sutherland <4:992:578:J_S> What, exactly, should students be able to do with computers? <4:993:490:491:D_G_B> Elderly people can perfectly attend more things than pottery classes. But (WO) now we do not have to focus on this point $we do not have to focus on Information and CommunicationBarresthis point now$ . 491 David Griol Technologies <4:994:486:I_S> #51 Coastland has the lowest level of computer literacy. We believe Eutropolis needs a higher level of computer literacy because as many people as possible Information and Communication Technologies able to work (FS) eith $the$ computer for their (SU) own support $own goo -1 Irene Schröder should be <4:995:491:O_D_H> We want <4:995:491:O_D_H> -Overall computer literacy from the earliest age/semester possible (LS) by $with$ intensive courses on information technology for absolute beginners and <4:995:491:O_D_H> -advanced courses for students with basic knowledge Information and Communication Technologies -1 Orphéo Dominique Hipp <4:995:491:O_D_H> N. <4:996:489:489:V_F> (GP) All $Everyone$ should be able to use word-processing tools, and programs like Excel. <4:996:489:489:V_F> They should also be (FS) abel $able$ to find relevant info on the Internet Information and Communication Technologies 489 Victoria Frostis <4:997:578:J_S> Can you be more specific? Is it enough to be able to type one's Information and Communication Technologies -1 Janet Sutherland assignments on a computer? <4:998:489:489:S_G> Just tell them :) Information and Communication Technologies 489 Stig Gjoen <4:998:489:489:S_G> ITU <4:999:486:486:S_L> Alright... forget the question for the moment. Answer the next Information and Communication Technologies have an answer, right?! 486 Sabrina Lange point. We <4:1000:491:O_D_H> Certainly not! Basic knowledge includes the ability to use the main programs (LS) on $at$ (GA) $an $ advanced level. Information and Communication Technologies -1 Orphéo Dominique Hipp <4:1000:491:O_D_H> N. <4:1001:489:V_F> #57 <4:1001:489:V_F> (GP) All $Everyone$ should be able to use word-processing tools, and programs like Excel <4:1001:489:V_F> They should also be (FS) abel $able$ to find relevant Information and Communication Technologies -1 Victoria Frostis <4:1001:489:V_F> info on the Internet Information and Communication Technologies 486 Irene Schröder <4:1002:486:486:I_S> What are you talking about? I already answered. <4:1003:491:490:S_R> Sorry, I have been busy. Well, the problem concerning elderly/retired people in tertiatry education is: <4:1003:491:490:S_R> 'what use (GVAUX) does $is$ a (FS) Mater $Master$ or BA (WR) have $0$ to them - and what does it cost (GA) the $0$ society? <4:1003:491:490:S_R> As mentioned before retired people (WO) usually already have had $have usually already had$ a job (WO) of which $from which$ they could retire (WR) from $0$ . They won't be able to work in their 'new' job .So, what use does it have Information and Communication Technologies 490 Sven Richter <4:1003:491:490:S_R> S. Information and Communication Technologies -1 Francisco Javier Macia Juan <4:1004:490:F_M_J> #53, Midland, We agree with you <4:1005:578:J_S> InfoTech, thank you. You want students to learn to use computers as a tool, is that right? <4:1005:578:J_S> Midland, what should be the relationship between theory and handson practice? Should people learn how computers work, or should the emphasis be on Information and Communication Technologies how to use them to perform various tasks? -1 Janet Sutherland learning <4:1006:486:486:S_L>(FS) I m $I'm$ sorry... (FS) that s $that's$ the problem with my Information and Communication Technologies 486 Sabrina Lange puter... you get my answers much later than (FS)I ve $I've$ sent them. Sorry about that. Information and Communication Technologies -1 Francisco Javier Macia Juan <4:1007:490:F_M_J> #59, Midland, it is a good idea! 408 Extracts synchronous postings <4:1008:491:O_D_H> In our opinion it is not (WO) (anymore) necessary $necessary (anymore)$ to know how computers work, we should leave that to InfoTech, but students should be able to use them with all (GA) $the$ facilities (FS) beeing $being$ offered! Information and Communication Technologies -1 Orphéo Dominique Hipp <4:1008:491:O_D_H> N. Information and Communication Technologies -1 Irene Schröder <4:1009:486:I_S> We agree with you Midland! <4:1010:489:V_F> #64 <4:1010:489:V_F> Yes, all children should be used to computers and be able to use them to (WM) $carry out$ Information and Communication Technologies -1 Victoria Frostis <4:1010:489:V_F> "useful" tasks in addition to computer games <4:1011:491:491:M_C> To secret exchange with Northies: Don't forget the possibility of using old people e.g. as supplementary teachers in schools - something discussed by Information and Communication Technologies 1. They also have miore time e.g. to work on committees and consider import 491 Michael Claridge TaskFETE <41012:489:489:V_F> I'm just sending out what I feel can be an answer, let me know if Information and Communication Technologies it is wrong 489 Victoria Frostis you think <4:1013:490:491:D_G_B> We agree with you, but we think this is an issue to discuss Information and CommunicationBarres(LS) by $through$ messages and not in the teleconference 491 David Griol Technologies Information and Communication Technologies 486 Sabrina Lange <4:1014:486:486:S_L> Sweetie.... (FS) Ill $I'll$ be right back <4:1015:578:J_S> Let me try to sum up the comments on computer literacy: 1) students should be able to use more than one standard computer application, such as Word and Information and Communication Technologies they should be able to use computers and the Internet to find information; a -1 Janet Sutherland Excel; 2) <4:1016:490:F_M_J> #64, We think the basic computer literacy (GVAUX) would Information and Communication Technologies be learnt in the High School. -1 Francisco Javier Macia Juan $should$ <4:1017:491:485:S_M> Bardland are you still there. Do you agree with the points mentioned until now? Information and Communication Technologies 485 Silke Müller <4:1017:491:485:S_M> Celia Information and Communication Technologies 578 Victoria Frostis <4:1018:489:578:V_F> we do agree to #69? <4:1019:489:S_G> (FS) Wee $We$ agree with 69 Information and Communication Technologies -1 Stig Gjoen <4:1019:489:S_G> ITU <4:1020:578:J_S> Northland, we can add your point to the list: 4) computer literacy is the responsibility of the schools, not tertiary institutions. OK, let's go on to the question of Information and Communication Technologies -1 Janet Sutherland technological support for disabled learners. <4:1021:486:I_S> We recommend distributed learning, distance learning and teleInformation and Communication Technologies -1 Irene Schröder teaching. <4:1022:578:J_S> InfoTech, could you give us some examples of how we can support people with various kinds of disabilities? How can blind students be given full access to Information and Communication Technologies -1 Janet Sutherland Internet-based learning? Information and Communication Technologies 489 Victoria Frostis <4:1023:489:489:V_F> Speaking computers, (FS) spesial $special$ keyboards? <4:1024:578:J_S> Do the necessary support technologies for physically disabled learners Information and Communication Technologies will we need to develop them? -1 Janet Sutherland exist, or <4:1025:489:E_H> #74 <4:1025:489:E_H> You can use programs designed for this use! Information and Communication Technologies -1 Espen Haugan <4:1025:489:E_H> Like Speaking computers, (FS) spesial $special$ keyboards <4:1026:491:O_D_H> Some exist (elevators, (GADJO) pro-disabled rooms $rooms for the disabled$ , toilets) others must be improved (internet lectures etc.) Information and Communication Technologies -1 Orphéo Dominique Hipp <4:1026:491:O_D_H> N. <4:1027:490:D_G_B> #73 Tele-teaching would be a useful tool to improve learning methods, and to <4:1027:490:D_G_B> allow (WR) the possibility $0$ (WO) (GVNF) of working $to work$ at home to disabled people and geographically remote learners $disabled people and geographically remote learners to work from home $ . <4:1027:490:D_G_B> To provide this service, each university should have a classroom Information and CommunicationBarreswith the necessary equipment (cameras, microphones...) -1 David Griol Technologies <4:1028:491:491:N_H> Cathy, are you still there or (GVAUX) are $have$ you gone with Information and Communication Technologies 491 Nicole Hoppe the Bardies? Nicola 409 Extracts synchronous postings <4:1029:578:J_S> Thank you all for your thoughtful comments on disabled learners. One final question before we move on to the next point on the agenda: Would materials Information and Communication Technologies need special guidelines so they could write materials that can easily be int -1 Janet Sutherland developers Information and Communication Technologies -1 Francisco Javier Macia Juan <4:1030:490:F_M_J> #75, Northland thinks we need to develope them. <4:1031:490:D_G_B> #75 #77 We think that disabled or geographically remote learners (GVAUX) would $should$ have full access to the university network. This is a necessity Information and CommunicationBarresto improve their learning possibilities. The university would give an excellent (FM) -1 David Griol Technologies <4:1032:491:491:C_O> Sure, we are waiting for all of you to join us for a drink at the bar! <4:1032:491:491:C_O> Seriously, My computer keeps breaking down... Some messages I Information and Communication Technologies 491 Catharina Oppitz have written did not make it on the screen... Cathy <4:1033:489:E_H> #80 Information and Communication Technologies -1 Espen Haugan <4:1033:489:E_H> Many programes for this use exist already! Information and Communication Technologies 491 Sven Richter <4:1034:491:491:S_R> Cathy,Well, fix some stiff drinks then, we will be right over. S <4:1035:491:486:O_D_H> Dear Brian, <4:1035:491:486:O_D_H> do you think (GA) $the$ university should offer the opportunity to meet in chat-rooms? Information and Communication Technologies 486 Orphéo Dominique Hipp <4:1035:491:486:O_D_H> Jasmine Information and CommunicationBarres<4:1036:490:D_G_B> #79 Yes, we think it is necessary to do it. -1 David Griol Technologies <4:1037:486:491:I_S> Dear Jasmine, <4:1037:486:491:I_S> that could be a good idea. Do you want to chat just for fun, or to exchange thoughts with other student about special topics? Information and Communication Technologies 491 Irene Schröder <4:1037:486:491:I_S> Brian <4:1038:491:491:M_C> Cathy, it could be that your modem isn't fast enough to handle the insanely rapid refresh rate. I suggest you consult Jan S and give her all the Information and Communication Technologies 491 Michael Claridge information - she can then identify if that's where the gremlins are, and/or point you in <4:1039:578:J_S> To sum up the discussion on disabled learners: 1) ICT can reach disabled learners where they are by providing distance learning opportunities; 2) special Information and Communication Technologies -1 Janet Sutherland technologies exist and more can be (FS) develop $developed$ to support different kin Information and Communication Technologies -1 Irene Schröder <4:1040:486:I_S> #84 Yes, we think that´s a good summary. <4:1041:578:J_S> Good. Let's move on to point #7 on the agenda: What concerns do we Information and Communication Technologiesaddress in the areas of privacy and security? -1 Janet Sutherland need to <4:1042:491:O_D_H> We (FS) higly $highly$ appreciate your summary! Information and Communication Technologies -1 Orphéo Dominique Hipp <4:1042:491:O_D_H> N. <4:1043:491:O_D_H> -Improvement of the IT password-access system (e.g. Access Control Devices such as magnetic-/chip-card systems, key-code or fingerprint systems – explicitly for security reasons, not for surveillance!) <4:1043:491:O_D_H> -Copyright/Registration issues regarding individual creation of written texts/essays/etc. Information and Communication Technologies -1 Orphéo Dominique Hipp <4:1043:491:O_D_H> N. <4:1044:490:F_M_J> #84, We agree with this point, but we (GVAUX) would $should$ discuss (WR) about $0$ the possibility (XNCO) to build $of building$ a broadband Information and Communication Technologies that links the local network in Eutropia. -1 Francisco Javier Macia Juan network <4:1045:489:E_H> #88 <4:1045:489:E_H> Well done Midland Information and Communication Technologies -1 Espen Haugan <4:1045:489:E_H> ITU <4:1046:486:I_S> #88 That´s almost exactly what we wanted to recommend. So thank Information and Communication Technologies -1 Irene Schröder you Midland for typing it so fast. <4:1047:490:D_G_B> #86 We propose to use logins and passwords every time a student wants to use a PC. So, the personal information of each student would be secret and he Information and CommunicationBarreswould be the only person that could (LS) access $get access$ (Sp. acceder) to it. -1 David Griol Technologies 410 Extracts synchronous postings <2:3:890:1646:M_R> #174 The right of privacy should be limited whenever a person is involved in criminal activities. <2:3:891:1403:S_C> #188 We don't agree with it <2:3:892:1398:K_Bon> Government agencies have no right to sell or share pers.inform. <2:3:893:1665:S_U> #190 - could you please specify your opinion ? Information Rights Reichel, Milena 1646 Information Rights Sergio Candela 1403 Information Rights Karina Bondare 1398 Information Rights Uhde, Sven 1665 <2:3:894:1646:H_M_R> #186 hackers are able to get information which should be protected under the right of privacy Information Rights Meyer-Rieke, Hanjo and without punishing them every privacy law is useless 1646 <2:3:895:1405:1646:C_O> Why do you regard cameras in the workplace as a suitable way of reinforcing discipline? Catharina Oppitz <2:3:895:1405:1646:C_O> Pauline Pot Sandra Bösch <2:3:896:1401S_B> #192: yes! <2:3:897:1402:K_K> Our legal system tries to impose restrictions on Internet contents because we believe that every Internet Service Provider has to know what is being published under its sites. <2:3:897:1402:K_K> We think hacking is an interference to Konstanze Kendel privacy. Reichel, Milena <2:3:898:1646:1665:M_R> not for you Randi Jule Lian <2:3:899:1400:R_J_L> #188: We agree <2:3:899:1664:K_B> what do you think about the privacy rights concerning medical information which could be useful for the development of new (GNN) medicine $medicines$ ? <2:3:900:1405:1400:C_O> #189 will NOT get a job, hopefully? ;-) <2:3:901:1646:1405:M_R> Why do you censor your newspaper? <2:3:902:1665:1646:S_U> your messages make no sense. sorry. <2:3:903:1401:S_B> #198: Studies of such things can be done if the (GVNF) affected (FS) perons $persons$ $persons who are affected$ agree. <2:3:904:1398:K_Bon> Commercial enterprisesdon't have the right to sell or share personal information about their customers. Information Rights 1405 Information Rights 1401 Information Rights 1402 Information Rights 1646 Information Rights 1400 Information Rights Bielenberg, Kai 1664 Information Rights Catharina Oppitz 1405 Information Rights Reichel, Milena 1646 Information Rights Uhde, Sven 1665 Information Rights Sandra Bösch 1401 Information Rights Karina Bondare 1398 Information Rights Simone Klaffke 1625 Information Rights Sergio Candela 1403 <2:3:904:1625:1405:S_Kl> There´s no doubt a person has to be punished for a (GVNF) committed crime $crime that has been committed$ ! we are talking about spreading information about these people. Punishment is (FS) impotant $important$ to save the personl rights of the other members of a (FS) democatic $democratic$ society. But would you mind discussing this point in the message centre later on? We are (LS) highly $great$ (WO) highly under (time) pressure $under great pressure$ (I´m all alone and have to leave the conf. at 4pm.) Greetings <2:3:905:1403:S_C> No agency should be allowed to sell or share personal information without (GA) a $0$ permission (LS) of $from$ them. 411 Extracts synchronous postings <2:3:906:1414:J_S> Bardland has brought up an interesting point regarding government or commercial sale or sharing of personal information. How do the delegates feel about companies selling the contents of their customer databases? Information Rights Janet Sutherland 1414 <2:3:907:1646:H_M_R> #198 you could publish and exchange Information Rights Meyer-Rieke, Hanjo the results but it shouldn't contain personal data 1646 <2:3:908:1646:1665:M_R> it does. you simply don´t get it Information Rights Reichel, Milena 1646 <2:3:909:1400:R_J_L> #189:SORRY!!! They will NOT get a Information Rights Randi Jule Lian 1400 job! <2:3:910:1405:1646:C_O> What do you mean by censoring? Since its establishment, the Globe has been an (FM) organ Information Rights Catharina Oppitz $organism$ of free speech! 1405 <2:3:911:1646:1405:J_P> In our opinion a camera at a workplace is (XADJCO) suitable to keep $suitable for keeping $ the worker from doing illegal things. "The one who is without Information Rights Panhoff, Jan 1646 guilt does not fear the eyes of the law." George W. Bush <2.3:912:1402:K_K> #198 Only with the agreement of the Information Rights Konstanze Kendel patient whose medical record will be used. 1402 Information Rights Catharina Oppitz <2:3:913:1405:1400:C_O> ;-) 1405 <2:3:914:1665:1646:S_U> SHUT UP NOW <2:3:915:1646:1665:J_P> nanananananaa Information Rights Panhoff, Jan 1646 <2:3:916:1405:1646:C_O> "The one who is without votes will Information Rights Catharina Oppitz not be president." Al Gore 1405 <2:3:917:1646:1405:M_R> you never publish letters or (FS) articels $articles$ from NGO(FS)´ $0$ s and delegations. <2:3:918:1646:J_P> lalelu <2:3:919:1400:1405:R_J_L> Thank you! <2:3:920:1646:J_P> sorry for our last comment it was (FS) ment Panhoff, Jan $meant$ to be secret <2:3:921:1398:I_K> (FS) enterprisis $enterprises$ selling Inese Kause personal inform.must be punished by law. <2:3:922:1646:1665:H_M_R> Coco we are impressed! you are so much (XADJPR)better in $better at$ using simple HTMLMeyer-Rieke, Hanjo Tags to emphasize senseless statements <2:3:923:1665:1414:S_U> Information Rights Watch Group is writing disturbing secret messages. could you please remind them of the rules here ?! Uhde, Sven <2:3:924:1414:J_S> FreeSpeech has also posed an interesting question regarding medical records and research leading to the development of new treatments. Do patients who give permission to use their medical records have a claim to the Janet Sutherland profits made as a result? <2:3:925:1403:S_C> We are opposed to publishing (LS) pederast $paedophiles$ (WR) people $0$ and corrupted doctors Sergio Candela lists in Internet. <2:3:926:1400:R_J_L> "208: Bardland, what kind of Randi Jule Lian information are we talking about? <2:3:927:1401:N_H> (GP) It $?$ shouldn`t be allowed to sell or share personal information. Nicole Hoppe <2:3:928:1402:K_K> #209 They don't have a claim to the Konstanze Kendel profits. Information Rights Reichel, Milena 1646 Information Rights Panhoff, Jan 1646 Information Rights Randi Jule Lian 1400 Information Rights 1646 Information Rights 1398 Information Rights 1646 Information Rights 1665 Information Rights 1414 Information Rights 1403 Information Rights 1400 Information Rights 1401 Information Rights 1402 412 Extracts synchronous postings <2:3:929:1414:1665:J_S> I'm sorry, but I do not see secret messages that are not directed at me. If they are being offensive, and if the simulation moderator agrees that they are being offensive, they will not be invited to the next teleconference. You are free to tell them that. <2:3:930:1646:J_P> we agree with #208, but only if the person doesn't know about and does not agree with the data-exchange <2:3:931:1625:S_Kl> #209 why should they? <2:3:932:1401:S_B> Data should not be sold for commercial reasons at all. Data material for studies should be (FS) recieved $received$ for fees, profit should not be involved in this. #209 we agree. <2:3:933:1665:S_U> Everybody has the (SU) rights on $right to control $ the data collected about (GP) him $them$ . <2:3:934:1414:J_S> Are there any more comments on limitations to the free flow of information? <2:3:935:1400:R_J_L> #213:We agree <2:3:936:1664:K_B> #210 this is related to the privacy rights of those people. where do their privacy (GNN) right $rights$ end and public interest to (LS) know $be informed$ (GVN) starts $start$ ? <2:3:937:1401:S_L> #214 we agree <2:3:938:1646:M_R> #209 medical information is very (FM) usefull $useful$ . But it should be published (GWC) anonymous $anonymously$ . Information Rights Janet Sutherland 1414 Information Rights Panhoff, Jan 1646 Information Rights Simone Klaffke 1625 Information Rights Sandra Bösch 1401 Information Rights Uhde, Sven 1665 Information Rights Janet Sutherland 1414 Information Rights Randi Jule Lian 1400 Information Rights Bielenberg, Kai 1664 Information Rights Sandra Lueke 1401 Information Rights Reichel, Milena 1646 <2:3.939:1646:H_M_R> #216 Data(information) exchange is Information Rights Meyer-Rieke, Hanjo the (FM) basic $basis$ of (GP) every $all$ scientific work 1646 <2:3:940:1414:J_S> If a person has a rare disease, and information about his genetic makeup helps researchers develop a cure, does that person have a right to claim payment for the Information Rights Janet Sutherland 1414 use of his or her genetic information? <2:3:941:1405:1646:C_O> If delegations and NGOs wrote letters worth publishing... We have to maintain a certain standard. What contribution to any discussion (GVAUX) $do$ (WO) offer statements such as "Democracy and Information <2:3:941:1405:1646:C_O> is the best for every nation!" $statements such as "Democracy and Information is the best for every nation!" offer$ ? <2:3:941:1405:1646:C_O> (SU) Such a decision is in the least connected to censorship $?$ . And apart from that, there are only very few letters to the editor from the national teams! <2:3:941:1405:1646:C_O> Pauline Pot <2:3:942:1401:O_H> #223 but not all scientific work is beneficial for humankind and the earth... <2:3:943:1401:S_B> #223 That's why there should be no dependency on profit, so there can a guarantee for access to these data. <2:3:944:1400:R_J_L> #224:No,we don't think so <2.3:945:1664:1664:K_B> Hello Ferit! <2.3:945:1664:1664:K_B> what's going on? Information Rights Catharina Oppitz 1405 Information Rights Ole Herlyn 1401 Information Rights Sandra Bösch 1401 Information Rights Randi Jule Lian 1400 Information Rights Bielenberg, Kai 1664 413 Extracts synchronous postings <2:3:946:1402:K_K> #223 Free flow of scientific information between the countries of Eutropia in order to allow every Eutropian citizen the same participation in medical, scientific, Konstanze Kendel technological progress <2:3:947:1665:S_U> #223 - but the rights of the authors have to Uhde, Sven be protected. <2.3:948:1664:K_B> #224 how can (GP) $it$ be guaranteed that the genetic (or other) information won't be used for other Bielenberg, Kai purposes? Randi Jule Lian <2:3:949:1400:R_J_L> #228: We agree <2:3:950:1398:K_Bon> #224 That person doešn't have rights to (FS) nclaim $claim$ payment for the use of his or her (FS) genetyic $genetic$ information, (LCC) but $although$ this information mustn't become accessible to the (S) broad masses of people $ population in general$ , (LCLS) so $but$ (GP) it $0$ should be used ONLY for scientific purposes Information Rights 1402 Information Rights 1665 Information Rights 1664 Information Rights 1400 Information Rights Karina Bondare 1398 Information Rights 1403 Information Rights 1664 Information Rights 1398 Information Rights 1401 Information Rights 1665 Information Rights 1398 Information Rights 1664 Information Rights 1625 <2:3:951:1403:S_C> Child or animal pornography should not be allowed. Legal and controlled pornography should be allowed Sergio Candela only for people (LS) above $over$ eighteen. Bielenberg, Kai <2:3:952:1664:K_B> #227 why? <2:3:953:1398:I_K> Child and animal pornography should be Inese Kause persecuted. <2:3:954:1401:1401:N_H> (GVAUX)Do $Will$ you reply to #224? Nicole Hoppe <2:3:955:1665:S_U> data should be free for educational purposes - but should be protected if its used for commercial purposes. Uhde, Sven Anastasija Usachova<2:3:956:1398:A_U> We also agree with #233 <2:3:957:1664:K_B> are we discussing (WO) already no. 4 $no.4 already$ ?? Bielenberg, Kai Simone Klaffke <2:3:958:1625:S_Kl> We have to leave. Bye. <2:3:959:1401:O_H> #233 all pornography and occultism should be banned from internet and other accessible media. <2:3:960:1401:S_B> #239 Bye. <2:3:961:1400:R_J_L> #233: We are pleased to see that our suggestion (LS) towards $for$ not allowing animal pornography either (GVT) is $has been$ aknowledged. We agree with the Information Rights Randi Jule Lian 1400 statement <2:3:962:1646:H_M_R> #228 That's a very good and important point. That's one way to lessen the digital (FM) devide Information Rights Meyer-Rieke, Hanjo$division$ in Eutropia. 1646 <2:3:963:1414:J_S> Thank you all for your interesting comments on limitations to the free flow of information. Again, this is a complex set of issues, and you can probably guess what my recommendation is: Continue the discussion via the Message Centre. Information Rights Ole Herlyn 1401 Information Rights Sandra Bösch 1401 <2:3:963:1414:J_S> It is time now to move on to the last topic: Obligations and Responsibilities <2:3:964:1414:J_S> Who is responsible for protecting an individual's privacy? <2:3:965:1401:O_H> # 236 CoCo, how would you use data for educational purposes? What kind of data were (FS) aou $you$ thinking of? Information Rights Janet Sutherland 1414 Information Rights Janet Sutherland 1414 Information Rights Ole Herlyn 1401 414 Extracts synchronous postings Information Rights Reichel, Milena 1646 <2:3:966:1646:1405:M_R> The sentence you refer to was something like an advertising spot. (SU) You don´t seem to know something like this $?$ . well..perhaps you (GVAUX) $will$ learn a bit about PR. <2:3:966:1646:1405:M_R> But there was another (FS) articel $article$ we wrote and we wrote letters to the editor. I don´t think that a good newspaper has the right to demand "quality" in letters to the editor. <2:3:967:1403:S_C> To summarize: <2:3:967:1403:S_C> Free flow of information must not be allowed if it (XVPR) incites to $incites$ violence. <2:3:967:1403:S_C> Author rights must be guaranteed . <2:3:967:1403:S_C> Each person should be allowed to decide which kind of information about himself can (LS) flow $be made available$ in the network. Information Rights Sergio Candela 1403 <2:3:968:1646:J_P> (FS) Refering $Referring$ to topic 5 <2:3:968:1646:J_P> We demand free public internet-terminals, computers, software and (LS) perepherie $peripheral devices$ e.g. in libraries, schools, universities, stations <2:3:968:1646:J_P> People living on welfare have to get cheap internetaccounts <2:3:969:1405:1403:C_O> Dear delegation from Northland<2:3:969:1405:1403:C_O> you are aware that a (XNPR) ban of $ban on$ pornography will not mean an end (LS) of $to$ it? It is illegal to consume drugs, still the drugmarket is flourishing. Drunk-driving is a crime, but... <2:3:969:1405:1403:C_O> Pauline Pot <2:3:970:1398:K_Bon> In cases where the right to information collides with the right to privacy, the right to privacy has to have a priority <2:3:971:1401:O_H> #247 good points, Northland, we agree <2:3:972:1400:R_J_L> #240: We don't agree. "Regular" pornography should be allowed,as long as the (FS) partifipants $participants$ (WO) all are $are all$ in it voluntarily and not under 18 years <2:3:973:1664:B_S> The state must guarantee unhindered <2:3:973:1664:B_S> information access to its citizens. The obligations resulting from that guarantee (GVN) has $have$ to be assumed by the state. <2:3:974:1665:S_U> #246 Highland. <2:3:974:1665:S_U> We think that research and education (GVN) needs $need$ full access to all available data for free. so that they can work with (LS) full $greater$ efficiency. <2:3:975:1402:K_K> #233,#235,#244 Information Rights Panhoff, Jan 1646 Information Rights Catharina Oppitz 1405 Information Rights Karina Bondare 1398 Information Rights Ole Herlyn 1401 Information Rights Randi Jule Lian 1400 Information Rights Söhle, Bettina 1664 Information Rights Uhde, Sven 1665 <2:3:975:1402:K_K> We think that the Eutropian Federation needs information controllers who take care of what is published illegally, e.g. pornographic/ paedophilic sites (LS) in $on$ the Information Rights Konstanze Kendel Internet, in order to protect minorities. 1402 <2:3:976:1414:J_S> What recourse should an individual have when s/he feels his or her right to privacy has been violated? Information Rights Janet Sutherland 1414 415 Extracts synchronous postings Information Rights Uhde, Sven 1665 Information Rights 1646 Information Rights 1398 Information Rights 1403 Information Rights 1414 Information Rights 1401 <2:3:977:1665:S_U> #251 - how do you define - "regular" ? <2:3:978:1646:H_M_R> #235 We agree and (GVAUX) $would$ like to hear what the other delegations (GVT) are Meyer-Rieke, Hanjo thinking $think about$ about this topic. <2:3:979:1398:K_Bon> The access to information should be guaranteed to everyone (including handicapped and Karina Bondare economically disadvantaged people) <2:3:980:1403:S_C> We agree with #251 Sergio Candela <2:3:981:1414:J_S> Re:#254: Would these "information controllers" be government employees, citizens' groups, church Janet Sutherland groups, or what? <2:3:982:1401:O_H> #253 Coco...but you are talking about Ole Herlyn personal data, right? <2:3:983:1401:S_B> #245: The states should make laws that inhibit violation of (GA) $an$ (FM) individuals $individual's$ privacy. These laws should protect the individual from other individuals and also from institutions that have (LS) (raised) $collected$ data about the individual. Sandra Bösch <2:3:984:1403:S_C> The government should allow poor and physically handicapped people to have access to information and internet. Sergio Candela <2:3:985:1646:H_M_R> Hey, we are on (LP) one $the same$ side. Meyer-Rieke, Hanjo <2:3:985:1646:H_M_R> LET'S CELEBRATE!!! Antonio Castro <2:3:986:1403:1405:A_C> We agree with #258 <2:3:987:1665:S_U> we agree with #258 <2:3:987:1665:S_U> but the authors rights have to be protected. <2:3:988:1646:H_M_R> #257 we were of course (FS) refering Meyer-Rieke, Hanjo $referring$ to #253 not #235 Panhoff, Jan <2:3:989:1646:J_P> we agree with #263 <2:3:990:1664:K_B> #254 we agree with the (XNCO) idea to set up $idea of setting up$ a commission as we already proposed Bielenberg, Kai in our policy paper. <2:3:991:1402:K_K> If we get free public internet terminals, we have to put a great emphasis on the (LS) prevention $outlawing$ Konstanze Kendel of illegal sites. <2:3:992:1403:A_C> We agree with #258 Antonio Castro Uhde, Sven <2:3:993:1665:1646:S_U> please stop with that. Information Rights 1401 Information Rights 1403 Information Rights 1646 Information Rights 1403 Information Rights Uhde, Sven 1665 Information Rights 1646 Information Rights 1646 Information Rights 1664 Information Rights 1402 Information Rights 1403 Information Rights 1665 <2:3:994:1414:J_S> What obligations or responsibilities should the individual have in regard to information and privacy? <2.3:995:1400:R_J_L> Are we in? <2:3:996:1664:K_B> #260 we want an (FS) indepedent $independent$ commission (LS) where $in which$ as (GP) much $many$ social and cultural groups as possible are (FM) envolved $involved$ . Information Rights Bielenberg, Kai 1664 #260 Information Rights Konstanze Kendel <2:3:997:1402:K_K> government employees 1402 Information Rights Janet Sutherland 1414 Information Rights Randi Jule Lian 1400 Information Rights Panhoff, Jan 1646 <2:3:998:1646:1646:J_P> we stop this <2:3:999:1401:O_H> #254 + #260 we agree to Midland's suggestion. But we think this should be controlled on a national level by state governed groups <2:3:1000:1646:1665:J_P> we stop this Information Rights Ole Herlyn 1401 Information Rights Panhoff, Jan 1646 416 Extracts asynchronous messages Legal Consultants Dear Highland delegates, (WO) Your questions I can answer as follows $I can answer your questions as follows$ : Article 2.5 of the draft constitution would be interpreted in a way, (GP) that it $that$ guarantees the freedom of compulsory labour as a subjective and public right (LS) to $for$ everybody. Compulsory labour means the obligation to do a service (SU) personally $?$ .In this respect labour is every action(FPW), $0$ which requires (GA) an $a$ significant amount of (LS) bother $effort$ , and which is usually suitable for gainful employment.(GA) $a$ service is work in (GA) $the$ economy or society(FPW) , $0$ which is not meant to produce goods. An exception to the ban of article 2.5 is the service the individual has to do within the framework of conventional, general and equal, public duty of service. In this context conventional means that enlisting people for this task is allowed and customary. Changes in the sociological circumstances in the affected area are to be considered. The obligation is general, if the work has to be done by (SU) everyone of the affected $?$ Your questions and can be done without problems. (S) Equality of the duty for service requires equal loading for e Letter to the editor. Dear Pauline Pot, we would like to (LS) give $make$ a statement referring to your article. Is Highland denying the opposition a voice?. We are surprised by your emotional misinterpretation of our amended bill of terrorism. However, in contrast to your picturesque account of the implications of the bill we certainly do not intend to deny (LS) voices $free speech$ , but violence. This bill of terrorism serves not to criminalize different opinions. Its aim is to prevent (S) beliefs being put forward by brutal outbursts $people from expressing personal beliefs through violent outbursts$ . From our point of view all arguments can be settled peacefully. We believe that opposition to any kind of violence is of great importance to the whole of Eutropia to ensure safety (LS) of $for$ all nations and their citizens. Your sincerely, Paula, Chris, Delegation from Highland terrorism bill Sam and Juba Delegates of Highland Dear members of FreeSpeech: After we have read your policy statement there are some points we would like to discuss. Although we think Internet skills (GVN) is $are$ very important and (GA) a $an$ essential part of the education (WM) $system$ , we find (WM) $it$ unviable to (LS) apply $offer$ free Internet access to all citizens (LS) of $in$ Eutropia. If someone wants to use a service like (GA) $a$ telephone or an entertainment media, they must (XVPR) pay $pay for$ it. Internet is not essential for daily life and nowadays economical and technological infrastructures do not permit a massive use of this service. Finally we agree with the restrictions (LS) of $on$ (WO) Internet free access $free internet access$ in order to protect (GWC) youth $young$ people. But in our opinion, the commission for the development of Internet guidelines must be integrated by a (GWC) representation $representatives$ (LS) of $from$ each country's government and non-governmental Delegation from Northland Information rights delegations. Sincerely, Delegation from Northland 417 Extracts asynchronous messages Good day. The Highland delegation would be pleased if your organisation could send us some statements as to your views on personal rights as they are stated in the draft constitution. We are interested to see what issues appear to be of most importance and relevance to the coming conference (Friday). Since this conference is very soon, we would be grateful if an answer could be given as soon as possible. After all, we have the task to prepare for the conference, and the opinions of all parties involved are of great importance to gain a clear picture of the tendencies in human rights debates. We are looking forward to a lively and agreeable discussion on Friday. With greetings, Paula, delegate of Highland Delegation from Highland Personal Rights hi highlanders. HuchHuch! I have (FM) send $sent$ messages to all countries and ngo's asking them to give more detailed statements about their views on personal rights. Also I have sent Bardland a longer letter, asking them about their statements, and giving them some of our views on scientific advancements, assuming that they agree with the separation of tasks that we suggested. I hope this is (FS) allright $alright$ , because we really need to get (FS) goin $going$ . By the way, we dealt with the Globe article on terrorism as well, sent a letter conference 10-11 the editor! to (CS) Wie geht's (Ger.)? HAllo (CS) gut! hast schon den neuen eu-globe gelesen? Begin of included message. Wie geht's ? End of included message(Ger.). I think we should split in groups so that some of us can specialize in different nations and/or ngo's and the newspaper. Ole Herlyn Piltz, Florian Neumann, Marc RE: HAllo Reichel, Milena Lorenz, Thomas Panhoff, Jan Wetzel Meyer-Rieke, Hanjo Task Forces No Subject (CS) ich werde mich mit coastland befassen (Ger.). Ich will Northland... Hi, (CS) ich will Northland hab'n(Ger.) Bardland I want Bardland. i want highland see subject This message has no content.This text was generated automatically by OPUSi. Diese Nachricht hat keinen Roland takes the NGO´s Inhalt.Dieser Text wurde automatisch vom OPUSi-System generiert hanjo - highland. thomas - coastland. janne, kerstin, mfb, jan - southland, midland. japan - northland. milena - bardland. richie press. roland - NGO's subject Hi, Northland is interestesd in an international education (LS) of $for$ its students. They have to learn (FS) to $two?$ foreign languages. Northland (XVCO) wants that every student has $wants every student to have$ access to a computer and has to prove (GP) its $their$ computer-knowledge before getting a (FS) univerity $university$ degree. We could win Northland as a partner for freedom of informationexchange between different countries. Northland has the worst (FS) Memo on Northland formated $formatted$ documents ever, so be warned. CU. japan Reichel, Milena Reichel, Milena Panhoff, Jan 418 Extracts asynchronous messages Simone Klaffke Hello to everyone. As we recieved a message from Highland concerning the teleconference on friday we should make up our minds about our main statements and opinions. I just had a (LS) short $quick$ look at the draft version of the Eutropian Constitution and I think we should concentrate on: 2.4. No one shall be (FM) hold $held$ in slavery or servitude.3.2.- Everybody shall have the right (LS) of $to$ freedom of opinion and expression, including the freedom to hold opinions and to receive and import information and ideas of all kinds and through all media without interference by public,authorities (...) 5.1.Everyone shall have the right of self-determination.(...) freely determine their political status and freely (FS) persue $pursue$ their economic, social and cultural development.5.2.- free choice of employment (equal pay for equal work. equal treatment at work) 5.12.- Everyone shall have the right of education. Edu. shall be free at least in the elementary and fundamental stages. Elementary MESSAGA FROM HIGHLAND edu. shall be (FS) compulsary $compulsory$ . Higher edu. shall be accessible to To the delegation of Southland:We collected those (FS) oppinions $opinions$ on the information rights which Eutropian delegations and organisations basically seem to agree on.Please send us your opinion (LS) to $on$ those topics and tell us how you think we can organize our cooperation for the teleconference next wednesday.1. The right to (FS) recieve $receive$ and impart information through any media is indispensable as long as (GA) $the$ rights, freedom and security of others are not endangered. Everyone should have the right to obtain (FS) trueful $truthful$ information under (GA) $the$ guarantee of (GA) $a$ public media. 2. Right to privacy that can only be limited by police based on court orders. 3. Free flow of scientific information between the countries of Eutropia in order to allow every Eutropian citizen the same participation in progress. - What's your position on the question, if the right to education belongs to information rights?- Referring to CoCo's Policy Statement we (GVAUX) $would$ like to know your opinion on Delegation from Midland Cooperation On Information suggestions.- We (GVAUX) $would$ like to discuss the introduction of special protec their detailed Rights Good day to you.As it is our aim to create an adequate school system in cooperation with you and all other Eutropian members, we will clearly concentrate on the following (FS) articals $articles$ :2.4.- No one shall be held in slavery or servitude. Literacy is the first step towards freedom. 3.1.- (...) protection of the rights and (XNUC) freedoms $freedom$ of others.We think an adequate education has to care not only for (FS) intelectual $intellectual$ but also for (FS) ehtical $ethical$ and social competences of young people e.g. to respect other human beings regardless (LS) from $of$ (GP) there $their$ cultures, financial situations, religions, etc. School can and has to help children find the right way to (WM) $have$ respect for the dignity of other human beings.3.2.- Everyone shall have the right (LS) of $to$ freedom of opinion and expression, including freedom to hold opinions and to recieve and import information and ideas of all kinds and through all media without interference by public, authorities (...)In our opinion a person is only able Simone Klaffke No Subject to use (S) the whole lot of information and media $all the information and media at his/her disposa Please do me a favour and read my last memo as soon as possible. If you agree with it (it is just a very rough version) we can send it to Highland tomorrow. I guess they are (S) highly under pressure $under a lot of pressure$ . Greeetings to all of you, Simone. P.S.: I'd like to Simone Klaffke No Subject quit this whole stuff. 419 Extracts asynchronous messages Hello Highland, thank you for your (GNN) interests $interest$ in our position. We would like to deal with our issues (SI) more detailed $in greater detail$ at the teleconference on friday. Would you like to send us meanwhile more (LS) explanation $details$ concerning your opinion about the security aspects in (WR) use of the $000$ personal rights context ? We would also like to know your position concerning copyrights. We are looking forward to a stimulating discussion with you. Best regards. CopyRight-CopyWrongResponse The CoCos Dear Ms Paula, With reference to your letter (LS) from $of$ 8.11.00 we wish to inform you about our statements (XVPR) referring $referring to$ (GA) the $0$ Personal Rights. As you will know, our overall policy goals are to take the first step to enforce the right to work and to observe that our senior citizens have social support and security in their old ages. This means that we want to ensure that an appropriate standard of living for the retired and also for our whole society (LCLS) furthermore $0$ becomes an inalienable right. This (S) includes that anybody $means that any person,$ independent of (GP) its $their$ race, colour, gender, financial matters, etc. has the right to be unique and a human being(FPM) $,$ to (LS) get $have$ (GA) $the$ same rights as anybody else in the society. Fortunately, we don't have (GP) such $as many$ drug problems as some other countries might have, but this doesn't mean(FPW) , $0$ that we are not (XADJCO) interested to support $interested in supporting$ the other countries in the Eutropian Union in Delegation from Midland Personal Rights possible way to solve such basic, social and economical problems as a union. We will be please any Good day,we would be pleased if you could send us some statements regarding your opinion of copyright. It would also be kind of you if you could say something more about the free internet access and the evaluation-system. It is an interesting idea you (LP) brought out $brought up$ . Perhaps it might be possible that your system could cooperate with our system regarding (GA) the $0$ copyright. What do you think? With kind regards The CoCo's CopyRight-CopyWrongYour position regarding copyright Dear coastlander, (LCLC) Next to $Apart from$ other important topics, you deal in your policy statement with everyones` right to liberty and secrurity, social security and social insurance. In this (FS) contex $context$ you may also think about the protection of the rights of authors, musicans and artists. Only rigorous laws of copyright can guarantee their income. We are looking for an (FS) exiting $exciting$ discussion on friday and a constructive business connection with you. the CoCo's CopyRight-CopyWrongdiscussion on copyright Dear (FM) Southlands $Southland/Southlanders$ , (LCLC) Next to $Apart from$ other important (GNN) topic $topics$ you deal in your policy statement with the point: "every Eutropian citizen has priority access to employement". <> the CoCos 420 Extracts asynchronous messages Dear EuGlobe, today's TC has been a bit chaotic but nonetheless we were able to mention one or two points which are very important to us. It's good to see that the (FS) Eutropean $Eutropian$ countries seem to realize the importance of information and the access to it. Especially Coastland (computers for schools and (FM) librarys $libraries$ ), Northland and Highland agreed on this topic quite quickly.Best regards, Stanislav (FS) Lopéz $López$ press officer Information Rights Watch Group Information Rights Watch Group Editor #2 Letter to the I've just (FM) send $sent$ a little letter to the globe. I mentioned that Highland, Northland and Coastland agreed on our plan to provide (GWC) connectivity $connection$ for every citizen. I think our "experts"; on these nations should write them a message as well. Wetzel EuGlobe Dear (FS) CoHighlaandies $CoHighlandies$. During and after yersterday's conference we were sent a few questions by the Globe. For some reason they (GVT) have not shown up $did not show up$ when I entered OPUSi this morning. Do you have them? If so, could you please send them again via memo? Can someone explain to me why they (GVT) have been $were$ there yesterday (although it was not my own computeraccount)and they are gone today? Is there some black magic going on? Did I dream? Am I dreaming now? So many questions and only such a short life to find the answers....:) Thanks! Jubes Christine Kluck EU Globe questions CoHighlaandies During and after yersterday´s conference we were sent a few questions by the Globe. For some reason they have not shown up when I entered OPUSi this morning. Do you have them? If so, could you please send them again via memo? Can someone explain to me why they have been there yesterday (although it was not my own computeraccount)and they are gone today? Is there some black magic going on? Did I dream? Am I dreaming now? So many questions and only such a short life to find the answers....:) Thanks! Jubes >> End of included message. Dear Juba, (FS) hear $here$ are the questions from EuGlobe:Don't you think social circumstances may justify an abortionteenage pregnancy, poverty, drug adiction etc.? Would you please define "emergency-case" (LP) in regards to $with regards to$ abortion? Will you allow abortion by medical indication? Will a victim of rape have the right to abort the child? I hope I (GVAUX) could $have been able to$ help you, but perhaps you've got them from another one of our team.Have a nice weekend. Celia RE: EU Globe questions Hello FreeSpeech, I found an article about [pre]censorship in china in today's newspaper. You can find it in the workspace section in the folder 'articles'. I think it is interesting as it reflects how freedom of expression is interpreted in some states of the real world. It should encourage us to fight against censorship like it is mentioned in the article.FOR A BETTER EUTROPIA! Bob P.S.: The article is written in german but i hope you will understand it anyway ;o) [pre]censorship in china Silke Müller Zacher, Marc 421 Extracts asynchronous messages Dear delegation of Midland, at the teleconference (LS) at $on$ friday, you (GVT) have shown $showed$ strong agreement to our position regarding (GA) the $0$ freedom of expression and its limits. So maybe we can discuss this a little bit more. What did you think about our (FS) hole $whole$ policy-statement. Maybe, we could find more things (S) $we have in common$ , our opinions match. We think(FPW), $0$ we could! And what did you think of our message from the 9th of November? We hope for (LS) soon $a quick$ response. Yours, Thorsten Jonas, from the FreeSpeech-Organisation Digital Free Speech Movement Teleconference Dear members of free speech, I agree with Bob. We (WR) have $0$ have to prevent a new (S) Eutopian of $Eutropia being built under $ such conditions! I`ve sent a new message to the Midland delegation, trying to discuss possible (LS) matches with their $coincidences of$ opinion, (SU) respectively $respectfully?$ trying to convince them of our goals. You can read this in the papers. TJ Jonas, Thorsten midland-communication Dear Eutropian Commissioner, (GA) The Delegation of Coastland agree that there should be limitations to the freedom of expression. This includes: 1.Production and spreading of child pornography (and animal pornography). 2.Expression of physical and psychological aggression or violence towards named persons or ethnical, religious, national or social groups. We don't want this to include artists, authors and musicians performing their art. Yours sincerely, Delegation from Coastland Delegation from Coastland Limitations to the freedom of expression Dear EG, Here are the answers to your questions. The social circumstances you are talking about certainly are very serious problems. But life is given by god and can only be taken by god. This is the (GWC) fundament of $fundamental idea behind$ our policy and even more of our society. As we said during the conference, there are certain circumstances when abortion can be justified, but this has to remain exceptional and each individual case needs (S) a seperat decision $to be considered separately$ . Such circumstances are only emergencies (LCS) in case $if$ a life is threatened. Adverse social conditions are no emergency. To kill a child cannot be a solution here. It is the duty of society to offer every mother (GA) $the$ (LS) ample $adequate$ means to be able to raise her children.To answer your second and your third questions, if an unborn child has to be killed in order to save the life of the mother, abortion is justified. This is in fact a medical indication and an emergency. As you might see, pregnancy as a result of rape is not an emergency. Everything must be done to help this woman and her child. It is not the unborn child's f Delegation from Highland questions your 422 Appendix II: Participants’ Resource Pages 423 Intercultural Dynamics in European Education through onLine Simulation Resources for Participants Guides & Schedules: Activities: Teambuilding: 424 Language: Thinking Tools: Culture: Human Rights: Informatio n Resources: Language Resources: Search Search 425 Human Rights Research Links Jump directly to Human Rights Documents, Human Rights Organizations Massive collection of links to documents, websites, organizations, etc. related to human rights Many links on the subject of human rights, ranging from general to specific Human Rights links, grouped by type of document For European documents For other international links including United Nations & NGOs Links to British papers and to sites with regional human rights issues Political science links Links to other documents Charter of the United Nations (1945) Council of Europe Conventions home page Complete list of the Council of Europe's treaties European Council site relating to revision of Maastricht Treaty and working towards Amsterdam Treaty. Functions as a retrospective database - useful site for EU & EU Members' documents etc The Amsterdam Treaty 426 A guide to the Amsterdam Treaty "On the Record" EU site for official EU documents Council of Europe European Convention on Human Rights European Convention on Human Rights and Fundamental Freedoms Summary of European Convention on Human Rights British Home Office guide for public authorities in the context of the new UK Human Rights Act (comes into force on 2nd October, 2000) Constitutions of just about every country in the world, either here or via links to other pages Resolution of the UN General Assembly adopted 02/2002 on the International convention on the Protection of the Rights of All Migrant Workers and Members of Their Families Declaration of fundamental principles and rights at work (1998) The United Nations Official home page of the United Nations, with links to the various departments and bodies within the organization. U.N. General Assembly All 191 Member States are represented in the General Assembly, the largest of the three main organs of the United Nations. General Assembly Sessions are available live via webcast. U.N. Economic and Social Council As one of three major organs, the Council coordinates the economic and social work of the United Nations and its agencies and institutions. 427 UN High Commissioner for Human Rights site, including links to the various UN human-rights treaties UN Human Rights Today. Includes several chapters of this UN publication on human rights, as well as a link to the full texts of the UN Universal Declaration of Human Rights and other UN human rights documents. European Council site with topic-related links on policies Amnesty International's home page Amnesty International UK - Leicester branch UK Foreign & Commonwealth Office Human Rights in Foreign Policy home page Charter 88 is the most important group in the UK working towards a written constitution for Britain British Home Office Human Rights Unit home page British Home Office index page About Project IDEELS | IDEELS Simulations Participant Resources | Facilitator Resources | Site Map | Home Research Links Maastricht Treaty Mulitlaterals Project (source for international treaties and conventions) International Organizations Council of Europe European Union 428 Group of Seven G7 North Atlantic Treaty Organization NATO Organization for Security and Corporation in Europe OSCE BBC Front Page CNN Interactive On-Line Intelligence Project NexusNews ( A UN Radio, and UNEP Broadcasting Site) Atlas of the World incl maps of Europe and Cities International Affairs Network International simulation resources The Environmental Atlas Linkages (International Institute for Sustainable Development) Natural Resources Defense Council UN Environment Programme Participant Resources | Facilitator Resources -------------------------------------------------------------------------------About Project IDEELS | IDEELS Simulations | Site Map | Home 429 Appendix III: Interrater Results 430 Interrater Variability - Tagging Results The following table shows the results of the interrater consistency as regards 10 categories of error. The second rater (D.P.) analysed 10% of the whole corpus, which amounted to 8,843 words and involved sections chosen in a totally arbitrary way. It shows the percentage of errors of each type, for each of the raters, in the same sections of the corpus. TAG (FS) - Spelling (G) - Grammar (GA) – Articles (GP) – Pronouns (GV) – Verbs (X) – Lexico-grammar (L) – Lexis (S) – Style (W) – Word wrong, redundant or missing (R) - Register (CS) – Code-switching RATER 1 – P.M. 24.8% 5.8% 6.9% 4.5% 8.9% 6.7% 24.9% 7.6% 6.5% RATER 2 – D.P. 23.7% 6.3% 9.4% 3.5% 7.9% 7.6% 24.8% 7.5% 6.3% 0% 3.4% 0.3% 2.9% The main difference that can be observed involves the detection of article errors, which rater 2 justified by commenting that he may be more influenced by the American usage, and therefore more prone to overlook their underuse in the corpus. On the other hand, the group of errors referring to lexis were almost identical in number. The question of error gravity on the one hand, and error detection and classification on the other, as seen through the eyes of different raters, though an intriguing subject, is beyond the scope of this dissertation. 431 Appendix IV: Problematic Categorisations 432 Problematic Categorisation of Error Items A. Examples of errors which proved to be difficult to pinpoint, classify and/or correct: • • • • • • • • • • • • • As mentioned before we should use this one off chance offered to act innovative and farsighted. but in this case the private sector would press for obtaining a piece of the cake. Bardland is still leaving the board of the Eutropian Globe dangling in the uncertain concerning their controversial drug campaign. <2:382:490:R_L_G> Finally the Delegation of Northland hope to get a global agreement , or in the worst case some particular agreements. <2:408:491:A_N> The whole beraucracy should become as simple as possible. <2:417:486:D_B> concerning the decisions-making, we would like to see every group of the three have the same number of voices in the power structure. <2:423:490:R_L_G> But, Midland, we think that teachers should participate also in t ese h administrative tasks, because they have a lot of experience in how this world works <2:496:486:486:S_L> As I can see so far, this conferences is much better than the opening one, isn t it? <3:756:491:C_J_W> Continue studies when over 30? Different c onditions? This is all far to vague! If you want to keep a fruitful discourse, please specify... <3:791:491:A_N> 10 #124: Could you please specify the statement? Cathy <5:1248:491:491:N_H> Sometimes I have problems with the net, they kick me out.If you don`t hear anything from me, then I have been thrown out completely. Nicola <2:1:262:1398:1405:B_T_F> Im very sorry to admit it but you seem to be not very welcoming to any innovations we try to introduce. Are you so stick to traditional measures? <2:4:1291:1665:1665:J_N> The equal treatment by financial institutions is another important challenge of Eutropia. Only equal treatment by financial institutions will prevent employees from moving to the countries, where less taxes were to pay or were poorer people work for lower money. It must be a term of the Eutropian Constitution to develop a ministry of regualtion to protect and to control that. B. Erroneous forms that are not totally straightforward to tag: i. The error may come under two different categories: (FS) spelling or (GP) pronoun: <2:6:2175:1665:1403:D_K> Thanx for you mail, Santiago. (GWC) word class or (FS) spelling: <2:5:1521:1646:1646:W> I think I was to fast... ;-) (GWC) word class; (FS) spelling; (FM) derivation 433 To what extend is the old traditional... ii. Discoursal relations: Example A <2:6:1854:1414:J_S:#8> Has everyone started their debriefing process? Reply 1: <2:6:1857:1401:S_B> #8 We did so. Reply 2: <2:6:1860:1402:M_W> #8 : So did we Reply 2 is not perhaps erroneous if it responds to S_B in Reply 1. However if it is the response to J_S #8, then it is certainly not correct. Example B <2:1:130:1405:1398:C_O> Dear delegation from Bardland- may I ask you for an interview after the conference? <2:1:131:1398:S_T> I am glad to speak with you iii. Playing with language Dear readers,this is the weekend edition of the EUTROPIAN GLOBE.We havesome thrilling insight in the muddle-headed views of TaskForce members on human rights <3:701:491:C_J_W> All righty then! Don’t worry, be Middie! 434 Appendix V: Tables of Results – Synchronous and Asynchronous 435 Table of Results – Synchronous and Asynchronous (General Categories) SYNC %Total Errors ASYNC %Total Errors F* G* X* L* W* R S* CS Total Errors 700 658 95 423 250 0 197 37 2360 29,7 27,9 4 17,9 10,6 0 8,3 1,57 447 23,7 492 26 91 464 187 3 188 18 4,8 24,6 9,89 0,16 9,9 0,95 1890 436 General Categories per L1 Group – Synchronous and Asynchronous (with percentage of error per total errors) SYNC F* G* X* L* W* R S* CS Spanish 143 189 23 148 79 0 59 10 % 21,97 29,03 3,53 22,73 12,14 0,00 9,06 1,54 German 398,00 356,00 54,00 219,00 130,00 0,00 101,00 18,00 % 31,19 27,90 4,23 17,16 10,19 0,00 7,92 1,41 Latvian 42,00 43,00 9,00 21,00 18,00 0,00 15,00 2,00 % 28,00 28,67 6,00 14,00 12,00 0,00 10,00 1,33 Norwegian 115,00 66,00 8,00 33,00 23,00 0,00 21,00 7,00 % 42,12 24,18 2,93 12,09 8,42 0,00 7,69 2,56 French 2,00 4,00 1,00 2,00 0,00 0,00 1,00 0,00 % 20,00 40,00 10,00 20,00 0,00 0,00 10,00 0,00 ASYNC Spanish 44,00 129,00 27,00 129,00 42,00 0,00 34,00 0,00 % 10,86 31,85 6,67 31,85 10,37 0,00 8,40 0,00 German 321,00 288,00 55,00 280,00 124,00 0,00 127,00 15,00 % 26,53 23,80 4,55 23,14 10,25 0,00 10,50 1,24 Latvian 18,00 42,00 3,00 25,00 8,00 0,00 11,00 0,00 % 16,82 39,25 2,80 23,36 7,48 0,00 10,28 0,00 Norwegian 44,00 30,00 3,00 20,00 7,00 0,00 11,00 0,00 % 38,26 26,09 2,61 17,39 6,09 0,00 9,57 0,00 French 20,00 3,00 3,00 10,00 6,00 3,00 5,00 3,00 % 37,74 5,66 5,66 18,87 11,32 5,66 9,43 5,66 651 1276 150 273 10 405 1210 107 115 53 437 Table of Results (Synchronous) – Percentage of specific error categories per total errors SYNC FM FS FPM FPW GA GNC GNN GP GADJO GADJN GADJCS GADVO GVN GVM GVNF GVV GVT GVAUX GWC XADJCO XCONJCO XNCO XPRCO XVCO XADJPR XNPR XVPR XNUC LS LSF LP LCL LCLS LCLC LCC LCS WR WM WO R S SI SU CS_Lang. Total Errors Turnos Total Words Spanish German Latvian 26 113 1 3 65 7 14 32 4 3 4 12 7 6 1 14 16 4 1 5 8 49 317 8 24 84 9 43 59 11 4 3 26 7 13 5 52 24 16 2 1 9 22 2 3 10 5 179 1 32 1 1 4 1 39 42 49 35 10 56 18 1276 1777 27095 2 39 1 19 2 6 9 Norwegian French 11 103 1 19 1 12 9 Totals/cat. 88 574 10 28 188 19 77 109 15 3 9 3 46 17 21 6 74 47 24 3 2 15 35 4 4 25 7 332 12 65 0 4 1 7 2 76 83 91 0 83 15 99 37 2360 2906 42059 % of total errors 3,73 24,32 0,42 1,19 7,97 0,81 3,26 4,62 0,64 0,13 0,38 0,13 1,95 0,72 0,89 0,25 3,14 1,99 1,02 0,13 0,08 0,64 0,00 1,48 0,17 0,17 1,06 0,30 14,07 0,51 2,75 0,00 0,17 0,04 0,30 0,08 3,22 3,52 3,86 0,00 3,52 0,64 4,19 1,57 2 1 2 1 1 1 1 2 1 1 7 3 1 7 4 3 1 1 4 1 1 1 27 6 1 1 6 1 13 4 1 3 5 7 6 6 9 2 150 247 2451 8 1 111 11 23 2 2 1 24 25 30 34 5 20 10 651 596 9020 8 9 6 8 13 7 273 277 3408 1 10 9 85 438 Table of Results (Asynchronous) – Percentage of specific error categories per total errors ASYNC FM FS FPM FPW GA GNC GNN GP GADJO GADJN GADJCS GADVO GVN GVM GVNF GVV GVT GVAUX GWC XADJCO XCONJCO XNCO XPRCO XVCO XADJPR XNPR XVPR XNUC LS LSF LP LCL LCLS LCLC LCC LCS WR WM WO R S SI SU CS_Lang. Total Errors Turnos Total Words Spanish 10 30 1 3 52 2 15 33 1 1 German 58 218 18 27 103 9 40 38 4 Latvian 7 9 2 28 2 3 2 NorwegianFrench 4 32 2 6 8 1 5 7 12 1 1 1 Totals/cat 86 301 21 39 192 13 60 78 5 1 % of total errors 4,55 15,93 1,11 2,06 10,16 0,69 3,17 4,13 0,26 0,05 0,00 0,00 1,11 0,05 0,37 0,48 2,54 0,90 2,12 0,21 0,00 0,63 0,05 1,16 0,16 0,53 1,69 0,37 19,31 0,58 3,54 0,00 0,26 0,42 0,16 0,26 3,17 3,28 3,44 0,16 5,50 0,74 3,70 0,95 4 1 7 5 8 2 1 1 8 2 12 1 92 9 22 3 2 1 13 10 19 22 7 5 405 52 9.332 11 1 6 4 35 12 25 2 11 13 3 6 15 5 229 2 37 1 5 2 4 38 44 42 68 6 53 15 1210 163 28.181 5 1 4 3 5 2 4 21 1 7 9 48 17 40 4 12 1 22 3 10 32 7 365 11 67 5 8 3 5 60 62 65 3 104 14 70 18 1890 1 1 2 17 3 1 2 10 1 1 17 5 1 1 1 3 4 1 10 1 107 4 1.480 4 1 2 3 1 7 115 15 2562 2 3 1 3 1 4 3 53 16 1070 439 Table of Results – Error items - Synchronous Spanish FM FS FPM FPW F* GA GNC GNN GP GADJO GADJN GADJCS GADVO GVN GVM GVNF GVV GVT GVAUX GWC G* XADJCO XCONJCO XNCO XPRCO XVCO XADJPR XNPR XVPR XNUC X* LS LSF LP LCL LCLS LCLC LCC LCS L* WR WM WO W* R R S SI SU S* CS_Lang. CS Total Errors Turnos Total Words 26 113 1 3 143 65 7 14 32 4 3 4 0 12 7 6 1 14 16 4 189 0 1 5 0 8 0 0 8 1 23 111 11 23 0 2 0 0 1 148 24 25 30 79 0 0 34 5 20 59 10 10 651 596 9020 German 49 317 8 24 398 84 9 43 59 11 0 4 3 26 7 13 5 52 24 16 356 2 1 9 0 22 2 3 10 5 54 179 1 32 0 1 1 4 1 219 39 42 49 130 0 0 35 10 56 101 18 18 1276 1777 27095 Latvian 2 39 1 0 42 19 2 6 9 0 0 1 0 1 0 1 0 1 2 1 43 1 0 0 0 0 1 0 6 1 9 13 0 4 0 1 0 3 0 21 5 7 6 18 0 0 6 0 9 15 2 2 150 247 2451 Norwegian 11 103 0 1 115 19 1 12 9 0 0 0 0 7 3 1 0 7 4 3 66 0 0 1 0 4 1 1 1 0 8 27 0 6 0 0 0 0 0 33 8 9 6 23 0 0 8 0 13 21 7 7 273 277 3408 French 0 2 0 0 2 1 0 2 0 0 0 0 0 0 0 0 0 0 1 0 4 0 0 0 0 1 0 0 0 0 1 2 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 1 1 0 0 10 9 85 440 Table of Results – Error Items – Asynchronous Spanish FM FS FPM FPW F* GA GNC GNN GP GADJO GADJN GADJCS GADVO GVN GVM GVNF GVV GVT GVAUX GWC G* XADJCO XCONJCO XNCO XPRCO XVCO XADJPR XNPR XVPR XNUC X* LS LSF LP LCL LCLS LCLC LCC LCS L* WR WM WO W* R R S SI SU S* CS_Lang. CS Total Errors Turnos Total Words 10 30 1 3 44 52 2 15 33 1 1 0 0 4 0 1 0 7 5 8 129 2 0 1 1 8 0 2 12 1 27 92 9 22 0 3 2 1 0 129 13 10 19 42 0 0 22 7 5 34 0 0 405 52 9.332 German 58 218 18 27 321 103 9 40 38 4 0 0 0 11 1 6 4 35 12 25 288 2 0 11 0 13 3 6 15 5 55 229 2 37 0 1 5 2 4 280 38 44 42 124 0 0 68 6 53 127 15 15 1210 163 28.181 Latvian 7 9 0 2 18 28 2 3 2 0 0 0 0 0 0 0 0 4 0 3 42 0 0 0 0 1 0 0 1 1 3 17 0 5 0 1 1 0 1 25 3 4 1 8 0 0 10 0 1 11 0 0 107 4 1.480 Norwegian 4 32 2 6 44 8 0 1 5 0 0 0 0 5 0 0 5 2 0 4 30 0 0 0 0 0 0 1 2 0 3 17 0 3 0 0 0 0 0 20 4 1 2 7 0 0 3 1 7 11 0 0 115 15 2562 French 7 12 0 1 20 1 0 1 0 0 0 0 0 1 0 0 0 0 0 0 3 0 0 0 0 0 0 1 2 0 3 10 0 0 0 0 0 0 0 10 2 3 1 6 3 3 1 0 4 5 3 3 53 16 1070 441 Appendix VI: Tables of Results – L1 Groups 442 Results (Synchronous) – Percentage of Errors per Total Words per L1 Group French Norwegian Latvian German Spanish 0 2 4 6 8 10 12 % Errors per total words Total Errors Turnos Total Words % Errors Total words Spanish German Latvian Norwegian French 651 1276 150 273 10 596 1777 247 277 9 9020 27095 2451 3408 85 7,22 4,71 6,12 8,01 11,76 443 Results (Asynchronous) – Percentage of Errors per Total Words per L1 Group French Norwegian Latvian German Spanish 0,00 1,00 2,00 3,00 4,00 5,00 6,00 7,00 8,00 % Errors per total words Total Errors Turnos Total Words % Errors Total words Spanish German Latvian Norwegian French 405 1210 107 115 53 52 163 4 15 16 9.332 28.181 1.480 2562 1070 4,34 4,29 7,23 4,49 4,95 444 Table of Results (Synchronous) – L1 Groups – Specific Categories (Percentage given per total errors/group) SYNC FM FS FPM FPW GA GNC GNN GP GADJO GADJN GADJCS GADVO GVN GVM GVNF GVV GVT GVAUX GWC XADJCO XCONJCO XNCO XPRCO XVCO XADJPR XNPR XVPR XNUC LS LSF LP LCL LCLS LCLC LCC LCS WR WM WO R S SI SU CS_Lang. Total Errors Turnos Total Words 34 5 20 10 651 596 9020 1 24 25 30 2 8 1 111 11 23 8 1 5 12 7 6 1 14 16 4 Spanish 26 113 1 3 65 7 14 32 4 3 4 % 3,99 17,36 0,15 0,46 9,98 1,08 2,15 4,92 0,61 0,46 0,61 0,00 1,84 1,08 0,92 0,15 2,15 2,46 0,61 0,00 0,15 0,77 0,00 1,23 0,00 0,00 1,23 0,15 17,05 1,69 3,53 0,00 0,31 0,00 0,00 0,15 3,69 3,84 4,61 0,00 5,22 0,77 3,07 1,54 35 10 56 18 1276 1777 27095 1 1 4 1 39 42 49 22 2 3 10 5 179 1 32 4 3 26 7 13 5 52 24 16 2 1 9 German 49 317 8 24 84 9 43 59 11 % 3,84 24,84 0,63 1,88 6,58 0,71 3,37 4,62 0,86 0,00 0,31 0,24 2,04 0,55 1,02 0,39 4,08 1,88 1,25 0,11 0,08 0,71 0,00 1,72 0,16 0,24 0,78 0,39 14,03 0,08 2,51 0,00 0,08 0,08 0,31 0,08 3,06 3,29 3,84 0,00 2,74 0,78 4,39 1,41 9 2 150 247 2451 6 5 7 6 3 1 4 6 1 13 1 1 2 1 1 1 1 1 19 2 6 9 Latvian 2 39 1 % 1,33 26,00 0,67 0,00 12,67 1,33 4,00 6,00 0,00 0,00 0,67 0,00 0,67 0,00 0,67 0,00 0,67 1,33 0,67 0,40 0,00 0,00 0,00 0,00 0,67 0,00 4,00 0,67 8,67 0,00 2,67 0,00 0,67 0,00 2,00 0,00 3,33 4,67 4,00 0,00 4,00 0,00 6,00 1,33 13 7 273 277 3408 8 8 9 6 6 27 4 1 1 1 1 7 4 3 7 3 1 1 19 1 12 9 Norwegian 11 103 % 4,03 37,73 0,00 0,37 6,96 0,37 4,40 3,30 0,00 0,00 0,00 0,00 2,56 1,10 0,37 0,00 2,56 1,47 1,10 0,00 0,00 0,37 0,00 1,47 0,37 0,37 0,37 0,00 9,89 0,00 2,20 0,00 0,00 0,00 0,00 0,00 2,93 3,30 2,20 0,00 2,93 0,00 4,76 2,56 10 9 85 1 2 1 1 2 1 2 French % 0 20 0 0 10 0 20 0 0 0 0 0 0 0 0 0 0 10 0 0 0 0 0 10 0 0 0 0 20 0 0 0 0 0 0 0 0 0 0 0 0 0 10 0 445 Table of Results (Asynchronous) – L1 Groups – Specific Categories (Percentage given per total errors/group) ASYNC FM FS FPM FPW GA GNC GNN GP GADJO GADJN GADJCS GADVO GVN GVM GVNF GVV GVT GVAUX GWC XADJCO XCONJCO XNCO XPRCO XVCO XADJPR XNPR XVPR XNUC LS LSF LP LCL LCLS LCLC LCC LCS WR WM WO R S SI SU CS_Lang. Total Errors Turnos Total Words Spanish 10 30 1 3 52 2 15 33 1 1 0 0 4 0 1 1 7 5 8 2 0 1 1 8 0 2 12 1 92 9 22 0 3 2 1 0 13 10 19 0 22 7 5 0 405 52 9.332 % 2,47 7,41 0,25 0,74 12,84 0,49 3,70 8,15 0,25 0,25 0,00 0,00 0,99 0,00 0,25 0,25 1,73 1,23 1,98 3,85 0,00 0,25 0,25 1,98 0,00 0,49 2,96 0,25 22,72 2,22 5,43 0,00 0,74 0,49 0,25 0,00 3,21 2,47 4,69 0,00 5,43 1,73 1,23 0,00 German 58 18 27 103 9 40 38 4 0 0 0 11 1 6 4 35 12 25 2 0 11 0 13 3 6 15 5 2 37 0 1 5 2 4 38 44 42 0 68 6 53 15 1210 163 28.181 % 4,79 1,49 2,23 8,51 0,74 3,31 3,14 0,33 0,00 0,00 0,00 0,91 0,08 0,50 0,33 2,89 0,99 2,07 1,23 0,00 0,91 0,00 1,07 0,25 0,50 1,24 0,41 0,17 3,06 0,00 0,08 0,41 0,17 0,33 3,14 3,64 3,47 0,00 5,62 0,50 4,38 1,24 Latvian 7 9 0 2 28 2 3 2 0 0 0 0 0 0 0 0 4 0 3 0 0 0 0 1 0 0 1 1 17 0 5 0 1 1 0 1 3 4 1 0 10 0 1 0 107 4 1.480 % 6,54 8,41 0,00 1,87 26,17 1,87 2,80 1,87 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 3,74 0,00 2,80 0,00 0,00 0,00 0,00 0,93 0,00 0,00 0,93 0,93 15,89 0,00 4,67 0,00 0,93 0,93 0,00 0,93 2,80 3,74 0,93 0,00 9,35 0,00 0,93 0,00 Norwegian 4 2 6 8 0 1 5 0 0 0 0 5 0 0 5 2 0 4 0 0 0 0 0 0 1 2 0 0 3 0 0 0 0 0 4 1 2 0 3 1 7 0 115 15 2562 % 3,48 1,74 5,22 6,96 0,00 0,87 4,35 0,00 0,00 0,00 0,00 4,35 0,00 0,00 4,35 1,74 0,00 3,48 0,00 0,00 0,00 0,00 0,00 0,00 0,87 1,74 0,00 0,00 2,61 0,00 0,00 0,00 0,00 0,00 3,48 0,87 1,74 0,00 2,61 0,87 6,09 0,00 French 7 12 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 2 0 10 0 0 0 0 0 0 0 2 3 1 3 1 0 4 3 53 16 1070 % 13,21 22,64 0,00 1,89 1,89 0,00 1,89 0,00 0,00 0,00 0,00 0,00 1,89 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 1,89 3,77 0,00 18,87 0,00 0,00 0,00 0,00 0,00 0,00 0,00 3,77 5,66 1,89 5,66 1,89 0,00 7,55 5,66 218 18,02 32 27,83 229 18,93 17 14,78 446 Appendix VII: Correspondence Analysis 447 Correspondence Analysis – Tables of Results SYNCHRONOUS AND ASYNCHRONOUS Summary Dimension Singular value Inertia Chi square Percentage of inertia Proportion Explained Cumulative Proportion Confidence interval Standard error Correlation 2 1 2 3 4 5 6 7 8 9 Total .256 .179 .143 .129 .110 .108 .090 .065 .061 .066 .032 .021 .017 .012 .012 .008 .004 .004 .175 740.723 .375 .183 .118 .096 .070 .067 .047 .024 .021 1.000 .375 .558 .676 .772 .841 .908 .955 .979 1.000 1.000 .014 .016 .041 Examination of row coordinates Marginal Profile Row Store Contribution Contribution of dimension to the inertia of each row 1 2 1 1 2 3 4 5 6 7 8 9 10 Total .153 .300 .035 .064 .002 .095 .286 .025 .027 .012 1.000 .256 -.365 -.060 -.828 -.294 1.111 .069 1.032 -.627 -.656 -.516 -.145 -.438 -.379 -.785 -.172 .435 .666 1.276 .428 .160 .655 .002 .602 .009 .840 .024 .354 .121 .120 2 .454 .073 .077 .088 .045 .014 .676 .103 .352 .036 Total .614 .727 .079 .690 .054 .854 .700 .457 .473 .155 448 Examination of column coordinates Column Marginal Profile Store Contribution to inertia Contribution of dimens ion to the inertia of each column Dimension 1 Dimension 2 1 FM FS FPM FPW GA GNC GNN GP GADJO GADJCS GVN GVM GVNF GVV GVT GVAUX GWC XADJCO XNCO XVCO XADJPR XNPR XVPR XNUC LS LSF LP LCLS LCLC LCC LCS WR WM WO S SI SU CS_Lang. Total .041 .207 .007 .016 .090 .008 .032 .044 .005 .002 .016 .004 .007 .004 .029 .015 .015 .002 .006 .013 .002 .003 .013 .003 .165 .005 .031 .002 .002 .002 .002 .032 .034 .037 .044 .007 .040 .013 1.000 -.117 -.649 -.206 -.349 .585 .301 -.050 .353 -.313 -.214 -.633 -.689 -.359 -1.153 -.262 -.122 .234 .876 -.140 .084 -.788 -.160 .688 .239 .323 2.139 .570 1.963 1.403 -.153 .668 .038 -.030 .190 .540 .700 -.548 -.771 .342 -.131 1.458 1.270 .044 -.223 -.152 -.416 -.586 -1.916 -.180 -1.656 -.672 2.563 .062 -.923 .928 -.163 .071 -.460 .157 1.259 -.006 .394 .162 -1.582 -.047 -.642 1.459 -.670 1.392 -.043 -.110 -.318 .251 -.262 .178 -.356 .029 .906 .018 .081 .574 .132 .006 .250 .058 .009 .422 .130 .132 .091 .147 .015 .069 .198 .024 .008 .197 .009 .289 .048 .576 .547 .871 .698 .446 .003 .099 .043 .006 .164 .600 .316 .699 .407 2 .174 .026 .631 .753 .002 .051 .037 .242 .141 .505 .024 .524 .325 .314 .006 .594 .754 .005 .004 .162 .005 .399 .000 .091 .101 .209 .004 .052 .337 .035 .301 .038 .054 .321 .090 .031 .051 .061 Total .203 .932 .649 .834 .576 .183 .043 .492 .199 .514 .446 .654 .458 .405 .153 .609 .823 .203 .028 .170 .202 .408 .289 .139 .676 .756 .875 .750 .783 .037 .400 .081 .060 .485 .691 .347 .750 .467 449 SYNCHRONOUS Summary Dimension Singular value Inertia Chi square Proportion of inertia Proportion explained Cumulative Proportion Confidence interval Standard error Correlation 2 1 2 3 4 Total .209 .171 .131 .095 .043 .029 .017 .009 .099 232.334 .440 .295 .174 .091 1.000 .440 .735 .909 1.000 1.000 .019 .029 -.028 Examination of row coordinates Marginal Profile Row Store Contribution of row points to the inertia of each dimension 1 2 Inertia Contribution of dimension to the inercia of each row point 1 1 2 3 4 5 Total .275 .541 .064 .116 .004 1.000 -.703 .220 -.004 .619 .646 .073 .163 -1.553 -.087 .174 .030 .012 .027 .021 .009 .099 .652 .126 .000 .213 .009 1.000 2 .009 .084 .901 .005 .001 1.000 1 .955 .449 .000 .449 .040 2 .008 .201 .978 .007 .002 Total .963 .650 .978 .456 .042 450 Examination of the column coordinates Marginal profile Column Store Contribution Contribution of dimension to the inercia of each row point 1 2 1 FM FS FPM FPW GA GNC GNN GP GADJO GADJCS GVN GVM GVNF GVV GVT GVAUX GWC XADJCO XNCO XVCO XADJPR XNPR XVPR XNUC LS LSF LP LCLS LCLC LCC LCS WR WM WO S SI SU CS_Lang. Total .037 .244 .004 .012 .080 .008 .033 .046 .006 .004 .020 .007 .009 .003 .031 .020 .010 .001 .006 .015 .002 .002 .011 .003 .141 .005 .028 .002 .000 .003 .001 .032 .035 .039 .035 .006 .042 .016 1.000 -.038 .461 .506 .650 -.380 -.588 .518 -.175 -.125 -1.032 .169 -.430 -.169 .318 .385 -.291 .512 .697 -.292 .321 1.265 1.534 -.543 .270 -.299 -3.003 -.401 -1.427 1.056 .595 -1.158 -.212 -.161 -.349 -.651 -.420 .335 .163 .389 -.093 -.102 .848 -.390 -.374 -.150 -.150 .816 -.396 .377 .480 .257 .869 .582 .225 .266 -2.396 .683 .670 -1.924 .590 -1.685 -.556 .267 .472 .015 -1.822 .957 -3.354 .692 -.026 -.210 .023 -.128 .780 -.256 -.007 .009 .773 .142 .214 .514 .681 .350 .308 .013 .801 .132 .194 .099 .055 .251 .175 .647 .065 .165 .095 .340 .849 .105 .045 .557 .910 .927 .423 .274 .030 .754 .733 .336 .688 .878 .163 .557 .096 2 .773 .026 .005 .298 .444 .225 .024 .185 .449 .097 .539 .199 .186 .334 .470 .086 .143 .626 .737 .341 .644 .103 .828 .156 .365 .018 .001 .564 .184 .772 .220 .009 .466 .002 .028 .460 .266 .000 Total .782 .798 .146 .513 .958 .906 .374 .493 .462 .898 .670 .393 .285 .389 .720 .261 .790 .691 .902 .436 .984 .951 .933 .201 .922 .928 .928 .987 .458 .802 .974 .742 .802 .691 .906 .623 .823 .097 451 ASYNCHRONOUS Summary Singular value Dimension Inertia Chi-square Percentage of inertia Proportion Explained Cumulative Proportion Confidence interval Standard error Correlation 2 1 2 3 4 Total .287 .176 .142 .113 .082 .031 .020 .013 .146 267.783 .563 .213 .137 .088 1.000 .563 .775 .912 1.000 1.000 .021 .023 .138 Examination of row coordinates Marginal Profile Row Store Inertia Contribution Contribution of row points to the inertia of each dimension Contribution of dimension to the inercia of each row point 1 2 1 1 2 3 4 5 Total .214 .642 .056 .060 .027 1.000 .898 -.229 .497 -.674 -1.198 -.353 .061 1.470 -.611 -.338 .055 .013 .028 .025 .025 .146 .602 .118 .048 .095 .137 1.000 2 .152 .013 .690 .128 .018 1.000 1 .905 .737 .140 .310 .454 2 .086 .032 .755 .157 .022 Total .992 .769 .896 .467 .476 452 Examination of column coordinates Column Marginal profile Store Inertia Of dimension to the inertia of each row Contribution 1 2 Of dimension to the inertia of each point 1 FM FS FPM FPW GA GNC GNN GP GVN GVT GVAU X GWC XNCO XVCO XNPR XVPR LS LSF LP WR WM WO S SI SU CS_Lan g. Active Total .047 .165 .011 .021 .105 .007 .033 .043 .011 .026 .009 .022 .007 .012 .005 .018 .200 .006 .037 .033 .034 .036 .057 .008 .038 .010 1.000 -.483 -.631 -.760 -.692 .551 .194 .227 .828 -.580 -.080 .356 .021 -.472 .744 -.506 .445 .144 2.413 .610 -.038 -.191 .288 .198 1.054 -.830 -1.361 .360 -.146 -.130 -.071 .703 1.212 .056 -.688 -1.117 .509 -.346 .093 .149 -.146 -.732 -.665 -.115 -1.576 -.001 -.094 .310 -.371 .484 -1.101 -.219 -.032 .008 .021 .004 .005 .021 .002 .001 .012 .007 .002 .002 .001 .002 .002 .002 .004 .002 .013 .004 .000 .002 .003 .003 .004 .008 .011 .146 .038 .228 .023 .036 .111 .001 .006 .102 .013 .001 .004 .000 .005 .023 .005 .012 .014 .122 .047 .000 .004 .010 .008 .030 .092 .064 1.000 2 .035 .020 .001 .001 .294 .059 .001 .114 .081 .039 .006 .001 .001 .001 .017 .044 .015 .085 .000 .002 .019 .028 .076 .053 .010 .000 1.00 0 1 .400 .911 .541 .576 .441 .039 .342 .691 .155 .023 .202 .002 .187 .804 .263 .254 .509 .769 .968 .142 .149 .306 .199 .594 .959 .485 2 .137 .030 .010 .004 .440 .934 .013 .294 .354 .572 .117 .025 .011 .019 .338 .350 .198 .202 .000 .548 .243 .312 .736 .399 .041 .000 Total .537 .941 .551 .580 .881 .973 .355 .985 .510 .595 .319 .027 .199 .823 .601 .604 .707 .971 .968 .689 .392 .619 .935 .992 1.000 .485 453 Appendix VIII: Error Items – German, Latvian, Norwegian and French Groups 454 German L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <141:491:N_H> Nicola: I think the best way is to (FS) devide $divide$ the groups according to their internal papers. <159:491:N_H> We have to (FS) devide $divide$ into the (SU) main $?$ groups and then every group has to <1:351:491:N_H> Tertiary education begins when (FS) compulsary $compulsory$ education stops. <3:885:491:491:N_H> I send a message to Bardland concerning the Question of language after the conference? to #206? Can (FS) refering $referring$ <4:1071:491:578:N_H> (FS) Dar $Dear$ EuCom, <175:491:N_H> to celia and anne: what (WR) ´s $0$ about (GA) the $0$ coastland it sounds nice.Nicola <201:491:N_H> To Celia and Anne: we could (WR)(GA) the possibility to $0$ start$our$ have an own conference during the weekend <1:314:491:N_H> (GA) 0 $The$ lingua franca (GVAUX) has to $must$ be English <5:1380:491:491:N_H> about support by enterprises? (GVM) point gone or did I not$mention$ What Has this mentioned it? Nicola <5:1361:491:485:N_H> Why (GVT) haven`t you said $didn't you say$ something before? <1:314:491:N_H> (GA) $The$ lingua franca (GVAUX) has to $must$ be English <4:1028:491:491:N_H> are you still there or Cathy, (GVAUX) are $have$ you gone with the Bardies? Nicola <190:491:N_H> I think each group should have a meeting (XNPR) for $among$ themselves.Nicola <211:491:N_H> To Anne and Celia: My problem is that my spare time this week-end is very rare.I have to do,too.internal paper (LS) yet $still$ the Nicola <3:674:491:N_H> Try to (LS) pass $make$ this conference as productive as possible. <5:1233:491:491:N_H> (WR) `s $0$ about the Bardies? They haven`t said anything $until$ What (LS) by now. Nicola <5:1482:491:491:N_H> EuGlobe (WO) enough objective $objective enough$ to Is the (LP) make $do$ the Final Report without any comments? Nicola <175:491:N_H> to celia and anne: what (WR) ´s $0$ about (GA) the $0$ coastland it sounds nice.Nicola <201:491:N_H> To Celia and Anne: we could (WR) have the possibility$0$ to start (GA) an $our$ own conference during the weekend. <1:314:491:N_H> -building (WR) up $0$ a tertiary education center where all institutions are under <3:709:491:491:N_H> I answer Shall (WR) $0$ to #60? Nicola <5:1233:491:491:N_H> What (WR) `s $0$ about the Bardies? They haven`t said anything (LS) by $un <3:674:491:N_H> Special greetings to all participants of the conference. The delegation of Midland hope that you the pre-information paper about today`s theme. (WO) all have $have all$ read <5:1482:491:491:N_H> EuGlobe Is the (WO) enough objective $objective enough$ to (LP) make $do$ the Final Report without any comment <5:1248:491:491:N_H> Sometimes I have problems with the net, (S) they kick me out $I get disconnected$ . <5:1248:491:491:N_H> don`t hear anything from me,(S) I have been out If you then thrown $cut off$ completely. Nicola <159:491:N_H> We have to (FS) devide $divide$ into the (SU) main $?$ groups <159:491:N_H> and then every group has to contact(SU) the country fits which $?$ best. Nicola <3:843:491:A_N> We suggest a wide range of state-funded exchange programmes, $multi-ethnic$ (FM) multi-ethnical classes from primary school on, <3:843:491:A_N> language training, (FM) multi-ethnical $multi-ethnic$ excursions and activities . Cathy <5:1292:491:A_N> disagree. Oral exams might be quite We (FM) usefull $useful$ , for example to (XVCO) check to $0$ language abilities. <187:491:A_N> When and (FS) were $where$ is the best place to meet.(FPM) $?$ <2:408:491:A_N> The whole (FS) beraucracy $Bureaucracy$ should become as simple as possible. <2:408:491:A_N> Teachers (WR) and professors $0$ should not benor (FS) involved in any administration tasks which are $not$ directly related to their (LP) knowledge $field of knowledg <3:682:491:A_N> #33 What do you mean exactly by ' (FS) differend $different$ cond.'? <3:768:491:A_N> Coastland- we (FS) thouroghly $thoroughly$ agree with you Cathy <3:801:491:A_N> to 131 In our paper we have (FS) oulined $outlined$ the possibilities of combining either two major subjects or <3:839:491:A_N> to 167 But the education programmes will not be (LP) cut off $stopped$ at the university level, will they? (FS) Helath $Health$ <3:850:491:A_N> Dear (FS) Eurtopian $Eutropian$ <3:850:491:A_N> (FS) Commisioner $Commissioner$ <3:850:491:A_N> (GA) an other $another$ (FS) Eurtopian $Eutropian$ country. Cathy <3:858:491:A_N> to 185 But you (WM) $?$ at the doorstep to the extremly (FS) 21st century (FPM) $.$ language skills have important qualification $extremely$ become an <5:1303:491:A_N> (... (FS) wther $whether$ you have the ability to study in general...) <5:1306:491:A_N> sorry (FS) wether $whether$ <5:1457:491:A_N> #239 You participate because YOU (FS) to findwether is going on in (GA) $the$ university and on the right way want out what $whether$ you are <187:491:A_N> When and (FS) were $where$ is the best place to meet. (FPM) $?$ Will there be a meeting of the whole team this weekend? A <188:491:A_N> Sorry:Where Anne (FPM) $?$ <3:858:491:A_N> to 185 But you (WM) $?$ at the doorstep to the 21st century (FPM) $.$ language skills have become an (FS) extremly $extremely$ <213:491:A_N> I'd suggest everbody (GVM) is preparing $prepares$ one paragraph (FPW) ? $0$ Anne <1:315:491:490:A_N> Northland. We would like to have equal rights for (LS) every $each$ person. (GA) 0 $The$ Best jobs, for what ever reason, are mainly given to men. <2:408:491:A_N> (GA) 0 $The$ Administration must be run (S) completely separately and <3:780:491:A_N> #114 Isn't it common in (GA) the $0$ academic (LS) circles $life$ to finish your university educa <3:850:491:A_N> $take$ their practical semester in (GA) an other $another$ (FS) Eurtopian $Eutropian$ country. Cathy <5:1457:491:A_N> #239 You participate because YOU(GA) to find0out what is going on in want $the$ university and (FS) wether $whether$ you are on the right <2:502:491:A_N> #91From our point of view these (LS) trainings $training programmes$ should be called job-related (GNN) trainings $training$ , including all sectors of future work. <5:1457:491:A_N> (FS) wether $whether$ you are on the right way0 YOUR life... $it$ (GP) in would be stupid not to take part! <2:408:491:A_N> Specially trained administration staff (GVN) is $are$ essential. <213:491:A_N> I'd suggest everbody (GVM) is preparing $prepares$ one paragraph(FPW)? Anne <3:850:491:A_N> We want to encourage our students (GVM) some semesters abroad, and, as mentioned in our paper, ideallysemester in (GA) an other $another$ (FS) E to spend taken $take$ their practical have them <2:433:491:A_N> From our point of view, teachers and professors administration involved in (GWC) should only be $administrative$ tasks which are directly related to their (LP) knowledge $fi <3:791:491:A_N> 10 #124: Could you please (XVCO) specify $specify what you mean by$ statement? Cathy the <3:822:491:A_N> #150 Would you (XVCO) mind to explain $mind explaining $ to us what exactly the relation (WM) $is$ between traffic a <3:825:491:A_N> to #154 Those programmes are designed to help improving (XVCO) $improve$ students' social skills, enhance their creativity,etc. <5:1292:491:A_N> disagree. Oral exams might be quite (FM) usefull $useful$ , for $check$ to We (XVCO) check to example language abilities. <135:491:A_N> Anne is (LS) there $here$ as well. <1:315:491:490:A_N> Northland. We would like to have equal rights for (LS) every $each$ person. (GA) $The$ Best jobs, for what ever reason, are m <2:477:491:491:A_N> is no There (LS) line $organized topic development$ conference anyway, how do you want to coordinate in this 455 German L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <2:502:491:A_N> #91From our point of view these (LS) trainings $training programmes$ should be called job-related (GNN) trainings $training$ , incl <3:780:491:A_N> #114 Isn't it common in (GA) the $0$ academic circles (LS) $life$ to finish your university education with either an MA, or som <5:1152:491:491:A_N> be patient. There are international politics to be You just (LS) made $negotiated$ before... <2:408:491:A_N> Teachers (WR) and professors $0$ should not beknowledgein any administration tasks which are (FS) nor $not$ directly related to their (LP) involved $field of knowledge$ and/or responsibility <2:433:491:A_N> From our point of view, teachers and professors should only be involved in (GWC) administration $administrative$ tasks which are directly related to their (LP) knowledge $field of knowledge$ <3:839:491:A_N> to 167 But the education programmes will not be off (LP) cut $stopped$ at the university level, will they? (FS) Helath $Health$ educa <2:408:491:A_N> Teachers (WR) and professors $0$ should not be involved in any administration tasks which are <5:1284:491:491:A_N> Not a (WR) single $0$ clue...A. <161:491:A_N> anne: (WM) 0 $I$ agree, nicola! <3:822:491:A_N> #150 Would you (XVCO) mind to explain $mind explaining $ to0 $is$ exactly the relation between traffic and gender equality? (WM) us what <3:858:491:A_N> to 185 But you (WM) 0 $?$ at the doorstep to the 21st century (FPM) $.$ language skills <2:408:491:A_N> (GA) $The$ Administration must be run (S) completely separately and efficiently an efficient manner$ . $separately and in <3:711:491:A_N> #60 (S) How is your suggestion about messuring we 'life-experience'? Shouldn't we rather be talking about 'work-e $How do you suggest measure$ <207:491:S_M> Celia : A conference (FS) Would $would$ be fine for me because I could work from home. But what ab <220:491:S_M> to sven- but then we will have to write the statement right here, right now ( (FS) i $I$ have to work from 13.30-18.30) <220:491:S_M> or (GVT) (FS) i $I$ do $I'll do$ it in the evening <229:491:S_M> we are meeting tonight and sometime on sunday, right, to (FS) negociate $negotiate$ our statement? right cathy <233:491:S_M> to sven- problem is- neither have (FS) i, $I$ there is IRC on my computer, but I still have not figured out <192:491:S_M> Celia: So when and where shall we (FPM) meet Nicola $?$ · <237:491:S_M> to sven- seems like (GP) 0 $it$ ;-)) <2:626:491:S_M> Please read (GP) them $it$ so that we can háve a better structured conference then. <155:491:S_M> so they (GVM) could $can$ find out (WR) the best $0$ with which$they$ (GP) we country agree most. <155:491:S_M> Celia: But every group is (XVCO) informed best $informed in the best way$ about their topic so they (GVM) could $can$ find out (WR) the best $0$ with which country (GP) we $the <220:491:S_M> to sven- but then we will have to write the statement right here, right now ((FPM) i $I$ have (FPM) i from 13.30-18.30)orthe evening (GVT) i do $I'll do$ to work $I$ do $I'll do$ it in <155:491:S_M> Celia: But every group is (XVCO) informed best $informed in the best way$ about their topic so they (GVM) could $can$ find out (WR) t <155:491:S_M> Celia: But every group is (XVCO) informed best $informed in the best way$ about their topic so they (GVM) could we $they$ agree most. (WR) the best $0$ with which country (GP) $can$ find out <241:491:S_M> have a nice weekend... enjoy (WM) 0 $yourselves$ <5:1445:491:491:S_M> On Monday we will meet in our classroom as suggested and meeting tonight meeting tonight yet$ we will tell you if there is going to be one. (WO) yet about a we haven´t discussed $about a . But <168:491:S_M> Celia:to sven (SU) I knew nothing to do better $?$ because my English is not good enough and I think you did v <223:491:M_E> I would suggest each group works on one paper sent the reply to each country, we talk our replies over on sunday and then we (FS) and $send$ them <223:491:M_E> $send$ them (FS) alltogether $altogether$ Rebus <2:506:491:M_E>to #96: Why not tax-supported or privately funded (FS) whrere $where$ needed or possible? Rebus <2:631:491:M_E>Can anyone summarise (FS) todays $today's$ decisions, please! <3:722:491:M_E>Diagnostic (FS) entance $entrance$ exam means <3:722:491:M_E> that the students <2:511:491:M_E>to #103: Yes, (GA) the $0$ industry should be allowed to offer job-related training but sh <3:759:491:M_E> (GNN) Resource $Resources$ is a matter of policy not curriculum. Rebus <5:1463:491:M_E>oint 11 is designed to keep the p (GNN) rates $rate$ of students who change subjects low. To attend a block semin <166:491:M_E> Have you seen the Bardland paper, (GP) that's $it´s$ a joke. Rebus <2:528:491:M_E>2. students (GVNF) having attended $who have attended$ school for 10 years and (GVT) spent $have spent$ 3 years abr <2:528:491:M_E>3.students (GVNF) having finished $who have finished$ school after 10 years <2:528:491:M_E>and gained at least 3 years of work experience to face (GVNF) $will have to face$ written assessment which refers to their job done before. <2:528:491:M_E>2. students (GVNF) having attended $who have attended$ school for 10 years and (GVT) spent $have spent$ 3 years abroad can enter language faculty after having passed <2:547:491:M_E>We (GVAUX) would $could/should$ also agree on written assessments. <3:835:491:M_E>To #163,#165: Yes, it is important, (GWC) the students can very often gain experience in creative because working $work$ . Rebus <3:707:491:M_E>Midland would like to make a proposal about the entrance exams. see these entrance exams to$We would like (SU) athese entrance exams$?$ . Rebus (XVCO) We would like to have to see diagnostic character have$ <2:472:491:M_E>Coastland, we mean private (LS) finance $financing$ of students' overall access to IT (24h university)! Rebus <2:495:491:M_E>We agree on basic state funding of course, but what ifin (LP) lack there is a $lack of$ state funding should (WO) then the industrial sector $the indu <210:491:M_E> I'm not online, (LCC) too $either$ . I would prefer a meeting. Rebus <218:491:M_E> (WM) 0 $I$ agree. Rebus <2:528:491:M_E>1. Öbitür students (WM) 0 $have$ to pass an additional oral assessment <2:495:491:M_E>We agree on basic state funding of course, but what if there is a (LP) lack in $lack of$ state funding shouldsupport tertiary education or add resources? Re (WO) then the industrial sector $the industrial sector then$ allowed to be <3:722:491:M_E>Diagnostic (FS) $entrance$ entance(S) means that the students (FS) $cannot$ can not fail these exams. Students who have a bad result will be strongly a exam their plans of studying studying again$ . Rebus $about <5:1463:491:M_E> o attend a block seminar before the first semester is T (S) an effort that can easily be made can be done with a bit of effort$ . $something that <3:707:491:M_E>Midland would like to make a proposal about the entrance exams. (XVCO) We would like to .see these entrance exams to have $We would like to see these (SU) a diagnostic character $?$ Rebus <180:491:J_A> To cathy and gayle, yes. As far as I (FS)concerned the Bardies will be quite important am tu $to$ us – <189:491:J_A> To Gayle and Cathy: Clearly during(FS) weekend. We have to prepare a very polite paper first. should the Perhapes $Perhaps$ we <189:491:J_A> we should (FS) end $send$ them a message today - that will give them more time. Sven <195:491:J_A> Cathy Gayle (FS) Sonday $Sunday$ morning will be fine. <217:491:J_A> We will write a statement to Bardland today andsunday (FS) then meet on $Sunday$ <217:491:J_A> (FS) ar. $around$ 1200 <222:491:J_A> but I will be back in HB this evening - online around 2000 or a physical meeting this (FS) eevening $evening$ Sven <230:491:J_A> Where, I mean do you know a virtual room to hold a conference IRC etc. I haven' got much in it but.. (FS) practise $practice$ <234:491:J_A> Proposal: Every other team should be contacted usesome of (FS) by $us$ before monday. <1:305:491:J_A> #39 The campus will be set up in the suburbs of Eutropolis- students can use the public (FS) transsport $transport$ to use the city's cultural infrastructure. <1:322:491:578:J_A> want to avoid any kind of misunderstandingexplaination We (FS) with our fellow country Bardland, thus the more, or less, unnecessary $explanation$ . <1:322:491:578:J_A> (FS) Sincerly $sincerely$ yours, <219:491:J_A> Rebus: to what (FPM) $?$ Sven 456 German L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <151:491:J_A> It's rather (GA) the $a$ (WR) very $0$ short version. Did They do their homewo <164:491:J_A> (GP) No one $None$ of us has commented on our own paper? Sven <217:491:J_A> I (GVM) summarise, $will summarise,$ <1:300:491:485:J_A> The TEC # 32 (GVT) is going to $will$ (LS) embrace $encompass$ all different kinds of tertiary <4:1094:491:486:J_A> I am very busy but I Okay, (GVT) try $will try$ . (SI) Pls start $?$ . <5:1177:491:486:J_A> (GVAUX) Do $Would$ you like to make a statement? <1:312:491:485:J_A> aim of the TaskFETEs is the (XVCO) to agree upon $to agree on$ the tertiary education system only in the city of Eutropoli <140:491:J_A> jasmin: hi gayle, what do think (LS) about $of$ the bardland paper <1:300:491:485:J_A> The TEC (GVT) is going to $will$ # 32 (LS) embrace $encompass$ all different kinds of tertiary education institutions- unive <5:1140:491:491:J_A> do you think about EuComm's(LS) what action $performance$ ? <156:491:J_A> Anyone of us should (LP) get into touch $get in touch$ with the other teams over the weekend. <180:491:J_A> As far as I am concerned the Bardies will be quite important (FS) tu$to make$we will have contact with them first (LP) to come into $to$ us <151:491:J_A> It's rather (GA) the $a$ (WR) very $0$ short version. Did They do their homework???? :) <185:491:J_A> jasmine: do we meet this weekend? (WM) when and where? If not, $not$ If yes, 0 why ??? <1:337:491:490:J_A> Thanks for your interest in our concept. But we'd rather discuss$can$ #55 (WM) 0 the details in a later conference onaCurriculum or Technology, or we organize private conference <5:1140:491:491:J_A> discuss Let's (WM) 0 $this$ ! <1:374:491:J_A> (S) we just say $we just want to say$ thank you for joining the first teleconference and wish all <4:1057:491:486:J_A> I think that chatting is a waste of time... Seriously, now, chatting-rooms not the case$ , Brian?universities. You can do it at home or elsewhere! Brian, (S) Or not $Or is that must be prohibited in <3:716:491:491:J_A>Nicole, we are still discussing (60). Hi (SI) If you have a clue gon on $?$ . <4:1094:491:486:J_A> I am very busy but I (GVT) try $will try$Pls start Okay, (SI) . $?$ . <154:491:C_O> thanks, but I just found it out after having (FM) sended $sent$ it <5:1178:491:C_O> access to University must not be (FM) depending $dependent$ on the financial situation of the future student" <5:1218:491:490:C_O> not being We are (FM) unpolite $impolite$ we only want to reach (LP) results $an agreement$ ... <5:1298:491:490:C_O> Northland-what is your problem? We (FM) can not $cannot$ see any contradictions! <158:491:C_O> I agree (XVCO) to $with$ your point, but we have to hurry, because we must have finished it (LS) until $by$ (FS) Monday $Monday$ <170:491:C_O> to sven(FS) i $I$ had this server-problem... could you mail me <170:491:C_O> (GADVO) once again the policy (FS) papaer $paper$ $once again$ ? cathy <183:491:C_O> to sven.what (GADVO) does this exactly $exactly does this$ (FS) eman? $mean?$ <183:491:C_O> when are we going to (FS) cotact $contact$ them? <191:491:C_O> how about (FS) Saturday $Saturday$ <191:491:C_O> / (FS) subnday $sunday$ <191:491:C_O> (FS) subnday $Sunday$ morning? <204:491:C_O> (FS) osterdeich $Osterdeich$ 33 <2:483:491:C_O> Coastland. We strongly agree with your ideas about professional $training$ (FS) traing (64)- but what (WO) do you exactly mean $exactly do yo <2:569:491:491:C_O> can (FS) i $I$ answer 157? cathy <2:577:491:C_O> 157 Don't you think the entrance exams should somehow be linked $qualifications$ student has chosen to study? His general (FS) qualification to the subject the are once more already (LS) ensured $guaranteed$ by the <4:1064:491:C_O> Could you please #99 (FS) futher $further$ outline this point? <5:1247:491:C_O> We (FS) higly $highly$ appreciate this <202:491:C_O> Sorry I can't (XVPR)attend to $attend$ your meeting at the weekend (FPW) , $0$ because I'll be very busy <4:1076:491:C_O> Dear InfoTech-thank you very much for (GA) 0 $the$ clarification <2:483:491:C_O> what (WO) do you exactly mean $exactly do you mean$ (LS) with $museums$ (GNN) museum $by$ Industrial training- does it also involve training in the media, cultural work ( , theatres..) ? <170:491:C_O> to sven- (FS) i$I$ had this server-problem... could youagain the policy (FS) papaer $paper$ (GADVO) once mail me $the policy paper once again$ <183:491:C_O> to sven.what (GADVO) does this exactly $exactly does this$ <5.1178:491:C_O> Dear Delegation of Northland- what(GVN) problem? Coastland's policy paper is your state $states$ as follows:"Studying fees are not to be introduced: access <5:1450:491:C_O> 234But if it (GVT) will be $is$ optional, nobody (GVAUX) would $will$ ever participat <5:1450:491:C_O> 234But if it (GVT) will be $is$ optional, nobodywould (GVAUX) $will$ ever participate. <5:1430:491:578:C_O> EuCom- is there a Dear (XNCO) possibility to prolong $possibility of prolonging$ the conference? There are only five minutes left and we <158:491:C_O> I (XVCO) agree to $ agree with$ your point, but we have to hurry, because we must have f <165:491:C_O> I (XVCO) agree to $ agree with$ you, but I think each group should prepare one country <202:491:C_O> Sorry I can't (XVPR) attend to $attend$ your meeting at the weekend(FPW), because I'll be very busy <158:491:C_O> I agree (XVCO) to $with$ your point, but we have to hurry, because we must have finished it (LS) until $by$ (FS) Monday$Monday$ <2:483:491:C_O> what (WO) do you exactly mean $exactly do you mean$ (LS) with $by$ Industrial training- does it also involve training in the me <2:536:491:C_O> 125 Yes, but in order to enter tertiary education you must have passed secondary education, which will Öbitür (LS) by $with$ an exam- be finished <2:577:491:C_O> His general (FS) qualification $qualifications$ are once more already (LS) ensured $guaranteed$ by the Öbitür. <5:1430:491:578:C_O> are only five minutes left and(LS)haven't even There we reached $finished$ our agenda. <2:452:491:C_O> Coastland, does your idea about communication distant learners' also include (LP) between students $distance learning$ programs? <5:1218:491:490:C_O> not being (FM) unpolite $impolite$ , we results We are (LP) only want to reach$an agreement$ ... <2:540:491:491:C_O> sorry to have to dwell on this Öbitür-thing- although I am (LCS) $because/0$ it does not really have any reference to today's agenda.ca <5.1178:491:C_O> (WR) We $0$ We also basically agree with them... <2:483:491:C_O> Coastland. We strongly agree with your ideas aboutyou exactly mean traingdo you mean$ (LS) with $by$ Industrial training- does it also involve tra (WO) do professional (FS) $exactly $training$ (64)- but what <2:398:486:D_B> Finally we lay high value on the (FM) improve $improvement$ of communication among students. <1:272:486:486:D_B> volunteers? any (FS) i $I$ already wrote the opening statement... <2:398:486:D_B> (LP) in our eyes $in our opinion/as we see it$ the power structure $of$ (FS) ot the Tertiary Education Institutions. <2:398:486:D_B> Also quite important (GVN) are $is$ the relation (LS) of $between$ state-funded and (FS) pricate $private$ Universities, <2:466:486:D_B> (FS) coulsd $could$ you specify your question, midland? <2:550:486:D_B> in our country, access refers to curriculum. we'd wbout talk about this in the curriculum teleconference. what (FS) like to $about$ you? <5:1176:486:D_B> concerning access (LS) of $for$ people over 30, i (FS) $I$ think this refers to curriculum. 457 German L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <2:398:486:D_B> The most important part of (GA) 0 $the$ policy is (LP) in our eyes $in our opinion/as we see it$ th <2:427:486:D_B> $opinion of$ our (XNCO) suggestion of $suggestion for$ (GA) 0 $an$ equal number of voices for each of the three groups? <2:427:486:D_B> So what is (GP) every $each$ (GNC) countries $country's$ (XNCO) opinion to$opinion of$ our (XNCO) suggestion <2:417:486:D_B> concerning the (GNN) decisions-making $decision-making$ (S) , we would like to see every group of the three have <2:427:486:D_B> So what is (GP) every $each$ (GNC) countries $country's$ (XNCO) opinion to$opinio <1:346:486:486:D_B> at least one of us should stay (GP) official end... ah i just (LS) recognised $realised$ that 5 min left.. so let's stay here for 5 min i think till the it's $there's$ only <2:398:486:D_B> Also quite important (GVN) are $is$ the relation (LS) of $between$ state-funded and (FS) pri <1:330:486:578:D_B> alright. We Yes, (GVT) try $will try$ to coordinate the work on policy. <2:437:486:486:D_B> (I (GVT) try $am trying$ to stick to the agenda. david ) <5:1495:486:D_B> Dear fellow delegates! Sorry we (GVT) had $have had$ many server problems in the last 20 minutes, but finally w <2:591:486:D_B> we don't want to raise taxes at all. but we (GVAUX) $would$ like to arrange (SU) studying fees $?$ for people over the age of 30. <5:1214:486:D_B> propose to (LS) take $accept$ (LS) the formulation $the proposal$ as it is in the final paper; maybe$come to$ a compromise on private universitie We (GVAUX) let's $we should$ (LS) find <2:391:486:D_B> Our idea is to review the teleconference after its end (GWC) $it has ended$ and then (LS) compound $draw up$ the main points in a <5:1376:486:491:D_B> take it too don't (GWC) serious $seriously$ : we were just kidding! <2:427:486:D_B> So what is (GP) every $each$ (GNC) countries $country's$ (XNCO) opinion to $opinion of$ our (XNCO) suggestion of $suggestion for$ (GA) <2:427:486:D_B> our (XNCO) suggestion of $suggestion for$ (GA) $an$ equal number of voices for each of the three g <1:276:486:D_B> we (XVCO) would prefer talking $would prefer to talk $ about concrete topics, such as curriculum, technology etc <1:256:486:486:D_B>coastlanders! who will be the typing delegate hey (LS) of $amongst$ us? <1:346:486:486:D_B> at least one of us should stay (LS) official end... ah i just $realised$ i think till the recognised that (GP) it's $there's$ only 5 min left.. so let's stay here f <2:391:486:D_B> Our idea is to review the teleconference after (GWC) its end $it has$draw up$ then (LS) compound ended$ and the main points in a new paper called "Design Plan for th <2:398:486:D_B> Also quite important (GVN) are $is$ the relation (LS) of $between$ state-funded and (FS) pricate $private$ Universities, aswe <2:507:486:D_B> but this shouldn't be (LP) so large to $so large as to$ (LS) infect $influence$ policy-making at the universities. <2:515:486:D_B> #108: the (S) influence of firms $influence firmsof (LS) exert$ should not get too high, that's the reason for our plans $for$ limiting their financial involvement. <2:541:486:D_B> I've got the impression that everything is a bit chaotic now. euCom,$at$ our subject (LS) in what's the moment? <5:1176:486:D_B> think that there was no consensus (LS) I on installing $setting up$ a "TEC". I propose to leave this out of the document. <5:1176:486:D_B> concerning access (LS) of $for$ people over 30, (FS) i $I$ think this refers to curriculum. <5:1196:486:D_B> we agree #48 (LS) to $on$ this point, too. <5:1214:486:D_B> propose to We (LS) take $accept$ (LS) the formulation $the proposal$ <5:1214:486:D_B> (LS) the formulation $the proposal$ as it is in the final paper; maybe <5:1214:486:D_B> (GVAUX) let's $we should$ (LS) find $come to$ a compromise on private universities. <2:419:486:D_B> (WO) meaning the three groups $the three groups meaning$ : students, administrative and teaching staff, and (LSF) professors $lecturers$ <2:398:486:D_B> The most important part of (GA) $the$ policy isin our eyes (LP) $in our opinion/as we see it$ power structure (FS) ot $of$ the Tertiary Education I the <2:507:486:D_B> by generally state-funded, we mean (LP) a small amount of private sponsoringas to$ but this shouldn't be that so large to $so large is okay, (LS) infect $influence$ policy-making at the universities. <2:436:486:D_B> We want to build (WR) up $0$ more high-standard state-funded Universities, support ind <2:436:486:D_B> We want to build (WR) up $0$ more high-standard state-funded Universities, support industrial training and improve the communication (WM) 0 $systems$ among students. <2:419:486:D_B> (WO) meaning the three groups $the three groups meaning$students, administrative and teaching staff, and (LSF) p : <2:417:486:D_B> concerning the (GNN) decisions-making $decision-making$like to see every group all the three havepower equal weight $ (S) , we would $we would like of three groups to have number of voices in the the same <2:515:486:D_B> #108: the (S) influence of firms $influence firms exert$ should not get too high, that's the reason for our plans (LS <2:448:486:D_B> In order to improve communication (SU) students, refers to technology aswell must be improved, networks built up etc. among that access to internet and e-mail $?$ . <2:591:486:D_B> we don't want to raise taxes at all. but we (GVAUX) $would$ like to arrange (SU) studying fees $?$ for people over the age of 30. <4:1079:491:S_R> $protected$ from misuse - financial (FM) explotation $exploitation$ etc. <1:262:491:485:S_R> Comments (FS) wellcome $welcome$ . <1:281:491:S_R> b) (FS) english $English$ as lingua franca, by supporting the 'native tongues' <2:443:491:S_R> Teacher's knowledge in this case (FS) referrs $refers$ to his experience in administration. <2:462:491:S_R> Midland thinks of the TEC not only(FS) as (GA) a $an$ Internet provider but as (WR) a $0$ (WR) own $0$ profit orientated Telecommunicatio $telecommunications$ Enterprise. > <2:580:491:S_R> Midland is very glad about the (FS) EuGlobe' $EuGlobe's$ interest in our postion. <2:580:491:S_R> We (GADJO) already have made $have already made$ an appointment with EuGlobe to join us conference, (FS) afetr $after$ the <2:580:491:S_R> as weare too busy (LS)by $with$ (FS) negotitions $negotiations$ now <2:610:491:S_R> due to the (LS) narrow $tight$ schedule (FS) Miidland $Midland$ likes to propose to call extra press-conferences <2:610:491:S_R> instead of (FS) cutiing $cutting$ time off conferences. <4:935:491:491:S_R> Morning Cathy you have not missed (FS) to $too$ much - besides us <4:1003:491:490:S_R> use (GVAUX) does $is$ a (FS) 'what Mater $Master$ or BA (WR) have $0$ to them - and what does it cost (G <4:1049:491:486:S_R> secret of It is the (FS) cpoy $copy$ and paste.;-)) <4:1086:491:490:S_R> yes, as we want to guarantee a 24 hour access to the TEc we $circuit$about the invention of a prevent the TEC Well, (FS) circiut thought TV to closed <5:1116:491:S_R>Midland is glad to see you are all (FS) withous $with us$ , <5:1144:491:491:S_R> As agreed on within the group (FS) i $I$ (GVT) send $sent$ it <5:1209:491:S_R> (FS) Coastlan $Coastland$ :, untrue! <5:1330:491:S_R>EuCOM NO!!! we (FS) ahven't $haven't$ any objections (LS) on $about$ point 4 - the real one !!! <5:1414:491:S_R>Do you mean access to technology if yes (FS) ther $there$ aren't any objections <4:949:491:490:S_R> elderly people have a right to learn(FPW),$0$too Sure (FPM) $,$ but in other institutions - not in the TEC <4:1003:491:490:S_R> So, what use does it have - (GVAUX) won't $wouldn't$ you say that this is a waste of resources (FPM) . $?$ <4:949:491:490:S_R> elderly people have a right to learn Sure (FPW) , $0$ too (FPM) $,$ but in other institutions - not in the TEC <2:462:491:S_R> Midland thinks of the TEC not only(GA) as a $an$ Internet provider but as (WR) a $0$ (WR) own $0$ prof <4:1003:491:490:S_R> use (GVAUX) does $is$ a (FS) Mater $Master$ or BA (WR)$0$ $0$ to them - and what does it cost 'what (GA) the have society? <5:1263:491:S_R>No chance (XNPR) to $of$ (GA) 0 $a$ compromise? <4:949:491:490:S_R> as we see it the TEC should be designed totomorrow's workforce Well (GNC) work effeciently >$workforcehigh-profile . Educate a for the future$ <1:336:491:490:S_R> apologize for not being able to answer in details We (GNN) $detail$ - we will come to that later. 458 German L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <5:1116:491:S_R>Dear other (GNN) Delegation $Delegations$ , <5:1455:491:S_R> the students are supposed to finish their studies within eight as (GNN) semester $semesters$ they will hardly have time to do (WM) $such $ a (WR) th <5:1449:491:S_R>(GVNF) To state $Stating$ (GP) it $things$ (WR) out $0$ clearly. Midland won't accept any (LS) de <5:1119:491:485:S_R> great (GP) your $you're$ with us once again <1:298:491:490:S_R> you please clarify (SU) to what reason (WM) $and$ on what$you$ you would like (WO) $us$ to answer Could (GP) us topic <2:580:491:S_R> We (GADJO) already have made $have already made$ an appointment with EuGlobe to join us (FS) afetr $after <4:1079:491:S_R>#104, As we see it, yes. The (GADJO) developed learning $learning materials that have been be (LS) prohibited $protected$ materials have to developed$ <5:1151:491:491:S_R>we will eat and drink until we will see Yes (GADJO) blue little $little blue$ dots <4:928:491:490:S_R> In what way do you think IT (GVN) relate $relates$ to IT? <5:1193:491:S_R>As we (GVM) deal $are dealing $ with only around 700.000 people in EUTROPOLIS aged <4:1086:491:490:S_R> yes, as we want to guarantee a 24 hour access to the TEc we $being damaged$ invention of a closed (FS) circiut $circuit$ TV to prevent the TE Well, (GVNF) damage thought about the etc. <5:1449:491:S_R> (GVNF) To state $Stating$ (GP) it $things$ (WR) out $0$ clearly. Midland won't acc <2:526:491:S_R> Some messages might (GVT) got $get$ lost <5:1144:491:491:S_R> As agreed on within the group(FS)i (GVT) $I$ send $sent$ it <4:1003:491:490:S_R> use 'what (GVAUX) does $is$ a (FS) Mater $Master$ or BA (WR) have $0$ to them - a <4:1003:491:490:S_R> won't be able to work in their (GVAUX) won't use does it have They 'new' job .So, what $wouldn't$ you say that this is a waste of resources(FPM) $?$ . <5:1193:491:S_R>additional , especially (GWC) private $privately$ funded universities are not acceptable <5:1203:491:S_R>100% state funded TEC, so you give us the TEC, we will agree on $privately$ (GWC) private other funded Universities in EUTROPOLIS <2:566:491:583:S_R> Desperately sorry for that. We would (XADJCO) be glad hearing $be glad to hear $ from you after the conference again. <5:1173:491:S_R> it is not As (XVPR) stated out $stated$ 100% clearly <2:580:491:S_R> We (GADJO) already have made $have already by (LS) made$ an appointment with EuGlobe to join us (FS) afetr $after$ the conference, as weare too busy $with$ (FS) negotitions $negotiations$ now <2:610:491:S_R> due to the (LS) narrow $tight$ schedule (FS) Miidland $Midland$ likes to propose to ca <4:973:491:S_R> Good point, but what use does a degree in tertiary education have $for$ (LS) to elderly people - they can do pottery classes. <4:1072:491:490:S_R> This is to #97> (LS) prevent $protect$ the TEC from physical damage by persons. S. <4:1079:491:S_R>developed learning materials $learning materialsprohibitedbeen developed$ have to be (LS) that have $protected$ from misuse - financial (FM) explotation $exploitation$ e <5:1173:491:S_R> The Tertiary Education Center TEC(LS) to be 100 % state funded. As it is supposed to be theshould be avoided has engagement $investment$ only TEC in Eutropolis private <5:1330:491:S_R>EuCOM NO!!! we (FS) ahven't $haven't$ any objections (LS) on $about$ point 4 - the real one !!! <5:1449:491:S_R>(GVNF) To state $Stating$ (GP) it $things$ (WR) out $0$ clearly. $reduction$ accept any of final exams. (LS) deminishing Midland won't <5:1341:491:S_R> (LP) So is life $Such is life$ , #158 <2:462:491:S_R> In order to be able to finance the students' / scientists' internet access Midland thinks of the TEC not only as (GA) a $an$ Internet provider but as a (WR) own $0$ profit orientated (FS) Telecommunicatio $telecommunica <4:1003:491:490:S_R> use (GVAUX) does $is$ a (FS) Mater $Master$ or BA 'what (WR) have $0$ to them - and what does it cost (GA) the $0$ society? <4:1003:491:490:S_R> As mentioned before retired people (WO) usually already have had $have usually already had$ They (WO) be able to$from in their 'new' could retire (WR) from $0$ . a job won't of which work which$ they job <5:1366:491:486:S_R> WE CONSIDER THIS sHALL (WR) AS $0$ A DECLARATION OF WAR ß <5:1449:491:S_R>(GVNF) To state $Stating$ (GP) it (WR) $things$ out $0$ clearly. Midland won't accept any (LS) deminishing $red <5:1455:491:S_R>as the students are supposed to finish their studies within eight (GNN) semester $semesters$ they will hardly have time to do (WM) $such $ a (WR) that $0$ long internship. <1:298:491:490:S_R> you please clarify (SU) to what reason Could (WM) 0 $and$ on what topic you would like (WO) $us$ to answer (GP <4:932:491:S_R> As Midland sees it a main aim in using IT should (WM) 0 $be$ the integration of disabled people. <5:1278:491:S_R> sacred capital. other countries (WM) our 0 $such$ as yours certainly have their own tertiary education. <5:1394:491:490:S_R> you please be so kind and specify would (WM) ICT $what ICT is$ ? <5:1455:491:S_R>as the students are supposed to finish their studies within eight (GNN) semester $semesters$ they willthat $0$ longtime to do (WM) 0 $such $ a (WR) hardly have internship. <1:298:491:490:S_R> you please clarify (SU) to what reason $?$(WM) $and$ on what to answer would like (GP) us $you$ Could (WO) to answer us $us topic you you$ <1:336:491:490:S_R>would be very grateful to hear (WO) we on this from you $from you on this$ later; after this conference perhaps? <2:566:491:583:S_R> Midland would like to ask you to join in (WO) later again $again later$ . We appreciate your <4:1003:491:490:S_R> As mentioned before retired people (WO) usually already have had usually already had$ $have <4:1003:491:490:S_R> a job (WO) of which $from which$ they could retire (WR) from $0$ . They won't be able to w <1:298:491:490:S_R> you please clarify Could (SU) to what reason $?$ (WM) $and$ on what topic you would like (WO) $us$ t <2:526:491:S_R> (SU) Midland suffers from post part crash trauma . Sorry for that $?$ <4:959:491:491:S_R>you have any problems with them Do (SU) besides no $?$ . <5:1286:491:S_R>We will have to come back to the point when discussing curriculum, (SU) at the latest $?$ . <2:562:486:P_K> #151 they should start (FM) practicing $practising$ <2:605:486:P_K> #187 we don´t (FS) wnat $want$ to kick them out, <2:605:486:P_K> we just want them to pay more, if they (FS) rally $really$ want to study! <2:608:486:P_K> #188 please meet us (LS) on $at$ (GA) $the$ teleconference on $Wednesday$ (FS) wednesday ! <3:652:486:P_K> - about the (FS) finnal $final$ exam <3:652:486:P_K> after (FS) secundary $secondary$ education <3:684:486:P_K> #33 (FS) condiotions $conditions$ : <3:684:486:P_K> - they should attend special classes ( (FS) fpr $for$ ex. evening classes) <3:715:486:P_K> 3. (FS) ecxam $exam$ (S) about future studyng area $related to proposed field o <3:767:486:P_K> #101 4 years + 1 year practice + half year preparing the (FS) finnal $final$ exam <3:842:486:P_K> #169 in our opinion (LS) versatile $?$ seminars and classes should $offered$ (FS) offerred be to students <3:842:486:P_K> who want to know about (GA) the $0$ other countries (FS) $countries'$ culture, history and people <3:868:486:P_K> (GA) a $0$ constant (FS) developmenet $development$ <3:868:486:P_K> cooperation and <2:608:486:P_K> #188 please meet us (LS) on $at$ (GA) 0 $the$ teleconference on (FS) wednesday $Wednesday$! <3:652:486:P_K> - about (GA) 0 $the$ (LS) access $entrance$ exam <3:723:486:P_K> the students should know what (GP) he $they$ want to study and should have basic knowledge in (GP) he $they$ wants to study (GA) 0 $the$ subject <3:812:486:491:P_K> if he thinks that is Yes, (GA) a $the$ right (LS) way $combination$ <3:832:486:P_K> #163 yes, it is ímportant for (GA) the $0$ (WM) $a good education$ education, it means getting m 459 German L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <3:842:486:P_K> students who want to know about (GA) the $0$ other (FS) countries $countries'$ culture, history and peo <3:868:486:P_K> #196 (GA) the $0$ language knowledge is very important in our society of <3:868:486:P_K> in our society of (GA) a $0$ constant (FS) developmenet <3:868:486:P_K> $development$ and cooperation (FS) wit $with$ other countries, so (GA) the $0$ language learning in Tet. Education should not take a las <5:1135:486:P_K> course, of (GA) 0 $a$ long time before <3:652:486:P_K> (GNN) Coastlands $Coastland$ (LS) propose $has proposals to make$ : <3:684:486:P_K> - pay higher (GNN) fee $fees$ (´cause they are possibly working)- they have more exper <3:803:486:P_K> #137 we think everyone should study (GWC) that $what$ (GP) we he $they$ wants and <3:803:486:P_K> can choose (GP) his $their$ subject combination <3:730:486:P_K> #77 ´cause (LP) for ex.$for example/e.g.$ if he wants to study medicine, he should have (GP) $some$ knowledge (LS) in $of$ biology and chemistry <3:723:486:P_K> the students should know what (GP) he $they$ want to study and should have <3:723:486:P_K> basic knowledge in (GA) $the$ subject (GP) he $they$ wants to study <2:456:486:P_K> #62 yes, we would like to give a chance to everybody (GP) that´s $who's$ far away, too, to have a chance to learn on the same leve <2:523:486:P_K> #117 sorry, what (GVN) means Öbitur $does Öbitur mean$ ??? <3:803:486:P_K> #137 we think everyone should study (GWC) that $what$ (GP) we he $they$ wants and can choose (GP) his $their <3:779:486:P_K> #116 coastland (XVPR) agree on $agree with$ the point how long <3:782:486:P_K> #118 good statement! you need (XNUC) a paper $a piece of paper$ afterall! <2:608:486:P_K> #188 please meet us (LS) on $at$ (GA) $the$ teleconference on (FS) wednesday $Wednesd <3:652:486:P_K> (GNN) Coastlands $Coastland$ (LS) propose $has proposals to make$ : <3:652:486:P_K> - about (GA) $the$ (LS) access $entrance$ exam <3:695:486:P_K> - a good grammar school (LS) conclusion $record?$ <3:695:486:P_K> - (WR) successfully $0$ passed (LS) entering $entrance$ exam (or maybe 2 : oral & written) <3:721:486:P_K> #70 (LS) close $limited$ number of students? <3:726:486:P_K> #76 coastland agrees with (LS) close $limited$ number of students <3:730:486:P_K> #77 ´cause (LP) for ex.$for example/e.g.$ if he wants to study medicine, he should have (GP) biology and chemistry (LS) in $of$ $some$ knowledge <3:812:486:491:P_K> if he thinks that is (GA) a $the$ right Yes, (LS) way $combination$ <3:842:486:P_K> #169 in our opinion (LS) versatile $?$ seminars and classes should be (FS) offerred $offered$ to <3:730:486:P_K> #77 ´cause (LP) for ex. $for example/e.g.$ if he wants to study medicine, he should have (GP) $som <2:551:486:P_K> but what if you get nervous (WR) by $0$ writing an exam (LCC) and $or$ in an oral exam?? <2:551:486:P_K> but what if you get nervous (WR) by $0$ writing an exam (LCC) and $or$ in an oral exam?? <3:695:486:P_K> (WR) successfully $0$ passed (LS) entering $entrance$ exam (or maybe 2 : oral <3:881:486:P_K> #205 (WR) there $0$ (WO) should be offered religious classes <3:832:486:P_K> #163 yes, it is ímportant for (GA) the $0$ (WM) 0 $a good education$ education, it means getting more experience <3:881:486:P_K> #205 (WR) $0$ there (WO) should be offered religious classes should bebut they should be optional $religious classes , offered$ <3:708:486:P_K> yes, but (S) is not always knowledgedoes not always involve having knowledge of scientific subjects$ $this in science <3:715:486:P_K> 3. (FS) ecxam $exam$ (S) about future studyng area to proposed field of study$ $related <1:279:486:D_S> I think (FPW) , $0$ everybody knows(FPW), what our goals are <1:279:486:D_S> everybody knows (FPW) , $0$ what our goals are <1:284:486:D_S> can we get details (LS) to $for$ point e? <1:288:491:O_D_H> have to apologize for the we (FM) misunderstandable $first expression which could be easily misunderstood$ first expression <1:348:491:489:O_D_H> up with the world standard (FM) interested in satellite and digital To keep we are technic $technology$ <1:367:491:490:O_D_H> vocational school, work and (FM) afterward $afterwards$ go to university <3:735:491:O_D_H> (FM) Additionals $Additions$ to 76: <4:942:491:O_D_H> because digital Yes, (FM) technic $techniques$ (GVN) is $are$ improving and (GVN) offers $offer$ bett <4:971:491:O_D_H>43: But internet-based technology to (FM) is improveable $can be improved$ , the classical video-conference system (WM) $can$ not! <1:348:491:489:O_D_H> (FS) Than $Thank$ You, <3:735:491:O_D_H> may have read some (you (FS) explaination $explanation$ in our paper) for the next semester. <4:963:491:O_D_H>38: Progress to (FS) pruduces $produces$ costs! <4:1008:491:O_D_H> them with all (GA) $the$ facilities to use (FS) beeing $being$ offered! <4:1042:491:O_D_H> We (FS) higly $highly$ appreciate your summary! <4:1104:491:O_D_H> we really appreciated today's conference. Hope to hear (WO) again $Friday$ $from you again$ on (FS) friday from you , <5:1126:491:491:O_D_H> (FS) wo $who$ could that be... <5:1336:491:491:O_D_H> our upcoming party's name into: the-to-hell-with-Northland-eat-and-drinkI changed (FS) es $as$ much-as-u-can-after-conference-party <5:1392:491:O_D_H> maybe (but (FS) expansiver $more expensive$ (GADJCS) expansiver $more expensive$ ) technologies. <5:1492:491:O_D_H> Dear (FS) partizipating $participating$ delegates, <4:987:491:O_D_H> That's exactly (FPW) , $0$ what the empirical data says. <3:668:491:O_D_H>Exam for people who have worked for 3. (GA) 0 $a$ long time <3:696:491:O_D_H>Exam for people who have worked for 3. (GA) 0 $a$ long time <4:977:491:O_D_H> we stated before, we suggest transmitting the 0 As (GA) main lectures for geographically remote learners/ $the$ disabled. <4:1000:491:O_D_H> Certainly not! Basic knowledge includes the ability to use the main $an $ (GA) 0 programs (LS) on $at$ advanced level. <4:1008:491:O_D_H> students should be able to use them (GA)all with 0 $the$ facilities (FS) beeing $being$ offered! <4:1035:491:486:O_D_H> do you think (GA) 0 $the$ university should offer the opportunity to meet in chat-ro <4:1026:491:O_D_H> exist (elevators, Some (GADJO) pro-disabled rooms $rooms for the disabled$ , toilets) others must be improved (internet lectures etc.) <5:1392:491:O_D_H> Midland wants to strongly (XVCO) (GADJCS) expansiver recommend to invest $recommend investing$ in more future-orientated (butagree. (FS) expansiver $more expens $more expensive$ ) technologies.We maybe <4:942:491:O_D_H> because digital (FM) technic $techniques$ is Yes, (GVN) $are$ improving and (GVN) offers $offer$ better quality <4:942:491:O_D_H> improving and $are$ (GVN) offers $offer$ better quality <1:304:491:578:O_D_H> we proudly received our task and (GVT) looking $look$ forward (WM) $to$ working on it. 460 German L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <5:1392:491:O_D_H> Midland wants to strongly (XVCO) recommend to invest $recommend investing$ in more future-orientated (but maybe (FS) expansiver $m <3:742:491:583:O_D_H> Can we (XVPR) subscribe $ subscribe to$ the EuGlobe? <1:329:491:489:O_D_H> we are (LS) strongly $greatly$ interested in a veritable partnership. If you have any inter <1:348:491:489:O_D_H> is to provide all students with a virtual access to university. our goal (LS) Furthergoing $further$ ideas are a free Laptop-Computer for all students and a c <1:367:491:490:O_D_H> have gone directly after secondary education to university or to$ spend a year abroad, One could (LS) visit $go first vocational school, work and (FM) afterward $afterwards <2:461:491:O_D_H> to finance it? What is your How (LS) point to $view on$ this issue? <2:538:491:489:O_D_H> we could've (LS) needed $used$ your computer stuff before... <2:538:491:489:O_D_H> but nevertheless as we stated in the (LS)conference we are last strongly $highly$ interested in upgrading our sytems. <3:735:491:O_D_H>order to In (LS) allow $help$ the students (WM) $choose$ the (LP) best fitting $most s <4:923:491:O_D_H> (LS) An overall $Open/General$ access to IT for people unable to afford their own IT syst <4:995:491:O_D_H> -Overall computer literacy from the (LS) earliest age/semester possible $with$ by intensive courses on information technology for absolute <4:1000:491:O_D_H> Certainly not! Basic knowledge includes the ability to use the main $at$ (LS) on programs (GA) $an $ advanced level. <3:735:491:O_D_H>order to (LS) allow $help$ the students (WM) $choose$ the In (LP) best fitting $most suitable$ subject(s) we'll introduce our PUSM-program (you may h <1:304:491:578:O_D_H> we proudly received our task and (GVT) looking $look$ forward $to$ (WM) 0 working on it. <3:735:491:O_D_H>order to (LS) allow $help$ the students In (WM) 0 $choose$ the (LP) best fitting $most suitable$ subject(s) we'll intro <4:971:491:O_D_H>43: But internet-based technology (FM) is improveable $can be improved$ , the classical video-conference system to (WM) 0 $can$ not! <4:1008:491:O_D_H> opinion it is not In our (WO) (anymore) necessary $necessary (anymore)$ to know how computers work, we should leave that to In <4:1104:491:O_D_H> we really appreciated today's conference. Hope to hearfrom you $from you again$ (WO) again on (FS) friday $Friday$ , <5:1147:491:491:O_D_H> where will When and (WO) be our after-conference-eat-and-drink-as-much-as-u-can-party. $our after-conference-eat-and-drink-as-much-as-u-can-party be$ ? <3:696:491:O_D_H> 2. (S) Exam in evening classes $?$ <4:923:491:O_D_H> -Overall computer literacy from the (SI) earliest age/semester possible $?$ by <3:668:491:O_D_H> is a here (SU) shortened schedule $summary$ of what we think is of primary interest: <3:668:491:O_D_H> 2. (SU) $?$ Exam in evening classes <4:1109:486:I_S> See you on (FS) Friday $Friday$ ! <4:994:486:I_S> #51as many people as possible should be able to work (FS) eith $the$ computer for their (SU) own support $own good(?)$ . <4:994:486:I_S> #51 Coastland has the lowest level of computer literacy. We believe Eutropolis needs a higher. level of computer literacy because as many people as po (SU) own support $own good(?)$ <4:908:486:486:S_L> Yes, (FS) Im $I´m$ here...Sabrina <4:1006:486:486:S_L> (FS) Im $I'm$ sorry.. <4:1006:486:486:S_L> (FS) that s $that's$ the problem with my puter... you get my <4:1006:486:486:S_L> answers much later than (FS) I ve $I've$ sent them. Sorry about that. <4:1014:486:486:S_L> Sweetie.... (FS) Ill $I'll$ be right back <2:496:486:486:S_L> As I can see so far $As far as (GNN) (LP) I can see$ , this conferences $conference$ is much better than the opening one, isn t it? <2:468:486:486:S_L>everybody. Sorry I am not a big help today (like most (WM) $of$ the time:-) ).... but I think you have everything server allows me to read and hope Hi (GVT) try $am trying$ to read as much as my under control... I <2:442:486:486:S_L> I´m at home... sorry, my server does not work the way it should... I have to reload this five minutes. Who´s there? Yes, (LS) all $every$ page <2:496:486:486:S_L> (LP) As I can see so far $As far as I can see$ , this (GNN) conferences $conference$ is much better tha <2:468:486:486:S_L>everybody. Sorry I am not a big help today (like most Hi (WM) 0 $of$ the time:-) ).... but I think you have everything under con <3:664:486:N_R> and who (GVT) passed $has passed$ the (FM) entering $entrance$ exam <3:656:486:N_R> - to (FS) immatriculate $matriculate$ (GP) any $all$ university students have to finish a certain <3:656:486:N_R> (FS) Accademic $Academic$ (GNN) qualification $qualifications$ of students <3:664:486:N_R> 16# Everyone who (GVT) had $has$ (FS) Grammer $Grammar$ school exam and who (GVT) passed $has passed$ the (F <2:387:486:N_R> Hello everybody.Sorry, but we had some (GNN) troubles $trouble$ with our computers. <3:656:486:N_R> 2. (FS) Accademic $Academic$ (GNN) qualification $qualifications$ of students <3:770:486:N_R> - Minimum subjects that should be offered: Physics, Biology, Chemistry, (GNN) Mathematic $Mathematics$ , Computer Science, Electrical and Mechanical Engineeri <3:816:486:N_R> - In (LS) that $the$ university campus (GNN) students $student$ activities such as (LP) music chorus $choral groups$ and <3:799:486:N_R> #132 We don't agree with (GP) it $this$ . <3:656:486:N_R> - to (FS)immatriculate $matriculate$ (GP) any $all$ university students have to finish a certain school grade <3:664:486:N_R> 16# Everyone who (GVT) had $has$ (FS) Grammer $Grammar$ school exam <3:664:486:N_R> and who (GVT) passed $has passed$ the (FM) entering $entrance$ exam <3:816:486:N_R> - In (LS) that $the$ university campus (GNN) students $student$ activities su <3:816:486:N_R> drama and (LS) debate $debating$ groups, (SU) so as $?$ different sports have to be offered <3:816:486:N_R> - In (LS) that $the$ university campus (GNN) students chorus (LP) music $student$ activities such as $choral groups$ and bands, drama and (LS) debate $debating$ groups, <3:656:486:N_R> least 12 years) and they must take the final examany (WR) at $0$ Grammar School <3:656:486:N_R> - they will have to pass some qualifying exams, such as general knowledge, areathe degree course they are taking.$ be (S) from their future studying English language and the third exam will $related to <3:790:486:N_R> (SU) #122 What is workplace, teachers or students after their studying? $?$ <3:816:486:N_R> - In (LS) that $the$ university campus (GNN) students $student$ activities such as (LP) music chorus sports have to beand bands, extend and (LS) deb (SU) so as $?$ different $choral groups$ offered to drama general stude <2:521:491:G_B> #106 education must be free. we (GVT) decidedwe (FS) $have decided$ (SI) three ways $in which this can be you one example(FPM $We$ will give done$ <2:521:491:G_B> (FS) after $After$ (GA) $the$ Öbitur students are obliged <5:1293:491:G_B> (XCONJCO) According $to$ 120# TEC (FS) Teriary $Tertiary$ Education Center! Sorry <5:1359:491:491:G_B> on see you (FS) Monday $Monday$ <2:521:491:G_B> #106 education must be free. we (GVT) decided $have decided$ (SI) three ways $in which this canafter $After$ (GA) $the$ Öbitur students are oblige (FPM) $.$ (FS) be done$ (FS) $We$ we will give you one exampl <2:521:491:G_B> but only in (GA) that $the$ subject (FPW) , $0$ (GP) which $0$ they want to study <2:521:491:G_B> $We$ we will give you one example(FPM) $.$ (FPM) after $After$ (GA) 0 $the$ Öbitur students are obliged to take an oral examination, <2:521:491:G_B> but only in (GA) that $the$ subject(FPW), $0$ (GP) which $0$ they want to study <5:1221:491:486:G_B> give us please (GA) a $0$ more details (XNPR) $as to$ why you are against the TE <5:1287:491:G_B> addition for the IN (GNN) one $ones$ who still don't know the meaning of TEC <2:521:491:G_B> but only in (GA) that $the$ subject(FPW), $0$ which (GP) $0$ they want to study <2:521:491:G_B> #106 education must be free. we (GVT) decided $have decided$ (SI) three ways $in which this can be done$ (FS) $We$ w 461 German L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <2:460:491:G_B> We agree that every student must have free access to the internet, but we should put our main administration policy (GWC) emphasise $emphasis$ on <5:1293:491:G_B> (XCONJCO) According $ According to$ 120# TEC (FS) Teriary $Tertiary$ Education Center! So <5:1221:491:486:G_B> give us (GA) a $0$ more details please (XNPR) $as to$ why you are against the TEC <2:446:491:G_B> #49coastland what do you mean (LS) with $by$ industrial training <2:624:491:G_B> we don#t want to talk about it again (LS) on $during$ a conference, because we would like to prepare somethin <2:624:491:G_B> we don#t want to talk about it again(WM)on $during$ a conference, because we would like to prepare something different (SU) more precisely $?$ an (LS) 0 $so$ as well! <2:521:491:G_B> #106 education must be free. we (GVT) decidedthree ways (SI) $have decided$ $in which this can be done$ <2:584:491:G_B> students should be obliged (SU) to inform $?$ themselves after each semester <2:624:491:G_B> we don#t want to talk about it again(SU) on $during$ precisely (LS) more a conference, because we would like to prepare something different $so$ as well! $?$ and we hope you will do (WM) <5:1211:491:G_B> Although other countries don't want TEC'S (SU) it is not said that it $?$ be the right way will <5:1277:491:G_B> (SU) Northland try to find your own way by making statements $?$ <5:1277:491:G_B> (SU) otherwise we can't $?$ change and improve our present systems <3:692:491:C_J_W> my opinion this is In (FS) to $too$ general, as not every individual faces the same conditions <3:727:491:C_J_W>is not necessary for a person over (FS) study?thouroughly It 30 to This is a totally undemocratic attitude, and we should (WO) $thoroughly discuss this topic$ discuss th $thoroughly $ ! <3:741:491:583:C_J_W> like to (XVPR)sucscribe for $subscribe sucscribe I would (FS) to$ $subscribe to$ the EuGlobe, immediately! <3:756:491:C_J_W> Continue studies when over 30? Different conditions? This is all far $too$ (FS) to vague! <3:778:491:C_J_W> if the conditions of life do not allow an earlier (LS) education $start$ , then other but (FS) occasions $ocasions$ should (GVV) be present $be presented$ ! <3:811:491:C_J_W> promote the ability to communicate(FS) others $differences$ with and to solve differrences without the interaction of (LS) thirds $third parties$ <3:887:491:C_J_W> is up! Let´s continue the discourse through (GA) $the$ Time (FS) messeage $message$ center! <3:792:491:C_J_W> see $look at$ the underqualified teachers and researchers all over the world, creating (LS) surplus $extra$ problems in areas fight or solve the pro (LS) (FPW) , $0$ where they are usually employed to <3:727:491:C_J_W> not every person over 30 is in(GA) Sure, the $a$ position to study, but you cannot exclude every individua <3:820:491:C_J_W> preparation for living in (GA) an $a$ multi-cultural society and environmental issues to protec <3:887:491:C_J_W> is up! Let´s continue the discourse through0 Time (GA) $the$ (FS) messeage $message$ center! <3:712:491:C_J_W> Life (GNN) experiences $experience$ can hardly be measured! <3:870:491:C_J_W> Eutropolis/Eutropia (WR) there $0$ (WO) should be spoken as $many$ In (GP) much languages as possible $should be spoken$ , but English an <3:778:491:C_J_W> if the conditions of life do not allow an earlier (LS) education $start$ , then other (FS) occasions $ocasions$ should but (GVV) be present $be presented$ ! <3:646:491:C_J_W> would like to ask another delegation to give hasopening statement, having main negotiator(LP) $getting on-line$ to enter the net We (GVT) an problems $is as our problems$ <3:792:491:C_J_W> one year of basics is (GWC) to(GVAUX) can Sure $too$ little, (LP)in some respect $in some respects$ even two years $not be$ enough (Social studies, educationa $may$ (WO) be not <3:792:491:C_J_W> one year of basics is Sure (GWC) to $too$ little, (LP)in some respect $in some respects$ even two <3:741:491:583:C_J_W> like to I would (XVPR) sucscribe for $subscribe to$ (FS) sucscribe $subscribe to$ the EuGlobe, immediately <3:692:491:C_J_W> my opinion this is (FS) to $too$ general, as not every individual faces the same conditions and/or hardships In (LS) of $in$ life! <3:756:491:C_J_W> Continue studies when over 30? Different conditions? This is all far (FS) to $too$ vague! If you want to (LS) keep $maintain$ a fruitful discourse, please specify... <3:778:491:C_J_W> if the conditions of life do not allow an earlier but (LS) education $start$ , then other (FS) occasions $ocasions$ should (GVV) be <3:792:491:C_J_W> (Social studies, educational studies,(LS) etc. see $look at$ the underqualified teachers and researchers all over the w <3:792:491:C_J_W> creating (LS) surplus $extra$ problems in areas (FPW), $0$ where they are usually emp <3:811:491:C_J_W> I would like to add the following suggestions: a student in his basics should also be trained in computers!), meaning to promote the ability to communic (LS) by $with$ social intercourse (not only <3:811:491:C_J_W> solve (FS) $differences$ differrences without thirds to (LS) the interaction of $third parties$ , and also (SU) common educational classes $?$ , in whic <3:820:491:C_J_W> Supplementary programs could include training on negotiations with (LS) jurisdicial $juridical$ institutions, with state boards and corporate businesses <3:646:491:C_J_W> would like to ask another delegation to give to enter the statement, as our main negotiator (GVT) has problems $is having problems$ We (LP) an opening net $getting on-line$ <3:792:491:C_J_W> one year of basics is (GWC) to(LP) little,in some respect $in some respects$ Sure $too$ even two years (GVAUX) can $may$ (WO) be not $not <3:827:491:C_J_W>you talk about drugs and social programs: shouldn´t that be taught from an earlier level If (WR) on $0$ (secondaryb ed. or earlier)? <3:870:491:C_J_W> Eutropolis/Eutropia In (WR) there $0$ (WO) should be spoken as (GP) much $many$ languages <3:820:491:C_J_W> preparation for living in (GA) an $a$ multi-cultural society and$for$ and (WM) 0 environmental issues to protect nature for us and future generations! <3:727:491:C_J_W>is not necessary for a person over(WO) study?discuss this topicundemocratic attitude, this topic$ It 30 to This is a totally (FS) thouroughly $thoroughly should $thoroughly discuss and we $ ! <3:792:491:C_J_W> one year of basics is (GWC) to(WO) little,be not some respect $in some respects$ even two years (GVAUX) can $may$ studies, etc. - ( Sure $too$ (LP)in $not be$ enough (Social studies, educational <3:870:491:C_J_W> Eutropolis/Eutropia (WR) there $0$ In (WO) should be spoken as (GP) much $many$ languagesEnglish be spoken$ $as many languages as possible should and/or Middish could be the main languages , but as possible <3:778:491:C_J_W> Taught/Learned: subject(s) which the student has (S) collected experiences for $acquired some experience in$ natural skills for; when: when she/he is able and wi or has <3:778:491:C_J_W> Taught/Learned: subject(s) which the student has (S) collected experiences for $acquired some experience be paidhas her/his age, but they should not ge (SU) sure $?$ regard must in$ or to natural skills for; when: when she <3:811:491:C_J_W> I would like to add the following suggestions: a student ineducationalshould also be trained in ,social intercourse (not only be transposed (knowledge wh (SU) common his basics classes $?$ in which these aims could (LS) by $with$ computers!), <3:806:583:578:Ö_C>be leaving for the "Uni", so I´ll (FS) may be $maybe$ I´ll see some of you people there. <3:771:583:490:Ö_C> Northland (#93): Just have a look at(WR) has been going on in Japan. They have a very high number of high school students who what would $0$ enter universities. <3:771:583:490:Ö_C> did not That (WO) at all hinder Japan $hinder Japan at all$ from developing very fast, did it?! <2:3:1024:1665:S_U> okay. (FS) lets $let's$ start. <2:6:1978:1665:S_U>i think bardland is from no, (FS) letvia $Latvia$ <2:6:1984:1665:S_U> is the Eutropian Who (FS) Commisioner $Commissioner$ ? <2:3:933:1665:S_U> Everybody has the (SU) rights on $right to control $ the data collected about (GP) him $them$ . <2:3:768:1665:S_U> - development of software is very expensive - andsoftware $software that is paid for$. #100 (GADJO) payed high quality is only guaranteed with <2:3:974:1665:S_U> think that research and education We (GVN) needs $need$ full access to all available data for free. so that they can w <2:3:974:1665:S_U> think that research and education (GVN) needs $need$ full access to all available data forefficiency. they can work with We (LS) full $greater$ free. so that <2:3:867:1665:S_U> why #172 (WM) 0 $is$ that ? that makes no sense. <2:3:1150:1665:S_U> Perhaps the atheists should do social services (WM) 0 $on$ sundays. <2:3:933:1665:S_U> Everybody has the (SU) rights on $right to control $ the data collected about (GP) him $them$ . <2:6:1961:1665:S_U> (CS) halöle (?)! <2:6:1964:1665:S_U> (CS) geht hier heute noch was (Ger.)? <2:1:244:1405:1398:C_O> door to the An open (FM) abolisment $abolition$ of teaching the theory of evolution then? <2:1:264:1405:1402:C_O> simply shocked to hear that such we were (FM) totalitaristic $totalitarian$ measures are about to be introduced in Eutropia! <2:3:910:1405:1646:C_O> you mean by censoring? Since its establishment, the Globe$organism$ What do (FM) organ has been an of free speech! 462 German L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <2:1:186:1405:C_O> Thank you EuCom- I am (LS) very (FS) delighted to hoepfullyconference which is be at the $hopefully$ finally starting... <2:1:236:1405:1398:C_O> how do you Bardland(FS) intent $intend$ <2:1:236:1405:1398:C_O>you (FS) intent $intend$ to(FS) how do finace $finance$ this (LS) warfare $war$ on drugs then? More taxes? Pau <2:1:244:1405:1398:C_O> concept of Reduction of "parent power" honestly mean that parents (LP) have a saying in $have a say in$ the Does your (FS) scholls' $school's$ <2:1:257:1405:1398:C_O> you want (WR) to want $00$ to increase your economy in $finance$ time to such an extent that you police forces of 50% How do (FS) finace such a short increase of the can <2:1:309:1405:1402:C_O> thanx for your contribution. Can I expect your reply Midland(FS) untill $until$ 4?Pauline Pot <2:1:310:1405:1398:C_O> Can I expect your reply (FS) untill $until$ 4?Pauline Pot <2:3:728:1405:1625:C_O> has a right to know about The public (FS) ceratin $certain$ matters... <2:3:759:1405:C_O> personal records, their (FS) wheras $whereas$ individuals(FPW), $0$ who have committed a crime agai <2:3:803:1405:1403:C_O> Shall I regard this statement(#119) as proof of the newly growing $religious$ (FS) relious fundamentalism in Northland <2:3:842:1405:1402:C_O> you think that a sentence of any given lenghth #139 Do (FS) $length$ (GNN) prevent $prevents$ sex offenders <2:3:875:1405:1625:C_O> mustn´t blame anybody for the crime s/he "And we (FS) comitted $committed$ for example <2:3:887:1405:1402:C_O> Any compromises in sight between (FS) protecting inncocent $innocent$ people and preventing new crimes? Pauline Pot <2:3:1031:1405:C_O> Christian values (FS) strenghten $strengthen$ children's personalities <2:3:1102:1405:C_O> need more churches, churches have a cross on the you (FS) latar $altar$ - more crosses!) <2:3:759:1405:C_O> you will grant so called "normal" people the ,right to decide on the privacy of their personal records, committed a crime against society So (FPW) $0$ who have (FS) wheras $whereas$ individuals <2:3:759:1405:C_O> have committed a crime against society , who (FPW) $0$ are now losing this right of self-determination? <2:1:214:1405:1624:C_O> we will not have to call (GA) this means an other $another$ conference. <2:1:286:1405:1398:C_O> hold the interview through the message centre? That means we don't have to call conference Could we (GA) an other $another$ <2:3:743:1405:C_O> Could any of the teams please outline (WR) which $0$ (GA) 0 $the$ significance military records (#77) have in Eutropia? <2:3:1066:1405:C_O> (GA) $The$ christian god of revenge is not a good role model! <2:3:842:1405:1402:C_O> you think that a sentence of any given (FS) lenghth $length$ #139 Do (GNN) prevent $prevents$ sex offenders from committing new crimes once released <2:1:282:1405:1414:C_O> I hope (GP) any $some$ of the teams turns up (LS) to $for$ the interview, otherw <2:1:102:1405:C_O> morning to all the Good (GADJO) joining teams $teams that are joining$ <2:3:696:1405:C_O> collection of data the (GVN) seem $seems$ to be very important for all of you. Which kind of data ar <2:3:1159:1405:C_O> conference This (GVT) was $has been$ very productive! <2:1:210:1405:1398:C_O> read today's issue? Do you think that should based on capital punishment Didn't you (GVAUX) a state $would$ (XVCO) help shaping $help to shape$ Eutropia? Pauline <2:3:941:1405:1646:C_O> What contribution to any discussion(GVAUX) $do$ (WO) offer statements such as "Democracy and Informat <2:1:210:1405:1398:C_O> Do you think that a state based on capital punishmentshaping (XVCO) help (GVAUX) should $would$ $help to shape$ Eutropia? Pauline Pot <2:3:969:1405:1403:C_O>aware that a you are (XNPR) ban of $ban on$ pornography will not mean an end (LS) of $to$ it? It is il <2:1:117:1405:C_O> that all the teams have finally arrived at thefrom Now (LS) conference may I remind you that the next issueEutropian Globe will be out tomorrow. $of$ the <2:1:186:1405:C_O> Thank you EuCom- I am (LS) very $really$ delighted to be at the conference which is (FS) hoepfully <2:1:236:1405:1398:C_O> how do you (FS) intent $intend$ to (FS) finace $finance$ this Bardland(LS) warfare $war$ on drugs then? More taxes? Pauline Pot <2:1:244:1405:1398:C_O> parents (LP) have a saying in $have (LS) in$ the (FS) scholls' $school's$ a say schedule $programme$ ? <2:1:269:1405:1398:C_O> apologies if we might have seemed unwelcoming in any $way$ . Bardland(LS) regard <2:1:282:1405:1414:C_O> I hope (GP) any $some$ of the teams turns up to (LS) $for$ the interview, otherwise you will find in tomorrow's issue <2:3:875:1405:1625:C_O> mustn´t blame anybody for the crime s/he (FS) comitted $committed$ for example the Internet""And we (LS) in $on$ <2:3:969:1405:1403:C_O>aware that a (XNPR) ban of(LS) on$ pornography will not mean an end you are $ban of $to$ it? <2:1:244:1405:1398:C_O> concept of Reduction of (LP) power" honestly mean that parents in$ Does your "parent have a saying in $have a say the (FS) scholls' $school's$ (LS) schedule $programme$ <2:1:257:1405:1398:C_O> you want How do (WR) to want $00$ to increase your economy in such a short time to such an <2:3:743:1405:C_O> Could any of the teams please outline (WR) which $0$ (GA) $the$ significance military records (#77) have in E <2:3:941:1405:1646:C_O> If delegations and NGOs wrote letters worth publishing... We have $statements a certain standard. What contribution to the best for every nation!" offe (WO) offer statements such as "Democracyas "Democracy and Information every nation!" (GVAUX) $do to maintain such and Information is the best for is any discussion ? <2:3:1031:1405:C_O> Christian values (FS) strenghten $strengthen$ children's personalities which them$ (WO) will them make $will make fall prey to crime and drugs less easily. <2:3:696:1405:C_O> Different kinds of data require different (S) grades of securing such information.. regards the protection of the information$ . $security needs as <2:3:875:1405:1625:C_O> mustn´t blame anybody for the crime s/he (FS) comitted $committed$ for example (LS) in $on$information about youallegedby "And we (SU) blaming in the internet $?$ "spreading the Internet"- do an mean criminal", or are <2:3:941:1405:1646:C_O> (SU) Such a decision is in the least connected to censorship from that, there are only very few letters to th $?$ . And apart <2:1:136:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not all write (WR) worse $0$ contradictory sta <2:1:137:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not all write (WR) worse $0$ contradictory sta <2:1:138:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not all write (WR) worse $0$ contradictory sta <2:1:140:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not all write (WR) worse $0$ contradictory sta <2:1:141:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not all write (WR) worse $0$ contradictory sta <2:1:142:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not all write (WR) worse $0$ contradictory sta <2:1:143:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not all write (WR) worse $0$ contradictory sta <2:1:136:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not $0$ (WR) worse all write contradictory statements <2:1:137:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not $0$ (WR) worse all write contradictory statements <2:1:138:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not $0$ (WR) worse all write contradictory statements <2:1:140:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not $0$ (WR) worse all write contradictory statements <2:1:141:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not $0$ (WR) worse all write contradictory statements <2:1:142:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not $0$ (WR) worse all write contradictory statements <2:1:143:1401:1401:M_A> will we proceed? Who will write the (FS) nex $next$ so we do not $0$ (WR) worse all write contradictory statements <2:1:124:1402:K_K> Dear (FS) delagations $delegations$ , NGOs, consultants and journalists: <2:1:124:1402:K_K> The (FS) delagation $delegation$ of Midland is delighted to take part in today's opening tel <2:3:1069:1402:K_K> -fathers who work all week except (FS) sundays $Sundays$ , won't see their children anymore <2:6:2128:1402:1414:K_K> best You are the (FS) Comissioner $Commissioner$ we ever had!!!!! <2:8:2503:1402:K_K> about #20? Would What (FS) You $you$ please please print out for me the things we need for the p <2:8:2503:1402:K_K> whole day there are$ $the (FS) hristmas $Christmas$ <2:8:2503:1402:K_K> $Christmas$ (FS) charols $carols$ in my ears. 463 German L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <2:1:124:1402:K_K> Yours (FPW) , $0$ sincerely <2:1:270:1402:1624:K_K> in touch through the message centersuggestion your ideas about the subject andabout our teamwork. Please keep (GNN) and send us $suggestions$ your <2:6:2110:1402:K_K> What about the German Hey! (GNN) woman $women$ ? <2:3:869:1402:1405:K_K> in publishing photos lies(GP) possibility of accusing the wrong person, e.g. as has happened in England. The danger in the it $0$ <2:3:1118:1402:K_K> could all of you send us a brief statement concerning Please (GP) their $your$ main points on information rights. Thanks in advance, bye, bye... <2:8:2512:1402:K_K> Hi Janet! (XVCO) Would you mind to print out mind printing out$ $Would you the paper: What needs to be in your portfolio-for me? Thank You! <2:1:220:1402:K_K> We (XVPR) agree with $agree to$ working on information rights. <2:1:302:1402:1405:K_K>send you a detailed explanation later this day We will (LS) $today$ . <2:3:868:1402:1405:K_K> It's a difficult topic. First of all, we think that thepsychologically offenders needs to be longer and they have to be treated (LS) sentence for sex $by a psychologist$ . <2:3:975:1402:K_K> think that the Eutropian Federation needs information controllers who take care of what isthe Internet, in ordere.g. protect minorities. We (LS) in $on$ published illegally, to pornographic/ paedophilic sites <2:3:991:1402:K_K> get free public internet terminals, we have prevention emphasis on the If we (LS) to put a great $outlawing$ of illegal sites. <2:1:248:1402:1405:K_K> (LCLC) As soon if $As soon as$ we have further information for you, we will let you know. <2:3:753:1402:K_K> #84 (LCC) so do we. $neither do we$ <2:8:2503:1402:K_K>working on the (CS)Weihnachtsmarkt(German) and the whole$the whole day there are$(FS) hristmas $Christmas$ (FS) charols $carols$ in my ears. I'm (WO) there are day <2:8:2503:1402:K_K>in a christmas mood because I'm(CS) I'm working on Weihnachtsmarkt (Ger.) the and (WO)there are the whole day $the whole day there are$ (FS) <2:1:202:1401:C_K> Highland (XVCO) would like to volunteer writing $would like to volunteer to write$ the draft for regarding life, death (FS) peraonal $personal$ rights <2:1:202:1401:C_K> Highland (XVCO) would like to volunteer writing to volunteer to write$ for (FS) peraonal $personal$ rights regarding life, death, l $would like the draft <2:1:202:1401:C_K> $personal$ rights regarding life, death, liberty, privacy and person $personal security$ . (LS) security of <2:1:285:1401:1401:C_K>a Bardie I would be pissed off by Highland already, but perhaps they are intimidated now be part of the strategy - right? if I was (LS) what $which$ might <2:1:170:1401:1401:C_K> Juba for o.k. Celia, (CS) draftskirchen (Ger?) <2:3:983:1401:S_B> #245: The states should make laws that inhibit violation of (GA) $an$ (FM) individuals $individual's$ privacy. <2:3:1041:1401:S_B> can't do anything They (FM) harmfull $harmful$ , <2:1:139:1401:S_B> fellow Highlanders.Are we going to Hello (FS) tak $talk$ <2:1:198:1401:1398:S_B>message center (WM) $there$ is a In your (FS) time table $timetable$ of the things we intend to do today, our topical statements do not <2:3:696:1401:S_B> is one of our main points regarding This (FS) Infromation $Information$ rights. <2:3:704:1401:S_B> Where is the #39: (FS) boarder $border$ between "public" and "private" data? <2:3:724:1401:S_B> Any kind of information about third persons controll #55 (FS) who can't $control$ what's said about them <2:3:876:1401:S_B> A person should be able to (FS) controll $control$ the things said about him or her. <2:3:903:1401:S_B> #198: Studies of such things can be (FS) if the (GVNF) affected $persons$ done perons $persons who are affected$ agree. <2:3:932:1401:S_B> should not be sold for commercial reasons at all. Data material$received$ should be Data (FS) recieved for studies for fees, profit <2:3:1042:1401:S_B> spend a Can (FS) hole $whole$ day learning about religion, <2:3:1042:1401:S_B>streets are free, they are under (FS) the controll $control$ <2:3:1062:1401:S_B> don't get fresh air, they move less and get lazy, they are under $control$ They (FS) controll , it's probably boring <2:3:1104:1401:S_B> church would have to think about The (FS) it's $its$ role in society. <2:3:1115:1401:S_B> Churches, temples, (FS) synagoges $synagogues$ , mosques... <2:4:1208:1401:S_B> well being of especially immigrants and asylum seekers has much to do with the attitude with are treated The (FS) wich $which$ they <2:4:1216:1401:S_B> to support their personal development and their healt (FS) $health$ . <2:4:1254:1401:S_B> If there should be (FS) programms $programmes$ to create work places, and if (S) there is the aim $the aim is$ to hav <2:3:795:1401:S_B> educatonal institutions the basic (FPW) In (LS) techniques $skills needed$$0$ our cultural life should be taught. competencies belong to them. , for that digital I think we can say <2:3:983:1401:S_B> #245: The states should make laws that inhibit violation of (GA) $an$ (FM) individuals $individual's$ privacy. <2:4:1254:1401:S_B>we want to have Do (GA) a $0$ "free competition" <2:4:1254:1401:S_B> competition" between "free (GA) the $0$ companies?. <2:5:1455:1401:S_B> Whether you take it strictly (WR) just $0$ in (GA) $the$ case of threatening (LS) death $life$ or (LS) broader $in a wider s <2:4:1322:1401:S_B> Coco, what about the Hey, (GNC) authors $author's$ rights? <2:3:831:1401:S_B> All these data should be available to the (GADJO) affected person $person who is affected$ before and should(GADJO) affected $person affected $ agrees #115 (GNN) thirds $third$ (WM) $parties$ if the only be given to <2:6:1922:1401:1398:S_B> One has (GP) it's $one's$ sources, (GVAUX) haven't we $doesn't one$ ? <2:4:1335:1401:S_B> by publicising #146 (GP) 0 $it$ ? <2:4:1290:1401:1401:S_B> s´ $?$ certainly stink when they burn... Sheep (SU) (GP) Someone $Anyone$ ever burned a woolen pullover? <2:3:831:1401:S_B> All these data should be available to the affected person $person who is affected$ before #115 (GADJO) <2:3:831:1401:S_B> should only be given to (GNN) (GADJO) affected $parties$ if the and thirds $third$ (WM) $person affected $ agrees. <2:3:903:1401:S_B> #198: Studies of such things can be (GVNF) (FS) perons $persons$ done if the affected persons $persons who are affected$gree. a <2:5:1398:1401:1401:S_B> It can easily (GVV) changed $be changed$ (LP) by the way of $according to$ how you define the life of the m <2:6:1922:1401:1398:S_B> One has (GP) it's $one's$ sources, (GVAUX) haven't we $doesn't one$ ? <2:4:1227:1401:S_B> According to the legal consultant the right to work only persons (like e.g. journalists)a position their job. from working $ (XVCO) prevent means that$prevent persons (likework journalists) the state is not in to e.g.in to <2:3:795:1401:S_B> educatonal institutions the basic (LS) In techniques $skills needed$ for our cultural life should be taught. I think we can say(FPW), $0$ <2:3:983:1401:S_B> These laws should protect the individual from other individuals and $collected$ (LS) raised also from institutions that data about the individual. have <2:5:1398:1401:1401:S_B>you take it strictly (WR) just $0$ in (GA) $the$ case of threatening Whether (LS) death $life$ <2:5:1398:1401:1401:S_B> case of threatening (LS) death $life$or (LS) broader $in a wider sense$ to include other things like career or the social situation the mother <2:5:1455:1401:S_B> Whether you take it strictly (WR) just $0$ in (GA) $the$ case of threatening (LS) death $life$ <2:5:1455:1401:S_B> of threatening (LS) death $life$ or case (LS) broader $in a wider sense$ to include other things like career or the social situation the mother <2:5:1398:1401:1401:S_B> It can easily (GVV) changed $be changed$ (LP) by the way of $according to$ how you define the life of the mother. <2:5:1455:1401:S_B> ideas can easily be made a national law Your (LP) by the way of $depending on$ how you define the life of the mother. Whether you take it strictly <2:5:1398:1401:1401:S_B>you take it strictly Whether (WR) just $0$ in (GA) $the$ case of threatening (LS) death $life$ or (LS) broade <2:5:1455:1401:S_B> Whether you take it strictly (WR) just $0$ in (GA) $the$ case of threatening (LS) death $life$ or (LS) broade <2:1:198:1401:1398:S_B>message center In your (WM) 0 $there$ is a (FS) time table $timetable$ of the things we intend to do today <2:3:831:1401:S_B> All these data should be available to the (GADJO) affected 0 $parties$ #115 (WM) person $person who is affected$ before and should only be given to (GNN) thirds $third$ if the (GADJO) affected $person affected $ agrees. <2:4:1266:1401:S_B> We wanted to point out that new technologies should not be 0 $as being$ #85 (WM) seen too positive just because they have a potential to create new jobs. German L1 Error Items (Synchronous) 464 ID Code Pre-context Error Category Error Correction Post-context <2:6:1954:1401:S_B>are completely confused. Would somebody be so kind We (WM) 0 $as$ to explain what's going on here? <2:3:705:1401:S_B> Thanks (S) the same $to you too$ ! <2:4:1254:1401:S_B> If there should be (FS) programms $programmes$ to create aim places,aim is$ (S) there is the work $the and if to have full employment there's probably no way to have "free com <2:4:1266:1401:S_B> They (S) are connected to $have been associated with$number of risks we can't judge now and we should be careful wit a <2:3:755:1401:S_B> Information about persons should only become public if the only fewpersons agreebe a few exceptions to this in the case of crime prevention$ #77 (SU) There should be affected exceptions in preventing crime $There should only to that. . <2:4:1290:1401:1401:S_B> Sheep (SU) s´ $?$ certainly stink when they burn... (GP) Someone $Anyone$ ever bu <2:5:1398:1401:1401:S_B> various comments on the section regarding abortion. We considered all the points and think that with article 2.2 phrased as it is they can be We received (SU) ealized $?$ by the different countries. <2:5:1455:1401:S_B> received various comments on the section regarding abortion. We considered all the points and think that countries. 2.2 phrased as it is they can be We (SU) realized $?$ by the different with article <2:3:1090:1401:S_L> do not have they (FS) freetime $free time$ .. no (S) possibility to achieve creativity$chance of being creative <2:3:1137:1401:S_L> Will (FS) threr $there$ be classes like at school? <2:3:713:1401:S_L> We do think that the #46 (GNN) right $rights$ of the children (GVN) is $are$ more important. Children should kn <2:3:713:1401:S_L> We do think that the (GNN) right $rights$ of the children #46 (GVN) is $are$ more important. Children should know - or be able to find out - w <2:3:1090:1401:S_L> do not have (FS)freetime $free(S) they time$ .. no possibility to achieve creativity $chance of being creative$ <2:2:326:1401:K_S> are (LP) looking forward to work $looking forward to working$ with you We (FS) o $on$ today's topics and are hoping for fruitful discussions <2:2:326:1401:K_S> is our Here (FS) atement $statement$ on the topic of life: <2:2:459:1401:K_S> Every member of the FEderation shall have the right to (FS) ove $move$ freely throughout the Federation <2:2:493:1401:K_S> generally agree with the points dealing with articla of person (LS) of $in$ the draft constitution but we would like to include an We (FS) security $article$ on <2:2:493:1401:K_S> data (FS) mtransfer $transfer$ WITHIN the federation <2:2:593:1401:K_S>gives us a lot of material to work (FS) We will stay in contact with all the countries and NGOs for It with. claryfing $clarifying$ discussion <2:5:1474:1401:1414:K_S> was but we decided it was too it actually (FS) sophsticated $sophisticated$ for the other countries <2:5:1836:1401:K_S> want to thank all the participants for (GA) $the$ (LS) good $positive$ cooperation and constructive We (FS) negotations $negotiations$ . <2:2:442:1401:K_S> are against We (GA) 0 $the$ death penalty because it doesn't (XVCO) help reducing $help to re <2:5:1492:1401:K_S> right to life and to death are (GA) The a $0$ very complex (GNN) issue $issues$ and (GVN) needs $need$ a gr <2:5:1830:1401:1414:K_S> But we cannot send you our votes before (WO) Monday late $late Monday$ afternoon because wetwo Highlanders left at the moment (GA) $the$ only are <2:5:1836:1401:K_S> want to thank all the participants for We (GA) $the$ (LS) good $positive$ cooperation and constructive (FS) negotation <2:5:1492:1401:K_S> right to life and to death are (GA) a $0$ very complex The (GNN) issue $issues$ and (GVN) needs $need$ a great amount of consideration. <2:2:592:1401:K_S> you for the lively discussion in thank (GP) that $this$ conference <2:5:1492:1401:K_S> right to life and to death are (GA) a $0$ very complex (GNN) issue $issues$ and The (GVN) needs $need$ a great amount of consideration. <2:5:1830:1401:1414:K_S> $the$ only two Highlanders left at the moment and $have not had$ we are (GA) (GVT) had not (WO) yet the time $the time yet$ to discuss the rest of the Informa <2:2:442:1401:K_S> are against (GA) $the$ death penalty because it doesn't We (XVCO) help reducing $help to reduce$ the crime rate, which should be the aim of any penalty. <2:4:1286:1401:1401:K_S> the needs we can (WO) as well burn sheeps if we burn (XNUC) $sheep$ $burn sheep as well$ ... <2:1:147:1401:1401:K_S> agree Do you (LS) on $to$ volunteering for writing the draft and later on the final version on p <2:1:147:1401:1401:K_S> liberty, privacy, (life, death, (LS) security of person $personal security$ )? <2:2:459:1401:K_S> Everyone shall have the right (WO) (LS) to share $to share freely$$unless$ freely save in scientific advancement they its benefits and have the potential to endanger the natural foundations of the s <2:2:493:1401:K_S> generally agree with the points dealing with of We (LS) security of person $in$ the draft constitution but we would like to include an (FS) articla $ <2:4:1264:1401:1398:K_S> be very grateful if you could send them to us we would (LS) until $before$ tonight so that we can incorporate them before we submit the draft <2:5:1836:1401:K_S> want to thank all the participants for (GA) $the$ We (LS) good $positive$ cooperation and constructive (FS) negotations $negotiations$ . <2:2:326:1401:K_S> are We (LP) looking forward to$looking forward to working$ you (FS) o $on$ today's topics and are hoping for fruitful disc work with <2:2:459:1401:K_S> Everyone shall have the right (WO) freely to share $to share freely$ in scientific advancement and its benefits (LS) save $unless$ they h <2:4:1286:1401:1401:K_S> the needs we can if we burn (WO) as well burn (XNUC) sheeps $sheep$ $burn sheep as well$ ... <2:5:1805:1401:1401:K_S> that employers only have (WO) to demand a of health$health certificate$ We think the right certificate from the future employee if his or her health (S) is of any dangerou <2:5:1814:1401:K_S> think that employers only have (WO) to demand a of health$health certificate$ We the right certificate from the future employee if his or her health (S) is of any dangerou <2:5:1830:1401:1414:K_S> But we cannot send you our votes before (WO) Monday late $late Monday$ afternoon because we are (GA) $the$ only two Highlanders left at <2:5:1830:1401:1414:K_S> are (GA) $the$ only two Highlanders left at the moment and (GVT) had not $have not had$ rest of the Information Rights (they came in too late because we (WO) yet the time $the time yet$ to discuss the <2:5:1805:1401:1401:K_S> that employers only have the right to demand a (WO) certificate of health $health certificate$ from the future employee if his or her health We think (S) is of any dangerous consequenceadverse effect on$ people. $can have an to other <2:5:1814:1401:K_S> think that employers only have the right to demand a (WO) certificate of health $health certificate$ from the future employee if his or her health We (S) is of any dangerous consequenceadverse effect on$ people $can have an to other <2:5:1390:1401:K_S> received various comments on the section regarding abortion. We considered all the points and think that countries 2.2 phrased as it is they can be We (SU) realized $?$ by the different with article <2:5:1787:1401:1401:K_S>come any time and have a (CS) You can Frauentee (German) ! <2:2:485:1665:1401:E_R> we or should (FM) sent $send$ messages later? We would be interested in (WM) $knowing$ your <2:2:502:1665:E_R> he does not behave And (FM) illegal $illegally$ . <2:5:1845:1665:1414:E_R> know if we are engaged in(FS) We don't another project in march $March$ . <2:6:2217:1665:E_R> did you just begin to read Or (FS) an $and$ then (GVT) found $find$ that they were not interesting enough to <2:7:2387:1665:E_R> # Most of us are between 20 and 25 some are a litlle (FS) $little$ bit older <2:7:2451:1665:E_R> the But (FS) facilitatirs $facilitators$ of each group are able to see the memos, aren't they?? <2:2:543:1665:E_R> internet is an open network, where everybody can publish documents, so that it is much harder to censor articles The (FPW) , $0$ than in a newspaper. <2:7:2394:1665:E_R> I think that an entire semester would be a bit too long, but it should $0$ a few weeks longer. I that I knowthe feeling very well. If we (GVT) have had $had h (FPW) , last don't have the countries <2:2:517:1665:1414:E_R> the prohibition of the spreading (WM) $of$ child pornography and $0$the protection of (GA) the for personality rights <2:5:1831:1665:E_R> fees for copyrighted material have to be collected and regulated by The (GA) an $a$ central governmental organisation, to ensure the proper distribution <2:4:1340:1665:E_R> as long as the (GNC) authors $author's$ own intellectual work is recognizable, it has to be protected <2:2:457:1665:E_R> access to information is O.K., (GNN) as the author's Free as long right $rights$ is ensured and illegal (GWC) copy $copying$ is prohibited. <2:2:485:1665:1401:E_R>want to discuss the topic of(GNN) Do you personal right $rights$ and copyright in this conference, or should we (FM) sent $send$ m <2:5:1831:1665:E_R> banal and (GNN) one $ones$ . <2:6:2212:1665:1403:E_R> have all gone... but Now they (GP) it $there$ (GVT) had been $were$ about three. <2:2:517:1665:1414:E_R> (GP) This $The$ (LS) argument $example$ of #118 would be an example of illegal <2:2:485:1665:1401:E_R> be interested in (WM) $knowing$ your opinion about $this$ . We would (GP) it <2:5:1831:1665:E_R> fees for copyrighted material have to be collected andmoney $money that has been collected$ The (GADJO) collected regulated by (GA) an $a$ central governmental organisation, to ensure the proper distribution of the . <2:1:253:1665:1398:E_R> Hey Bardland. We don't want you to leave, of course. We (GVT) haven't even writtendidn't even write$ $ this secret message between #72 and #73 German L1 Error Items (Synchronous) 465 ID Code Pre-context Error Category Error Correction Post-context <2:6:2208:1665:E_R> because we (GVT) haven't heard $hadn't heard$ much (LS) of $from$ them during the sim <2:6:2212:1665:1403:E_R> have all gone... but (GP) (GVT) Now they it $there$ had been $were$ about three. <2:6:2217:1665:E_R> (GVT) Has everybody read $Did everybody read$ all messages carefully? <2:6:2217:1665:E_R> you just begin to read (FS) an $and$ thenfound Or did (GVT) $find$ that they were not interesting enough to finish them? <2:7:2387:1665:E_R> we found it very hard, because (GVT) Yes the countries have not answered $did not answer$ all our messages, so we had the feeling that they were no <2:7:2394:1665:E_R> If we (GVT) have had $had had$ more time, we would have been able to study them and to <2:2:457:1665:E_R> access to information is O.K., as long as thecopy Free (GWC) author's (GNN) right $rights$ is ensured andis prohibited. $copying$ illegal <2:2:379:1665:1646:E_R> Information access for everyone, so(XVCO) author's rightscopyprotected and no one needs to. that the do illegal are $do illegal copying$ <2:6:1934:1665:E_R>had technical problems, We (XADJPR) sorry for $sorry about$ that... <2:2:336:1665:E_R> think that every person should be We (LS) enabled $able to have$ an appropriate social life <2:2:517:1665:1414:E_R> $The$ (GP) This (LS) argument $example$ of #118 would be an example of illegal behaviour. <2:2:517:1665:1414:E_R> Every eutropian citizen must have the basic rightto freedom of speech, but this right should be limited by legal basic human rights, (LS) of $for$ the protection of regulations <2:5:1797:1665:E_R>have suggested several points (LS) we in $on$ the topic of copyright - perhaps you would like to include <2:5:1831:1665:E_R> must a) It (LS) concern $involve$ a creation, e.g. that an author must have become formativ <2:6:2208:1665:E_R> because we (GVT) haven't heard $hadn't heard$ of (LS) much $from$ them during the simulation.. <2:7:2394:1665:E_R> (GVT) have had $had had$ more time, we in If we (LS) would have been able to study them and to influence them $on$ our points. <2:2:485:1665:1401:E_R> be interested in We would (WM) 0 $knowing$ your opinion about (GP) it $this$ . <2:2:517:1665:1414:E_R> the prohibition of the spreading (WM) 0 $of$ child pornography and for the protection of (GA) the $0$ <2:5:1831:1665:E_R> factory must be non-standard and c) The (WO) stand out thereby $thereby stand out$ against the mass of the ordinary <2:2:353:1665:E_R> disagree with your opinion regarding euthanasia. No onedying $about to decide death $ of another person. We (S) of living or has the right the life or <2:5:1831:1665:E_R> Material has (S) to fit several rules in order come up to a certain standard in order to be given a copyright$ : $has to to be ""worth"" copyrighted <2:5:1831:1665:E_R> must b) It (SU) prove a mental content, e.g. , the human spirit must have come in the factory to the printout $?$ . <2:6:1879:1665:1398:E_R> We just wanted to say that our group has not startedourselves (SU) for the debriefing $?$ process . We don't want to complain. <2:7:2412:1665:E_R>will forgive you, no problem. You don't have to for this We (SU) justify $?$ . <2:3:938:1646:M_R> medical information is very (FM) #209 usefull $useful$ . But it should be published (GWC) anonymous $anonym <2:1:177:1646:M_R> are (XVCO) looking forward in(FS) We $looking forward to$ having a $successful$ succesfull conference <2:2:324:1646:M_R> right to life includes the right (LS) of $to$ free access to all information ( The (FS) i.d. $e.g.?$ free access to soft- and hardware and free <2:2:464:1646:M_R> agree with Highland on the topic of exchange of We (FS) scientifiv $scientific$ developments as they will strengthen <2:2:527:1646:M_R> We think that it's quite important to supplyknwoledge with hard-, software and the #136 (FS) everybody $knowledge$ <2.3:716:1646:M_R> public internet-terminals, computers, software and free (FS) perepherie $peripherals$ e.g. in libraries, schools, universities, stations <2:3:859:1646:1665:M_R> even know what you don´t (FS) relgion $religion$ is <2:3:917:1646:1405:M_R> publish letters or you never (FS) articels $articles$ from NGO(FS)´ $0$ s and delegations. <2:3:966:1646:1405:M_R> was another But there (FS) articel $article$ we wrote <2:3:1063:1646:M_R> nobody should be forced to (FS) belive $believe$ in a (LS) special $particular$ religion <2:3:1151:1646:M_R> perhaps there are other things (FS) have/want to do on #405 people sunday $Sunday$ . <2:2:464:1646:M_R> will strengthen they (GA) 0 $the$ whole (WM) $of$ Eutropia <2:1:249:1646:1401:M_R> information we are an (GNN) right $rights$ organisation. <2:3:1001:1646:1402:M_R> Of course we demand (GVNF) That´s right. filtering software $software that has been filtered$ on to prevent (WO) the use fo illegal sites $illegal and so <2:1:228:1646:1664:M_R> we (GVT) work $worked$ on a c++ script to do it <2:1:249:1646:1401:M_R> We´re sorry. Of course we share your opinion but it is not a theme $are dealing$ (GVT) deal we with. <2:3:966:1646:1405:M_R> don´t seem to know something like this $?$ . well..perhaps you (SU) You (GVAUX) $will$ learn a bit about PR. <2:3:1141:1646:M_R> the family´s influence will decrease because families (GVAUX) don´t $won't$ meet so often. <2:3:938:1646:M_R> medical information is very (FM) usefull $useful$ . But it should be published #209 (GWC) anonymous $anonymously$ . <2:1:177:1646:M_R> are We (XVCO) looking forward in $looking forward to$ having a (FS) succesfull $successful$ (FS) succesfull $su <2:1:277:1646:1664:M_R> no censorship. But in some cases especially when morals are (LS) hurt $involved$ we have to. protect our Eutropian ´children from receiving harmful (XNUC) informations $information$ <2:1:277:1646:1664:M_R> no censorship. But in some cases especially when morals are (LS) hurt $involved$ we have to protect our Eutropian ´children from receiving <2:2:324:1646:M_R> right to life includes the right (LS) The of $to$ free access to all information <2:2:324:1646:M_R> i.d. $e.g.?$ free access to soft- and hardware and free ( (FS) (LS) education $training$ in how to use it). <2:2:461:1646:M_R> is what we demand That (LS) for $as regards$ information. Free Movement over all borders. <2:3:821:1646:1665:M_R> copyrights (LS) to $of$ the bible!GEMA fees for the priests who read it out! <2:3:1040:1646:M_R> children meet other people (LS) from $of$ the same age and can communicate <2:3:1063:1646:M_R> should be forced to (FS) belive $believe$ in a nobody (LS) special $particular$ religion <2:2:464:1646:M_R> agree with Highland on the topic of exchange of (FS) scientifiv $of$ We (WM) 0 $scientific$ developmentsEutropiawill strengthen (GA) $the $ whole as they <2:2:527:1646:M_R> We think that it's quite important to supply everybody with0 $of$ software and the (FS)how to use it. #136 (WM) hard-, knwoledge $knowledge$ <2:1:177:1646:M_R> know that some of you are suffering from technical problems and We (WO) we hope together $together we hope$ we will be able to solve them. <2:1:221:1646:1664:M_R> Yes (WO) is then today already xmas already xmas then$ $is today ? <2:2:570:1646:M_R> The state should not only provide connectivity but knowledge to use this connectivity connectivity (e.g. courses on the internet)$ # 171 (WO) as well the $the knowledge to use this (e.g. courses on the internet) <2:3:1001:1646:1402:M_R> Of course we demand (GVNF) filtering software $software that has beenusing it$ and so on to prevent That´s right. (WO) the use fo illegal sites $illegal sites from filtered$ . <2:2:338:1646:M_R> the right to life include the right to adequate nutrition, clothing and housing, and Does (SI) social $?$ ? <2:3:1012:1646:M_R> (SI) yo $?$ <2:3:966:1646:1405:M_R> The sentence you refer to was something like anYou don´t seem to $?$ something like this . well..perhaps you (GVAUX) $will$ learn a bit about P (SU) advertising spot. know <2:1:189:1664:K_B> (WO) are we $we are$ expecting (FM) an enriching $an enrichening$ (LS) enriching $a fruitful$ cooperation and negotiation <2:2:545:1664:K_B> is exactly what FreeSpeech stands for! Butprecensorship That (FM) we want to emphasize once again that we want no $pre-censorship$ ! <2:3:996:1664:K_B> where $in which$ as (GP) much $many$ social and cultural groups as possible are (LS) (FM) envolved $involved$ . <2.3:1004:1664:K_B> we want to have governmental representatives as counsellors $involved$ #272 (FM) envolved not in (GNN) votings $voting$ . <2:1:209:1664:K_B> (FS) Simom $Simon$ says: <2:1:227:1664:1646:K_B> (FS) sasy $says$ Chr. Daum German L1 Error Items (Synchronous) 466 ID Code Pre-context Error Category Error Correction Post-context <2:1:293:1664:1646:K_B> us your view (LS) of $on$ censorship (GVNF) differenting $which is different $ to ours, see much Please mail (FS) beause $because$ we can't <2:2:516:1664:K_B> statement! Everyone Good (FS) shoukld $should$ <2:2:516:1664:K_B> able to access the be (FS) InterNet $Internet$ . <2:3:848:1664:1414:K_B> what actually is the topic we are discussing rightmow (FS) $now$ ??? <2:3:996:1664:K_B> we want an #260 (FS) indepedent $independent$ commission (LS) where $in which$ as (GP) much $many <2:3:1009:1664:K_B> (FS) allright $alright$ ! <2:2:372:1664:1646:K_B> everybody's internet - access (GVN)(GA) $has$ 0 be paid by have to $the$ state, but everybody must be able to get online] <2:2:399:1664:1665:K_B> everybody's internet - access (GVN)(GA) $has$ 0 be paid by have to $the$ state, but everybody must be able to get online <2:2:516:1664:K_B> doesn't mean that everybody's internet - access (GNN) have $has$ to be paid by that (GA) 0 $the$ state, but everybody must be able to get online] <2:2:561:1664:K_B> (GVN) has $have$ to bear the consequences if (GP) he $they$ (GVN) violates $violate$ (GA) 0 $the$ law <2:2:516:1664:K_B> statement! Everyone (FS) shoukld $should$ be able to access the (FS) InterNet $Internet$ . [that doesn't mean that everybody's internet - access Good (GNN) have $has$ to be paid by (GA) $the$ state, but everybody must be ab <2:3:692:1664:K_B> principles that should guide the(GNN) The task force inrecommendation $recommendations$ its for human rights should be that there is a maximum guara <2:3:899:1664:K_B> do you think about the privacy(GNN)concerning medical information which could be useful for the development of new what rights medicine $medicines$ ? <2:3:936:1664:K_B> this is related to the privacy rights of those right where do their privacy #210 (GNN) people. $rights$ end and public interest to (LS) know $be informed$ (GV <2.3:1004:1664:K_B> we want to have governmental(GNN) #272 representatives as counsellors not (FM) envolved $involved$ in votings $voting$ . <2:3:996:1664:K_B> we want an (FS) indepedent $independent$much #260 (GP) commission (LS) where $in which$ as $many$ social and cultural groups as possible are (FM) envolved <2:3:692:1664:K_B>well as the unlimited right to view and correctyour as (GP) (XNUC) informations $information$ kept on oneself (or as well as the unlimited right of individuals $one's$ organization), <2:2:561:1664:K_B> Everybody is allowed to publish whatever (GP) he $they$ (GVN) wants $want$ <2:2:561:1664:K_B> but (GP) he $they$ (GVN) has $have$ to bear the consequences <2:2:561:1664:K_B>bear the consequences if to (GP) he $they$ (GVN) violates $violate$ (GA) $the$ law. <2.3:948:1664:K_B> how can #224 (GP) 0 $it$ be guaranteed that the genetic (or other) information won <2:3:1032:1664:K_B> parents could sleep (GADJCS) long $longer$ . <2:2:372:1664:1646:K_B> a coalition for free internet access with CoCo as they suggested [that doesn't meanto be everybody's internet state, but everybody must be ab let us form (GVN) have $has$ that paid by (GA) $the$ - access <2:2:399:1664:1665:K_B>you think about free access(GVN) Internet for everyone? [that doesn't mean that everybody's internet - access state, but everybody must be ab what do to the have $has$ to be paid by (GA) $the$ <2:2:561:1664:K_B> Everybody is allowed to publish whatever (GP) he $they$ (GVN) wants $want$ but (GP) he $they$ (GVN) has $have$ to bear the conseq <2:2:561:1664:K_B> (GP) he $they$ but (GVN) has $have$ to bear the consequences <2:2:561:1664:K_B>(GP) he $they$ if (GVN) violates $violate$ (GA) $the$ law. <2:3:936:1664:K_B> this is related to the privacy rights of thosestarts where do their privacy (GNN) right $rights$ end and public interest to (LS) know $be inform #210 (GVN) people. $start$ ? <2:1:293:1664:1646:K_B> us your view (LS) of $on$ censorship Please mail (GVNF) differenting $which is different $ to ours, <2:2:414:1664:1665:K_B> think we will get to topic 5 in this conference. Please post$internally$ We don't (GWC) internal your statement . <2:3:742:1664:K_B> right of education in IT-technology $A right to IT education$ $elderly$ (XVPR) provided to persons $people$ too. (S) (GWC) elder should be (LS) $provided for$ <2:3:990:1664:K_B> we agree with the #254 (XNCO) idea to set up $idea of setting up$ a commission as we already proposed in our policy paper <2:1:189:1664:K_B> (XVCO) Looking forward $Looking forward to$ communicating with you, (WO) are we $we are$ expectin <2:3:742:1664:K_B> right of education in IT-technology $A right to IT education$ should be for$ (S) (XVPR) provided to $provided (GWC) elder $elderly$ (LS) persons <2:3:692:1664:K_B> maximum guarantee of access and privacy, as well as the unlimited $information$and correct kept on oneself (or (GP) your $one's$ organization), (XNUC) informations right to view <2:1:189:1664:K_B> (WO) are we $we are$ expecting (FM)an enriching $an enrichening$ fruitful$ (LS) enriching $a cooperation and negotiation. <2:1:235:1664:1665:K_B> like to congratulate one member of the copyright crew $on$ We would (LS) to her birthday. Happy Birthday Eeva !!! <2:1:293:1664:1646:K_B> us your view Please mail (LS) of $on$ censorship (GVNF) differenting $which is different $ to o <2:2:446:1664:K_B> (LP) feel sorry for $are sorry about$ our lastnot We (LS) statement. It should remind everyone that the topic buisiness disussedsuggest that we is through the to $none$ of our which is and we at the moment go <2:3:742:1664:K_B> right of education in IT-technology $A rightpersons (S) (LS) to IT education$ should be (XVPR) provided to $provided for$ (GWC) elder $elderly$ $people$ too. <2:3:858:1664:K_B> would like the further discussion(LS) we to follow the agenda more straightly $strictly$ . it is very confusing to follow your statements. <2:3:936:1664:K_B> this is related to the privacy rights of thoseknow where do their informed$ #210 (LS) people. $be privacy (GNN) right $rights$startsand public interest to (GVN) end $start$ ? <2:3:996:1664:K_B> we want an (FS) indepedent $independent$ commission #260 (LS) where $in which$ as (GP) much $many$ social and cultural groups as possi <2:3:1061:1664:K_B> children are (LS) pressed $forced$ to visit church <2:3:1080:1664:K_B> no (LS) space $time$ for playing on sundays <2:2:446:1664:K_B> We (LP) feel sorry for $are sorry about$ our last statement. It should remind everyone that the top <2:3:1027:1664:K_B> are prevented from they (WM) 0 $taking$ drugs. <2:1:189:1664:K_B> (XVCO) Looking forward $Looking forward to$ communicating $we are$ (WO) are we with you, expecting (FM)an enriching $an enrichening$ (LS) enric <2:3:742:1664:K_B> don't want the internet community to consist just people we (WO) of $people just$ up to 30-something. <2:3:957:1664:K_B> we discussing are (WO) already no. 4 $no.4 already$ ?? <2:1:245:1664:1646:K_B> like to cooperate We would (S) on our issues about$withspeech withissues concerning free think, that we may have the same concerns. free you on the you , because we speech$ <2:3:742:1664:K_B> (S) right of education in IT-technology $A right to IT education$ should be (XVPR) provided to $provided for$ (GWC) el <2:3:1103:1664:K_B> paintings on the church walls could improve the look child (S) interior $surroundings$ <2:3:692:1664:K_B> well as the unlimited right to view and correctaccording informations $information$ kept on oneself (or (GP) your $one's$ organization), as well as t as (SU) (XNUC) this $?$ <2:4:1241:1664:1664:K_B> alert("InfoWatch (CS) ist doof (Ger.)!"); <2:5:1423:1664:1664:K_B> javascript: parent. location. href="http: //www.ficken.de"> AHREF= (CS) Klick hier! (German) <2:5:1425:1664:1665:K_B> AHREF =javascript: parent.location. href="http ://www.ficken.de"> (CS) Klick hier (German) ! <2:5:1491:1664:1664:K_B> (CS) Sind Sie doof? (Ger.) <2:5:1502:1664:1665:K_B> (CS) Sind Sie doof? (Ger.) <2:4:1282:1646:K_H> are also important for the development of They (GA) $the$ economy (e.g. for medical care) <2:5:1527:1646:1646:K_H> And we are (GA) a $0$ kind of slow! ;) <2:2:477:1402:A_S> wanted to We (FM) clearify $clarify$ that we will move on to the next topic. Thank you. <2:8:2496:1402:A_S> I probably could offer chicken in a (FM) sweety $sweet$ orange sauce, lamb with (SU) ricin $?$ and rice with tast <2:2:411:1402:A_S> (GA) $the$ case of in (FS) abortin $abortion$ the women decide about " a handful of cells <2:2:569:1402:A_S> citizen Any (FS) shoul $should$ have the possibility to protest against an "unfair situation <2:2:575:1402:A_S> Northland: (FS) Pleas $please$ explain your statement. What do you mean "There are so <2:2:411:1402:A_S> sick person decides about his/her body, in 0 the (GA) $the$ case of (FS) abortin $abortion$ the women decide about German L1 Error Items (Synchronous) 467 ID Code Pre-context Error Category Error Correction Post-context <2:2:411:1402:A_S> In (GA) 0 $the$ case of the death penalty somebody else decides about an <2:2:445:1402:A_S> would like to know (GP) who $which$ of the delegations agree$the$ We (GA) 0 with death penalty <2:2:471:1402:A_S> the discussion on Is (GA) 0 $the$ death penalty already over? <2:2:506:1402:A_S> strongly agree with #118. Children must be protected from being We (GA) 0 $the$ subject or (GA) $the$ object of sexual abuse. <2:2:587:1402:A_S> (GA) 0 $The$ civil service might be as important as <2:2:587:1402:A_S> (GA) 0 $The$ military service as you are helping other people (and (GV <2:8:2501:1402:A_S> year I like to get presents. I think it is good to get f.e. wine, $a$ Each (GA) voucher for having breakfast in a nice restaurant <2:8:2501:1402:A_S> having breakfast in a nice restaurant(GA)... stop I must answer SR because he is and an $a$ vegetarian <2:2:445:1402:A_S> would like to know We (GP) who $which$ of the delegations agree with (GA) $the$ death penalty. S <2:2:331:1402:A_S> participants, the right (LS) of $to$ life is an inalienable right. We want to ensure that in our society has the right to an appropriate standard of Dear (GP) anybody $everybody$ <2:2:587:1402:A_S> (GA) $The$ civil service might be (GVT) as importantdon't kill $The$ militarykilling $ as you are helping other people (and as (GA) $not service them...) <2:2:331:1402:A_S> participants, the right Dear (LS) of $to$ life is an inalienable right. <2:8:2488:1402:A_S> Hmm... who is (LS) doing $having$ a Christmas party? I could prepare something to eat! <2:2:377:1402:A_S> euthanasia: the sick person should be the only one who consciousness his body and life. Therefore he has to be (LP) in full decides about $fully conscious$ . <2:8:2496:1402:A_S> I probably could offer chicken in a (FM) sweety ricin (SU) $sweet$ orange sauce, lamb with $?$ and rice with tasty Gewürzen and nice dishes... <2:5:1469:1625:1646:S_Kl> can avoid the and how one (FM) publishment $publication$ of personal data. <2:5:1754:1625:1646:S_Kl> Did you have (FM) negociations $negotiations$ with the delegations of any countries during the last three <2:3:695:1625:S_Kl> very (FS) impotant $important$ that children get familiar with the possibilities for exampl <2:3:746:1625:1405:S_Kl> just talking about we were (FS) informtion $information$ about honest <2:3:746:1625:1405:S_Kl> and (FS) innocennt $innocent$ , so called "normal" people. <2:3:792:1625:1405:S_Kl> And we mustn´t blame anybody for (FS) the crime s/he comitted $committed$ for example (LS) in $on$ the Internet. <2:3:853:1625:1405:S_Kl> you think about blaming (FS) What do some one $someone$ first and find out later on that s/he was innocent? <2:3:853:1625:1405:S_Kl> The personal damage a (FS) persin $person$ would suffer from couldn´t be repaired <2:3:853:1625:1405:S_Kl> man cannot leave his house anymore without being tortured an innocent (FS) be $by$ neighbours. <2:3:904:1625:1405:S_Kl> is Punishment (FS) impotant $important$ to save the personl rights of <2:3:904:1625:1405:S_Kl> members of a the other (FS) democatic $democratic$ society <2:5:1548:1625:1646:S_Kl> going to control How are you (FS) some one $someone$ who publishes illegal stuff (LS) in $on$ the INternet? <2:5:1566:1625:1403:S_Kl> lucky: we aren't even allowed to vote! Greetings (and $sorry$ But you are (FS) soory : no telepizza number). <2:5:1754:1625:1646:S_Kl> got developed ideas (FS) We see you om $on$ these items. <2:5:1825:1625:1646:S_Kl> and: looking forward to Best regards (FS) haring $hearing$ from you one day. <2:3:679:1625:S_Kl> Greetings to all of you. And sorry (FPW) : $0$ we have to leave at about 15.45. <2:3:695:1625:S_Kl> opinion everyone should have full access to all In our (GNN) kind $kinds$ of information that (GVAUX) don´t $doesn't$ (LS) hurt $ <2:3:904:1625:1405:S_Kl> doubt a person has to be (GVNF) for a There´s no punished committed crime $crime that has been committed$ talking about spreading information about these ! we are <2:3:695:1625:S_Kl> opinion everyone should have full access to all (GNN) kind $kinds$ of information that In our (GVAUX) don´t $doesn't$ (LS) hurt $invade$ the privacy of another human being. <2:3:746:1625:1405:S_Kl> Dear Pauline Pot. We (GVAUX) weren´t $aren't$ talking about crime yet, we were just talking about (FS) i <2:5:1548:1625:1646:S_Kl> going to control (FS) some one $someone$ Even nowadays we already have problems with Internet- crime. How How are you (GVAUX) shall $will$ this increase in the future? <2:3:695:1625:S_Kl> opinion everyone should have full access hurt (GNN) kind $kinds$ of information that (GVAUX)of another human being. In our (LS) to all $invade$ the privacy don´t $doesn't$ <2:3:792:1625:1405:S_Kl> mustn´t blame anybody for(LS) crime s/he (FS) comitted $committed$ for example the Internet. And we the in $on$ <2:3:904:1625:1405:S_Kl> We are (LS) highly $great$ (WO) highly under (time) pressure $under great pressure <2:5:1548:1625:1646:S_Kl> going to control (FS) some one $someone$ who publishes illegal stuff How are you (LS) in $on$ the INternet? <2:5:1548:1625:1646:S_Kl>specialists and even if this(LS) be guaranteed it is not $certain$ computer could sure you'll find anyone who has published personal data illegal <2:5:1621:1625:1646:S_Kl> Well we don't know how to fight against criminal topics (LS) in $on$ the net <2:5:1621:1625:1646:S_Kl> aren't specialists because we (LS) on $in$ this area <2:5:1688:1625:S_Kl>strongly agree with you that the(LS) is much We benefit larger $greater$ than the danger (as it is one of our main topics: informati <2:5:1694:1625:S_Kl> for the last statement, it wasn't meant to be heard Sorry (LS) by $in$ public... <2:3:904:1625:1405:S_Kl> We are (LS) highly $great$ (WO) highly under (time)$under great pressure$ (I´m all alone and have to leave the conf. at 4pm.) Greetin pressure <2:2:407:1646:1665:J_P> of a Gema, that is only (FM) your idea payed $paid$ by the rich is a joke. <2:2:590:1646:1664:J_P> how shall we #186 but (FS) controll $control$ thousands of (FS) interent $internet$ -pages??? <2:2:590:1646:1664:J_P> of thousands (FS) interent $internet$ -pages??? <2:3:888:1646:J_P>187, # (FS) cammera $camera$ control of workspace only if the worker knows that he is <2:3:920:1646:J_P> sorry for our last comment it was (FS) ment $meant$ to be secret <2:3:968:1646:J_P> (FS) Refering $Referring$ to topic 5 <2:6:1989:1646:J_P> is from the (GA) $the$ Coco (FS) caribian $Carribean$ islands... <2:6:1994:1646:J_P> (FS) realy $really$ ? do you have a photo? <2:6:1997:1646:J_P> Aren't we all little (FS) commisioners $commissioners$ ? <2:6:2090:1646:J_P> don't have prejudices (LS) on $against$ red-whine We (FS) $wine$ -drinking, baguette-eating people from france... <2:6:2180:1646:J_P> before the (FS) goverment $government$ (LP) kicks us $kicks us out$ of the webspace... <2:2:334:1646:1665:J_P> free Information-access not only for a minority we want (FPW) , $0$ who can pay for it. <2.3:706:1646:J_P> only agree with #47 if the person we (FPW) , $0$ who gives his/her data knows about the fact that the data <2:6:2114:1646:J_P> if you have a look at what is going on here, you come to the conclusion #234 (FPW) , $0$ that it has been better not to know. <2:6:1989:1646:J_P> is from the Coco (GA) $the$ (FS) caribian $Carribean$ islands... <2:6:2184:1646:1665:J_P> important thing we found out during the most (GA) $the$ simulation was that the marquee-tag didn't work with net <2:6:2187:1646:1403:J_P> important thing we found out during the most (GA) $the$ simulation was that the marquee-tag didn't work with net <2:2:523:1646:J_P> everybody has the right to access all information, If (GNC) violations of the human-rights $Human Rights violations$ more difficult to hide. are <2:2:540:1646:J_P> Have a look at the (GNN) election $elections$ in the USA to see how fast newspaper-information dies. <2:3:683:1646:J_P> reetings from our G (GNN) Headquarter $Headquarters$ in the capital of Northland. <2:3:701:1646:J_P> the right of the parents for anonymity more important, than the $rights$ Is (GNN) right of the children? German L1 Error Items (Synchronous) 468 ID Code Pre-context Error Category Error Correction Post-context <2:2:392:1646:1665:J_P> so everybody will have to (LS) expose $reveal$ his (GP) $their$ tax-data to the public, <2:2:392:1646:1665:J_P> so that (GP) 0 $it$ can be decided if <2:2:392:1646:1665:J_P> (GP) he $they$ (GVN) is $are$ rich enough <2:2:392:1646:1665:J_P> Gema for to pay the (GP) his $their$ poor neighbour <2:2:385:1646:1665:J_P> a poor so when (GP) one $person$ wants to buy a CD, his rich neighbour (GVT) is coming $ <2:2:550:1646:J_P> ou Y (GADVO) exactly wrote $wrote exactly$ what we wrote. Thank you <2:2:392:1646:1665:J_P> so everybody will have to (LS) expose $reveal$ is (GVN) (GP) his $their$ tax-data to the public, so that (GP) $it$ canpay decided if (GP) he $they$ $are$ rich enough to be the Gema for (GP) his $their$ poor ne <2:3:788:1646:J_P> #119 does this re (GVM) has $have$ something to do with free information???? <2:3:750:1646:J_P> re.#86. Should a computer-education (GVNF) been $be$ included? <2:2:385:1646:1665:J_P> a poor (GP) one $person$ wants to buy is CD, his rich neighbour so when (GVT) a coming $comes$ to the shop <2:2:385:1646:1665:J_P> and (GVT) paying $pays$ his "Gema"-Fee??? <2:3:738:1646:J_P>73, we # (GVT) think $are thinking$ of internet-terminals in public buildings. <2:6:2152:1646:J_P> (GVAUX) Had anyone $Did anyone have$ a look at our homepage??? <2:3:911:1646:1405:J_P> In our opinion a camera at a workplace is (XADJCO) suitable to keep $suitable for keeping $ the worker from doing illegal things. "The one who is wi <2:2:376:1646:1414:J_P> the topic when will (LS) of $on$ the right <2:2:376:1646:1414:J_P> right $on$ the (LS) on $to$ free access to information be discussed? <2:2:392:1646:1665:J_P> so everybody will have to (LS) expose $reveal$ (GP) his $their$ tax-data to the public, <2:3:968:1646:J_P> e demand free public internet-terminals, computers, software and$peripheral devices$ W (LS) perepherie e.g. in libraries, schools, universities, stations <2:6:2090:1646:J_P> don't have prejudices We (LS) on $against$ red- (FS) whine $wine$ -drinking, baguette-eating people <2:2:505:1646:J_P> ut we want to point out that everybody not only has the right to expressaccess to$ but to this information. B (LP) access $gain his opinion, <2:3:686:1646:1414:J_P>only allowed to are we (LP) tell our opinion $give our opinion$ if we are asked for it. <2:6:2180:1646:J_P> klick hereof the webspace... the (FS) goverment (LP) kicks us $kicks us out$ for the infowatch homepage, before <2:2:582:1646:J_P> ut if in one country something is illegal that is not illegal in another country, B (LCC) but $and$ the information can be accessed all over Eutropia? <2:2:566:1646:J_P>164 we # (WO) agree strongly $strongly agree$ , what about all other countries <2:2:403:1646:1665:J_P> (S) the same I want to .. $Iyou. the same to you$ tell say <2:2:394:1646:1664:J_P> (SU) they wrote this, but$?$ want a fee on all informational products they . <2:6:2161:1646:J_P> (CS) Njet (Russian) , we thought that nobody visited it.. <2:2:519:1405:1401:S_R> Will a victim of rape have the right to (FM) aborte $abort$ the 'child'? <2:7:2233:1405:S_R> of quiet here, kind (FM) isn'it $isn't it$ ? <2:2:519:1405:1401:S_R> please would you (FS) bee $be$ so kind (WM) $as$ to answer these questions as soon as <2:7:2271:1405:1400:S_R> what a headline - the six(FS) Good god, gourgeous $gorgeous$ girls from g.... – <2:7:2271:1405:1400:S_R> a (FS) norwegian $Norwegian$ city beginning with g?? ;-)) <2:7:2441:1405:1402:S_R> beloved Pauline has to stand the coldliverpool weather $Liverpool$ . , while our (FS) and nasty of <2:7:2447:1405:1402:S_R> afraid (FS) i $I$ am not. <2:2:422:1405:1401:S_R> yes (GA) a $an$ exchange via the mesage center during the next days will <2:7:2356:1405:1402:S_R> first letterof your home-country: Midland, (GA) a $an$ 'L' <2:7:2439:1405:1402:S_R> All Yes we do. (GA) the $0$ three of us. <2:2:448:1405:1400:S_R> think that due to (GWC) the supply ofdealer Don't you (GNN) $supplying$ drugs the $dealers$ are responsible for other people's deaths? <2:7:2251:1405:S_R> GLOBE's ' The (GNN) headquarter $headquarters$ ' is (LS) at $in$ Bremen, Germany. <2:7:2393:1405:1402:S_R>senior editor must have (LS) attended $participated in$ WW1 - the rest of us well our (GVN) is $are$ ... but the female <2:7:2447:1405:1402:S_R> the GLOBE's we are in (GVN) headquarter $headquarters$ , enjoying a hot cup of tea <2:2:481:1405:S_R> 1999 the US High Court has revised three verdicts due to irregularities - the sentenced men in (GVT) were executed already already been executed$ were executed already $had already been executed $had (WO) <2:7:2232:1405:S_R> you - sorry we thank (GVT) haven't made $didn't make it$ for the earlier conference <2:2:448:1405:1400:S_R> think that due to Don't you (GWC) the supply of $supplying$ drugs the (GNN) dealer $dealers$ are responsible for oth <2:2:529:1405:S_R> What glorious (XNUC) informations $information$ has the internet to offer that an ordinary newspaper has n <2:2:481:1405:S_R> would like to remind the Members (LS) to $of$ TaskForceHR of the following: <2:2:519:1405:1401:S_R> allow abortion Will you (LS) by $following$ <2:2:519:1405:1401:S_R> by $following$medical (LS) indication $recommendation$ ? <2:7:2251:1405:S_R> GLOBE's ' (GNN) headquarter (LS) The $headquarters$ ' is at $in$ Bremen, Germany <2:7:2393:1405:1402:S_R>senior editor must have (LS) well our attended $participated in$ WW1 - the rest of us (GVN) is $are$ ... but the female <2:2:519:1405:1401:S_R> please define 'emergency-case' Would you (LP) in regards to $as regards$ abortion. <2:2:519:1405:1401:S_R> please (FS) bee $be$ so (WM) would you kind 0 $as$ to answer these questions as soon as possible. <2:2:481:1405:S_R> 1999 the US High Court has revised three verdicts due to irregularitiesalready been executed$ in (WO) were executed already - the sentenced men. (GVT) were executed already $had already been execut $had <2:7:2450:1405:1402:S_R>very well it is (CS) schade (German) indeed... perhaps another time? <2:2:420:1401:C_D> hers $her$ own or another (FS) (GP) ones $one's$ life. <2:2:429:1401:C_D> even in cases of rape the . But (FS) childs $child's$ life has to be protected <2:2:451:1401:1414:C_D> #secret message:a (FS) mothers $mother's$ life has to be protected if she is physically endangered. <2:2:490:1401:1665:C_D> #secret message:we suggest that the(FS) issui $issue$ of <2:2:490:1401:1665:C_D> the (FS) copy right $copyright$ (GNC) issui of the copy right $copyright issue$ <2:2:490:1401:1665:C_D> #secret message:we suggest that the(GNC)issui $issue$ of the (FS) $copyright $copyright$ (FS) issui of the copy right right issue$ copy has to be discussed in the teleconference (LS) of $on$ i <2:2:460:1401:C_D> We do not agree that any human being can decide about #79 (GP) an other ones $another's$ life. <2:2:420:1401:C_D> we believe that life itself should not be manipulated by any genetic engineering. We also own or another (FS)is to take his or #45: (GP) hers $her$ believe that no-one ones $one's$ life. <2:2:525:1401:1405:C_D> for your questions. We (GVT) Thank you are $will be$ happy to answer you as soon as possible! <2:2:490:1401:1665:C_D> #secret message:we suggest that the(LS) issui $issue$ of the (FS) copy right $copyright$ (GNC) issui of the copyagree? (FS) of $on$ information. Do you right $copyright issue$ has to be d <2:2:495:1401:C_D> We #111 (WO) agree strongly $strongly agree$ ! <2:2:363:1625:1625:I_Ka> (FS) hy $hi$ . <2:2:363:1625:1625:I_Ka> (FS) it'm $it's$ ingo where are you??? German L1 Error Items (Synchronous) 469 ID Code Pre-context Error Category Error Correction Post-context <2:2:375:1625:K_F> (FS) May be $Maybe$ it would be better to discuss just one topic and (SI) don't <2:2:417:1625:K_F> our opinion abortion should be legal in any case. This is one of our ideas of a In (FS) self.determined $self-determined$ life - as well as the right to choose (GA) $the$ time of on <2:2:417:1625:K_F> well as the right to choose as (GA) 0 $the$ time of one's own death. <2:2:375:1625:K_F> (FS) May be $Maybe$ it would be better to discuss switch topic$not switch around all the .time$ (SI) don't just one and <2:2:468:1401:O_H> We do not (XVPR) agree on $agree with$ 7.4.d. Locking away people for those reasons is definitely not acceptable, except to prevent #93 (FM) epidemies $epidemics$ . <2:3:1064:1401:O_H>diversity of the (FM) believe $beliefs$ seems endangered... <2:3:1136:1401:O_H> they might be 394 (FM) enjoing $enjoying$ funparks without having to stand in line for so long. <2:2:398:1401:O_H> Yes, we agree that there is an inconsistency, but we hope to find satisfying solutions for task to prepare #42: (FS) Bardlands $Bardland's$ these issues. Since it is our and <2:2:513:1401:1414:O_H> and (FS) Coasstland $Coastland$ on the other hand is very eager to discuss personal rights <2:2:581:1401:O_H> we believe taxes are a (LS) stable $permanent$ obligation, also (GA) $the$ military service is (GA) a $the$ duty of all Yes, (FS) citicens $citizens$ . <2.3:691:1401:O_H>#26 access to data: re (FS) e $We$ believe it is a great risk to publish data of any (GNN) sor <2:3:709:1401:O_H> $threaten$ our cultural and (FS) moreal $moral$ understanding of the world. <2:3:726:1401:O_H> is an area where public and This (FS) privat $private$ (GNN) sphere $spheres$ are hard to differentiate. <2:3:764:1401:O_H> question is whether they are obliged to go to school, The (FS) whther $whether$ they all have the same rights <2:3:764:1401:O_H> equal and (FS) acees $access$ to schools and other means of education. <2:3:764:1401:O_H> not get lost in details, which the Member States can Let's (FS) reulate $regulate$ on a national basis. <2:3:791:1401:O_H> re'108 No! The publication of (FS) pictires $pictures$ and personal details does nothing <2:3:965:1401:O_H> CoCo, how would you use data for educational purposes? What kind of data were # 236 (FS) aou $you$ thinking of? <2.3:1065:1401:O_H> more (FS) poeple $people$ are necessary <2.3:1065:1401:O_H> care of the to take (FS) cildren $children$ <2:3:1079:1401:O_H> are deprived of their free choice (WM) $as hhow they (FS) regards$ $how$ to spend their time <2:3:1095:1401:O_H> pictures or (GVNF) clean $cleaning$ the chiurch sweet (FS) $church$ floor? <2:3:1129:1401:O_H> spend their if they (FS) sunday $Sunday$ in the zoo <2:3:1129:1401:O_H> or (FS) whereever $wherever$ else <2:5:1416:1401:O_H> we have technical problems at times, please (FS) bare $bear$ with us in case we can't speak for a while!! <2:5:1544:1401:1402:O_H> we don't intend to lock up a happily (FS) grunting operson who means no harm be $by$ their (FS) dilusions $delusions$ ... <2:5:1544:1401:1402:O_H> $by$ their (FS) dilusions $delusions$ ... <2:5:1712:1401:O_H> (FS) Midland $Midland$ , what exactly do you want to express with this formulati <2:5:1753:1401:1398:O_H> of What kind (FS) censor ship $censorship$ would you suggest? <2:3:880:1401:O_H> the computer lab...we're going to(FPW) the first ideas on the draft on personal rights in discuss , $0$ which we have prepared this week...critical voices are w <2:2:581:1401:O_H> we believe taxes are a (LS) stable $permanent$ obligation, also Yes, (GA) 0 $the$ military service <2:2:581:1401:O_H> military service is (GA) a $the$ duty of all (FS) citicens $citizens$ . <2:5:1555:1401:1646:O_H> dear (GNC) info's $infos$ , don't you know how to whisper, or was that meant for a <2:2:594:1401:O_H> We agree with the (LS) institution $substitution$ of social services instead of military . #190 (GNN) services $service$ <2.3:691:1401:O_H>#26 access to data: (FS) e $We$ believe it is asorts risk to publish data of any re (GNN) great $sort$ . Even if it is to remain anonymous, the mere information <2:3:726:1401:O_H> is an area where public and (FS) privat $private$ This (GNN) sphere $spheres$ are hard to differentiate. <2:3:1095:1401:O_H> should the kids be doing all day? what (GVNF) read $reading$ the bible, <2:3:1095:1401:O_H> (GVNF) draw $drawing$ sweet pictures <2:3:1095:1401:O_H> or (GVNF) clean $cleaning$ the (FS) chiurch $church$ floor? <2:5:1798:1401:1401:O_H> understand what you are implying, discuss glad we $are discussing$ err...I do not (GVT) but I'm this now, and did not get into this before the conferences, <2:2:398:1401:O_H> Furthermore, we believe we (GVAUX) could $can$ find an agreement which enables all countries to regulate <2:2:352:1401:O_H> believe that all life is sacred, and it is therefore not acceptable to end it on wilful terms, apart (WM) $from would notis necessary to We (GWC) safe $save$ another life. We when$ it support Euthanasia. <2:3:791:1401:O_H> re'108 No! The publication of (FS) pictires $pictures$ and personal $to prevent thoseto commint others from committing$ (XVCO) to prevent those criminals or others criminals or crimes again. details does nothing their <2:5:1741:1401:O_H> I would (XVCO) suggest to change $suggest changing$ the Phrase to ...sources...just for the book <2:2:468:1401:O_H> We do not #93 (XVPR) agree on $agree with$ 7.4.d. Locking away people for those reasons is definitely <2:3:1092:1401:O_H> will who (XVPR) pay $pay for$ the extra work and buildings? <2:2:436:1401:O_H> As we declared, all life is sacred and God given, and God will take it to$due time. It is notsheer unwillingness, but to end their life a situation where #61 (LS) for $due in in the hands of humans onlyin <2:2:581:1401:O_H> we believe taxes are a Yes, (LS) stable $permanent$ obligation, also (GA) $the$ military service is (GA) a $th <2:2:594:1401:O_H> We agree with the #190 (LS) institution $substitution$ of social services instead of military (GNN) services $serv <2.3:691:1401:O_H> believe personal data should not(LS)(WM) accesible $made accessible$ We be by $to$ the public. <2:3:726:1401:O_H> If people (LS) of $with$ public responsibility contradict their own beliefs in privat <2:3:791:1401:O_H> It only serves to (LS) start $provoke$ hysteria and scapegoat hunting. <2:3:1050:1401:O_H> children could help to make nice little things to be sold (LS) on $at$ the church festivals.. <2:5:1525:1401:1402:O_H>if not Midland, (LS) for $to$ everyone, can you at least explain to us why you vote no <2:5:1544:1401:1402:O_H> Dear delegates, we (LS) formulated $expressed$ quite clearly in the article that people of unsound mind w <2:3:726:1401:O_H> Bardland, often someone who lives a public stand as anpolitician) needs example$ .to show a 'good' private life to #52 (LP) life (say a examplegive an to be able $ <2:5:1798:1401:1401:O_H> because I ironed a plastic cover andironing machine the$iron$ Was I guilty (LP) thus destroyed ? Does it make me less innocent? <2:3:697:1401:1398:O_H> another issue that is debatable in itself whether children should be conceived in tubeswith all other countries, but maybe after this conference? #34 It is (LCLS) furthermore $further$ at all. This is a topic we would like to discuss <2.3:691:1401:O_H> if it is to remain anonymous, the mere information Even (WR) gives $0$ gives rise to speculations and rumours. <2:5:1651:1401:O_H> It is meant #189 (WR) to grant the possibility $0000$ to make other religions known, <2:2:352:1401:O_H> believe that all life is sacred, and it is therefore not acceptable to end it on wilful terms, apart necessary to (GWC) safe $save$ another life. We wo We (WM) 0 $from when$ it is <2.3:691:1401:O_H> believe personal data should not be We (WM) accesible $made accessible$ (LS) by $to$ the public. <2:3:1079:1401:O_H> are deprived of their free choice they (WM) 0 $as regards$ (FS) hhow $how$ to spend their time <2:5:1717:1401:1401:O_H> delegations should be roasted over little fires and we0 $should$ I think some (WM) gather for a solemn meal and feast on their shrunken brai <2:3:709:1401:O_H> believe that artificially conceived babies We (S) stand for a dangerous turn in $threaten$ our cultural and (FS) moreal $moral$ understanding of th <2:3:791:1401:O_H> carrying out of laws should be kept within anot given in the hands ofnot be used for$ The (S) legal frame, and $and personal revenge. <2.3:1100:1401:O_H> if a child does not like the church, its priest, what (SU) whoever takes care$?$ ? German L1 Error Items (Synchronous) 470 ID Code Pre-context Error Category Error Correction Post-context <2:5:1507:1401:1401:O_H> (SU) Huch HUch, I'm huched $?$ , I'm telling ya! <2:5:1651:1401:O_H> It is meant (WR) to grant the possibility $0000$ to make other religions known, which does not necessarily conform school about buddhism etc.. #189 (SU) recruitment $?$ . For instance, we learned in with <2:5:1707:1401:O_H> is a peaceful association? Or is it peacefully What (SU) compelled $?$ ? <2:5:1735:1401:1401:O_H> Do you think they have enough (CS) Sitzfleisch a lot (SU) (German)(ham)? They did not sit $a long time$ to read through this, did they? <2:5:1735:1401:1401:O_H> Do you think they have enough (CS) Sitzfleisch (German) (ham)? <2:5:1800:1401:1401:O_H> Innocent and charming Paula has to Huch the conference to earn some money! Good work! Sorry girls. (CS) leave $?$ ! <2:2:424:1665:1646:M_N> richer $the rich$ more than but (GWC) (GA) 0 $the$ poor. <2:2:424:1665:1646:M_N> We (XVCO) want that everyone hat $want everyone $ to contribute to the fees, but (GWC) richer $the rich$ more than (GA) $the$ poor. <2:2:424:1665:1646:M_N> that you´ve misunderstood the system we thought of. We $want everyone $ We think (XVCO) want that everyone hat to contribute to the fees, but (GWC) richer $the rich$ mo <2:2:434:1665:M_N> should be classified by income (LP) everyone does anyway That like in respect of $with respect to$ taxes. <2:2:576:1664:T_J> although this means But (FPW) , $0$ that there will be this illegal stuff (LS) in $on$ the net fo <2:2:530:1664:T_J> this problem can only be solved, if there is an But (GA) $a$ censoring of all material that is published in the net <2:2:484:1664:T_J> Everybody has the right to proclaim(GP) his $their$ opinion, as long as the protection of human rights is (LS) <2:2:484:1664:T_J> Everybody has the right to proclaim(LS) his $their$ opinion, as long as the protection of human rights is be regulated by existing law. (GP) saved $safeguarded$ . That should <2:2:576:1664:T_J> although this means(FPW), $0$(LS) there will be this illegal stuff But that in $on$ the net for a while, we want no precensoring. <2:2:498:1664:B_S> prohibition of the spreading (WM) $of$ child pornography and $0$the protection of the (GA) the for personality rights. <2:3:973:1664:B_S> information access to its citizens. The obligations resulting from that guarantee (GVN) has $have$ to be assumed by the state. <2:2:498:1664:B_S> this right should be limited by legal regulations but (LS) to $for$ the protection of basic human rights, the prohibition of th <2:2:498:1664:B_S> prohibition of the spreading the (WM) 0 $of$ child pornography and for the protection of (GA) the $0$ <2:3:690:1401:1401:N_H> Yes, (FM) anonym $anonymous$ person. Who are you? <2:3:784:1401:1401:N_H> you think about What do (FS) criinal $criminal$ records?I think it`s a very sensible theme. <2:3:927:1401:N_H> (GP) It $?$ shouldn`t be allowed to sell or share personal information <2:3:954:1401:1401:N_H> (GVAUX) Do $Will$ you reply to #224? <2:3:675:1401:N_H> at home and I have no (SU) concept $?$ . Do You have is in ? Who is in the conference ? I`m (WO) of Highland one the conference $who from Highland$ <2:3:675:1401:N_H> at home and I have no I`m (SU) concept $?$ . Do You have one ? Who (WO) of Highland is in the con <2:3:800:1664:1664:F_C> (FS) i $I$ guess: not so much! <2:3:761:1646:H_M_R> free access to the sourcecode of software can guarantee the (LS) quick $rapid$ (LS) discoverage $location$ #83 only (FM) discoverage $discovery$ and elimination of safetyproblems <2:3.939:1646:H_M_R> #216 Data(information) exchange is(FM) the basic $basis$ of (GP) every $all$ scientific work <2:3:962:1646:H_M_R> #228 That's a very good and important point. That's one way to lessen the digital (FM) devide $division$ in Eutropia. <2:6:2147:1646:1403:H_M_R> Not really. Titanic is a (FM) satiric $satirical$ magazine <2:3:815:1646:H_M_R> #127 Good point Northland. We have to fight against the digital $divide$ (FS) devide , <2:3:815:1646:H_M_R> so everyone should have the (FS) oppurtinity $opportunity$ to enhance <2:3:815:1646:H_M_R> $their$ (GP) his (FS) knwoledge $knowledge$ (e.g. (GP) his $their$ computer skills) <2:3:870:1646:H_M_R>such hackers have to be punished #172 (FS) beacause $because$ they harm <2:3:870:1646:H_M_R> (or destroy or (FS) manipultae $manipulate$ ) information with their viruses <2:3:988:1646:H_M_R>we were of course #257 (FS) refering $referring$ to #253 not #235 <2:6:2124:1646:1403:H_M_R> Enjoy (GP) 0 $it$ ! <2:3:815:1646:H_M_R> so everyone should have the (FS) oppurtinity $opportunity$ to enhance (GP) his $their$ (FS) knwoledge $knowledge$ <2:3:815:1646:H_M_R> to enhance (GP) his $their$ (FS) knwoledge $knowledge$ (e.g. (GP) his $their$ computer skills) <2:3.939:1646:H_M_R> #216 Data(information) exchange is(GP) the (FM) basic $basis$ of every $all$ scientific work <2:3:978:1646:H_M_R>We agree and (GVAUX) $would$ like to hearthinking other$think about$ #235 (GVT) are what the delegations about this topic. <2:3:978:1646:H_M_R>We agree and #235 (GVAUX) $would$ like to hear what the other delegations (GVT) are thinkin <2:3:922:1646:1665:H_M_R> impressed! you are so (XADJPR) better in Coco we are much $better at$ using simple HTML-Tags to emphasize senseless stateme <2:3:761:1646:H_M_R> free access to the sourcecode of software can guarantee the #83 only (LS) quick $rapid$ <2:3:761:1646:H_M_R> guarantee the (LS) quick $rapid$ (LS) discoverage $location$ (FM) discoverage $discovery$ and elimination of safetyp <2:3:985:1646:H_M_R> are on Hey, we (LP) one $the same$ side. <2:3:793:1646:H_M_R> Windows #116 So (WM) 0 $is$ much better and more stable than Linux? <2.3:860:1646:H_M_R> to #162 and (S) build up $develop$ your mind you have the need for (a lot of) information <2:3:844:1646:J_K> We agree with #151 (FS) northland $Northland$ ! Lets talk about education! <2:3:1075:1646:J_K> perhaps they (FS) wont $won't$ try a different religion <2:5:1781:1646:1646:J_K> also write We could (FPW) , $0$ that many countries seem to <2:4:1220:1402:M_W> On work rights: As we had some problems with eqal issue in the past we want to guarantee job opportunities for women and foreign workers. (FS) this $equal$ <2:4:1381:1402:M_W>everyone! Have a nice day! See you on Bye (FS) Friday $Friday$ !! <2:6:1987:1402:M_W> Bardland had a (FS) german $German$ accent!! <2:4:1283:1402:M_W> other hand e.g. young people should have the opportunity (WM) $to ask$ for a credit ( fair conditions) to build (SI) an existence $a life for them On the (LS) to $under$ <2:4:1283:1402:M_W> other hand e.g. young people should have the opportunity0 $to ask$ On the (WM) for a credit ( (LS) to $under$ fair conditions) to build (S <2:4:1178:1402:M_W> (S) with the guarantee$If work is guaranteed$ people will most likely be able to provide their own cloth for work <2:4:1283:1402:M_W> other hand e.g. young people should have the opportunity (WM) $to ask$ for a credit .( (LS) to $under$ fair conditions) to build On the (SI) an existence $a life for themselves$ <2:4:1212:1402:M_W> We agree with #40. That way the (working) people can (SU) take care $?$ of an appropriate standard of living. There must also be a <2:4:1174:1401:S_M> Highland is of the opinion that everyone should have an adequate standard (FS) od $of$ living and should be guaranteed <2:5:1521:1646:1646:W>I was I think (FS) to $too$ fast... ;-) <2:5:1540:1646:1646:W> Let's say (FS) im $I'm$ a close friend ofayour <2:5:1540:1646:1646:W> close friend of your <2:5:1563:1646:1646:W> willing to keep an eye on the "We are (FS) contens $contents$ of Websites by means of <2:5:1581:1646:1625:W> willing to keep an eye on the We are (FS) contens $contents$ of Websites by means of <2:5:1643:1646:1646:W> One (XNCO) possibility to (FS) fith $fight$ $possibility of fighting$ <2:5:1643:1646:1646:W> $possibility of fighting$ (FS) agaisnt $against$ it would be the installation of software <2:5:1654:1646:1625:W> One (XNCO) possibility to (FS) fith $fight$ $possibility of fighting$ German L1 Error Items (Synchronous) 471 ID Code Pre-context Error Category Error Correction Post-context <2:5:1654:1646:1625:W> $possibility of fighting$ (FS) agaisnt $against$ it would be the installation of software <2:5:1714:1646:1646:W> public terminals (if it contains illegal(FS) contens $contents$ ). <2:5:1738:1646:1625:W> public terminals (if it contains illegal(FS) contens $contents$ ). <2:5:1776:1646:1646:W> talked to the other We have (FS) delegtations $delegations$ and they all agreed on public terminals in universities, libr <2:5:1776:1646:1646:W> willing to keep an eye on the We are (FS) contens $contents$ of Websites by means of <2:5:1803:1646:1646:W> talked to the other We have (FS) delegtations $delegations$ and they all (of them who answered) agreed on public term <2:5:1803:1646:1646:W> willing to keep an eye on the We are (FS) contens $contents$ of Websites by means of <2:5:1808:1646:1625:W> talked to the other We have (FS) delegtations $delegations$ and they all (of them who answered) agreed on public term <2:5:1808:1646:1625:W> willing to keep an eye on the We are (FS) contens $contents$ of Websites by means of <2:5:1833:1646:1646:W> (FS) Ia $I$ am going to send a message to everyone via the message <2:5:1505:1646:1646:W> to be controlled - like every other law - by the state. If it's illegal to publish This has (GA) $the$ personal data of other people, anyone doing it will be pun <2:5:1521:1646:1646:W> you I thought (GVT) have $had$ left the TC <2:5:1521:1646:1646:W> and (GVT) are $were$ doing something else... <2:5:1714:1646:1646:W> who finds an illegal website should sendshould (and Anyone (GVAUX) a note $would$ be welcome to do so) so that this site can be (LS) tested $ <2:5:1738:1646:1625:W> who finds an illegal website should sendshould (and Anyone (GVAUX) a note $would$ be welcome to do so) so that this site can be (LS) tested $ <2:5:1563:1646:1646:W> (XNCO) task to find out $task of finding out$ those who visit illegal sites on the web." (last point in "ob <2:5:1581:1646:1625:W> (XNCO) task to find out $task of finding out$ those who visit illegal sites on the web." (last point in "ob <2:5:1643:1646:1646:W> One (XNCO) possibility to (FS) fith $fight$ of fighting$ (FS) agaisnt $against$ it would be the installation of softw $possibility <2:5:1654:1646:1625:W> One (XNCO) possibility to (FS) fith $fight$ of fighting$ (FS) agaisnt $against$ it would be the installation of softw $possibility <2:5:1563:1646:1646:W>effort (S) of the information (LS) a great controllers should be put $should be made by the information controllers$ on $with$ the main <2:5:1581:1646:1625:W>effort (S) of the information (LS) a great controllers should be put $should be made by the information controllers$ on $with$ the main <2:5:1643:1646:1646:W> the benefits of such terminals are muchlarger We think (LS) $greater$ than the danger of visiting illegal sites. <2:5:1654:1646:1625:W> the benefits of such terminals are much We think (LS) larger $greater$ than the danger of visiting illegal sites. <2:5:1714:1646:1646:W>this site can be so that (LS) tested $accused$ of containing illegal content and as a result be banned fro <2:5:1738:1646:1625:W> who finds an illegal website should send a note (and (GVAUX) should $would$ be welcome to do so) so that this site can be Anyone (LS) tested $accused$ of <2:5:1776:1646:1646:W> (WO) As well there should be an should be an independent controlling the contents of the web of the web as $There independent commission commission controlling the contents : <2:5:1776:1646:1646:W> (WO) a great effort of the information controllers should be put on the main $The information controllers should make a great effort on the main$ <2:5:1803:1646:1646:W> (WO) As well there should be an should be an independent controlling the contents of the web: of the web as $There independent commission commission controlling the contents : <2:5:1803:1646:1646:W> (WO) a great effort of the$The information controllers should makethegreat effort on the main$ information controllers should be put on a main <2:5:1808:1646:1625:W> (WO) As well there should be an should be an independent controlling the contents of the web: of the web as $There independent commission commission controlling the contents : <2:5:1808:1646:1625:W> (WO) a great effort of the information controllers should be put on the main $The information controllers should make a great effort on the main$ <2:5:1563:1646:1646:W> effort a great (S) of the information controllers shouldby the information$with$ the main $should be made be put (LS) on controllers$ <2:5:1581:1646:1625:W> effort a great (S) of the information controllers shouldby the information$with$ the main $should be made be put (LS) on controllers$ <2:4:1300:1401:R_W> A guaranteeing Economy found $?$ is anintresting (SU) (FS) $interesting$ idea but not unprecedented: <2:4:1215:1401:R_W> (SU) Huch $?$ ! <2:4:1300:1401:R_W> (SU) A guaranteeing Economy found $?$ is an (FS) intresting $interesting$ idea but not unprecede <2:4:1217:1665:J_Ne> will be no (LS) common $unified$ and justice There (FM) $just$ Eutropia if there is only a majority of people who can cou <2:4:1319:1665:1665:J_Ne> $they$ (GVT) won´t get (FM) if (GP) he $weren't to get$ payed $paid$ for it. <2:4:1324:1665:J_Ne> if (GP) he $they$ (GVT) won´t get(FM) $weren't to payed get$ $paid$ for it. <2:4:1217:1665:J_Ne> Everybody should have the right to (FS) It´s necessary work. therefor $therefore$ that the environment <2:4:1291:1665:1665:J_Ne> the countries(FPW), $0$ (FS) (LS) were$fewer$ taxes $where$ moving to where less (GVV) were to pay $are paid$ orpeople work poorer <2:4:1291:1665:1665:J_Ne> a (SU) term $?$ of the Eutropian Constitution to develop a ministry of It must be (FS) regualtion $regulation$ to protect and to control that. <2:4:1315:1665:J_Ne> moving to the countries(FPW), $0$(FS) (LS) were$fewer$ taxes $where$ where less (GVV) were to pay $are paid$ or poorer people work for (GADJCS) lower $less$ money. <2:4:1315:1665:J_Ne> be a (SU) term $?$ of the Eutropian Constitution to develop a ministry of It must (FS) regualtion $regulation$ to protect and to control that. <2:5:1498:1665:1665:J_Ne> sorry that (FS) i $I$ am not available at the moment ... <2:4:1291:1665:1665:J_Ne> treatment by financial institutions will prevent employees$0$ moving to the countries (LS) less $fewer$ taxes (GVV) were to pay $are Only equal (FPW) , from where <2:4:1315:1665:J_Ne> equal treatment by financial institutions will prevent employees from moving to the countries (LS) less $fewer$ taxes (GVV) were to pay $are p Only (FPW) , $0$ where <2:4:1291:1665:1665:J_Ne> (GA) The $0$ equal treatment by financial institutions is another import <2:4:1315:1665:J_Ne> (GA) The $0$ equal treatment by financial institutions is another import <2:4:1217:1665:J_Ne> Everybody should have the right to (GNC)It´s necessary (FS) therefor $therefore$ that the environment and work. it´s $its$ Laws protect that aim and that the Eutropian Constitution <2:5:1498:1665:1665:J_Ne> hi (GNC) coco´s $cocos$ , <2:4:1345:1665:1664:J_Ne> the best way to relax ...(GP) climaxes are so enjoy 0 $it$ <2:4:1324:1665:J_Ne> would be interested any more in developing software etc, if $they$ nobody (GP) he (GVT) won´t get $weren't to get$ (FM) payed $paid$ fo <2:4:1319:1665:1665:J_Ne> nobody would be interested any more in developing software etc, if (GP) he $they$ (GVT) won´t get $weren't to get$ (FM) payed $paid$ fo <2:4:1319:1665:1665:J_Ne> Authors, (SU) Developers $?$ must(GADJO) developed products fees guarantee an income(Music, author,and a high etc) level $0$ standard of be protected by law. Copyright$products being developed$ the Video, Software (WR) for <2:4:1324:1665:J_Ne> Authors, (SU) Developers $?$ must(GADJO) developed products fees guarantee an income(Music, author,and a high etc) level $0$ standard of be protected by law. Copyright$products being developed$ the Video, Software (WR) for <2:4:1291:1665:1665:J_Ne> less $fewer$ taxes (GVV) were to pay $are paid$ or (FS) were $where$ poorer people work for be a (SU) term $?$ of the Eutropian Con where (LS) (GADJCS) lower $less$ money. It must <2:4:1315:1665:J_Ne> (LS) less $fewer$ taxes (GVV) were to pay $are paid$ or (FS) were $where$ poorer people work forbe a (SU) term $?$ of the Eutropian Con where (GADJCS) lower $less$ money. It must <2:4:1319:1665:1665:J_Ne> Piracy (GVN) endanger $endangers$ this development. <2:4:1319:1665:1665:J_Ne> of regulation which A ministry (GVN) regulate $regulates$ the fees would be necessary to protect that. <2:4:1324:1665:J_Ne> Piracy (GVN) endanger $endangers$ this development. If this (GVT) would be $were$ the (W <2:4:1324:1665:J_Ne> A ministry of regulation which (GVN) regulate $regulates$ the fees would be necessary to protect that. <2:4:1291:1665:1665:J_Ne> the countries(FPW), $0$ (GVV) (LS) less $fewer$ taxes $are paid$ moving to where were to pay or (FS) were $where$ poorer people work for (GADJCS <2:4:1315:1665:J_Ne> equal treatment by financial institutions will prevent employees from moving to the countries(FPW),$where$ poorer people work for (GADJCS Only (GVV) were to pay $are paid$ or (FS) were $0$ where (LS) less $fewer$ taxes <2:4:1319:1665:1665:J_Ne> Piracy (GVN) endanger $endangers$ this development.be this (GVT) would If $were$ the (WO) generally case $case generally$ , nobody would <2:4:1319:1665:1665:J_Ne> $they$ if (GP) he (GVT) won´t get $weren't to get$ (FM) payed $paid$ for it.A ministry of regulation which <2:4:1324:1665:J_Ne> (GVN) endanger $endangers$ this development.be this Piracy (GVT) would If $were$ the (WO) generally case $case generally$ , German L1 Error Items (Synchronous) 472 ID Code Pre-context Error Category Error Correction Post-context <2:4:1324:1665:J_Ne> would be interested any more in developing software etc, if $weren't $they$ nobody (GVT) won´t get (GP) he to get$ (FM) payed $paid$ for it. <2:4:1217:1665:J_Ne> will be no There (LS) common $unified$ and (FM) justice $just$ Eutropia if there is only a majorit <2:4:1291:1665:1665:J_Ne> $0$ equal treatment by financial institutions is another important challenge (GA) The (LS) of $for$ Eutropia. <2:4:1291:1665:1665:J_Ne> treatment by financial institutions will prevent employees from moving to the countries(FPW), $0$ where $are paid$ Only equal (LS) less $fewer$ taxes (GVV) were to pay <2:4:1315:1665:J_Ne> The $0$ equal treatment by financial institutions is another important challenge (GA) (LS) of $for$ Eutropia. <2:4:1315:1665:J_Ne> equal treatment by financial institutions will prevent employees from moving to the countries(FPW), $0$ where $are paid$ Only (LS) less $fewer$ taxes (GVV) were to pay <2:5:1498:1665:1665:J_Ne>(FS) i$I$ am not available at the moment ... sitting at home and watching this stimulating like to be with you ... best regards jens sorry that (LS) agreement $discussion/argument$ .. would <2:4:1319:1665:1665:J_Ne> Authors, (SU) Developers $?$ must(WR) be protected by law. Copyright$0$ guarantee an incomestandardauthor,and a high level fees for the of (GADJO) developed products $products bein <2:4:1324:1665:J_Ne> Authors, (SU) Developers $?$ must(WR) be protected by law. Copyright$0$ guarantee an incomestandardauthor,and a high level fees for the of (GADJO) developed products $products bein <2:4:1319:1665:1665:J_Ne> Piracy (GVN) endanger $endangers$ this development. If case (GVT) would be $were$ the , nobody would be interested any more in developing sof (WO) generally this $case generally$ <2:4:1324:1665:J_Ne> (GVN) endanger $endangers$ this development. If case (GVT) would be $were$ the , nobody would be interested any more in developing sof Piracy (WO) generally this $case generally$ <2:4:1217:1665:J_Ne> Everybody should have the right to (SU) It´s necessarythat therefor $therefore$ that the environment and (GNC) it´s $its$ Laws protect that aimjusti work. submit (FS) $?$ . There will be no (LS) common $unified$ and (FM) and <2:4:1291:1665:1665:J_Ne> $where$ poorer people work for (GADJCS) lower $less$ money. It must be a (FS) were (SU) term $?$ of the Eutropian Constitution to develop a ministry of (F <2:4:1315:1665:J_Ne> be a It must (SU) term $?$ of the Eutropian Constitution to develop a ministry of (F <2:4:1319:1665:1665:J_Ne> Authors, (SU) Developers $?$ must be protected by law. Copyright fees guarantee an in <2:4:1324:1665:J_Ne> Authors, (SU) Developers $?$ must be protected by law. Copyright fees guarantee an in <2:5:1655:1402:1403:W_R> What (GVT) do you do $are you doing$ afterwards? <2:5:1809:1402:W_R> but we have to leave the conference now. left Sorry (GVT) We $have left$ our remaining votes with the commissioner. <2:5:1503:1402:1403:W_R>are still drunk and want to(LS) Well, we go in $to$ our beds... ;o) <2:5:1550:1402:W_R> We would like to change from NO to YES and agree with Bardland$in$ (LS) from message #97 <2:5:1709:1402:W_R> peacefully Yes, (SU) compelled $?$ . <2:5:1704:1402:1403:W_R> (CS) D'accord (French). <2:5:1711:1402:1403:W_R> (CS) On nést pas des Francais mais on en parle un peut (French). <2:5:1545:1646:1646:T_L> ok, this should be enough info to believe you, strang (FS) $strange$ close friend! <2:5:1514:1646:1646:T_L> (GP) 0 $It$ is ok <2:5:1652:1646:1646:T_L> great idea!we are (XVPR) impressed about $impressed with$ our mighty destroyer! <2:5:1832:1646:1646:T_L> good job (SU) garados $?$ ! we will quit as well! <2:5:1672:1401:C_A> think the term teaching We (GVT) is $has been$ misunderstood. Anyway we vote YES <2:6:2175:1665:1403:D_K> Thanx for (FS) you $your$ mail, Santiago. <2:6:2197:1665:1403:D_K> Could I get (GP) you $your$ number <2:6:2183:1665:1403:D_K> It's OK. (GP) 0 $I$ Like to meet people, too. <2:6:2039:1665:D_K> what (GVT) do you make $are you doing$ do you (LS) make $are you doing$ this evening, Northlan <2:6:2164:1665:1403:D_K> raveschnitte@gmx.de I'll send you a(GVT) of me if I picture got $get$ yours. <2:6:2039:1665:D_K> (GVT) do you make $are you (LS) do you what doing$ make $are you doing$ this evening, Northland? <2:6:2033:1665:D_K> (CS) Geht da noch was (German) ? <2:6:2041:1664:M_K>then post some pictures in there to #69 (FS) proove $prove$ it <2:7:2435:1402:N_M> But you're not (FM) interesting $interested$ in reading what we have whispered, you must have tons o <2:7:2245:1402:N_M>there any Are (FS) french $French$ people? <2:7:2253:1402:N_M> Southland was So if (FS) french $French$ , <2:7:2253:1402:N_M> Northland might have been (FS) spanish $Spanish$ ! <2:7:2404:1402:N_M> (FS) Th $The$ preparation should be clearer and the simulation itself sho <2:7:2446:1402:N_M> Greet (FS) todays $today's$ midnight sun! <2:7:2295:1402:N_M> we are German, then we are said to be Spanish... Guess First (FPW) , $0$ we're losing our identity! <2:7:2248:1402:N_M> is the real Where (GNN) headquarter $headquarters$ of the Globe ? <2:7:2425:1402:1405:N_M> Well our English sounds English...and Spain..well, I know that Northland is from Spain...and in Northland. has its (GNN) headquarter $headquarters$ the EU Globe <2:7:2397:1402:1405:N_M> (GVN) Does your country $Does your country have$ "border" (LS) to $with$ France? has a <2:8:2471:1402:N_M> we should make a list of everything that needs to Maybe (GVV) included $be included$ . <2:7:2263:1402:N_M> I thought (GVT) it's $it was$ Coastland! <2:7:2291:1402:N_M>So Highland is German. At first we thought is #56 (GVT) Bardland $was$ so close to us. <2:7:2460:1402:1398:N_M> Hey, we (GVT) see $will see$ each other in Cologne some day!!! <2:7:2381:1402:1414:N_M> Is there any (XNCO) possibility to send $possibility of sending$ photos of each group....? <2:7:2388:1402:N_M> hard to get things done in time if you basically (SI) have no$what$ It's just (LS) how clue $haven't got a clue$ what exactly you'll have to do and it should look like. <2:7:2397:1402:1405:N_M> your country has $Does your country have$ a "border" (GVN) Does (LS) to $with$ France? <2:8:2508:1402:N_M> have given my portfolio (the one I would (LS) of $from$ last semester!!!!) to you, if I already had the corrected ve <2:7:2273:1402:N_M> (S) We are ten $There are ten of us$ ... <2:7:2257:1402:N_M> #22 (SI) no clue $Haven't got a clue$ , sorry. Give a little hint, please! <2:7:2388:1402:N_M> hard to get things done in time if you basicallyno clue It's just (SI) have $haven't got a clue$ what exactly you'll have to do and (LS) how $what$ it sh <2:7:2343:1402:1398:N_M> P.S. (SU) Told tell $?$ the commissioner! <2:7:2408:1402:1405:N_M> Well, normally I would have said you are from England....but (SU) I don't $?$ . <2:7:2448:1402:1405:N_M> (CS) Schade (Ger.)! <2:8:2494:1402:T_P> three weeks to go. I am busy (FM) still figureing $figuring$ out what presents (WM) $to buy$ for my family. <2:8:2510:1402:T_P> forget that this is a WINDOWS!!! SYSTEM. I don't (FS) expierience $experience$ similar (FS) tequnical $technical$ <2:8:2510:1402:T_P> (FS) tequnical $technical$ (FS) dificulties $difficulties$ <2:8:2510:1402:T_P> (FS) dificulties $difficulties$ regularly, so that I know what is going on in your mind. <2:8:2487:1402:T_P> I (GVT) finally joined $have finally joined$ the conference after having filled out the post sim survey <2:8:2494:1402:T_P> three weeks to go. I am busy (FM) figureing $figuring$ out what presents still (WM) 0 $to buy$ for my family. <2:8:2498:1402:J_Po> really crazy about Christmas this year, I will even get my own $apartment$ for my I am (FS) appartment Christmas-tree German L1 Error Items (Synchronous) 473 ID Code Pre-context Error Category Error Correction Post-context <2:8:2498:1402:J_Po> really crazy about Christmas this year, I will even get my own $?$ I am (SU) Youdid Christmas-tree for my (FS) appartment $apartment$ . <2:8:2513:1402:S_Re> I´d also (FS) lke $like$ to have it. SR <2:8:2500:1402:S_Re> in I´m not (GA) a $an$ x-mas mood and I´m a vegetarian...SR Latvian L1 Error Items (Synchronous) 474 ID Code Pre-context Error Category Error Correction Post-context <2:6:1869:1398:L_B> we sorry (LP) hurried up a little bit $have jumped the gun$ !! <2:4:1297:1398:M_S> is to Who (FS) controll $control$ financial institutions if there are cases of illegal operations? <2:4:1320:1398:M_S> should exist some independent institution whose task would be to There (FS) controll $control$ the Governmental agency <2:4:1320:1398:M_S> $control$ the Governmental agency which controlls (FS) $controls$ financial (GNN) institution $institutions$ . <2:4:1344:1398:M_S>think that getting a patent is the best solution but is it possible to get (GA) $a$ patent for properties of minor importance? We (FS) intelectual $intellectual$ <2:1:106:1398:M_S> are pleased to join all the states and representatives of We (GA) 0 $the$ media (LS) on $in$ the conference. <2:4:1344:1398:M_S>think that getting a patent is the best solution but is it possible to get We (GA) $a$ patent for (FS) intelectual $intellectual$ properties of minor im <2:4:1320:1398:M_S> should exist some independent institution whose task would be to (FS) controll $control$ the Governmental agency which (FS) controlls $controls$ f There (GNN) institution $institutions$ . <2:4:1307:1398:M_S> operations(taking money from people without Unfair (GWC) intention $intending$ to return it,not paying taxes etc.) <2:4:1354:1398:M_S>ex. research For (XNUC) works $work$ carried out by students. <2:1:106:1398:M_S> are pleased to join all the states (LS)representatives of (GA) 0 $the$ media We and on $in$ the conference. <2:4:1331:1398:M_S> are the (SU) frames $?$ of the term "intellectual property"? And how $ Where (WO) one can $can one prove that it's his? <2:4:1331:1398:M_S> are the Where (SU) frames $?$ of the term "intellectual property"? And how (WO) one can $ <2:3:950:1398:K_Bon> That person doešn't have rights to #224 (FS) nclaim $claim$ payment for the use of <2:3:950:1398:K_Bon> use of his or her for the (FS) genetyic $genetic$ information, <2:3:1011:1398:K_Bon> (FS) lets $let's$ do it!!!!!!!!!!! <2:3:1033:1398:K_Bon> have a children (FS) possibilitu $possiblity$ (LS) possibilitu $chance$ to communicate, <2:7:2272:1398:K_Bon> (FS) Hej $Hi?$ Coastland <2:7:2278:1398:K_Bon> We study (FS) swedish $Swedish$ and (S) we are 7 in a group $there are seven of us in the group <2:7:2287:1398:K_Bon> Highlanders are (FS) german $German$ <2:7:2360:1398:K_Bon> You think(FPM) $?$ What do (FS) is $Is$ (GA) $the$ Eutropian (FS) Commisioner $Commissioner$ <2:7:2360:1398:K_Bon> $Is$ (GA) $the$ Eutropian (FS) Commisioner $Commissioner$ (WR) is $0$ a woman or a man? <2:7:2386:1398:K_Bon> to get to know We liked (FS) others $others'$ opinions on our thoughts. <2:7:2421:1398:K_Bon> (FS) Whats $What's$ the weather (WM) $like$ <2:7:2421:1398:K_Bon>in $like$ (FS) Your $your$ countries?It quite ok. (WO) today here $here today$ (LCC) b <2:7:2360:1398:K_Bon> You think What do (FPM) $?$ (FS) is $Is$ (GA) $the$ Eutropian (FS) Commisioner $Comm <2:7:2360:1398:K_Bon> You think(FPM) $?$ (FS) is $Is$ What do (GA) $the$ Eutropian (FS) Commisioner $Commissioner$ (WR) is $0$ a <2:7:2406:1398:K_Bon> #152 more time for getting ready!and a conference just to greet (GP) $each other$ in order not to be shy later <2:7:2306:1400:K_Bon> We form (GP) it $the picture$ according to temperament and vocabulary. <2:7:2264:1398:K_Bon> of the team is having an exam but I am here to represent $them$ . One part (GP) us <2:3:950:1398:K_Bon> so $but$ (LCLS) (GP) it $0$ should be used ONLY for scientific purposes <2:7:2289:1398:K_Bon> (XADJPR)Sorry for $Sorry about$ that! <2:3:1006:1398:K_Bon> #269 Responsibilities of an individual are: notfollow (LS) to distribute personal $abide by$ about himself and laws that regulate this question information state about other people; to <2:3:1033:1398:K_Bon> have a (FS) possibilitu $possiblity$ possibilitu children (LS) $chance$ to communicate, to get to know different cultures and religion <2:7:2333:1398:K_Bon>You start something it should be When (LS) led $carried through$ till the end,not exactly my opinion but I think that was the mai <2:7:2350:1398:K_Bon>that was meant only for You(LS) I managed to Sorry hope cheat $deceive$ him <2:7:2403:1398:1402:K_Bon> It (LS) a $is$ just a capital nothing more <2:3:950:1398:K_Bon> this information mustn't become accessible to so (S) broad masses of people $ population in general$ , should be used ONLY for scientific purposes (LCLS) the $but$ (GP) it $0$ <2:1:109:1398:K_Bon> We hope that you (S) got acquainted $have become familiar$ with our policy statement (LCC) and $0$ we would like to hear your opinion concerning it. <2:3:950:1398:K_Bon> That person doešn't have rights tobut nclaim $claim$ payment for the use of histhisher (FS) genetyic $genetic$ information, the (S) broad ma #224 (LCC) (FS) $although$ or information mustn't become accessible to <2:7:2421:1398:K_Bon> (FS) Whats $What's$ the weather (LCC) $like$ in (FS) Your $your$ countries?It quite ok. (WO) today here $here today$ (WM) but $except for$ the wind. <2:7:2360:1398:K_Bon> You think(FPM) $?$ (FS)(WR) (GA) $the$ Eutropian (FS) Commisioner $Commissioner$ or a man? What do is $Is$ is $0$ a woman <2:7:2421:1398:K_Bon> (FS) Whats $What's$ the weather (WM) 0 $like$ in (FS) Your $your$ countries?It quite ok. (WO) today here $ <2:7:2376:1398:K_Bon> agree and we #124 We (WO) even could not $could not even$ decide among ourselves what to write <2:7:2421:1398:K_Bon> (FS) Whats $What's$ the weather (WO) $like$ in (FS) Your $your$ countries?It quite ok. (LCC) but $except for$ the wind. (WM) today here $here today$ <2:1:109:1398:K_Bon> We hope that you (S) got acquainted $have become familiar$ with our policy statement (LCC) and $0$ we would like to he <2:3:950:1398:K_Bon> but $although$ this information mustn't become accessible to$ population in general$ , (LCLS) so $but$ (GP) it $0$ should be used ONLY for scien (LCC) (S) broad masses of peoplethe <2:7:2278:1398:K_Bon> (FS) swedish $Swedish$(S) We study and we are 7 in a group $there are seven of us in the group$ <2:7:2313:1398:K_Bon> (S) The picture might complete picture might complete theit is much easier created of the other people's appearanc $The the appearance so that image we have to communicate.Not in vain we are stu <2:7:2324:1398:K_Bon> You cant imagine how curious we are!Are You from similar country where a language similar to German is spoken$ Midland (SU) German language $a speaking country ? <2:7:2346:1398:K_Bon> we Should (SU) act $?$ again? <2:7:2285:1398:K_Bon> (CS) Varsågod (Swedish) <2:1:135:1398:O_C> I (GVT) don't receive $am not receiving$ your messages,what's happenning? <2:6:2157:1398:S_K> Hey....We're sorry to join the conference onlyvouldn't we (FS) now, but $couldn't$ earlier <2:6:2194:1398:S_K> It wouldn't be (FS) ineresting $interesting$ then <2:6:2188:1398:S_K> In (GA) a $0$ real life we're against (GA) $the$ death penalty <2:6:2188:1398:S_K> against we're (GA) $the$ death penalty.....don't think we're mean or anything, cuz we're <2:1:156:1398:S_K> Thats ok, it seems that we all are having this kind of (GNN) problems $problem$ <2:5:1820:1398:S_K> Sorry....we just want to (LP) speed it $speed it up$ a little bit <2:1:276:1398:1405:S_K> In our opinion (WR) is that $00$ we should all work together to solve this problem. <2:6:2203:1398:S_K> alone.....here Not (WM) 0 $there$ are a few of us <2:6:2222:1398:S_K> but we have a huge test in 40 (WM) so we won't be Yes, minutes, 0 $here$ till the end <2:1:276:1398:1405:S_K> In our opinion (WR) is that $00$ we should all work together to solve this problem. It does not depend onlythanus. Wethem. the drug (SU) transshiping $?$ problem more on using have <2:1:171:1398:K_Be> we Well, (FS) loged $logged$ out most of our computers and left only 3 or 4 , we hope it wi Latvian L1 Error Items (Synchronous) 475 ID Code Pre-context Error Category Error Correction Post-context <2:1:146:1398:K_Be>have problems with We (GA) 0 $the$ computers but we hope everything will be O.K. <2:1:129:1398:A_P> really have some We (LS) problems with technics $technical problems$ , but I hope this situation will change. We are trying to jo <2:1:131:1398:S_T> I (GVAUX)am $will be$ glad to speak with you <2:2:421:1398:K_M> Hello!At last we got (FS) threw $through$ .So we will also try to stay with you. <2:2:421:1398:K_M> Actually,we think that a woman has a right to weather (FS) choose $whether$ to have a child or not. <2:2:421:1398:K_M> However, a child also has a right to(GNC) our decision is that 12 weeks is the deadline (LS)decision. the live and women $women's$ of $for$ <2:2:421:1398:K_M> However, a child also has a right to live and our decision is that 12 weeks is the deadline (LS) of $for$ the (GNC) women $women's$ decision. <2:3:802:1398:B_A> rights to No (FS) chose $choose$ <2:3:802:1398:B_A> whether to (FS) belive $believe$ (XVPR) belive to $believe in$ God/Budda/... or not? <2:4:1180:1398:B_A> agree with We (FS) Middland $Midland$ <2:4:1202:1398:B_A> Asylums $Asylum$ (WM) $seekers$ should be (GNN) (FS) garanteed $guaranteed$ special care <2:4:1303:1398:B_A> (XVPR) Thank you Northland of $Thank youdouptable for$ understanding that there are notthings <2:4:1303:1398:B_A> (FS) Northland $doubtful$ only (LS) upon $about$ new <2:3:735:1398:B_A> #74, (GA) the $0$ (GNN) request $Requests$ from (GNN) employer $empl <2:3:735:1398:B_A> (GA) 0 $the$ police... <2:3:1154:1398:B_A> best way would be attending Sunday schools (WM) $but$ not all The (GA) the $0$ day long, so there would be time for being together <2:3: with families friends,going to <2:4:1250:1398:B_A> In order to solve the problem of unemployment we suggest developing agriculture, (GA) $the$ education system, new technologies and new factories. <2:4:1260:1398:B_A> Is (GA) the $0$ communism a burning need of society? <2:3:735:1398:B_A> (GA) the $0$ #74, (GNN) request $Requests$ <2:3:735:1398:B_A> from (GNN) employer $employers$ , (GA) $the$ police... <2:4:1202:1398:B_A> (GNN) Asylums $Asylum$ (WM) $seekers$ should be (FS) garanteed $guaranteed$ <2:4:1303:1398:B_A> (FS) tehnologies $technologies$ as new (GP) it $they$ also increase the (SU) level $?$ of the country and the w <2:4:1244:1398:B_A> mentioned our ideas in our (LP) position paper $policy statement$ . Should we repeat ? We (GP) it $them$ <2:4:1175:1398:B_A> Should the government guarantee (GP) every $each$ citizen's clothing and food? <2:3:732:1398:B_A> if they want to reveal #70, (GP) it $themselves$ and to advertize themselves - they are welcome. They wil <2:3:802:1398:B_A> rights to (FS) chose $choose$ whether to (FS) belive $believe$ $believe in$ No (XVPR) belive to God/Budda/... or not? <2:4:1195:1398:B_A> We (XVPR) agree to $agree with$ Northland about illegal persons <2:4:1224:1398:B_A>fully We (XVPR) agree to $agree with$ #48. That's why we paid a great deal of attention to the p <2:4:1303:1398:B_A> (XVPR) Thank you Northland of $Thank you Northland for$ understanding that there are not only (FS) douptable $dou <2:4:1187:1398:B_A> Clothing and food is a personal matter (LS) of $for$ everyone. <2:4:1187:1398:B_A> government should provide citizens with work places The (LS) $jobs$ <2:4:1235:1398:B_A> In this case you have to consider the problem of unemployment$look for$ #62 (LS) seek and ways of solving it <2:4:1303:1398:B_A> (XVPR) Thank you Northland of $Thank youupon (LS) Northland for$ understanding that there are not only (FS) douptable $doubtful$ things $about$ new (FS) tehnologies $technologies$ <2:4:1244:1398:B_A>mentioned our ideas in our We (LP) position paper $policy statement$ . Should we repeat (GP) it $them$ ? <2:3:845:1398:B_A> think that it is not possible to discuss such vital and eternal questions that 1000 We (WR) of $0$ years (S) have been argued upon $of discussion have not <2:3:823:1398:B_A> we remind May (WM) 0 $everyone$ that (SU) choosing the decision $?$ IS the right of EVER <2:3:1154:1398:B_A> best way would be attending Sunday schools The (WM) 0 $but$ not all (GA) the $0$ day long, so there would be time for <2:4:1202:1398:B_A> (GNN) Asylums $Asylum$ (WM) 0 $seekers$ should be (FS) garanteed $guaranteed$ special care <2:3:845:1398:B_A> think that it is not possible to discuss such vitalbeen eternal questions that 1000have not settled$ expect to find the answer in 5 Minutes and simu We (S) have and argued upon of discussion (WR) of $0$ years $ - Do we <2:3:823:1398:B_A> we remind (WM) $everyone$(SU) May that choosing the decision $?$ IS the right of EVERY PERSON <2:4:1257:1398:B_A> government SHOULD consider the The (SU) burning $?$ needs of society. <2:4:1303:1398:B_A> (XVPR) Thank you Northland of $Thank youlevel (SU) Northland for$ understanding that there are notof the (FS) douptable $doubtful$ things (LS) upon $abou $?$ only country and the working force. <2:3:921:1398:I_K> (FS) enterprisis $enterprises$ selling personal inform.must be punished by law. <2:3:1067:1398:I_K> It might be (FS) boarin $boring$ ! <2:3:1082:1398:I_K> Religious beliefs are imposed on children; they are too (FS) younge $young$ to choose religion <2:7:2316:1398:I_K> month we lived in "dream'country, so it is a bit hard to One (FS) seperate $separate$ the real and imagined countries. <2:7:2339:1398:I_K> far as we As (FS) knoww $know$ , very close to Germany <2:7:2339:1398:I_K> Germany are: (FS) Danmark $Denmark$ , Czechoslovakia <2:7:2362:1398:I_K> (SU) The cards are opened $?$ .Midland, you were so O.K. (FS) misterious $mysterious$ ..... <2:7:2367:1398:I_K> (FS) Coud $Could$ you (FS) introcuce $introduce$ <2:7:2367:1398:I_K> $Could$ you (FS) introcuce $introduce$ (GP) ourselves $yourselves$ ? <2:7:2424:1398:1402:I_K> in Cologne this summer . Why didmeat we Well, I was (FS) not $meet$ ? <2:7:2427:1398:I_K> liked the teleconference about human We (FS) rirhts $rights$ . Really. <2:7:2339:1398:I_K> far as we (FS) knoww $know$ , very close to Germany are: (FS)$The Netherlands$ As (GNN) The Netherland Danmark $Denmark$ , Czechoslovakia, Poland, Switzerland,Austria,France, Luxe .Are you, Middies from any of these? <2:7:2367:1398:I_K> Coud $Could$ you (FS) introcuce $introduce$ (FS) (GP) ourselves $yourselves$ ? <2:7:2320:1398:I_K> sorry but we have much No, (GADJCS)more sweeter $sweeter$ dreams. <2:3:1048:1398:I_K> (GVNF) To pray $Praying$ is a good thing! <2:7:2331:1398:I_K> Middies(LS) Holanders $Dutch$ ? <2:7:2383:1398:I_K> Because of this high speed during teleconferences, we practised (WR) in $0$ working as a <2:7:2325:1398:I_K> is good. Being calm That (S) gives posibility for much longer live-time for people to have a longer life$ $makes it possible ! <2:3:1117:1398:I_K> civilized,more cultured,and (SU) More anyway church have moral principles $?$ <2:7:2362:1398:I_K> O.K. (SU) The cards are opened $?$ .Midland, you were so (FS) misterious $mysterious$ ..... <2:7:2358:1398:I_K> us try once again. Let (CS) Sind Sie aus Deutchland (Ger.) ? <2:3:1132:1398:A_U> we (FM) totaly $totally$ agree with (GNC) Northland $Northland's$ idea #387 <2:3:1054:1398:A_U> they'll have a chance to choose then (FS) weather $whether$ (WM) $to$ believe or not. Latvian L1 Error Items (Synchronous) 476 ID Code Pre-context Error Category Error Correction Post-context <2:3:1071:1398:A_U> for $0$ all Sunday, it should (GA) (WR) be done inthe $a$ shorter time. <2:3:1132:1398:A_U> we (FM) totaly $totally$ agree with (GNC) Northland $Northland's$ idea #387 <2:3:1054:1398:A_U> Children will get to know what (WO) (GVN) is $are$ God and religion $God and religion are$ and then they'll <2:3:1071:1398:A_U>too It's (XADJCO) hard for them listen $hard for them to listen$ <2:3:1071:1398:A_U> for them listen $hard for them(XVPR) listen about hard to listen$ $listen to$ this theme (WR) for $0$ all Sunday, it should be done in <2:3:1071:1398:A_U> (XADJCO) hard for them listen $hard for them to listen$ (XVPR) listen about $listen all Sunday, it should be done in (GA) the $a$ shorter tim It's too (WR) for $0$ to$ this theme <2:3:1054:1398:A_U> Children will get to know what (WO) (GVN) is $are$ God and religion $God and religion are$ and then not. have a chance to choose (FS) weather $ (WM) 0 $to$ believe or they'll <2:3:1054:1398:A_U> Children will get to know what (WO) (GVN) is $are$ God and religion $God and religion are$ and then they'll have a chance to choose (FS) weather $w <2:5:1487:1398:T_K>you mean that one has a right to die in (GA) $the$ case of Do (FM) uncurable $incurable$ deseases? <2:5:1419:1398:T_K> start Let's (GA) $the$ discussion <2:5:1487:1398:T_K>you mean that one has a right to die in Do (GA) $the$ case of (FM) uncurable $incurable$ deseases? <2:5:1746:1398:T_K> also don't agree that We (GA) $the$ individual is guaranteed the unlimited right to decide whe <2:5:1746:1398:T_K> authorities, like (state (GA) $the$ police (WO) still must <2:5:1746:1398:T_K> still$ have $must (GA) $the$ right to collect and store information) <2:5:1579:1398:T_K> don't We (XVPR) agree to $agree with$ the last sentence. <2:5:1746:1398:T_K> don't agree to there We (WO) no being $being no$ media censorship. <2:5:1746:1398:T_K> authorities, like (GA) $the$ police (state (WO) still must $must still$ have (GA) $the$ right to collect and store information) <2:5:1468:1398:E_Re> We think that (GA) $the $ mother not (GA) $the $ state (GVAUX) $whether$ (FS) wheather could $should$ decide or not to <2:5:1468:1398:E_Re> We think that (GA) $the $ mother <2:5:1468:1398:E_Re> mother not the $ (GA) $the $ state (GVAUX) could $should$ decide (FS) wheather $w <2:5:1468:1398:E_Re> We think that (GA) $the $ mother (GVAUX)could state not (GA) $the $ $should$ decide (FS) wheather $whether$ or not to (LP) make an <2:5:1468:1398:E_Re> We think that (GA) $the $ mother (LP)(GA) $the $ an abortion not make state (GVAUX) $have an abortion$ . (FS) wheather $whether$ or not to could $should$ decide Norwegian L1 Error Items (Synchronous) 477 ID Code Pre-context Error Category Error Correction Post-context <1:247:485:A_R_M> agree to a lot of the Midland Policy, posibilities We (FS) but our interests (GVM) lays$lie$ in the $possibility$ (XNPR) posibilities in $possibility of$ a common <1:247:485:A_R_M> Looking (FS) foreward $forward$ to hearing from you! <3:651:485:A_R_M>(GVT) Worked s $Work$(FS) 2. several years and go trough $through$ a test. <1:247:485:A_R_M> is an issue This (GP) that $about which$ we would like to hear your opinions. <1:247:485:A_R_M> agree to a lot of the Midland Policy, but our interests We (GVM) lays $lie$ in the (FS)posibilities $possibility$ (XNPR) posibilities in $p <3:651:485:A_R_M> 1. (GVT) Finished $Finish$ primary and secondary school. <3:651:485:A_R_M> 2. (GVT) Worked s $Work$ several years and go (FS) trough $through$ a test. <1:247:485:A_R_M> agree to a lot of the Midland Policy, but our interests (GVM) lays$lie$ of$ (FS)posibilities $possibility$ We (XNPR) posibilities in $possibility in the a common <3:651:485:A_R_M> (LS) Expected $necessary$ qualifications <1:247:485:A_R_M> (LP) Your sincerely $Yours sincerely$ Bardland <1:260:489:V_F>We are available to answer the (FS) questinos $questions$ you might have. We (XVCO) look forward to work $workin <1:349:489:V_F>Just a question, (FS) is'nt $isn't$ Highland <1:349:489:V_F>Highland (FS) prestent $present$ in this simulation? <1:366:489:491:V_F> We recomend the use of GSM-system transmission between laptops and (FS) satelite $satellite$ stations. <1:366:489:491:V_F> solution This (FS) wil $will$ be very expensive... <4:989:489:489:V_F> I'm awfully sorry about that.... I' ve (FS) sendt $sent$ you a lot of messages and it says that (WR) that the message <4:996:489:489:V_F> should also be They (FS) abel $able$ to find relevant info on the Internet <4:1001:489:V_F> They should also be (FS) abel $able$ to find relevant <4:1023:489:489:V_F> Speaking computers, (FS) spesial $special$ keyboards? <1:325:489:V_F> (LS) At $Concerning$ the questions about (GA) 0 $the$ campus we (GVT) will inform $inform$ you that by using IT <4:996:489:489:V_F> (GP) All $Everyone$ should be able to use word-processing tools, and programs li <4:1001:489:V_F> (GP) All $Everyone$ should be able to use word-processing tools, and programs li <1:334:489:491:V_F> make Please (GP) you $your$ wishes clear in (SU) short terms $?$ and we will help you <1:325:489:V_F> (LS) At $Concerning$ the questions about (GA) campus $the$$inform$ (GVT) will inform we you that by using IT you don't have to worry about distances <4:989:489:489:V_F> I'm awfully sorry about that.... I' ve (FS) sendt $sent$ you a lot of messages sent$it says that (WR) that the messages (GVT) is send $have been and <1:260:489:V_F>We are available to answer the (FS)questinos you mightto work $ look forward to working$ (XVCO) look forward have. We with you, and hope that we can help. <1:334:489:491:V_F> We (XVCO) look forward to cooperate forward to cooperating$ you :-) $look with <1:325:489:V_F> (LS) At $Concerning$ the questions about (GA) campus $the$ we (GVT) will infor <1:366:489:491:V_F> want to buy laptops (LS) Do you to $for$ ALL Eutropian students? <4:1100:489:489:V_F> I'm leaving (LS) know $now$ , see you at SO502 <4:989:489:489:V_F> I'm awfully sorry about that.... I' ve (FS) sendt $sent$ you a lot of messages and it says that messages (GVT) is send $have been sent$ (WR) that $0$ the <4:1010:489:V_F> all children should be used to computers and be able to use$carryto Yes, (WM) 0 them out$ <1:339:489:V_F>We are very interested in your goals and thoughts. (S) Please bring your ideas forward us about your ideas$ . $Please tell <1:334:489:491:V_F> make (GP) you $your$(SU) clear in terms Please wishes short $?$ and we will help you <4:983:489:489:V_F> (CS) Hallo Stig og Espen! Får dere net send meldingene mine eller??? (Nor.) <5:1123:485:489:A_H>Due to some technical (FM) (SU) problems $?$ , we are now online.$we're$ we'er (FS) shure $sure$ that InfoTech has a very (FS) god $good$ <1:306:485:A_H> you mean that all students (FS) be (LS) under $at$ the same location? (LP) in do should othe $other$ ways $in other words$ <1:338:485:489:A_H> having a thinking are you (FS) prosess $process$ ? <2:457:485:A_H> Costland! (FS) I $In$ what way (GP) I what way $How$ should each student conn <2:488:485:A_H> Common (FS) classromm $classroom$ is a physical room at school. <2:539:485:A_H> are agree with written (FS) We examenations $examinations$. <2:575:485:A_H> #157 We agree with Northland. Same exam for (FS) evenyone $everyone$ . <2:628:485:A_H> Goodbye everyone, see you on (FS) wednesday $Wednesday$ ! <3:679:485:A_H> Bardland: We suggest that people who have been working for a $number$ (FS) nuber large o f years should have the possibility to study a subject which <3:729:485:489:A_H> We need (FS) som $some$ advice from you. <3:789:485:A_H> (SU) teachers studies $?$ don't have to bescedualsame (FS) in the $schedule$ . <3:798:485:A_H> 130 each study (WM) $programme$ can be different (FS) whithin $within$ the 4 years (SU) used to $?$ a Master Degree. <3:815:485:A_H> everyone should have the abilities from secundary (FS) $secondary$ <3:834:485:A_H> 161 health issues (GVN) is $are$ the (FS) students $students'$ own business. not a (LS) school $university$ problem, <5:1123:485:489:A_H> Due to some technical (FS) (SU) problems $?$ , we are now online.$sure$we'er $we're$ shure (FM) that <5:1123:485:489:A_H> has a very InfoTech (FS) god $good$ explanation why our computer shut down. <5:1252:485:485:A_H> I Why ? (FS) stongly $strongly$ recommend you to join us at B-401 <5:1269:485:485:A_H> ! You decide when we are going to Renate (FS) wote $vote$ <5:1353:485:A_H> Bardland disagrees (FS) wiht $with$ (GA) $an$ oral examination <2:498:485:A_H> The government (S) has not good enough the (GA) economics $does not $0$ a good enough economy$ to (LS)for have tertiary pay school $education$ <3:729:485:489:A_H> We need (FS) som $some$ advice from you. If you are going to$a$ at (GA) an study university, how much knowlegde do we need to know ? <3:821:485:A_H> these supplementary (WM) $programmes$ should be (LS) supported $provided $ by (GA) the $0$ (GNN) school $schools$ , <3:830:485:A_H> 156 to coastland why not? Is (GA) this important (LS) to $for$ the $0$ education? <5:1353:485:A_H> Bardland disagrees (FS) wiht (GA) $with$ 0 $an$ oral examination <2:498:485:A_H> (GNN) Student $Students$ should be able to search for (S) stipend $?$ and (GNN) loan <2:498:485:A_H> should be able to search for (S) stipend $?$ and (GNN) loan $loans$ . <2:613:485:A_H> (GNN) Student $Students$ over 30 should be able to study without paying more than th <3:821:485:A_H> these supplementary (WM) $programmes$ should be (LS) supported $provided $ by (GA) ,the $0$ (GNN) school $schools$ but (WM) $are$ not important to tertiary education. Norwegian L1 Error Items (Synchronous) 478 ID Code Pre-context Error Category Error Correction Post-context <5:1131:485:A_H> No (GNN) question $questions$ from Bardland. <2:498:485:A_H> School should be 100% tax-free, except for a small payment $to$ (GP) which cover copying and stuff like that. <3:691:485:A_H> can not exclude students above 30, because they bring lifelong learning into education, younger students. We (GVN) benefit $benefits$ which <3:834:485:A_H> 161 health issues (GVN) is $are$ the (FS) students $students'$ own business. not a (LS) schoo <1:306:485:A_H> you mean that all students (LS) be under do should $at$ the same location? (LP) in (FS) othe $other$ ways $in other <1:306:485:A_H> should we have only one university, Located (LS) to $in$ Midland? <1:319:485:491:A_H> we have misunderstood (LS) small $a few$ moments of the taskFETE. <2:412:485:A_H> also want to include that the We (LS) main $governing$ board should include representatives from the staff and the st <2:498:485:A_H> The government (S) has not good enough school (LS) economics $does not $education$ enough economy$ to pay for (GA) the $0$ tertiary have a good . <3:679:485:A_H> Bardland: We suggest that people who have been working for a $job$ (FS) nuber $number$ o f yearsshould have the possibility to study a subject which (LS) work large . <3:815:485:A_H> everyone should have the abilities from (FS) secundary $secondary$ education, so the needsupplementary programmes is low. (LS) of $for$ <3:821:485:A_H> these supplementary (WM) $programmes$ should be (LS) supported $provided $ by (GA) the $0$ (GNN) school $schools$ , but (WM) $are$ <3:830:485:A_H> 156 to coastland why not? Is this important (LS) to $for$ (GA) the $0$ education? <3:834:485:A_H> 161 health issues (GVN) is $are$ the (FS)school $students'$ own business. not a (LS) students $university$ problem, this is for primary and secondary school. <1:306:485:A_H> you mean that all students (LP) be (LS)othe ways the same location? in (FS) othe $other$ do should in under $at$ $in other words$ <2:412:485:A_H> We (WR) do $0$ strongly agree with the proposal from Midland. <3:751:485:489:A_H> We haven't been using IT for (WR) years, therefore we would like to know what we should several be able to $0$ know. (WO) Software and hardware i.e. $i.e. software and h <1:327:578:A_H> yes, but tell us more (WM) 0 $about$ what we have to do. <3:798:485:A_H> each study 130 (WM) 0 $programme$ can be different (FS) whithin $within$ the 4 years (SU) used <3:821:485:A_H> these supplementary (WM) 0 $programmes$ should be (LS) supported $provided $ by (GA) the $0$ (GNN <3:821:485:A_H> these supplementary (WM)$programmes$ should be (LS) supported $provided $ by (GA) the $0$ (GNN) school $schools$ , but (WM) 0 $are$ not important to tertiary education. <3:751:485:489:A_H> We haven't been using IT for (WO) years, therefore we would $i.e. to know what hardware$ (WR) be able to $0$ know. several Software and hardware i.e. software and we should like ? <2:422:485:A_H> agree with Coastland. (S) We Same numbers of voices $Equal representation for all groups$ . <2:457:485:A_H> Costland! (FS) I $In$ what way (S) I what way $How$ should each student connect to Internet. <2:498:485:A_H> (GNN) Student $Students$ should be able to search for (S) stipend $?$ and (GNN) loan $loans$ . <2:498:485:A_H> The government (S) has not good enough economicshave a good enough economy$ the $0$ tertiary (LS) school $education$ . $does not to pay for (GA) <3:789:485:A_H> this we don't need to discuss(SU) This should be discussed in $?$ here. behave of each study. (SU) eks $?$ economics and (SU) teachers stu <3:789:485:A_H> this we don't need to discuss(SU) This should be discussed in $?$ behave $?$ of each study. here. eks (SU) economics and (SU) teachers studies $?$ don't have to be in <3:789:485:A_H> this we don't need to discuss(SU) This should be studies in $?$ behave $?$ of each study. (SU) eks $?$ the same (FS) scedual $schedule$ . here. teachers discussed (SU) don't have to be in economics and <3:798:485:A_H> each study (WM) $programme$ can be different (FS) whithin $within$ the 4 years a Master Degree. 130 (SU) used to $?$ <5:1123:485:489:A_H> (SU) Due to some technical$?$ problems , we are now online. (FM) we'er $we're$ (FS) shure $sure$ t <1:293:485:489:A_H> (CS) amatører (Nor.). <1:370:485:489:A_H> (CS) hadet for faen (Nor.) . <2:625:489:S_G>Info Tech (FM) greet $greets$ you <4:913:489::S_G> the students are If (FM) physical $physically$ disabled (WR) it $0$ (S) its possible <4:913:489::S_G> (WO) will we $we will$ try(FM) the necessary equipment to$satisfactory$ to add satisfying achieve bandwidth, access, and speed <4:954:489:578:S_G> We (FM) ment $meant$ we didn't have the bandwidth (FS) requiered $required$ toda <2:534:489:491:S_G> can provide you with new, good, computert ...we (FS) $computers$ if you like... <2:625:489:S_G>We have been following (FS) todays $today's$ conference and we find many topics here very interesting. <2:625:489:S_G>We (WO) still are $are still$ (FS) avaible $available$ for any technical questions. <2:625:489:S_G>We look forward to the next (FS) conferene $conference$ <2:625:489:S_G> (FS) Wednesday $Wednesday$ next week... <2:625:489:S_G>We have been following (FS) todays $today's$ conference and we find many topics here very interesting. <2:625:489:S_G>We (WO) still are $are still$ (FS) avaible $available$ for any technical questions. <2:625:489:S_G>We look forward to the next (FS) conferene $conference$ <2:625:489:S_G> <4:913:489::S_G> -shorter distance: use the « (FS) excisting $existing$ » coaxcable <4:948:489:S_G>It is easier to use the traditional (FS) videoconferenses $videoconferences$ because the cables are already there <4:954:489:578:S_G> We (FM) ment $meant$ we didn't have the bandwidth (FS) requiered $required$ today <4:972:489:S_G>(LS) Traditional videoconferences use the exsisting (FS) $existing$ phone lines <4:1019:489:S_G> (FS) Wee $We$ agree with 69 <4:961:489:S_G>Yes, but as we mentioned earlier it is (GA) 0 $a$ very expensive (GNN) solutions $solution$ <4:913:489::S_G> Lectures and that kind of (GNN) documents $document$ should be available 24-hours on a server. <4:961:489:S_G>Yes, but as we mentioned earlier it is (GA) $a$ very expensive $solution$ (GNN) solutions <4:948:489:S_G>But people (GVN) doesn't $don't$ have the equipment to do this at home <2:534:489:491:S_G> (XADJPR) Sorry for $Sorry about$ your computer problems… <4:913:489:S_G>(mouse, touch-screen, customized keyboard) (LS) to $for$ disabled learners. <4:913:489:S_G>The lectures shall be given (LS) to $at$ certain times, and maybe have discussion-groups where the s <4:913:489:S_G> We recommend the use of microware communications (LS) at $for$ shorter distances combined with satellite <4:913:489:S_G> communications (LS) in $for$ longer distances and in difficult geographic areas (high moun <4:913:489:S_G>disabled (WR) it $0$ (S) its possible to $they may$ work at home. It is also possib <2:625:489:S_G>We (WO) still are $are still$ (FS) avaible $available$ for any technical questions. <4:913:489:S_G> (WO) will we $we will$ try to add the necessary equipment to achieve (FM) satisfyin <4:913:489:S_G>disabled (WR) it $0$ (S) its possible to $they may$ work at home. It is also possible to adjust software and comp <3:753:489:485:T_E> Do $If$ you want to know what computer skills (WR) that $0$ (SU) (GVN) is $are$ needed, I think this is a matter the Eutropian countries need t Norwegian L1 Error Items (Synchronous) 479 ID Code Pre-context Error Category Error Correction Post-context <3:753:489:485:T_E> (GWC) Serious $seriously$ : <3:753:489:485:T_E> Do $If$ you want to know what computer skills (SU) (WR) that $0$ (GVN) is $are$ needed, I think this is a matter the Eutro <3:753:489:485:T_E> (SU) Do $If$ you want to know what computer skills (WR) that $0$ ( <3:753:489:485:T_E> this is a matter the Eutropian countries need to discuss $?$ I think (SU) politically ... <5:1469:489:489:T_E> (CS) Stig, er du våken? (Nor.) <5:1469:489:489:T_E> (CS) Tor følger med fra Mosvik... (Nor.) <3:874:485:R_N> 201 language of instruction.( english should be (FM) teached $taught$ in primary and secondary school. not in tertiary.) <3:880:485:R_N> religious education should be(FM) teached $taught$ in primary and secondary school. not in tertiary. <3:848:485:R_N> everyone should have a common understanding for cultural (FS) differenses $differences$ , and respect (GP) it $them$ . <3:867:485:R_N> want only we (FS) english $English$ . <3:890:485:R_N> (FS) goodbaye $goodbye$ . we have a snowstorm to attend (WM) $to$ . <5:1200:485:485:R_N>i (GVM) working $am working$ my ass off i cant (FS) her $here$ with school work <5:1245:485:485:R_N> (FS) wote $vote$ no! <3:848:485:R_N> everyone should have a common understanding for cultural (FS) differenses $differences$ , and respect (GP) it $them$ <5:1200:485:485:R_N>i i cant (GVM) working $am working$ my ass off (FS) her $here$ with school work <5:1225:485:485:R_N> (GVAUX) are $do$ you agree with #66? <3:890:485:R_N> (FS) goodbaye $goodbye$ . (WM) a snowstorm to attend 0 $to$ we have . <5:1225:485:485:R_N> how much (SU) knowledge $?$ do we need to know? <5:1273:485:485:R_N> (SU) Follow with now $?$ !! <4:1025:489:E_H> Speaking computers, (FS) Like spesial $special$ keyboards <4:1081:489:E_H> we think Yes, (FS) soo $so$ . <4:1081:489:E_H> Only the students in the (FS) spesific $specific$ class have access to the information <4:1091:489:E_H> (GA) $the$ case of internet-based In (FS) teleconferance $teleconference$ <4:1091:489:E_H> In (GA) 0 $the$ case of internet-based (FS) teleconferance$teleconferenc <4:1091:489:E_H> (GA) $the$ case of internet-based (FS) teleconferance $teleconference$ In (GNN) teleconferance $teleconferences$ many countries need to upgrade their bandwidth. <4:1091:489:E_H> many countries need to upgrade their bandwidth. (GP) It $This$ is very expensive, maybe they need help from the federa <4:1070:489:E_H> When people (GVM) working $are working$ at home (GP) you $they$ need to hide the information they send . The info will be <4:1070:489:E_H> When people (GVM) working $are working$ at home (GP) you $they$ need to hide the information th <5:1486:485:490:J_I> (FS) Wiht $With$ loves (LP) Wiht loves $With love$ , Bardland <5:1437:485:J_I>we (GVAUX) are $0$ disagree with (GA) the $0$ examinations <5:1381:485:J_I>#184 we (GVAUX) are $0$ agree <5:1422:485:J_I>#213 we (GVAUX) are $0$ agree with point 5 <5:1437:485:J_I>we (GVAUX) are $0$ disagree with (GA) the $0$ examinations <5:1486:485:490:J_I> Wiht $With$ loves (FS) (LP) Wiht loves $With love$ , Bardland <5:1486:485:490:J_I> you for Thank (WM) 0 $your$ co-operation :) <5:1466:485:490:J_I> we think so too. (SU) But we are standing for us $?$ . <2:2:539:1400:R_J_L> The access to internet in (FM) librarys $libraries$ , schools, work-places etc should be enough, information <2:3:843:1400:R_J_L> is a right to Yes, it (FM) practice $practise$ no religion. <2:3:1126:1400:R_J_L> #384 go (FM) atheism $atheist$ !... <2:7:2382:1400:R_J_L> had trouble too, because this is aspecialy #134 We (FM) $specially$ (FS) buzzy $busy$ time at school. <2:1:120:1400:R_J_L> The coastland delegation is (XVCO) looking (FS) foreward $forward$ to <2:1:120:1400:R_J_L> looking (FS) foreward $forward$ to (XVCO) (FS) partisipate $participate$ $looking forward to participating$ in this <2:1:120:1400:R_J_L> (FS) conferenses $conferences$ (GNN) conferences $conference$ (LS) about $on$ hum <2:1:120:1400:R_J_L> rights is a very important subject, behaf hope to come $behalf$ Human (FS) and we to an agreement (LP) on the on the behaf $on behalf of$ of the eutropian citizen (LP) <2:1:205:1400:R_J_L> Re: (FS) responsebilities $responsibilities$ for coordination <2:1:205:1400:R_J_L>coastland delegation request to be incomferense The (FS) charge of the $conference$ on mon 20.Because of <2:1:205:1400:R_J_L> of our tight (WR) time $0$ Because (FS) sceduale $schedule$ , <2:1:205:1400:R_J_L> have (XNCO) difficulties to we will (FS) preaper $prepare$ $difficulties preparing$ (WO) properly <2:1:205:1400:R_J_L> properly (GWC) to $the $ (WO) (FS) confrernses $conferences$ $the conferences properly$ on fri. 10 and wed 15. <2:1:306:1400:R_J_L> looking forward to the(FS) we are next conferense $conference$ . bye for now. <2:2:351:1400:1405:R_J_L> We (FS) can not $cannot$ see that mercy killing can be used in ethnical cleansing. <2:2:437:1400:R_J_L> not (XVPR) agree on (FS) with$ (GA) $the $ We do $agree dath $death$ penalty for drug dealers, the crime is not serious enough <2:2:601:1400:R_J_L> Dear (FS) delagations $delegations$ <2:3:719:1400:R_J_L> the parents agree that the unless (FS) cildren $children$ should get this information <2:3:972:1400:R_J_L> We don't agree. "Regular" pornography should be allowed,as long as the #240: (FS) partifipants $participants$ <2:3:1081:1400:R_J_L> (FS) Childre $Children$ get forced to go to church <2:3:1081:1400:R_J_L> (FS) Parenths $Parents$ (FS) can not $cannot$ see their children <2:3:1081:1400:R_J_L> $Parents$ Parenths (FS) can not $cannot$ see their children <2:3:1093:1400:R_J_L> cartoons in the showing (FS) chirch $church$ <2:3:1139:1400:R_J_L> #394 (FS) ore $or$ (FS) Whatch $watch$ cartoons. <2:3:1139:1400:R_J_L> $or$ (FS) ore (FS) Whatch $watch$ cartoons. (at home) <2:4:1247:1400:R_J_L> incentives should the government turn to, in order to (LS) save $safeguard$ (GA) the $0$ free #67:What (FS) compitition $competition$ between the companies? <2:4:1311:1400:R_J_L> bank should be responsible for their customer's #120:The (FS) deposites $deposits$ <2:4:1317:1400:R_J_L> #124:Re:109 This bank will not only help conditiones (FS) young people,but special groups that (GVN) needs $need$ special $conditions$ Norwegian L1 Error Items (Synchronous) 480 ID Code Pre-context Error Category Error Correction Post-context <2:5:1399:1400:R_J_L> to (LP) reach to an (FS) we hope aggreement $agreement$ $reach an agreement$ <2:5:1399:1400:R_J_L>an agreement$ $reach (FS) to day $today$ . <2:5:1531:1400:R_J_L> (FS) Should'nt $Shouldn't$ Midland be <2:5:1531:1400:R_J_L> given the (FS) opportunety $opportunity$ <2:5:1531:1400:R_J_L> to (FS) refrase $rephrase$ 1.1.3 <2:5:1557:1400:R_J_L> #122 (FS) pleace $please$ note #119 <2:5:1647:1400:R_J_L> We propose to (FS) remoove $remove$ the word teaching <2:5:1736:1400:R_J_L> We would like to change the (FS) frase $phrase$ <2:5:1736:1400:R_J_L> the (FS) frase $phrase$ to ...legal scources change (FS) $sources$ <2:5:1769:1400:R_J_L> bye Northland : ) (FS) Exellent $excellent$ Work <2:5:1818:1400:1414:R_J_L> our votes in (GA) $the$ message Would you like (FS) senter $center$ also, since there are so few delegations left in the confer <2:5:1842:1400:R_J_L>everybody, We are sending our votes via message Bye to (FS) senter $center$ . <2:6:1862:1400:R_J_L> our We have (FS) teories $theories$ about that <2:6:1907:1400:R_J_L> Our (my) (FS) telefon $telephone$ - costs (GVT) grow $are growing$ rapidly <2:7:2274:1400:R_J_L> Bardland?Are you (FS) SWEEDISH $Swedish$ ? <2:7:2284:1400:R_J_L> was for Bardland, who's #51: That (FS) stydying $studying$ <2:7:2284:1400:R_J_L> (FS) sweedish $Swedish$ <2:7:2284:1400:R_J_L> (FS) sweedish $Swedish$ <2:7:2286:1400:R_J_L> #54: In (FS) norwegian $Norwegian$ : (CS) Vær så god (Norwegian) <2:7:2311:1400:R_J_L> correspond to $ the countries you were supposed to $represent$ $do they (FS) representent ? <2:7:2382:1400:R_J_L> had trouble too, because this is abuzzy specialy $specially$ #134 We (FS) (FM) $busy$ time at school. <2:7:2402:1400:R_J_L> #145 Working with this project over a longer (FS) periode $period$ would be nice. But won't there be problems with so man <2:7:2422:1400:R_J_L> # 155 #161 We think that we (FS) came short of time $were short of time$ because the subject of the (LP) conferance $conference$ <2:7:2422:1400:R_J_L> (FS) where $were$ (GVN) where $was$ so extensive <2:7:2422:1400:R_J_L> ( but of (FS) cource $course$ interesting) <2:7:2443:1400:R_J_L> to leave the We have (FS) conferance $conference$ now. (sorry). <2:7:2392:1400:R_J_L> # Working as a team (FPW) , $0$ made the people involved in this project very close. :-) <2:2:437:1400:R_J_L> penalty: For some serious crimes we feel that Death (GA) 0 $the$ death penalty can be defended. <2:2:437:1400:R_J_L> not (XVPR) agree on $agree with$0 We do (GA) $the$ (FS) dath $death$ penalty for drug dealers, the crime is <2:2:452:1400:R_J_L>concidering $as regards$ where to live, get (LS) (GA) 0 $an$ education and work <2:2:489:1400:R_J_L> security: We feel that the (GNN) right $rights$ of Personal (GA) the $0$ children are an important topic <2:2:553:1400:R_J_L> (GA) The $0$ (GNN) individual $Individuals$ should have to pay their <2:2:571:1400:R_J_L> Everyone has #168: (GA) the $0$ freedom of expression, and to work for changes in socie <2:2:601:1400:R_J_L> We thank you for (GA) a $an$ interesting conference and look forward to the next one <2:4:1247:1400:R_J_L> incentives should the government turn to, in order to (LS) save $safeguard$ #67:What (GA) the $0$ free (FS) compitition $competition$ between the compa <2:5:1818:1400:1414:R_J_L> our votes in (GA) Would you like $the$ message (FS) senter $center$ also, since there are so few <2:7:2374:1400:R_J_L> is very hard to express our opinions in #124 it (GA) an $a$ foreign language!! <2:4:1294:1400:R_J_L> that the government should have it's We feel (GNC) $its$ own bank for special areas,for example house building f <2:1:120:1400:R_J_L> The coastland delegation is (XVCO) looking (FS) foreward $forward$ to (FS) partisipate $participate$ $looking forward to participating$ in this ( (GNN) conferences $conference$ (LS) about $on$ human rights. <2:2:329:1400:R_J_L> If a person is terminally ill (WR) of a mortal disease $000$ , medical personnel should be allowed to help him/her to shorten his/ (GP) hers $her$ (GNN) sufferings $suffering$ . <2:2:489:1400:R_J_L> security: We feel that the Personal (GNN) right $rights$ of (GA) the $0$ children are an important topic <2:2:553:1400:R_J_L>The $0$ (GA) (GNN) individual $Individuals$ should have to pay their taxes and respect the law, but o <2:2:329:1400:R_J_L> If a person is terminally ill (WR) of a mortal disease $000$ , medical personnel should be allowed to help him/her to shorten his/ (GP) hers $her$ (GNN) sufferings $suffering$ . <2:4:1317:1400:R_J_L> #124:Re:109 This bank will not only help needs people,but special groups that (GVN) young $need$ special (FS) conditiones $conditions$ <2:5:1406:1400:R_J_L> understands, and (GVN) coastland are $is$ ready to start. <2:7:2422:1400:R_J_L> # 155 #161 We think that we (GVN) (LP) came short of time $were short of time$ because the subject of the (FS) conferance $conference$ (FS) where $w where $was$ so extensive( but of (FS) cource $course$ interesting) <2:5:1662:1400:R_J_L> is ok, We do not agree missionaries should be #189 that (GVNF) preach $preaching$ in school REMOVE <2:3:961:1400:R_J_L> We are pleased to see that our suggestion (LS) towards $for$ not allowing animal pornography either agree with the statement #233: (GVT) is $has been$ aknowledged. We <2:6:1907:1400:R_J_L> FreeSpeech (GVT) runs out $is running out$ of money. <2:6:1907:1400:R_J_L> (FS) telefon $telephone$ - costs grow Our (my) (GVT) $are growing$ rapidly. See you later! <2:1:205:1400:R_J_L> have (XNCO) difficulties to (FS) preaper $prepare$ $difficulties preparing$ (WO) (FS) confrernses $conferences$ $the conferences proper we will (GWC) to $the$ properly <2:3:691:1400:R_J_L> Individuals and groups should(GWC) right to know when information is collected about them, whyby is being collected, how long it may be kept, have the lawful $lawfully$ collected it the police for investigating criminal acts. <2:1:205:1400:R_J_L> of our tight (WR) time $0$ (FS) sceduale $schedule$ , we will havepreparing$ Because (XNCO) difficulties to (FS) preaper $prepare$ $difficulties (WO) properly (GWC) to $the $ (FS) confrernses $con <2:1:120:1400:R_J_L> The coastland delegation is (XVCO) looking (FS) foreward $forward$ to (FS) partisipate $participate$ $looking forward to participating$ in this (FS) conferenses $conferences$ (GNN) conferenc <2:1:240:1400:R_J_L> we are (XVCO) looking forward to work $looking forward to working$ Northland on economic rights with <2:2:437:1400:R_J_L> penalty: For some serious crimes we feel on (GA) $the$$agree penalty can be defended. We do (FS) dath $death$ penalty for drug dealers, Death (XVPR) agree that death with$ (GA) $the $ not <2:1:120:1400:R_J_L> forward to participating$ in this (FS) conferenses $conferences$ (GNN) conferences $conference$ $looking (LS) about $on$ human rights. <2:2:351:1400:1405:R_J_L> not $cannot$ see(LS) mercy killing can be used in ethnical cleansing. The conditionsstatement We (FS) can that named $given$ in our are <2:2:452:1400:R_J_L> think that the borders should be open inside the Federation, #75: We (LS) concidering $as regards$ where to live, get (GA) $an$ education and work <2:2:539:1400:R_J_L> Everybody should have the access to information, but that doesn't mean that the government should pay for computers (LS) to $for$ everyone. <2:3:961:1400:R_J_L> We are pleased to see that our suggestion #233: (LS) towards $for$ not allowing animal pornography either (GVT) is $has b <2:4:1247:1400:R_J_L> incentives should the government turn to, in order to $safeguard$ #67:What (LS) save (GA) the $0$ free (FS) compitition $competition$ betwe <2:4:1261:1400:R_J_L> we support economic support to However (LS) $for$ new ideas <2:4:1294:1400:R_J_L>they get better conditions when they so that (LS) establish $set up$ their first home Norwegian L1 Error Items (Synchronous) 481 ID Code Pre-context Error Category Error Correction Post-context <2:7:2443:1400:R_J_L> Coastlanders (LS) of $from$ Norway. :-) <2:1:120:1400:R_J_L> rights is a very important subject, on the behaf to come $on behalf of$ on the (FS) behaf $behalfcitizens Human (LP) and we hope to an agreement of the eutropian $ <2:5:1399:1400:R_J_L> to reach to an (FS) aggreement $agreement$ aggreement we hope (LP) reach to an $reach an agreement$ (FS) to day $today$ . <2:7:2422:1400:R_J_L> # 155 #161 We think that we (LP) came short of time $were short of time$ because the subject of the (FS) conferance $conference$ <2:1:205:1400:R_J_L> of our tight Because (WR) time $0$ (FS) sceduale $schedule$ , we will have (XNCO) difficu <2:2:329:1400:R_J_L> If a person is terminally ill (WR) of a mortal disease $000$ , medical personnel should be allowed to help him/her to <2:4:1261:1400:R_J_L>is still wrong to give some companies special advantages,$0$ not #80:It (WR) to and others. <2:3:684:1400:R_J_L> again, and a special welcome to Hello (WM) 0 $the$ Delegation from Bardland. We are happy that you finally <2:3:889:1400:R_J_L> issues: For some jobs (WM) Privacy the employer should have the right to demand a police certificate, so that a kindergarden etc 0 $not$ get a job in people that have sexually abused children w <2:1:205:1400:R_J_L> of our tight (WR) time $0$ (FS) sceduale $schedule$$the $ (FS) confrernses $conferences$(FS)wed 15. $prepare$ $difficulties preparing$ Because (WO) properly (GWC) to , we will have (XNCO) difficulties 10 and preaper $the conferences properly$on fri. to <2:3:972:1400:R_J_L> We don't agree. "Regular" pornography should be allowed,as long as the (FS) partifipants $participants$ not under 18 years #240: (WO) all are $are all$ in it voluntarily and <2:7:2238:1400:R_J_L> Exams? (WO) Already forgotten $Forgotten already$ ! <2:2:396:1400:R_J_L> feel that everyone should have the right tochoice of dignity, and to #42: We (S) have the die with $make choices regarding$ their own life or death. <2:7:2311:1400:R_J_L> opinions you've expressed your own, or after Are the (S) formed $do they correspond to $ the countries you were supposed to (FS) representent $ <2:2:329:1400:R_J_L> Expression of physical or psychological aggression or violence towards (SU) named $?$ persons or ethnical , religious, national or social groups <2:2:504:1400:R_J_L> We agree with Highland, we feel that communication is very important to (SU) garther $?$ our Federation. We would like to work with Highland fu <2:7:2279:1400:R_J_L> (CS) Tack hemst mycket (Swedish) ! <2:7:2286:1400:R_J_L> (FS) norwegian $Norwegian$ : Vær så god #54: In (CS) (Norwegian) 482 French L1 Error Items (Synchronous) ID Code Pre-context Error CategoryError Correction Post-context <2:1:166:1624:M_M> in (SU) lot of $?$ the policy statements some points $which$ We saw (FS) witch deal in the same way (LS) of $with$ one of our (GNN) point $points$ : <2:1:231:1624:M_M> southland is ready for information (FS) riths $rights$ <2:1:251:1624:M_M> southland is OK with (GA) the $0$ #74 ! <2:1:166:1624:M_M> to all of the Hello (GNN) delegation $delegations$ ! <2:1:166:1624:M_M> in (SU) lot of $?$ the policy statements some points (FS) witch $which$ deal in the same way (LS) of $with$ one of our We saw (GNN) point $points$ : <2:1:204:1624:1405:M_M> IT (GVAUX) would be $is$ OK! <2:1:166:1624:M_M> Ps: (XVCO) pardon for $pardon for being$ late <2:1:166:1624:M_M> in (SU) lot of $?$ the policy statements some points (FS) witch $which$ deal in the same way $points$ :
We saw (LS) of $with$ one of our (GNN) point <2:1:305:1624:M_M> see you (LS) on $in$ the message center ... <2:1:166:1624:M_M> in We saw (SU) lot of $?$ the policy statements some points (FS) witch $which$ deal in the same w 483 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context I was able to change my password and (FPM) Im $I'm$ $logged$ (FM) loged in twice.. ...does this make (FS) sence $sense$ ? I was able to change my password and (FPM) Im $I'm$ (FM) loged $logged$ in twice...does this make (FS) sence $sense$ ? The (FM) freshs $freshmen$ ' won't be given the (FM) immatriculated $unmatriculated$tudents s Dear (FS) Cathatrina $Catharina$ , I (FS) ahve $have$ When do the staff have (GNN) holiday $holidays$ (FS) than $then$ won't be given the (FS) chanbce $chance$ to set up a more (FS) effiently $efficiently$ (FS) workin $working$ tutorial system (FS) soory $sorry$ I have to hurry When do the staff have (GNN) holiday $holidays$ (FS) than $then$ and perhaps more important - what use (LS) has $is$ a simu I (FS) ahve $have$ (GVT) ahvenot been $wasn't$ in class last monday You wrote that during these (LS) trainings $training sessions$simulation months or what use (LS) has $is$ a simulation without senior students? that is why I do not know whether this PUSM thing was a $?$ (SU) broad based idea or not. The ' (FM) freshs $freshmen$ ' (SU) be given the (FS) chanbce $chance$ toscene into contact with senior students, won't say they only get one view of the. come $?$ As far as I am concerned it would be far more useful to set $?$a more (FS) effiently $efficiently$ (FS) workin $working$ tutorial system for (SU) ground up course students. Doventorsteintor 37/39 it is considered to be a kind of (CS) 'arbeitsfrühstück' (Ger.) .see you soon and have a nice weekend Sven Is it (FM) desireable $desirable$ to lay more stress on future (FM)student's $students'$ personal abilities to lay more stress on future (FM) student's $students'$ personal abilities than on their grades Highly innovative technology (FM) programms $programs$ are (FM) inavoidable $unavoidable$ are (FM) inavoidable $unavoidable$ will be focused on (FS) intoducing $introducing$ software that might be for (FM) usefull $useful$ The TEC is designed as a secular institution; religious activities are (FM) wellcome $welcome$ to the bureaucratic obstacles, giving talented pre-graduates $undergraduates$ (FM) ideas (FS) conerning $concerning$ the (FM) developpment $development$ of Students can (FM) chose $choose$ very freely There will be two ways of (FM) chosing $choosing$ subjects students will be able to (FM) chose $choose$ from a wide range of subjects the new (FM) Eutopolitan $Eutropian$ tertiary education system They can (FM) chose $choose$ the subject As mentioned before we should(FS) use $take$ this (LS) one off $one-off$ chance within the TEC, it has to be (FS) excellantly $excellently$ To what (FS) extend $extent$ 1. 3 (FS) Virtuell $Virtual$ Access digital based remote learner's (FS) programm $program$ . graduates one should think about special training (FS) programms $programs$ (LS)post-pregnany $postnatal$ re-integration (FS) programms $programs$ will be focused on (FS) intoducing $introducing$ Therefore we would like to emphasize the ecolocigal (FS) $ecological$ a fully (FS) recycable $recyclable$ computer . Our two (FS) contires $countries$ do not only share but also ideas (FS) conerning $concerning$ the Midlandian team is also (FS) thouroughly $thoroughly$ dedicated to a close cooperation Yours (FS) sincerely $sincerely$ , Eutropian-wide to (FS) Eutroplis $Eutropolis$ -wide. not a EUTROPIAN (FS) Terciary $Tertiary$ Education Center Yours (FS) sincerley $sincerely$ Sven, enter (LP) work-life $the job market$ (FS) earlier-on $earlier on$ Yours (FS) sincerly $sincerely$ their subjects. In order to be prepared for the future job $every$ (FPW) . Every student has to do at least one practical semester, ideally abroad. this will guarantee both (FPW) , $0$ a 100 % free Internet access for students, scientists and staff as well as a prof we propose free access to (GA) $the$ public transport (GA) the $their$ future (LS) job $profession$ The head of (GA) $the$ university will be (LS) suggested $voted$ (GA) in $a$ secret ballot these criteria will play absolutely no role in (GA) $the$ (LS) first $initial$ consideration of applicants. (GA) $The$ University administration should be completely separated from (GA) $the$ wh separated from (GA) $the$ whole body of teachers (GA) $The$ Administration should be organized we will deal with questions concerning (GA) the $0$ access to university 484 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context We want to introduce (GA) an $a$ Eutropian Credit System all those grades will then be accepted at (GA) $the$ TEC. as they will receive (GA) a $0$ specialized training in companies will not be able to leave (GA) $the$ TEC before obtaining their final degree. students (LS) of $from$ all (GA) $the$ countries of Eutropia. To avoid the loss of the most gifted and talented (WR) and $0$ (GNN) students $student$ graduates one should think about depending on their own (GNN) interest $interests$ Comments and (GNN) question $questions$ (GVT) are $will be$ highly appreciated. Elections will be held every two(GP) years. Every $Each$ candidate can participate in an unlimited number of elections possibility to hold $possibility (GVNF) make of holding$ lectures $to make$ it easier and less bureaucratic to become a lecturer, fellow etc. necessary that the courses or studies (GVT) will be held $be held$ in English. This time (GVAUX) shall $will$ (XVPR) consist from $consist of$ 8 semesters of studying at the university, Students who do not want to stay at university to get their MA and (GVAUX) $would$ rather enter (LP) work-life $the job market$ (FS) earlier-on $earlier on$ This (GVAUX) shall $will$ improve both their language and their inter-cultural communication skills. Due to the narrow schedule we (GWC) negotiate (LS) fast $quickly$ way$ in order to reach our primary goal should fair $in a fair and $ecological$ (GWC) ecolocigal $ecologically$ orientated technology- sciences, as environmental sciences. The Midlandian TaskFORCE would like toattendance for your (GWC) thank you $attention$ . A) 2 major subjects which the students willpursuit (GWC) $pursue$ throughout the 4 years of studying. the bureaucratic obstacles, giving talentedpossibility to hold $undergraduates$ the (XNCO) (FM) pre-graduates $possibility of holding$ (GVNF) make $to make$ it easier and less bureaucratic to become a lectures (XNCO) we will see for $seeing to $ it that (LS) individual $private$ transport is minimized. TEC, library and com Dear Eu Globe, as I am the person (XNCO) in charge to answer charge of answering$ $0$ your questions $in (WR) to As mentioned before we should(XVCO) $take$ this (FS) one off $one-off$ chanceand farsighted way.$ (LS) use to act innovative and farsighted . $to act in an innovative (WR) offered $0$ be of secondary importance and(XVCO)not suggest to the criteria of qualification. We of first name, gender, religion and nationality should outweigh simply drop simply the points $suggest dropping$ We would like (XVCO) to propose to thinkpropose we think$the TEC as a geographically-remote learners’ center, especially (S) from $to about If yes I would highly (XVCO) appreciate to get $appreciate getting$ questions soon. your enter (LP) work-life $the job market$ (FS) possibility to finish on$ haveof finishing$ years with their BA (XVCO) earlier-on $earlier $possibility the after three system for every student (XNPR) in exchange $in exchange for$ will (LP) see for it $see to it$ we This time (GVAUX) shall $will$ (XVPR) consist from $consist of$ 8 semesters of studying at the university, 2 practical semesters in companies a As mentioned before we should(LS) use $take$ this (FS) one off $one-off$ chance not every new and so-called innovative approach is worth the (LS) money $investment$ Due to the (LS) narrow $tight$ schedule we should negotiate (LS) fast $quickly$ and (GWC) fair $in a fair way$ the (LS) chamber $association$ of handicrafts etc within the TEC, it has to be (FS) excellantly $excellently$ $very$ (LS) excellantly well structured graduates and scientists to (LS) level $minimise$ the problems arising from motherhood we propose English as the major (LS) tongue $language$ in TEC. (XNCO)we will see for $seeing(LS) it thatindividual to $ $private$ transport is minimized. (LS) post-pregnany $postnatal$ re-integration (FS) programms $programs$ The (LS) time $duration$ of the studies in the `Tertiary Education Institute` will be (GA) the $their$ future (LS) job $profession$ . Two of these five candidates will be elected (LS) into $onto$ the main board. will be (LS) suggested $voted$ in (GA) $a$ secret ballot in which all members of the main board take part play absolutely no role in (GA) (LS) $the$ first $initial$ consideration of applicants. Teachers and professors should (LS)be not addressed with $obliged to carry out$ tasks (FM) developpment $development$ of the Eutropian educational system for the future. (LS) As $Like$ your team, may have caused (LS) to $for$ your work. students will have to take exams (LS) in $for$ each course. medicine will (LS) form $be considered$an exception we would like to clarify our idea (LS) of $regarding$ administrative structure (LS) Remind $Remember$ that in Eutropolis $there$ will be students (LS) of $from$ all (GA) $the$ countries of Eutropia. We are waiting for other (LS) possibilities $suggestions$ concerning language in tertiary education. system for every student (XNPR) in exchangefor itexchange for$ it$ will (LP) see $in $see to we It would be interesing for both our teams to into contact $get in contact$before the next conference (LP) get get their MA and (GVAUX) $would$ rather enter (LP) work-life $the job market$ (FS) earlier-on $earlier on$ Gender equality among employees is a desirable goal to achieve (LCS) $although$ it should only be of secondary importance As mentioned before we should(WR) use $take$ this (FS) one off $one-off$(XVCO) to act innovative and farsighted $to act in an innovative and farsight (LS) offered $0$ chance To avoid the loss of the most gifted and talented (WR) and $0$ (GNN) students $student$ a certain extent (WR) and $0$ and will be coordinated by a commissioner. In our policy paper you will find some answers for your questions (WR) asked $0$ . I am the person (XNCO) in charge to answer $in charge of $0$ (WR) to answering$ your questions I would like to apologize It seems to be that English will (WR) lingua franca in Eutropolis and becauseis absolutely necessary that the courses or studies be the reason $0$ it of that You can`t hold the courses in five different languages. (LS) $there$ $Remember$ that in Eutropolis$from$ all (GA) $the$ countries of Eutropia. (WM) Remind will be students (LS) of 485 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context should not (WO) longer take $take longer$ than six semesters. Part two, the main studies, should be finished in the 14th s This system will (WO) it also make $also make it$ much easier for TEC students to study some semesters abroad as all those gra society the Midlandian TaskFETE proposes you to use the positive advantage of the ongoing$ (S) to $you take circumstances to establish a modern be (S) a fixed point $at set times$ in the schedule. In the basic studies students Student’s Union will enjoy (S) much integration into participation in$ $greater the university’s policy making. The Midlandian Delegation supports a secular TEC in which (S) the freedom of worship of any kind is guaranteedreligion$ be supported or suppressed $citizens are free to worship any and no single religion will referring to your message on goals and priorities out again have to more clearly statement$ . (S) point we our statement a point in our $clarify a 100 % free Internet access for students, scientists and staff as well as a profit orientated network (S) state-finance-free $non state-funded$ communication a geographically-remote learners’ center, especially background to (S) from the $considering our proposal for$ the TEC as a future communication enterprise We want to introduce (GA) an $a$ Eutropian Credit transparency into students' qualifications more transparent$ . (S) get more System (ECS) to the students' qualifications $make the It took over one semester for the administration to this miscondition problem$ . (S) rearrange $resolve this Again sorry for any possible trouble or delay our (SI) inavailability $not being available $have caused (LS) to $for$ your work. may The tertiary education-system of Eutropolismodel-character$?$ (SU) should have a in the best sense of the word - old but reliable structures should be adopted. All students and all employees will have thefranchise (SU) $?$ . The head of (GA) $the$ university will be (LS) suggested $voted$ in (GA) (GA) $The$ Administration should be organized in an efficient (SU) departure for itself $?$ with administrators who are specially trained for these tasks. The TEC will use its first rate connections to politics (SU) $?$ as well as sciences to build up its own wireless communication network - this bye, (FS) Kritina $Kristina$ . Hi david! (CS) wo bist du?es ist(Ger.) nach 8 und ich sitze im zfn. bist du vielleicht im fb10- lab? viertel kristina." we are asked to coordinate the work on policy concerning the (FS) negotations $negotiations$ have just read the (FS) adenda $agenda$ for the conference what specific policies do the (FS) tsakfete $taskFETE$ delegates (FS) Univerisity $University$ as (FS) anounced $announced$ before and in friday's teleconference i have just read the (FS) adenda(FPM) $agenda$ for the conference (opusi - message centre)and declare myself responsible for coastlands $Coastland's$ opening statement and (FPM) coastlands $Coastland's$ opinions on point 3 and 4: put together all (GA) $the$ ideas of all countries draft paper on policy"" or something like that - that tries to $policy$ (GNC) policy's put together all (GNN) paper $papers$ (WR) part on policy $000$ , (GA) $the$ ideas of all countries draft paper on policy"" or something like that - that tries to $papers$ (GNN) paper put together all (GA) $the$ ideas of all countries (GNC) policy's $policy$ (WR) part on policy $000$ , i (we) got it done. the document(GVT) ""policy statement - policy"" and you the ""papers"" section is called find $will find$ it in could you tell me who else of our group is (GVT) $will be$ there? are you doing any other preparation (LS) than $apart from$ just reading the stuff? $the$ ideas of all countries (GNC) policy's part on policy $000$ $papers$, (WR) $policy$ (GNN) paper what specific policies do the (FS) tsakfete $taskFETE$ delegates (WM) $have?$ ... ? they are responsible for points (WM) the agenda, and organise $ 5 - 7 of $it so that we have opinions on these subjects tomorrow at the conference! Hi delegates of Coastland! I (WO) have just, as (FS) anouncedwritten and sent the "draft in friday's teleconference on educational policy, and in f $have just, $announced$ before and paper..." as (FS) anounced $announced$ before written you (GVT) find $will find$ it in the ""papers"" section, dated today, 15:24h.thanx for your patience. see you, hear from you (memo resp. e-mail). bye! d (SU) get along with it$?$ . hope you drama and (FM) debate $debating$ groups (FM) busses $buses$ and trains The power structure of the tertiary (FM) educational $education$ system very often (FM) unimployed $unemployed$ but (FM) finnaly $finally$ here is our answer What kind of journalism are (WM) $you$ practicing (FM) $practising$ ? has to be increased (FS) aswell $as well$ as the number As the university will tend to be(FS) multiethic $ethnic$ full access to everybody who (FS) whishes $wishes$ to study full (FS) comunation $communication?$ between students of different universities should be open to everyone who (FS) whishes $wishes$ to take part we need more information about (FS) opticl $optical$ fibre links our position expressed in the (FS) forth $fourth$ point of Technology a certain kind of (FS) cources $courses$ (FS) Coastlan's $Coastland's$ team working on Education Policy what about those 2 years of ""professional intesification $intensification$ (FS) (FS) what ever $whatever$ that may be? (FS) rally $really$ have that knowledge at the end to repeat it for the (FS) finnal $final$ exam Thank you very much for (FS) colaborating $collaborating$ As you can see from the profile (FS) of Costland $Coastland$ must be completely (FS) separate $separate$ and efficient Take your time (FS) an $and$ read through the profile of (FS) Costland $Coastland$ about the (FS) finnal $final$ exam after (FS) secundary $secondary$ education To matriculate (FPM) $,$ any university students (GVN) have to $has to$ finish a certain school grade language (FPM) $,$ students will have to learn about religious education 486 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context - In (GP) that $the$ university campus (FPM) $,$ (GNN) students $student$ activities such as (LP) music chorus $musical choi As the university will tend to be(FPW) (FS), ethic $ethnic$ $0$ multitoo, (LS) beside $besides$ English We think (FPW) , $0$ that we will agree with it, but we need more detailed information. Do you think they all (WO) perfectly know, $know perfectly $ (FPW) $0$ (WM) $well$ what they want to be? (GA) A $0$ table of contents The number of (GA) the $0$ teaching (LS)personal $staff$ (GA) A $0$ table of (GNN) content $contents$ All (GA) $the$ different universities should be built (LS) on $in$ (GA) $the$ one same area, close to each other a small University Village which should be in (GA) $the$ suburbs of Eutropolis very important to (LS) proove $test$ (GA) $the$ student`s knowledge level. (GA) $The$ Exception is that the non-regular students (over 30) will have to pay a higher the main points of (GA) $the$ discussion $ (GA) $The$ Administration must be completely (FS) seperate $separate$ limit the influence of enterprises(GA) / industry in $the$ Universities' policy-making about (GA) $the$ access exam they should have (GNC) English knowledge $knowledge of English$third exam will be from their future and the and the third exam will be from(GNC) their futurestudying area $area of study$ We would make differences according to the (GNC) student age $age of the students$ , because (S) we think people all ages should not be able to study at same con (GA) A $0$ table of (GNN) content $contents$ : wider possibilities to (GNN) student $students$ , teachers and everyone involved in that education (GNN) Mathematic $Mathematics$ , Computer Science, Electrical and Mechanical Engineering, Extra English courses will be offered before the (GNN) course-beginning $beginning of the(SU) so , course$ In (GP) that $the$ university campus (FPM) $,$ (GNN) students $student$ activities such as (LP) music chorus $musical choirs$ and bands, we agree with your four (GNN) year $years$ of education, but we would like to ask you, what (GVAUX) means this divis Dear Info-Technologists!As we(GNN) are coordinating Educational Policy in the , we would like (WO) you to ask $to ask you$ negotiation $negotiations$ a small number of private universities (GP) who $which$ (LS) recommend $charge$ (GP) What $Which$ technologies are to be used, when, by whom, In (GP) that $the$ university campus (FPM) $,$ (GNN) students $student$ activities and especially Midland, (GP) which $who$ is coordinating Curriculum! we think that (GP) $it$ is better to start it at 18, This paper (GVT) is being written $has been written$ by the (GADJO) responsibles $people responsible$ for Educational Policy (LS) of $for$ Coastland who (GVT) try $are trying$ t As (WM) $regards?$ entrance requirements, a examination examinationat the end of school education has to be (GWC) obligate $obligatory$ . (GADJO) passed $an passed$ In Coastland there (GVN) is $are$ a small number of private universities (GP) who $which$ (LS) recommend $c To matriculate(FPM) $,$ any university students to (GVN) have $has to$ finish a certain school grade What (GVN) are $is$ the most important information? Where can we start searching for some detai As far as your proposals on Policy (GVN) is $are$ concerned, we (LS) prove $approve of$ the idea of collaboration between Fi In order to make the bureaucracy as simple is possible, specially trained administration staff (GVN) as $are$ needed. Going to school until (GVNF) being $you are$ 19 or 18 makes a big difference at that age. nor appear in the ""sent messages"" folder (LCC) nor $0$ , $will try$ (GVT) try I it again with this test message. This paper (GVT) is being written $has been written$ the (GADJO) responsibles by (LS) of $for$ Coastland who (GVT) try $are trying$ to coordinate the work on this issue we (GVT) try $will try$ to sum up (WO) here the main points free of any responsibility for administrative are not concerning not concern$ (GVT) matters which $do them directly teaching faculty, students (GVT) are going to $will$ (S) have the same number (LS) Studying $Tuition$ fees are not to be be depending $depend$ (GVT) introduced: access to Universityon the not must financial situation Hello but we would like to ask (GVAUX) means this division 3+1 division 3+1 mean$ you, what $does this ?! Dear Delegates from Northland!I hope thatcould (GVAUX) you $can$ do us a favour! Dear Delegates from Northland!I hope thatcould (GVAUX) you $can$ do us a favour! more (GWC) youngster $young$ students need to have access to high-standard universities fees have to become (GWC) standard $standardised$ . The number ofWe would $0$ teachingemphasize $place emphasis$ on (GA) the like to (LS) (LS)personal $staff$ As (WM) $regards?$ entrance requirements, a (GADJO) passed examination $an examination passed$ at the end of school education has to be (GWC) obligate $obligatory$ Hello to everybody,we are looking forwarddiscuss conference and to (GWC) to the $the discussion$about curriuculum and our aims: we (XVCO) agree to have $agree to having$ (LS) access $entrance$ examination to enter the university, because it is v an we have been (XVPR) wondering on $wondering about$ statement on ""compulsory education from age 5 to 18"" your We hope that you will agree with us and send us the detailed (XNUC) informations $information$ we asked for. " The communication facilities between the several (LS) $various$ tertiary educational institutions The most important goal is to make the power structure of the (LS) several $various$ institutions, a small number of private universities (GP) recommend (LS) who $which$ $charge$ The number of (GA) the $0$ teaching (LS) personal $staff$ Students should have the (LS) possibilities $chance$ to work with computers We (LS) strongly $firmly$ want to support the disabled students All (GA) $the$ different universities shouldon built (LS) be $in$ (GA) $the$ one same area close to each other, (LS) building $comprising$ a small University Village English should become the (LS) central $main$ language 487 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context As the university will tend to be multi- (FS) ethic $ethnic$ $besides$ too,English (LS) beside (FPW), $0$ different sports have to be offered to (LS) extend $broaden$ (WO) general student $student general$ knowledge students should have full participation on governice (LS) $governing board$ we (XVCO) agree to have $agree to having$ an (LS) access $entrance$ examination because it is very important to (LS) proove $test$ (GA) $the we (LS) prove $ approve of$ the idea of collaboration between Firms and Universities. the (GADJO) responsibles $people responsible$ for Educational Policy (LS) of $for$ Coastland want to make a first step (LS) into $in$ the direction of the final paper. Private / Public Universities - (LS) Studying $Tuition$ Fees (LS) Studying $Tuition$ fees are not to be introduced: access to University must not (GVT) be State-funded Universities generally receive billing (LS) their $funding$ from the government. Job-related training or practical (LS) semesters that happen $are arranged$ outside theteriary education institutions We hope you´ve (LS) found $got$ it during the second conference Any (LS) statement $comment$ That educational system should (LSF)well trained teachers, that should have degree + their should have (GNC) English have professor’s $teaching$ finished they Students, (LSF) professor $teachers/lecturers$ local authorities should all have one third of votes in a suffrage and We would like to (LP) clear out $make clear$ our position expressed in the (FS) forth $fourth$ point of Technology Usually, such Institutions , which are (LP) set $set up$ to a greater extent for grown-ups (very often (FM) unimployed $unemployed$ In (GP) that $the$ university campus (FPM) $,$ (GNN) students $student$ different sportsas (LP) music chorus $musical choirs$ and bands, drama and ( (LCLC) so as $as well as$ activities such have to be offered to (LS) extend $broaden$ (WO) general st In Coastland there (GVN) is $are$ a small number of private universities (GP) who $which$ (LS) recommend $charge$ high (WR) studying $0$ fees.uni (LCC) but $and$ for the majority of our school leavers it's important to attend these private 23 (well, I'm not sure with the 2nd (LCC) appear in the ""sent messages"" folder one) nor nor $0$ , I (GVT) try $will try$ it again with this test message. In Coastland there (GVN) is $are$ a small number of private universities (GP) who $which$ (LS) recommend $charge$ high (WR) studying $0$ fees. One possibility to do that is tele-teaching . Tele-teaching is a mandatory (WR) is a mandatory $000$ because it is necessary to reach all students, especially disabled leaners. There should be special rooms for each subject with computers (WR) in $0$ where students can use the internet or do word processing We asked the InfoTech Group to help us but they weren`t much (WR) of a $00$ help. they should (WO) $generally be free$ be generally freefees $000$ (WR) of studying . Nevertheless, if you have more (WM) ideas concrete $on$ how to achieve this, please, let us know. sorry for our short delay. We were (WM) $faced with a$ lack of time, but (FM) finnaly $finally$ here is our answer: Do you think they all (WO) perfectly know $know perfectly $ (FPW) , $0$ what they want to be? Going to school until (GVNF) being $you are$ 19 or 1 (WM) $well$ If we want to live in an equal system, all students should have the same opportunitiesUniversity, and then we do not have to make differences according (WM) $gain$ access to to access to Universities should (WO) be generally $generally $regards?$ forentrance requirements, a (GADJO) passed examination $an examination passe (WM) be$ possible everyone. As What kind of journalism are (WM) $you$ (FM) practicing $practising$ ? As the computer literacy rate (WO) is the lowest of the whole federationlowest of the whole federation$ $in Coastland is ,the in Coastland (LCLC) so as $as well as$ different sportsgeneral student $student general$nowledge (WO) have to be offered to (LS) extend $broaden$ k Dear Info-Technologists!As we(WO) are coordinating Educational Policy in the (GNN) negotiation $negotiations$ , information about this topic, i.e. a ""defini you to ask $to ask you$ whether you could provide us with we would like Do you think they all (WO) perfectly know $know perfectly$FPW) , $0$ (WM) $well$ what they want to be? ( As it has now (WO) TWICE appeared to me to methat a message sent by me did neither reach the recipients (well, I'm not sure w $appeared TWICE$ we (GVT) try $will try$ to sum(WO) up here the main points main points of discussionmake a first step (LS) into $in$ the direction of the final paper. $the of (GA) $the$ the discussion here$ and want to they should (WO) $generally be free$generally free (WR) of studying fees $000$ be Taking up the previous point, access to Universities should $generally be$ (WO) be generally - The power structure of the tertiary (FM) educational $education$more democratic one more democratic$ (S) get re-organized$be reorganizedinstitutions needs to into a system in order to be should be free to decide about their subjects, too, ifunto $is still in accordance with$ (S) still fits that the minimum students who live on their own will get a chance to (S) be money-supported $receive financial support$ we (S) have only little knowledge much $ about technology. $don't know professors, administrative staff (S) teaching faculty, students - (GVT) arean equitative way in decision-making processes$ and have the same number of voicesgoing to $will$ $participate in in it their financial participation must be (S) held small $minimal$ . to guarantee that Universities (S) stay free of studying fees free tuition fees$ . $maintain we (S) have only little knowledge much $ about technology. $don't know The number of (GA) the $0$ teaching (LS)personal $staff$ has futureincreased (SU) for avoiding a gap in to be $?$ - Extra English courses will be offered before theparallel course-beginning to the university courses , (SU) so as (GNN) $?$ $beginning of the course$ We would like to (SU) point here on our very important statement $?$ , which means that universities should be open to everyone who (FS) whishes because some of them might have worked already, or... reach your way is quantity but not quality (SU) What we could $?$ . students can (FM) registrate $register$ their names to improve (FS) themselve $themselves$ we demand equal rights for them. Students with children will have free accessQuote (FS) to all-day Kindergarten places regulations $Quota$ so we will have to create a full (FS) recycable $recyclable$ computer Structure of (FS) die $the$ University Board (FS) two $Two$ will be elected (FS) No $no$ role in(GA) $the$ (LS) first $initial$ consideration of applicants.. The Midlandian (FS) TaskEETE $TaskFETE$ would like to thank you Let (FS) tbe $the$ negotiations be fast and fair, All the others may take it as a (FS) mnemoric $mnemonic$ aid The text is (FS) devivded $divided$ into two parts. The negotiation strategy was (FS) differnt $different$ from team to team 488 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context (FS) May be $Maybe$ I will add some extras to this 'feeling' paper Every participating country´s Ministry of Education will announce five candidates $Two$ will be elected (LS) into $onto$ the main board. (FPM) $.$ (FS) two Students who have attended school for ten years and have spent at least three years abroad passed a written assessment in which their linguistic competen (FPW) , $0$ after they have can enter the language faculty Students with children will have free access, to all-day Kindergarten places (FS) Quote $Quota$ regulations of 50% female and 50% male members (FPW) $:$ a commission has to be made up , so these criteria will play absolutely (FPW) . $0$ (FS) No $no$ role in(GA) $the$ (LS) first $initial$ consideration of applican Basically all other teams had knowledge gaps concerning both (FPW) , $0$ the other teams' policy papers as well as the scenario-background that might be useful for (GA) the $their$ future job so these criteria will play absolutely (FPW). $0$ (FS) No $no$ role in (GA) $the$ (LS) first $initial$ should be completely separated (GA) from $the$ whole body of teachers and professors (GA) $The$ Administration should be organized in (SU) an efficient departure for itself $? The (GNC) studying period $period of study$ should be limited to around 12-14 semesters To give women (GP) all $every$ (GNN) chances $chance$ to improve (FS) themselve $themselves$ we demand equal rights for them. To give women (GP) all $every$ (GNN) chances $chance$ to improve (FS) themselve $themselves$ the Midlanders (GVN) proposes $propose$ (WM) $taking advantage of$ the positive circumstances to establish a modern This (GVM) lead $led$ to (LS) nearly $rather$ rude and sometimes annoying statements esp.Coastlan Students who (GVT) finished $finish$ school ten years and (GVT) gained $gain$ at least three years of (LS) working $work experience$ Comments and Questions (GVT) are $will be$ highly appreciated. sent them back- I (GVT) only tell $am only telling$ ou right now, y The Midlandian (FS) TaskEETE $TaskFETE$ would like to thank you for your (GWC) attendance $attention$ . Comments and Questions (GVT) are $will be$ highly appreciated. (FS) May be $Maybe$ I will add some extras to this 'feeling' paper tomorrow. (GWC) Cordial $Cordially$ Sven" We (XNCO) suggest to simply drop simply the points of first name, gender, religion and nationality from all application fo $suggest dropping$ (GVT) gained $gain$ at least three years ofworking (LS) $work experience$ area in one must do a written (LS) assessment $exam$ attend practical training outside(LS)TEC already the $even$ during the first semesters. In return they should hold seminars for younger (LS) semesters $students?$ which means that almost every (LS) speaks English student on $with$ a high level when he enters the TEC We would like to (LS) emphasize $place emphasis$n o orientated technology-sciences,(LS) as $such as$ environmental sciences (FS) two $Two$ will be elected(LS) into $onto$ the main board. The head of university will be (LS) suggested $voted$ in secret ballots in which all members of the main board The main board will (LS) furthermore $also$ include three representatives Every student should be able to (LS) become a member in $of$ the Union as well as (WM) $having$ a vote. No $no$ role in(GA) $the$ (LS) first $initial$ consideration of applicants.. Teachers and professors should (LS)be not addressed with $obliged to carry out$ tasks which lie outside of their field of knowledge This (GVM) lead $led$ to (LS) nearly $rather$ rude and sometimes annoying statements esp.Coastland and Northland don't want the poor Northlanders to be (LS) reached $taken aback$ by a flood of messages we have started trying to (LP) get into contact$get in contact$with the Bardlanders It-classeswill be (LP) a fixed point $held at set times$the schedule in Talented female students need (WR) need $0$ special support concerning motherhood and equal rights During the main studies the program will focus on introducing (WR) into $0$ software that might be useful for (GA) the $their$ future job We have to be aware of the negative influence that technology (WR) progress $0$ could have on our environment the Midlanders (GVN) proposes $propose$ (WM) $taking advantage of$ the positive circumstances to establish a modern unique tertiary education sys Every student should be able to (WM) a member (LS) in $of$ the Union as well as become $having$ a vote. Gender equality among employees is a desirable goal to achieve (WM) $but$ it should only be of secondary importance and should not outweigh the criteri Depending on the study subject(WM) of a student, the IT-Classes $for$ be (LS) 2-4 hours $given$ should educated per week. All the others may take it as a (FS) mnemoric $mnemonic$ aid to$ (WM) $as what the first conference was like. This is the 'feelings' part - the 'facts' part is We won't lose our most gifted and talented for them attractive find afor them$ (WO) students, so we $attractive way.to make our system must The basic studies, which should(WO) no longer take than no longer than$ $take six semesters. There will be three ways to get (S) the permission to study to further education$ : $access Students are obliged (S) to inform themselves after each semester in order to get informations about job perspectives $to get information about job perspectives after each semester$ (S) It assures them the influence into they have influence on$ $It will guarantee TEC policy. Students who (GVT) finished $finish$ school after ten years and (GVT) gained $gain$ at least three years of (LS) working $work experience$ in one are (SU) consistently $?$ must do a written (LS) assessment $exam$ for studying subjects All students and all employees will have thefranchise (SU) $?$ . The head of university will be (LS) suggested $voted$ in secret ballots in wh (GA) $The$ Administration should be organized in departure for itself with administrators who are specially trained for these tasks. (SU) an efficient $?$ (FM) refered $referred$ to policy The studies are (FS) devided $divided$ into two parts (FS) inproving $improving$ their typing speed, use of the internet, The basic (FS) subjets $subjects$ like maths, language, natural sciences, (FS) costums $customs$ of each country (FS) conserning $concerning$ the TEC system. it starts after (FS) compulsary $compulsory$ education. (FS) Theerefore $Therefore$ 489 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context they have to (FS) ppass $pass$ an exam After (GA) the $0$ (LS) visit $attending$ (WR) of $0$ the $,$ (FPM) evening classes which will have a curriculum a curriculum like a grammar school (FPM) $,$ they have to pass a final exam which can be compared with the Öbitür. This schedule is (LS) build $designed$ in the (GA) $such a $ way that Every student who (LS) visits $completes$ all (GA) $the$ courses in his schedule will have all (GA) $the$ certificates he needs at the end of the semester. intoducing software that might be useful for (GA) the $their$ fucture job at the end of (GA) the $0$ grammar school. people who haven`t (LS) visited $attended$ (GA) the $0$ grammar school After (GA) the $0$ (LS) visit $attending$ (WR) of $0$ Exam for people who have worked for (GA) $a$ long time To (S) improve the knowledge $further thesemester gained$ , two (GNN) experience $semesters$ would be better. (GP) There $They$ are mostly people who have worked for some years and there was a misunderstanding (LS) of $with$ Bardland concerning (GVNF) locating $the location of$ TEC the Because of the fact that the student will be full (GWC) $fully$ financed by the state, the time of the studies in the Tertiary Education Institut People who want to make up for (WM) thepossibility todoing visitÖbitür before$ have the (XNCO) Öbitür $not (LS) the $attend$evening classes. $possibility of attending$ People who have worked for a large number of years should have the of studying$ which has got something to do (XNCO) possibility to study $possibility a subject (XNPR) respect of $respect for$ culture It will be helpful for those who (XVPR)able to part into $take part in$ the conference. weren`t take all members of the TaskFETE have (XVPR) taken part into $taken part in$ the conference In this new campus-village all (LS) institutions $learning environments$ $learning environments$ (LS) like $such as$ the university, evening classes, polytechnics and adult grammar To make life easier for students(LS) to lower the and account $number$ of semesters This schedule is (LS) build $designed$ in (GA) the $such a $ way Every student who (LS) visits $completes$ all (GA) $the$ courses in his schedule with success As we want students to be prepared (LS) on $for$ working with modern information technology, the IT-Classes should be (LS) educated $given$ (WM) $for$ 2-4 hours per week The number of weekly lessons is the same like (LS) $as$ in grammar schools in secondary educations after reading the summary you will have a view (LS) $an idea$ about what was going on. there was a misunderstanding (LS) of $with$ Bardland concerning Everybody who has (LS) made $completed$ his (CS) Öbitür(Ger.) can go to university no matter (LS) if $whether$ the (LS) degree $mark$ was good or bad. The preparation phase (LS) to $for$ this exam will last two years where the pupils are (LS) forced $obliged$ to do (S) self-organized working in connection the (XNCO) possibility to (LS) visit $attend$ $possibility of attending$ evening classes an opportunity for people who haven`t (LS) visited $attended$ (GA) the $0$ grammar school After (GA) the $0$ (LS) visit $attending$ (WR) of $0$ the evening classes have to (FS) ppass $pass$ an exam which contains (LS) $includes$ questions questions (LS) to $on$ the specific subject. Try to (LS) pass $make?$ this conference as productive as possible IT-classes will be a (LP) fixed point $set time$ in the schedule The curriculum for the adult grammar school will be (WR) nearly $0$ similar to the curriculum of the secondary education. After (GA) the $0$ (LS) visit $attending$ of (WR) $0$ the evening classes(FPM) $,$ which will have a curriculum like a grammar sc All delegations were (WM) $of$ the opinion that it starts after (FS) compulsary $compulsory$ education. People who want to make up for (WM) the Öbitür $not doing the Öbitürthe (XNCO) possibility to (LS) visit $attend$ $possibility of attending$ e have before$ There $They$ are mostly people who have worked for some years and (WM) $have$ now decided to study. After (GA) the $0$ (LS) visit $attending$ (WR) of $0$ Special greetings to all participants of today`s have (WO) all conference. The delegation of Midland will coordinatepaper about today`s theme: the curriculum. $have all$ read our pre-information this conference. We hope you One pratical semester is the minimum. To improve the knowledge the experience gained$ (S) $further , two (GNN) semester $semesters$ would be better (S) Passed is passed$A pass means you are apt$ where the pupils are (LS) forced $obliged$self-organized workingthat they look for themselves connected with a subject at school$ . (S) to do $work in connection with a schedule in school The (SU) requests $?$ in all courses at one time will always be the same so that nobody has disadvan The subjects will be the same with some changes (SU) depending the add-ons $?$ . The basic (FS) subjets $subjects$ like maths, language, natural sciences, etc. Everybody who has (LS) made (CS) $completed$ his Öbitür (Ger.) in grammar school will have access to university. The (CS) Öbitür (Ger.) is the final exam at the end of (GA) the $0$ grammar school. Hello fellow-middies and everyone else!I´mcharge with (XNPR) in $charge of$ the technology (LS) efforts $area$ for the Midlandian delegation I´m in (XNPR) charge with $charge of$ the technology $area$ (LS) efforts for the Midlandian delegation and especially to (LS) realize $carry out?$ `goals and priorities´ of the (SU) latter $?$ As you all know, information technology will be one of the$?$ important ! (SU) latter most subjects in future Eutropia and especially to (LS) realize $carry out?$ `goals a the delegations´ ideas (FS) ant $and$ thoughts there are some points within this (LS) catalogue $list$ (FPW) , $0$ that need some critical evaluation. promote the use of computers and the Internet as (GA) $a$ true means of communication within and between universities The first teleconference and the(GVN) firsthas shown teams´ (WM) $policy$ statement papers some of the teams gave utterance to a cascade of ideas $have shown$ that Their paper as well as their contributions tohas teleconference (GVN) the $have$ to be described as poor and unprofessional 490 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context They want a ""University Board"" (XVPR) comprising of $comprising$ members from all over Eutropia to be established. hindered from studying by having them pay tuitions (LS) higher $tuition fees$ . there are some points within this LS) ( catalogue $list$ (FPW), $0$ that need some critical evaluation. Since it is impossible to summarize all the teams´main ideas$0$ principles in just a few short lines at this early stage of the discussion process, (WR) up and They want to force people to use public transportof (WR) forms rather than allowing them to choose between the various $00$ means of transportation. Well, maybe you guys (and girls) in the other Eutropian delegations want the tertiary education system to be renamed (WR) in $0$ ""University, Inc.""? The first teleconference and the(WM) first teams´ $policy$ statement papers (GVN) has shown $have shown$ that some of the teams gav Do I here (WM) $have$ reminiscences of the late 1960´s late 1960´s (WM) $when there was a $ that you shouldn´t trust a man who turned his thirties? saying Although the Bardlandian program has a lot of positive features such as free internet access for students, (WM) $there is$ less emphasis on students´ grades, Some (S) sources to this paper paper's sources$ the Bardlandian paper as being rather ""meager"" $of this described And again we can see the (S) rays of a Central$!$ shine through the supposedly harmless breaches suggestions. State of presumably well-intentioned ideas and Last but not least (S) it should be considered veryconsider with great care$ ""criteria"" $we should well if the dropping of all , They want mandatory schedules to be introduced that would not give students the slightest chance of experimenting and (SI) experiencing $gaining experience$ their studies. during some of the teams gave utterance to a cascade of ideas and $?$ (SU) very thoughts while othersand thoughts. ideas rather reluctantly articulated and reflected on their Developments in the United States have shown that the $imposition$ of ""affirmative action"" schemes that had been introduced in order to offer ne (SU) lifting (FM) informatics $computer science$ (FS) mathmatics $mathematics$ (FS) technomathmatics $technomathematics$ Everybody should have an introduction (LS) into $to$ computers in his first semester. medicine/psychology/social education/ (LS) nursery $nursing$ 4. (WO) technician on production $production technician$ management engineering/metal-technology? /business 8. sociology/geography/history/cultural studies on eutropia/ (SU) polocy $?$ 12. educational studies/studies on disabled people When:-after (CS) öbitur (Ger.) Hi middish Cathy, pls (LS) notice $note$ that Rebus, Gayle and I have the print-out Rebus wants to collect the main(LS) points/facts and we'll discuss that $them$ on Will you be with us??? That would be brilliant! ci vediamio, si (CS) Allora, (Ital.) ? Jasmine It's possible to either take part (FS) activley $actively$ in a lecture (FS) aswell $as well$ as students As there are only (FS) represantative $representative$ even if it is (FS) to $too$ late During the (LS) mentioned $above-mentioned$ four weeks$,$ (FPM) the (GNN) applicant $applicants$ (WR) students $0$ ought to get all (GA) $t the (GNN) applicant $applicants$ (WR) students $0$ ought to get all (GA) needed for their studies. (FPW) , $0$ $the$ information (S) show the diverse features of(FPW) information on$ the subjects $give , $0$ pupils may (WO) haven't $not have$ pupils may (WO) haven't $not have$ considered (FPW) , $0$ yet students $0$ ought to get all (GA) $the$ information The purpose of (GA) $the$ P.U.S.M. is to not necessarily all (GA) $the$ (LS) professors $teachers$ During the (LS) mentioned $above-mentioned$ four weeks(FPM) $,$ the (WR) students $0$ ought to get all (GA) $the$ information(FPW) , $0$ neede (GNN) applicant $applicants$ Attending the university while all registered students are (LS) in $on$ (GP)their $0$ (GNN) vacations $vacation$ , the (GNN) applicant $applicants$ (WR) students $0$ find a simulated university situation: A selection of (GNN) subject $subjects$ representing courses and lectures with the regular faculty and staff, (SU) even with already registered students applicant open to the (GNN) $?$ , are $applicants$ (WR) students $0$ . (LS) Within $During$ the P.U.S.M. all (GNN) applicant $applicants$ (WR) students $0$ have to register for their (LS) desired $chosen$ subjects an students are (LS) in $on$ (GP) their $0$ (GNN) vacations $vacation$ , No (GWC) later $late$ registration will be accepted. Senior students are present, because they have to (XVPR) participate on $participate in$ the PUSM twice (S) in their whole studies $during their degree courses$ have to (LS) absolve $participate in$ P.U.S.M.to get access all registered students are (LS) in $on$ (GP)their $0$ (GNN) vacations $vacation$ (LS) Professors $Lecturers$ (FS) aswell $as well$ as students addressed with questions directly (LS) afterward $after$ the sessions the sessions. (LS) Professors $Lecturers$ have to be at the P.U.S.M. each time for one week. (LS) Within $During$ the P.U.S.M. all students $0$ have to register for their (LS) desired $chosen$ subjects attract students to (LS) join $enrol in$ underrated subjects; not necessarily all (GA) $the$ (LS) professors $teachers$ (LS) Patterns $Schedules$ could be like with the senior students have to (LS) absolve $participate in$ P.U.S.M.to get access (WR) permission $0$ to university. the (GNN) applicant $applicants$ (WR) students $0$ ought to get all (GA) $the$ information(FPW) , the (GNN) applicant $applicants$ (WR) students $0$ find a simulated university situation: (GNN) applicant $applicants$ (WR) students $0$ . It's possible to either take part (FS) activley $actively$ all (GNN) applicant $applicants$ (WR) students $0$ have to register for their (LS) desired (S) show the diverse features of(WO) information on$ the subjects(FPW), $0$ pupils may $give haven't $not have$ considered (FPW), $0$ yet (S) show the diverse features of $give information on$ the subjects(FPW), $0$ pupils may (WO) haven't $not have$ considered(FPW because in our opinion, students should have a level of knowledge (S) good $good academic level$ . 491 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context Do you really think, that people(S) have good knowledge good academic level$ are 18? $a when they because (S) we think people $weages should people able to study at same able to study under the same conditions$ , all don't think not be of all ages should be conditions maybe (S) I formulated it to complicate in a very complicated way$ : $I put things they have to (XVPR) participate on $participate in$ the PUSM twice (S) in their whole studies their degree courses$ one week $during , each time for Teachers are another problem: I(S) didn`t explain understandable comprehensible way$ : quite $in a A selection of (GNN) subject $subjects$ representingalready registered students the regular faculty and staff, $applicants$ (WR) students $0$ . (SU) even with courses and lectures with open to the (GNN) applicant $?$ , are It's possible to either take part (FS) activleysome impressions (SU) $actively$ in a $?$ lecture or just to listen and get . so that every student can be provided with a detailed schedule before university No (GWC) later $late$ registration will be accepted. (SU) regularly $?$ starts. The purpose of (GA) $the$ P.U.S.M. is to - help (SU) uncertain $?$ students before attending university regularly - (SU) enhance administrative and coordinative work by prematurely students assignments $?$ " Our proposal of a (FM) separated $separate$ administration should also include student and (FM) staff representation $representatives$ Coastland seem to be keen on (FS) entance $entrance$ examinations industrial training was not fully (GVT) (LS) cleared was not fully clarified yet $clarified$ $has not been fully clarified yet$ The point (LS) of $on$ industrial training not fully (LS) cleared $clarified$ (GVT) was not fully clarified private investments when necessary was not answered (LS) clearly $precisely$ , but there was a clear agreement . (LP) industrial training $practical training in industry$ Dear fellow Midlanders,I wish to inform you (WM) $about$ what agreements were reached during the second teleconference on friday 12th. All delegations agreed that each country should (S) be represented by an equal number of voices $have equal representation$ All groups will (S) receive equal number of voicesthe same number of votes$ . $be entitled to The question of entrance examinations and in what way was not fully cleared although both Northland and Coastland seem to be keen on (FS) entance $en (SU) especially $?$ , Due to Midland's recent (FM) economical $economic$ problems establishing a eutropian job market which isfor (FS) accessible $to$ every member of our society. We are pleased to see such a (FS) graet $great$ interest in our work Eutropian citizens ought to (FS) recieve $receive$ the latest news at your disposal for further (FS) puestions $questions$ Yours (FS) sicerely $sincerely$ We collected those (FS) oppinions $opinions$ on the information rights . The right to (FS) receive $receive$ and impart information have the right to obtain (FS) trueful $truthful$ information under (GA) $the$ guarantee to (GVNF) develop $developing$ or (FS) substitude $substitute$ (GVNF) substitude $substituting$ We are opposed to the conservative, yet predominating (FPM) $,$ hiring policies, such as the reluctance to hire women of child-bearing age or t has the right to be unique and a (FPM) being human $,$ to (LS) get $have$ (GA) $the$ same rights as anybody else in the society. but this doesn't mean (FPW) , $0$ that we are not (XADJCO) interested to support $interested in We will be pleased (FPW) , $0$ if we can (LS) give $share$ our experiences regarding protecting our (GNN) (XVCO) dedicated to encourage $dedicated to encouraging$ (GA) the $0$ economic growth and indispensable as long as (GA) $the$ rights, freedom and security (FS) trueful $truthful$ information under (GA) $the$ guarantee of (GA) $a$ public media (XVPR) referring $referring to$ (GA) the $0$ Personal Rights. to (LS) get $have$ (GA) $the$ same rights as anybody else in the society We will be pleased(FPW), $0$ if we can (LS) give $share$$teenagers$ (GNN) teenager our experiencesand young protecting our person $adults$ regarding (LP) grown-up independent of (GP) its $their$ race, colour, gender Fortunately, we don't have (GP) such $as many$ drug problems as some other countries might have neighbours in the Eutropian Union as a (LS) clue $guide$ to (GVNF) develop $developing$ or (FS) substitude $substitute$ (GVNF) substitud e $substituting$ their own strategies to avoid these kind of substantial problems in future. we (GVT) struggle $are struggling$to reach a unique national identity. Referring to CoCo's Policy Statement we (GVAUX) $would$ like to know your opinion on their detailed suggestions. We (GVAUX) $would$ like to discuss the introduction of special protection measures for children. (GWC) Momentarily $At the moment$ur retirement insurance system is about to collapse. o that we are not (XADJCO)interested to support $interested in supporting$ the other countries in the Eutropian Union in any possible way The delegation of Midland is eager to offer chances finding $chances of finding$ and their place in our society (XNCO) foreigners equal jobs Due to Midland's recent (FM) economical $economic$ problems we are certainly the $0$ economic growth (XVCO) dedicated to encourage $dedicated to encouraging$ (GA) and (XVCO) get back $getting back$ to the stability we once had. We want to (XVPR) replace the predominating conservative hiring ones $replace the predominating conservative hiring policies with$ more flexible policies by we wish to inform you about our statements (XVPR) referring $referring to$ (GA) the $0$ Personal Rights. We hope that our statement (XVPR) referring $referring to$ Personal Rights will give you an idea to prepare your topic, the government using all (LS) possibilities $kinds$ of punishment We are planning to (LS) hearten $encourage$ women to enter the IT sector. Please send us your opinion (LS) to $on$ those topics and tell us how you think With reference to your letter (LS) from $of$ 8.11.00 we wish to inform you about our statements to (LS) get $have$ (GA) $the$ same rights as anybody else in the society. We will be pleased(FPW), $0$ if we can give (LS) $share$ our experiences 492 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context against drugs (LS) to $with$ our neighbours in the Eutropian Union as a (LS) Please let us know your statement (LS) until $before$ 14.11.00, 12 o'clock. our retirement insurance system(LP) is about to For the short term the short term$ need to ensure collapse. $In we protecting our (GNN) teenager (LP) $teenagers$ and young grown-up personadults$ $ against drugs This means that we want to ensure that an appropriate standard of living for the retired inalienable right. whole society (LCLS) furthermore $0$ becomes an and also for our Certainly we are of the opinion (WO) that Eutropianwell get the chance tochance to$receive$ the latest news and to the editor as well$ as citizens ought to (FS)participate by writing letters toletters should $get the recieve participate by writing the editor . In order to keep our retirement insurance system running for futureinevitablepopulation is desirable$ . (S) a population growth is generations $a growth of the persecuted by the government using all (LS) possibilities $kinds$ of punishment system$ (S) offered by law $available in the ;legal our main interest is to prevent any discrimination. surely This (S) includes that anybody that any independent of (GP) its $their$ race, colour, gender $means person,$ importance of the negotiations (LS) to $for$ our the (FS) capitol $capital$ . Our (FS) poltical $political$ columnist will (LP) size up $review$ the different statements of the different s regard We (GA) an $a$ Eutropian Community- divergent the policy statements After (GVT) will have been published published$ at noon $have been - today are well We (XVPR) aware $aware of$ the importance of the negotiations (LS) to $for$ our (FS) capitol $capital$ will publish at least three (LS) we numbers $issues$ a week. importance of the negotiations the (LS) to $for$ our (FS) capitol $capital$ contribute to an even wider(LS) will portrayal $coverage of events$ $coverage of events$ (LS) of $in$ the Eutropian Federation. an $a$ Eutropian Community- divergent (GA) (LS) by $as regards$ cultural ideas and political positions, single decision every (LS) from $taken by$ the Eutropian Commission, (FS) poltical $political$ columnist will size up Our (LP) $review$ the different statements of the different states regular issues are published(SU) afternoon of the conference days andthe following dossier / extra issue / interviews. The in the point to $?$ will compulsory military service"" is(FS) the definition within od $of$ ""compulsory labour"" the arts and to share in (FS) enjoy sscientific $scientific$ advancement and its benefits ""...to share in (FS) scientifiv $scientific$ advancement and its benefits against (FS) pornographie $pornography$ and occultism (LS) in $on$ the Internet including freedom to (FS) nold $hold$ opinions to and (FS) receitive $receive$ and impart information and ideas exercise of The (FS) thes $these$ freedoms carries with it duties and responsibilities would like to include an article that refers We (FS) explicitely $explicitly$ to data-transfer within the Federation fundamental respect for human rights is (GA) a $the$ basis of the Eutropian Federation as the Federation is But (GA) a $an$ ""organization of States"" democratic society must have other (a (XNCO) means of to avenge $means of avenging$ a crime) we strongly recommend a) (LP) to be taken in $it be included$ because abortion the but (XNCO) opportunity to legalize $opportunity for it opens legalizing$ delegates of the Task Force on Human Rights (LS) of $from$ the country of quelling a riot or a (LS) resurrection $insurrection$ when lives are endangered against (FS) pornographie $pornography$ and occultism $on$ (LS) in the Internet (3.2) We (LS) emphasize $place emphasis$ the protection of life on we strongly recommend a) (LP) but to be taken in $it be included$because it opens the (XNCO) opportunity to legalize $opportunity for legalizi Everyone shall have the right (WO) freely to participate participate freely$ cultural life of the community, $to in the individual articles on human rights issues aretoo restrictively phrased in a restricting way$. (S) not $phrased Therefore we think that (FM) intential $intentional$ deprivation of life is morally we still consider the self-determination of the (FS) individuell $individual$ countries indispensable Could you please describe your (FS) view moew $more$ precisely? We hope to (FS) staay $stay$ in further contact with you (Highland (FS) deldegate $delegate$ ) 'serious enough' (your #71)to (FS) invoce $invoke$ (GA) $the$ death penalty The issues raised within personal rights (FS) tough $touch$ the basis We would be very grateful if you (FS) couls $could$ send us your answers soon we are currently working on the draft for persnal (FS) $personal$ rights, Yours sincerely. Louise (delegate (FS) fro $from$ Highland) fundamental respect for human rights is (GA) a $the$ basis of the Eutropian Federation duty of society to offer every mother (GA) $the$ (LS) ample $adequate$ means to be able to raise About (GA) $the$ death penalty: Since you are in favour of (GA) $the$ death penalty to (FS) invoce $invoke$ (GA) $the$ death penalty ask your opinion about (GA) $the$ death penalty. there (GVT) had been $have been$ some difficulties some difficulties we (GVT) only coped with$have only just coped with$ . (you (GVT) were $are$ the only country so far...) This is the (GWC) fundament of $fundamental idea behind$and even more of our society. our policy It is not the unborn child's fault (GWC) are a few men behaving that there beastly $like beasts$ . We considered your (GWC) critics $criticism$ and changed our draft in a way we hope you can agree with. Would you (XVPR) agree on $agree with$ the statement that ""deprivation of life is acceptable in defence of Do you (XVPR) agree on $agree with$ the alteration of 7.4.d into ""....diseases, and of persons of unsound mind only 493 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context Letter to the editor. Dear Pauline Pot, we would like to $make$ (LS) give a statement referring to your article. we certainly do not intend to deny (LS) voices $free speech$ , but violence to ensure safety (LS) of $for$ all nations and their citizens duty of society to offer every mother (GA) ample (LS) $the$ $adequate$ means to be able to raise her children. If the mother cannot (LS) stand $bear$ to raise this child or is psychologically too unstable could then also be extended (LS) onto $to$ other human beings We believe that clarification (LS) in $on$ these points will help us all greatly you reduce the decision taking to the (LS) ill $sick$ person only In your statements in favour of euthanasia you give the medical (LS) personel $staff$ power to decide about the life of the (LS) ill $sick$ person Can you define more closely how you would regulate the 'decision (LS) taking $making$ ' in such cases of terminal illness? How would you describe the role of the ill (LS) $sick$ person her/himself? Somehow, we could not (LS) gather $guess$ your (WM) $point of$ view The debate about personal rights (LP) touches $touches on$ the very foundation of our understanding of human beings and life, Such circumstances are only emergencies in case (LCS) $if$ a life is threatened. could then also be extended (LS) onto $to$about human beings (implying that others choose (WR) other $0$ your destiny?) Somehow, we could not (LS) gather $guess$ your (WM) $point of$ view from your statements at the conference. some questions we would like to clarify beforedraft into final words the final draft$ be very obliged to you (WO) the we put $into words . We would Its aim is to prevent (S) beliefs being put forward by brutal outbursts $people from expressing personal beliefs through violent outbursts$ each individual case needs (S) a seperat decision be considered separately$ $to radio stations (GVAUX) need to $should$ pay a (FM) percental $percentage$ fee.books/print Dear (FM) Southlands $Southland/Southlanders$ and also the national and (FS) Eutropean $Eutropian$ trust right, in particular for (GNN) telecommunication They have to pay taxes on receivers, radios, other (FS) hifi $hi-fi$ components Yours (FS) sincerely $sincerely$ CoCos In this (FS) contex $context$ you may also think We are looking for an (FS) exiting $exciting$ discussion on (FS) Your's $Yours$ (FS) sincerly $sincerely$ The CoCo's (FS) Your's $Yours$ (FS) sincerely $sincerely$ The CoCo's the player has an individual ID to (FS) gurantee $guarantee$ (FS) Sincerely $sincerely$ yours The CoCo's To assure that (FPM) $,$ we have to deal with the following topics:topics. music. today amp's movies (GA) the $0$ illegal copying will decrease the quality We demand that (GA) $the$ violation (LS) against $of$ one of the articles our system regarding (GA) the $0$ copyright develop a new billing-system which guarantees (GA) a $0$ secure (GWC) paying $payment$ also the national and (FS) Eutropean $Eutropian$ trust right, in particular for (GNN) telecommunication $telecommunications$ statement. .main The user has to pay taxes on any type of camera, scanner, etc. (GNN) Consequence $consequences$.We demand that Hello Highland, thank you for your (GNN) interests $interest$ in our position. We would like to deal with our issues Dear (FM) Southlands $Southland/Southlanders$ , (LCLC) Next to $Apartyou deal in your policy statement with the point: (GNN) topic $topics$ from$ other important The Programmers are not allowed to distribute developed software (GADJO) their $the software they open source. as have developed$ According to the frequency of a (GADJO) played song $song that is played$ stations (GVAUX) need to $should$ pay a (FM) percental $percentage radio In the past fifty years CoCo (GVT) was $has been$ able to influence the government in several major points but most of you (GVT) did not answer $have not answered$ yet. According to the frequency of a(GVAUX) played song $song that is played$ radio stations (GADJO) need to $should$ pay a (FM) percental $percentage$ fee.books/print. Since (GWC) the founding $its foundation$in 1950, the organization of CoCo represents an independent point of view on a new billing-system which guarantees (GA) a $0$ secure $payment$ (GWC) paying . the player has an individual ID to (FS) gurantee $guarantee$ secure (GWC) paying $payment$ . All digital images must have a watermark which the image of (XVPR) protects $protects the image from$ being modified and distributed introduction. Copyright (LS) represents $provides$ a substantial basis for the protection of the (WO) authors rights download material without permission (LS) by $from$ the author Due to the high production (LS) budget $cost$ of today The (LS) consequence $aim$ is to develop a secure standard to prevent illegal copies We demand that (GA) $the$ violation (LS) against $of$ one of the articles above To assure that you are (WO) informed (LS) completely $properly$ $properly informed$ we are sending you the original text via internet to the music-server (LS) and parallel $at the same time$the billing-server to we request your answer (LS) till $by$ wednesday (GA) the $0$ illegal copying will decrease the long term $in the long term$ . (LP) on quality It is an interesting idea you (LP) brought out $brought up$ Because the system is still (LP) in development $under development$ only describe some main facts: we can Dear coastlander, (LCLC) Next to $Apart from$ other important topics, you deal in your policy statement with everyones` righ Dear (FM) Southlands $Southland/Southlanders$ , (LCLC) Next to $Apart from$ other important (GNN) topic $topics$ you deal in your policy statement with For this reason the web browser must not be able to (WR) $000$ display the source code of the website. 494 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context Would you like to send us meanwhile moreuse of explanation $details$ concerning your opinion about the security aspects in (WR) (LS) the $000$ personal rights context ? Because we need to prepare for(WR) the conference on $0$ next monday, we request your answer (LS) till $by$ wednesday. With kind re Copyright (LS) represents $provides$ a substantial rights,for the protection ofin particular their personal rights (WO) authors basis musicians and artists and artists rights$ $authors, musicians , the In addition to that the user has to pay a fee for is not allowed to trade/copy without the is not allowed$the authors/companies. (WO) It using the service. software. software permission of $Trading/copying software To assure that you are (WO) informed (LS) completely informed$ sending you the original text as an attachment: $properly $properly$ we are Hello Highland, thank you for your (GNN) more detailed $in in our position.the teleconference deal with our issues (SI) interests $interest$ greater detail$ We would like to on friday. at Each (WO) citizen (FM) Eutropias $Eutropian$ $Eutropian citizen$ must have basically the right to free expression of opinion This right is to apply basically to all citizens (FM) Eutropias $Eutropian$ (WO) citizens Eutropias $Eutropian citizens$ Each citizen (FM) Eutropias $Eutropian$ (WO) citizens Eutropias $ Eutropian citizen$ has to have the right to express disregarding physical and mental abilities toEutropias (FM) all citizens $Eutropian$ (WO) citizens Eutropias $ Eutropian citizens$, (S) To this belongs in particular(FM) particular referring to$$racist$ $In racistic contents, which are Each citizen (FM) Eutropias $Eutropian$ (WO) citizens Eutropias $Eutropian citizen$ has the right to free developmen Each citizen (FM) Eutropias $Eutropian$ (WO) citizens Eutropias $ Eutropian citizen$ has basically the right to free 2.right to free InterNet (FS) acces $access$ At the same time we (LS) represent support the right to free (FS) acces $access$ to the network $access$ The right of free expression of (FS) oppinion $opinion$ . the multi-cultural society (WM)(FS) $in$ Eutropis $Eutropolis$ Right to free InterNet (FS) acces $access$ basically the right to free and unhindered acces (FS) $access$ to the InterNet The necessary technical facilities for sufficient (FS) acces $access$ (WR) possibilities $0$ the right to free (FS) acces $access$ to the InterNet take place only on the basis What did you think about our (FS) hole $whole$ policy-statement The commission has the function to create (FPM) $,$ on the basis of the points executed under 1.2. and 2.2 the points executed under 1.2. (FPM) and 2.2. $,$ a detailed guideline (LS) catalog $handbook$ for the legal framework of the g The evaluation of the contents takes place through guidelines (FPW) , $0$ that are determined (WM) $in$ (GA) $the$ (LS) mentioned $above-mentione think We (FPW) , $0$ we could! And what did you think of our message from the 9th of November? (LS) to $involving$ the protection of (GA) the $0$ human rights for the protection of (GA) the $0$ personality rights. (GA) A $The$ monitoring of these laws the basis of the law for the protection of the (GA) $0$ (LS) youth $young people$ guidelines(FPW), $0$ that are determined (WM) $in$ (GA) $the$ (LS) mentioned $above-mentioned$ commissions and have only (GA) $an$ advisory function in commission sessions our position regarding (GA) the $0$ freedom of expression 1.2.2The prohibition of pornographic representations of children in writing and (GNN) picture $pictures$ all (WO) citizens (FM) Eutropias $Eutropian$ $Eutropian citizens$ , (GP) whereby $and through which$ has to have the right to express (GP) its $his/her$ opinion freely however this right (GVT) was $is$ limited by legal regulations the protection of children and young peopleconsidered (GVT) $is considered$ you (GVT) have shown $showed$ strong agreement to our position regarding (GA) the $0$ freedom of expressi Through a Rating system (GVAUX) shall $should$ (WO) shall an evaluation-structure be created $an evaluation structure should Restrictions. (XNPR) Restrictions of $Restrictions on$ right to free (FS) acces $access$ to the InterNet the Our organization (LS) occurs for $has the aim of guaranteeing$ expression of opinion. the right to free this right (GVT) was $is$ limited by legal regulations (LS) to $involving$ the protection of (GA) the $0$ human rights prohibition of the spreading (LS) by $of$ (LP) children-pornography $child pornography$ At the same time we (LS) represent $support$ the right to free (FS) acces $access$ to the network $his/her$ opinion freely without having to fear (LS) pursuit $persecution$ from national organisations. right to free expression of opinion limited through (LS) $in$ 1.2.1Protection of human dignity regulation of these points is to take place on the basis (LS) from $of$ guidelines, protection of (GA) the $0$ (LS) youth $young people$ $An evaluation system would be possible$ after (SI) $looks$referring to$ categories (LS) that for$ contents (LS) like $including$ sex, (SU) force $violence?$ , etc assesses and (LS) puts $makes$ certain contents only (WM) $available to$ (S) full age persons to the disposal determined (WM) $in$ (GA) $the$ (LS) mentioned $above-mentioned$ commissions (FPM) $,$ a detailed guideline (LS) catalog $handbook$ for the legal framework of the general InterNet use. at the teleconference (LS) at $on$ friday, you (GVT) have shown $showed$ We hope for (LS) soon $a quick$ response the prohibition of the spreading(LP) by $of$ (LS) children-pornography pornography$ $child disregarding physical and mental abilities to all (WO) citizens (FM) Eutropias race, skin colour, sex, age, faith. (LP) without reputation $regardless$ of $Eutropian$ $ Eutropian citizens$, The necessary technical facilities for sufficient (FS) acces $access$ (WR) possibilities $0$ must be created by (SU) national page $?$ National organs may not participate and havepower(GA) $an$ advisory function in commission sessions (WR) a only of decision $0000$ $and through which$ we want (WM) to know $that$ the protection of children and young people (GVT) considered $is considered which are contrary to the multi-cultural society (WM) $in$ (FS) Eutropis $Eutropolis$ . and (LS) puts $makes$ certain (WM) only contents $available to$ (S) full age persons to the disposal $people over the age of eighteen$ The evaluation of the contents takes place through guidelines(FPW), $0$ that are $the$ (LS) mentioned $above-mentioned$ commissions in chapter 3. (WM) $in$ (GA) determined 495 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context Each (WO) citizen (FM) Eutropias $Eutropian$ have basically the right to free expression of opinion, $Eutropian citizen$ must This right is to apply basically to all (WO) citizens (FM) Eutropias $Eutropian$ $Eutropian citizens$ , 1Range of validity. Each (WO) citizen (FM) Eutropias $Eutropian$ to have the right to express (GP) its $his/her$ opinion freely $ Eutropian citizen$ has This right is to apply disregarding physical and mental abilities to all$Eutropian$ (WO) citizens (FM) Eutropias $ Eutropian citizens$ , Each (WO) citizen (FM) Eutropias $Eutropian$ the right to free development of the personality $Eutropian citizen$ has Each (WO) citizen (FM) Eutropias $Eutropian$ basically the right to free and unhindered (FS) $Eutropian citizen$ has Through a Rating system (GVAUX) shall $should$evaluation-structure be structure should be created$ $what is allowed$ (WO) shall an $an evaluation created , that determines (SI) allowed (WO) Possible would be anevaluation system would befor$ contents (LS) after $referring to$ categories $An evaluation-system $looks possible$ that (SI) (S) To this belongs $In particular referring to$ $racist$ contents, which are contrary to the multi-cultural societ in particular (FM) racistic certain contents only (WM) $available to$ full age persons $people over the age of eighteen$ (S) to the disposal Maybe, we could find more things (S) our opinions match have in common$. $we Through a Rating system (GVAUX) shall $should$ (WO) shall an evaluation-structure be created $an evaluation to fade out aimedbe created$ , that dete (SI) allowed $what is allowed$ youth-endangering contents (SU) structure should $?$ . and (WO) Possible would be an evaluation-system $An evaluation system would be possible$ after $referring to$ categories (LS) like $including$ sex, (SU) f (SI) $looks for$ contents (LS) that We want to prevent the spread of (SU) force-glorifying $?$ , abusive or debasing contents. The necessary technical facilities for sufficient (FS) page $access$ (WR) possibilities $0$ must be created by (SU) national acces $?$ . $an evaluation structure should (SU) be created$to that determines (SI) allowed $what is Possible wouldyouth-endangering contents evaluation system would , fade out aimed $?$ . (WO) allowed$ and be an evaluation-system $An $looks for$ contents (LS) after $referring to$ categories (LS) like $including$ sex, (SU) force $violence?$ , etc assesses and (LS) puts $makes$ certain contents (computers for schools and (FM) librarys $libraries$ ), a different (LS) fee $price$ might be quite sensefull (FM) $sensible$ In the actual discussion it is (FM) planed $planned$ to offer a permanent access to the internet (FM) refering $referring$ to my last mail (FS) i $I$ want to make you the offer It's good to see that the (FS) Eutropean $Eutropian$ countries Best regards, Stanislav (FS) Lopéz $López$ He pays a (LS) smaller $lower$(FS) fee $price$ (LS) then $than$ I would. (WO) It is $Is it$ illegal (FPW) , $0$ (LS) when $if$ I recieve the CD from him? We were glad to read (FPW) , $0$ that you have the same plans. without (GA) $the$ free flow of information between countries both (XVCO)want that everybody should get $want everybody to have$ access to information (GA) an $0$ within a system with a strong information-exchange, human (GNN) right $rights$ violations (SU) or pollution $?$ If not, (WO) there might grow a market $a CD (GNN) market might grow$ of (LP) smaller-fee $low-price$ $CDs$ In (GP) this $these$ cases a different (LS) fee $price$ freedom of information and digital (FS) devide $divide$ we both everybody to have$ access to information (XVCO) want that everybody should get (GA) an $0$ $want democracy is the base (LS) for $of$ a free economy- a fast growing economy needs fast information exchange free access to hardware and software for everybody(LS) supplying $offering$ money $offering$ money and (LS) knowledge $skills$ to developing countries Dear CoCo, we have some questions (LS) to $for$ you concerning the idea of a different fee An example: He pays a (LS) smaller $lower$ (LS) fee $price$ (FS) then $than$ I would. (LS) smaller $lower$ (LS) fee $price$ (FS) then $than$ I would. (WO) It is $Is it$ illegal(FPW),(LS) $0$ when $if$ I recieve the CD from him? In (GP) this $these$ cases a different (LS) fee $price$ might be quite (FM) sensefull $sensible$ our organisation (InfoWatch) have the (LS) opinion to cooperate $intention of cooperating$ (WM) $of$ ""free information in the case they want to provide (LS) connectivity $internet connection$ for every citizen the constitution will be fixed (LS) till $by/on$ (FS) wednesday $Wednesday$ The so-called digital divide (LP) stands against $impedes$ the free flow of information of any kind. If not, (WO) there might grow a market $a smaller-fee (LP) market might grow$ of $low-price$ - (GNN) CD $CDs$ Northland and our organisation(WM) (InfoWatch) have the (LS) $of$ opinion to cooperate $intention of cooperating$ intheycase to provide (LS) connectivity $in ""free information"". (SU) So $?$ the want He pays a (LS) smaller $lower$(WO) fee $price$ (FS) then $Is it$ I would.illegal(FPW), $0$ (LS) when $if$ I recieve the CD from him? (LS) It is $than$ If not, (WO) there might grow amarket mightof (LP) smaller-fee $low-price$ - (GNN) CD $CDs$ $a market grow$ are impossible to hide- it enables developing countries to to the the gap between themselves and the$ industrialized countries (S) close up faster $close within a system with a strong information-exchange, human- (GNN) right $rights$ violationshide- it enables developing countries (SU) or pollution $?$ are impossible to in the case (WM) $of$ ""free information"". (SU) So $?$ they want to provide (LS) connectivity $internet connection$ for every citizen also .I (FM) send $sent$ a message to Southland and Bardland deprivation of life in defense of (FS) another life onn and $on$ the alteration of 7.4.d I just did .... (GP) that $it$ now. Dear (FS) CoHighlaandies $CoHighlandies$. some reason they For (GVT) have not shown $did not show up$ I entered OPUSi this morning up when someone explain to me why they Can (GVT) have been $were$ there yesterday (CS) das haus ist idunkel (Ger.) (CS) das haus ist idunkel (Ger.) INgo, Hi (CS) ich denke genauso wie Janet, daß es Englisch sein sollte. Allerdings untereinander denke ich, ist deutsch (Ger.) .pascal against the orthodox church. (same with Highland)-intelligent structure stand (FM) politiques $politics$ The (FS) government $government$ in Northland has a small problem with (GA) a $0$ drug (GNN) abuses $abuse Highland may support (FS) as $us$ here , because of their lack of scientists, pollution $?$ are impossible to hide. Bardlands (SU) (FS) $Bardland$ have a lot of environmental problems 496 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context perhaps they don't want to (FS) spent $spend$ money for other countries People of (GA) the $0$ Bardland are afraid of Strangers. a small problem with has (GA) a $0$ drug (GNN) abuses $abuse$ in the population infrastructure is partly state owned so (GA) $the$ government can influence internet (FS) goverment $government$ in Northland has a small problem with (GA) apopulation, The (GNN) abuses $abuse$ in the $0$ drug real position is between both Our (GNN) extreme $extremes$ (WR) sides $0$ , between censorship and non-censorship. a mixture between Perhaps they want (S) a censorship against whocensor$ sites (GP) $to $which$ stand against the orthodox church no advantage in this for see (GP) they $their$ country Bardland tries to create new jobs for (GP) there $their$ population to grow and (GP) there $their$ economy of our suggestions( some (GP) those $they$ can be considered just suggestions However (GP) those $they$ have been carefully thought-out and discussed soon as one starts using As (GP) those $them$ (GP) he $one$ would (S) unlikely stop it $be unlikely to stop$ without medical want our country free from (GP) we that $those$ kind of drugs. Highland may support (FS) as(GWC) , loose of their$lose$ scientists,but more knowledge to other countries-without free flow of information $us$ here because lack of even perhaps they fear to Southland does not want to (GWC) loose $lose$ its leading position in agriculture-technologies Many people in Bardland work (XADJPR) interested should be in the tele-section, they $interested in$ education in this (LS) part $area$ a mixture between the policy (LS) sheet $paper$ and the other extreme position, should be (XADJPR) interested $interested in$ education in this they (LS) part $area$ . Southland has a lot of knowledge would like to receive approval we (LS) of $from$ the other states before we make any steps without medical (LS) interference $intervention$ . puzzled by our suggestion(LS) quite of $for$ (GA) $the$ legalization of (GA) the $0$ soft drugs to decide whether he needs(LS) free to harm $damage$ his health or not won't want developing countries to close up they (LP) $close the gap$ . real position is between both (GNN) extreme $extremes$ Our (WR) sides $0$ , between censorship and non-censorship. Northland has a very high rate of computers per student and (WM) $per$ worker. Perhaps they want (S) a censorship againstcensor$ $to sites (GP) who $which$ stand against the orthodox church. we would accept compromises in the waythe upper part$above$ . But (S) in we described (S) it enables developing countries to close up faster to the industrialized countries $?$ Perhaps Northland has a problem with developing countries (S) closing up to them $closing the gap(The population may fear loss of jobs) between them$ Midland immigrants are suppressed, so this may not have priority.-no violence,(FS) goverment $government$ in Northland In (SU) radicalism $?$ . The crime, international scientific or economic projects are not possible. (e.g.: ISS)Highland may is afraid of other countries. (SU) as here $?$ . Bardland support within a system with a strong information-exchange human-right-violations are impossible to hide. (FS) Bardlands have a lot of environmental problems (SU) pollution $?$ or to help people in difficult situations like natural (FM) catastrophies $catastrophes$ ? whose first priority is to help (FM) civilists $civilians$ the soldiers who are risking their (FM) lifes $lives$ ? quality of work depends on (GA) the $his$ dayly (FM) $daily$ condition and is therefore not (FM) relyable $reliable$ (LS) as $if$ I understood your paper correctly, you (FS) intent $intentd$ to (LS) invent $introduce$ You demand a (FS) compulsary $compulsory$ , but free health check-up for every citizen demand capital punishment (LS) on $for$ drug dealing and $maybe$ (FS) may be first degree murder were not willing to get into contact with our editors (FS) eventhough $even though$ they have been offered (...)"" (FS) Eventhough $even though$ it may have been just a faux pas You are presently experiencing (FS) several finacial $finanacial$ $finanacial$ (FS) probelems $problems$ in your country (FS) Sincerly $Sincerely$ Pauline Pot did not seem to turn out well for the (FS) oponents $opponents$ of (GA) $the$ death penalty the ultra(FS) concervatives $conservatives$ in abortion laws (FS) Eventhough $Even though$ the liberals' influence what should this army be for$ - (FS) defence $defense$ in case a war breaks out or an instrument every job, especially that of a soldier has alwayes (FS) $always$ two sides This former (FS) soldiers $soldier's$ working life is already over (FS) Eventhough $Even though$ some people will not like to hear this (FS) Therefor $Therefore$ we need not only (GA) an $a$ eutropian wide law Having the data is one thing - using (FS) ist $it is$ another. companies use the data as an extra income and (FS) therefor $therefore$ are able to cut the prices I am just sitting at my desk (FS) fishing $finishing$ a comment for Eutropian citizens to make it into the lime-light (FS) $limelight$ , to become a filmstar- at least from 9 to 5 an increasing number of (FS) Eutroipian $Eutropian$ offices. Or (FS) a $are$ we talking about the increasing number of ‘disappearing’ note-pads and pencil This former (FS) soldiers $soldier's$ working life is already$-$ (FPM) over mentally highly stressed due to horrible nightmares and flashbacks (FPW) , $ Having the data is one thing - using (FS) istUsing another. $'Using'$ (FPM) $it is$ means to (LS) do $make$ a personal profile first and selling it to companies w This former (FS) soldiers $soldier's$ working life is already$0$ (FPM) $-$that torturehighly stressed due to horrible nightmares and flashbacks (FPW) , over mentally him every single day, 497 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context a comment on the rumours spreading in Eutropia that we are censoring our you will find it in the next edition of the Eutropian Globe. (FPW) , $.$ newspaper you (FS) intent $intentd$ to (LS) invent $introduce$ (GA) $the$ death-penalty for drug-dealing? (GA) $A$ Eutropian member state demands death-penalty (LS) on $for$ drug dealing the (LS) invention $introduction$ of (GA) $the$ death penalty the community should pay for (GA) $the$ private fun of their members not seem to turn out well for the (FS) oponents $opponents$ of (GA) $the$ death penalty whether or not to re-introduce (GA) $the$ death penalty at the beginning somebody whose quality of work depends on (GA) the $his$ (FM) dayly $daily$ condition (FS) Therefor $Therefore$ we need not only (GA) an $a$ eutropian wide law publish illegal contents but (GA) an $a$ world wide law policy has to protect (GA) the $0$ individuals from misuse of their personal data It looks easy on (GA) the $0$ paper; our constitution has to (GVV) closed $be closed$ and the $people$ (GNN) persons responsible have to be punished. And if there will be the constitutional right illiterateshow will we treat the , the disabled and the ones who simply do not intend to work at all (GNN) to work $illiterate$ (GP) One $He$ says we live in the age of information. to pay for their books - private books. (GP) Who $Whoever$ wants to know about the latest adventures of Mr. Potter to buy the book and (GP) who $whoever$ wants to chat with his friends on-line after the first teleconference and (GP) it $things$ did not seem to turn out well Every homepage, for example, (GP) which $whose$ contents are not in line with Bosses can now (LS) survey $observe$ what (GP) his/her $their$ employees are REALLY doing for two minutes longer than (GP) it $0$ (GVT) is $was$ absolutely necessary In most cases the right type of employees lives (GVN) $live$ far away from where they are needed. As there is no longer a real limit to (GVNF) store $storing$ data it is very alluring to store information about individuals without letting th As the conference on Human Rights in Eutropolis approches thebeing raised$ out for a more restrictive security policy and drug policy (GVV) are raising $are voices calling . Every homepage, for example, (GP) which closed contents are not in line with the Charta of Human Rights and/or our have to be punished. (GVV) $whose$ $be closed$ and the (GNN) persons $people$ responsible constitution has to We (GVT) have $have had$ some thrilling insight in the muddle-headed views Information Technology (GVT) grows $is growing$ (S) absurdely fast $at an absurd rate$ for two minutes longer than (GP) it $0$ is (GVT) $was$ absolutely necessary to ask for a stapler? Full employment (GVT) has last been seen last seen$ in the 1960s $was We should (LP) make the fault (XVCO) mistake$ (WM)to protect fault $not make the mistake$ as child-molesters, racists, terrorists in favour of a mis $make the make the fault makemake the mistake of protecting$ $not the disgusting people such But does a (LS) steady $constant$ physical presence thethe$guarantee the workbetter than if we chat with our co-workers once in a while? (XVCO) guarantee at work to be done any be done$ desk We have to (WM) $be$ (XADJPR) well aware $well aware of$ the problems (LP) hiding behind $underlying$ the glorious idea of full employ On the first pages you will find(XNPR) (S) on our own behalf $written by us$ , followed by some an article reflections of $reflections on$the last conference by Pauline Pot and an article on the right to work First of all (LS) as $if$ I understood your paper correctly you (FS) intent $intentd$ to (LS) invent $introduce$ (GA) $the$ death-penalty for drug-dealing Eutropian member state demands death-penalty (LS) on $for$ drug dealing who demand capital punishment (LS) on $for$ drug dealing but the (LS) invention $introduction$ of (GA) $the$ death penalty and the absurd idea of (LS) inventing $introducing$ capital-punishment. lies within the responsibility of the (LS) single $individual$ person. Who else can (LS) defeat $defend$ the life of innocent people against a terror regime or religious fanatics other men (LS) in $at$ his age would probably go on working possible to make the (LS) whole $accumulated$ knowledge of humanity accessible to every single person (FPM) Using $'Using'$ means to (LS) do $make$ a personal profile Dear Readers, the fifth edition of the Eutropian Globe, (LS) finally $at last$ . On the first pages you will find an article Bosses can now (LS) survey $observe$ what (GP) his/her $their$ employees are REALLY doing (LS) Severe $Serious$ problems arise in the fact rather than a useful (LS) help $aid$ in uncovering theft But does a (LS) steady $constant$ physical presence at the desk (XVCO) guarantee the work to be done $guar every single employee as a potential criminal who has to be$found out$ (LS) uncovered As this problem concerns the whole of the federation one should think about an (LP) all over $a common$ Eutropia drug policy. to introduce abortion exempt from punishment it is athe right direction right direction$ . (LP) step into $step in the We should (LP) make the fault $make the mistake$ make the fault $not make the mistake$ (WM) Pauline Pot (LP) in the behalf of $on behalf of$ the editorial board This is not to prevent (LP) washing black-money laundering$ rather to identify the criminal $money , but Therefore it seems to be a (LP) step into the right direction right direction$ right to work a constitutional right $step in the to declare the We have to (WM) $be$ (XADJPR) well aware $well aware$underlying$ the glorious idea of full employment and the constitutional right to work (LP) hiding behind of$ the problems The future Eutropolis policy has to protect (GA) the $0$ individuals as$ misuse of their personal data by companies (LCLC) as well $as well from the state. you intend to legalize 'soft drugs', would (WM) $you$ please be so kind and outline your idea of soft drugs? (GA) $the$ death penalty will not reduce the number (WM) $of$ drug addicts nor the number of dealers. However, it strongly supports (WM) $the idea$ that it should be the choice of the individual to join the army and not be an ob It is quite clear that (WM) $it$ is sometimes impossible to get hold of them. (FS) Therefor $Therefore$ we n We should (LP) make the fault (WM) the mistake$ fault $not make the mistake$ make the fault to protect $not make the mistake of protecting$ $make make the (XVCO) We have to (WM) $be$ (XADJPR) well aware $well aware of$ the problems (LP) hiding behind $und 498 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context If we need an army in Eutropia,(WO) what for should $what should this(FS) defence $defense$ in case a war breaks out this army be - army be for$ Will drug-dealing be the only crime prohibited penalty by death capital punishment as the penalty$ (S) on $with $He$ says we live in the age of(S) information. Information Technology (GVT) grows $is growing$ absurdely fast $at an absurd rate$ (S) No one came ever ofone ever to every pupil and idea of providing$ newspaper subscription or to pay for their $No the idea came up with the student with a free furnish On the first pages you will find an article on our own behalf (S) $written by us$ , Exchanging views can actually be a very dynamic and enhance your inspiration . (S) process $and inspiring process$ Less restriction will be the right(SI) and the absurd idea of $?$ inventing $introducing$ of Information by W. All Bright. way (LS) On the Right capital-punishment. including acts like digging up genetically modifies (FM) $modified$ crops think that IT-basics should be (FM) teached $taught$ to (GA) the $0$ children One solution would be free internet terminals in schools, universities and so everyone can use them. (FM) librarys $libraries$ fellow-editors,I now enclose the Dear (FS) lates $latest$ copy of looking forward to this fertile (FS) coperation $cooperation$ on Information Rights Highland's new legislation seems much more directed to any (FS) anti-protfit-orienteated $anti-profit-orientated$ activity freedom of speech also part of the Isn't (FS) Charta $Charter$ of Human Rights? a time(FPW), $0$ when the (FS) Smakluks $Samluks$ were denied even their most basic human rights. The Globe (FS) can not $cannot$ attend a press-conference, eliminate the digital (FS) devide $divide$ which today Middish, Bardish and Northish (GNN) museum $museums$ since the early whencentury- aSmakluks $Samluks$ were denied even their most basic human (FPW) , $0$ 20th the (FS) time (XNCO) importance to safe(GA) the $importance of safeguarding$ the $0$ individual rights, treatment of the indigenous (GA) the population of these countries is a $0$ clear proof that their interests (GA) The $0$ freedom of speech is one of the most important values in every democracy (During the last TC I was informed by (GA) a $an$ NGO that The sentence you refer to (IT-basics should be (FM) teached $taught$ to (GA) the $0$ children in school. if you could send us (glad (GA) $a$ decision before Monday Human Rights and democracy are worthy that (GNN) target $targets$ to pursue; but who would like to live in a Eutropia Irreplaceable religious and cultural artefactsmuseum on exhibit in Middish, BardishearlyNorthish (GNN) have been $museums$ since the and 20th century honestly believed that he was gaining (GP) any $some$ sympathy by replying that there wasn't a drug problem Northland pointed as (GP) it $0$ out. Community elders demand the sacred bundlesreturn (GVV) to $be returned$ to the place of origin, where a traditional burial will heal the spirit of the Saml But (GVT) didn't they have $haven't they had$ enough time in the last 100 years to do that research? well..perhaps you (GVAUX) $will$ learn a bit about PR. Dear NGO, thanks for telling us claim we can not simply accept a (GWC) silently $in silence$ . We thoroughly believe in the idea of in the equality of humans, the belief (XNCO) importance to safe $importance of safeguarding$ individual rights, to guarantee every citizen freedom (GA) the $0$ campaigner in Highland who has committed will Any (XVPR) count a crime for ideological reason will have to the law (LS) as $than$ any (SU) odd $?$ criminal who com $count on$ less support from Unfortunately I couldn't leave those (XNUC) news $items of news$without my personal comment (as usual), that's why I HAD to enclose an edit although we are not yet quite sure about the reasons of such (XNUC) a $0$ behaviour. We have received a letter from Information Rights Watch Group a medieval form of punishment (LS) into $in$ the 21st century, one of their right-wing delegates honestly believed (XVPR) count will $count on$ (LS)supportas less from the law $than$ any (SU) odd $?$ criminal who committed individuals who are risking a lot to (LS) have $make$ their ideals come true. availability of information (LS) the about $concerning$ their negative effects. Every (LS) chair $board$ of editors has the right to select which letters older people to aquire those (LS) for abilities $skills$ as well. Agenda Today's initial conference was only supposed to enable the delegations to $initial$ contact with each other, (LP) get into $make$ (FS) first -penalty, the synonym for (LP) hard-wing $hard right-wing$ conservative policy is now suddenly regarded as an innovation previous case files on the (LP) After redistribution of their lands-$recuperate$ their cultural heritage. trying to get hold of which had been rejected- they are now Every (LS) chair $board$ of editors has thecarrying select which letters mind$ interests of the readership (LP) right to in mind$bearing in are being publishedthe a letter from Information Rights Watch Group we do not want to (LP) keep away $hide$ from you. the process of researching for articles weare In (WR) $0$ have to rely on information. our inaugural issue of the Eutropian Globe us asked you to share your views on Eutropian political issues with us by writing letters to the editor In (WR) to we $00$ . one Now (WM) $of$ the NGOs has started accusing the editors of the Eutropian Globe of censorsh have to guarantee a certain (WM) quality standard $standard of quality$in and least is We (WO) $manifested$ , the this censorship of any kind have to guarantee a certain (WO) We quality standard $standard of quality$ this is (WM) $manifested$ in the least censorship of any kind. , and Bardland is still leaving the board of the Eutropian Globe uncertain (S) dangling in the $in the dark$ concerning their controversial drug campaign it now Highland's declared goal to Is (S) gag any motion $silence any$ opposition in the country? of guarantee every citizen freedom to (S) of belief $to believe in the religion they wish$ campaigner in Highland who has committed a crime for ideological reason will a crime for profit.count will $count on$ less support from the law (LS Any (SU) odd $?$ criminal who committed have to (XVPR) sentence you refer to was something like andon't seem $?$ The (SU) You advertisingto know something like this you (GVAUX) $will$ learn a bit about PR spot. . well..perhaps form your own opinion about this can (SU) inciting $?$ campaign they have started. you should decide If (SU) in not doing so $?$ , we'd be glad if you could send us (GA) $a$ decision before Monday Wouldn’t cameras in this case be somethingSeriously-anks $?$ (SU) of a sledgehammer? have cameras operating in every area where the public has access to. one shall be No (FM) hold $held$ in slavery or servitude freely and (FS) persue $pursue$ their economic, social and cultural development Elementary edu. shall be (FS) compulsary $compulsory$ will clearly concentrate on the following we (FS) articals $articles$ 499 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context care not only for to (FS) intelectual $intellectual$ but also for (FS) for also (FS) ehtical $ethical$ and social competences of young people because (FS) on $one$ has to find the (LP) golden middle $balance$ obviously has to one (FS) receive $receive$ an education that supports different (WR) ways of $00$ capabilities this statement Does (FS) hit $fit$ your idea of what we should send you (FS) Sincerly $Sincerely$ EdforE talked about our problems last Friday and it (FS) wasen't $wasn't$ necessary to meet again today. regardless (LS) from $of$ (GP) there $their$ cultures quite sure you won't check your messages again today so we I'm (GVT) $will see$ see each other tomorrow Otherwise it is quite (XADJPR) difficult find $difficult to find$ again. it (...) protection of the rights and 3.1.(XNUC) freedoms $freedom$ of others. respect other human beings regardless (LS) from $of$ (GP) there $their$ cultures, Everyone shall have the right (LS) of $to$ freedom of opinion and expression, an individual look Also (LS) on $at$ a pupil's talents should be guaranteed Would you like to send us meanwhile more explanation (LS) $details$ concerning your opinion about because (FS) on $one$ has to find the (LP) golden middle $balance$ between integration and individuality an individual look (LS) on(LCS)a pupil's talents should be that$ Also $at$ for that $so guaranteed he or she will be able to find a decent and fullfilling job.5.12. define what individuality means one hasother To (WR) to know lots of $0$ different individuals and their ways of living, the free choice of employment one obviously has to (FS) recieve $receive$ an education that supports different For (WR) ways of $00$ capabilities. School can and has to help children find the right way to $have$ (WM) respect for the dignity of other human beings.3. Everyone shall have the right (WO) freely to $to freely$ participate in the cultural life of the community, to enjoy the arts and share in our opinion a person is only able to use the whole lot of $all the information and media at his/her disposal$ In (S) information and media I guess they are (S) highly under pressure a lot of pressure$ $under (CS) Die nauml;chste(Ger.) Konferenz ist am 10.11. (Freitag) von 10.30-12.00. Sehr unpassend, habe Veranstatung - und they will be able to support groups which So (GVN) represents $represent$ (LS) represents $hold$ similar opinions. (GVN) represents $represent$ (LS) represents $hold$ similar opinions. (CS) gut! hast schon den neuen eu-globe gelesen? Begin of included message. Wie geht's ? End of included messag (Ger.) . you check your hope (FS) menos $memos$ today This article is only meant to exclude the burdening (FM) $over-burdening$ individuals, of This article (FS) can not $cannot$ be understood in a way(FPW), Accompanying this (FPM) $,$ (GA) the $0$ lawful guaranteed working conditions are manifested. In this respect labour is every action (FPW) , $0$ which requires (GA) an $a$ significant amount of (LS) bother $effort$ , (GA) $a$ service is work in (GA) $the$ economy or society (FPW) , $0$ which is not meant to produce goods. This article (FS) can not $cannot$ be understood in a way $0$ (FPW) , that the state guarantees every citizen a job, which requires (GA) an $a$ significant amount of (LS) bother $effort$ (GA) $a$ service is work in (GA) $the$ economy or society(FPW) work in (GA) $the$ economy or society(FPW) the claim on somebody for (GA) an $a$ principally unlimited task Accompanying this(FPM) $,$ (GA) the $0$ lawful guaranteed working conditions Imposed honorary posts like (GNN) juror $jurors$ or (GNN) election assistant election assistants$ regarded as work) Exceptions to the ban (LS) of $on$ compulsory work $ (not be interpreted in a way, (GP) that it $that$ guarantees the freedom of compulsory labour but it gives the individual the possibility to apprentice (GWC) choose a profession, a place of work and/or a vacancy for an $apprenticeship$ . Furthermore article 5.2 guarantees the (XNCO) freedom of a change of to change one's$ in the case of a (LS) threatening $possible$ loss of employment $freedom profession service from groups who are considered right for this for $Examples of$ services that do not count as forced labour: (XNPR) Examples task. subjective and public right (LS) to $for$ everybody which requires (GA) an $a$ significant amount of (LS) bother $effort$ , and which is usually suitable Exceptions to the ban (LS) of $on$ compulsory work general exception of the ban (LS) of $on$ compulsory labour in the penal system (LS) By $With$ the freedom to choose an employment the access to a job in the case of a (LS) threatening $possible$ loss of employment in a certain profession or (LS) on $in$ a certain place of work the freedom of how to (LS) practise $carry out$ a job. If the relevant article says men can be obliged to (WM) $do$ military service there has to be an explicit law that determines compulsory Dear Highland delegates, (WO) Your questions I can answer as follows $I can answer your questions as follows$ : (S) Equality of the duty for service requiresan equal share forthe work$ . $Everybody must take equal loading of everyone . (S) Protected is mainly the decision for example choice of profession profession is protected$ $The decision concerning the theinto a a particular a craft ( about the entry decision to practise Compulsory labour means the obligation topersonally (SU) do a service $?$ .In this respect labour is every action(FPW), $0$ which requires The obligation is general, if the (SU) has toeveryone by the $?$ and can be done without problems. work be done of affected $Everybody must take an equal(SU) of the work$ . share This prerequisite as well as the general obligation is also met if the obligation is limited to men of a certain age $?$ . $possible$ loss of employment (SU) how exact it interpret the passage ""protection freedomunemployment"" because otherwise it would cause problem (that's I would $?$ .) and the against to give up a job. does not imply a right to work in a way thatacknowledgement claim on privateaor publicprofession or (LS) on $in$ a certain place of work. for an (SU) an individual can $?$ in certain employers for employment, nor does it imply a right This article does not (SU) ensure anybody $?$ a domain and earnings in a free chosen job to find (CS) Wie geht's (Ger.) ? 500 German L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context (CS) ich werde mich mit coastland befassen (Ger.) . have to learn They (FS) to $two$ foreign languages to prove (GP) its $their$ computer-knowledge before getting a has (FS) univerity $university$ -degree Northland has the worst (FS) formated $formatted$ documents ever Please come to the (FS) govermental $governmental$suicide booth have to inform you We (FPW) , $0$ that you used a bad word (""millenium·"") in a memo to prove has (GP) its $their$ computer-knowledge have to learn (FS) to $two?$ foreign languages. every$wants every student toto a computer They (XVCO) wants that Northland has student access have$ Northland is interestesd in an international education $for$ Hi, (LS) of its students. had a I just (LS) short $quick$ look at the draft version of Everybody shall have the right (LS) of $to$ freedom of opinion and expression Hi, (CS) ich will Northland hab'n (Ger.) just I've (FM) send $sent$ a little letter to the globe I mentioned that Highland, Northland and Coastland agreed on our plan to provide citizen. (GWC) connectivity $connection$ for every Juba, Dear (FS) hear $here$ are the questions from I hope I (GVAUX) could $have been able help you, but perhaps you've got them from another one of our team. to$ Would you please define ""emergency-case"" regards to $with regards to$ (LP) in abortion? sent a message to I`ve (FS) midland $Midland$ It seems, that the (FS) midland $Midland$ delegation is a little bit lazy. trying to discuss possible (LS) matches with their $coincidences of$ opinion, members of free speech, I (WR) with have We Dear agree Bob. $0$ have to prevent a new (S) Eutopian of $Eutropia being built under $ such con to prevent a new have (S) Eutopian of $Eutropia being such conditions! built under $ Begin of included message. Hiho especiallyto whatpress pleaseable me (S) to the group I`m tell to $which group I$ belong to? sent a new message to the Midland delegation, trying to discuss possible (LS) to convince them of our goals. of$ opinion, I`ve (SU) respectively $respectfully?$ trying matches with their $coincidences be will (FS) responsible $resposible$ for Coastland and Southland Thomas and Eeva are public relations (GNN) manager $managers$ from CoCo Flory: teleconferendce $teleconference$ about information rights has (FM) be $been$ published.. folks! here we go:1. who is (FS) hey who?highland and bartland $Bardland$ are responsible the constitution not (FS) bur $but$ the declaration of human rights will be (LS) treated $dealt with$ agenda for the the (FS) 3th $3rd.$ (FS) teleconferendce $teleconference$ about information rights we decided that no state is allowed to (LS) refuse $d parents and other (FS) responsables $responsible$ , (FS) as $at$ (FS) shools $schools$ to help them to protect children as $at$ (FS) (FS) shools $schools$ to help them to protect children issues have to be stoppped ( (FS) generaly $generally$ that (WM) (GVN) debase $debases$ human (FS) beeings $beings$ in any ways) will be who (FS) responsible $responsible$ for the realization is who (FS) responsible $responsible$ if people see their (GNN) right $rights$ there be a commission ( (FS) will govermental $governmental$ non(FS) govermental $governmental$?) there be people will (FS) responsible $responsible$ (XADJCO) responsable to observe $responsible for observing$ every point in (FS) mencioned $mentioned$ (FS) acording $according$ (LCLC) acording $according to$ this personal information/records (FS) shoud $should$ be protected it really depends what (FS) the $they$ mean (LS) concretly $exactly$ guidelines from the Commission the (FS) specialy $specially$ created for that. point 3 i don't know if i will be yes (FS) abble $able$ to be in for the conference (WO) globe in (GA) the $0$ issue #1 $In issue #1 of the Globe$ or share sell (GA) $the$ personal information of their (GNN) citizen $citizens$ (WM) $In$ our meeting we decided that no state is allowed to (LS) refuse to any population group or minorities (GNC) the internet access $access to internet$ $deny$ is (FS) responsable $responsible$ if people see their $rights$ who (GNN) right (LS) offended $violated$ ? forbidden $ to sell or share (GA) $the$ personal information of their (GNN) citizen $citizens$ or customers. has (GP) some $someone$ got a (SU) definitiv $?$ answer? (GP) every $all$ personal information/records (FS) shoud $should$ be protected in favor obligations resulting from that guarantee the (GVN) has $have$ to be assumed by the state point 2 issue #1 of the Globe$ (GVV) 1 $In is written $it says$ that not the constitution (FS) bur $but$ the declaration of human rights will b $specially$ created for that. point 3: depending.... (GWC) respecting $having respect our discussion point 4: yes i don't know if i will be (FS) abble $able$ to be in for$ there be people (FS) responsable $responsible$ will (XADJCO)responsable to observe $responsible for the net? observing$ well as the unlimited right to(XNUC) correct as view and informations $information$ kept on oneself (or your organization), declaration of human rights will be the (LS) treated $dealt with$ . so... confusing? state is allowed to no (LS) refuse $deny$ (GNC) the internet access $access to internet$ to any population group or min (FS) responsables $responsible$ , responsables $caretakers$ (FS) as $at$ (FS) shools $schools$ other (LS) defend free speech we (LS) in $on$ the net but we support some restrictions. if people see their (GNN) right (LS) $rights$ offended $violated$ ? will there be a commission ID Code Pre-context Error Category Error Correction Post-context 501 German L1 Error Items (Asynchronous) (FS) the $they$ mean what (LS) concretly $exactly$ (LS) respecting $keeping to$ the guidelines from the Commission (FS) specialy $specially$ created for that well as the unlimited right of(LCLC) acording in every point (FS) mencioned $mentioned$ (FS) acording $according$ as individuals or groups $according to$ this. to top 2: (GP)every $all$ personal information/records (FS) shoud $shou 4. (WM) $In$ our meeting we decided that no state is allowed to (LS) refuse $deny$ (GNC discriminating contents concerning political, social or religious issues have (GVN) debase $debases$ human (FS) beeings $beings$ in any ways). (WM) $which$ to be stoppped ( (FS) generaly $generally$ that everybody will decide about the new law.2. in (GA) the $0$ issue #1 the Globe$written $it says$ that not the constitution but (WO) globe $In issue #1 of (GVV) is (S) It should be forbiddengovernment and commercial enterprises shouldinformation $ $The to the government and commercial enterprises be forbidden to sell or share (GA) $the$ personal confusing? has (GP) some (SU) so... $someone$ definitiv got a $?$ answer?3. the agenda for the (FS) 3th $3rd.$ (FS) teleconferendce $teleconfe them to protect children from help (SU) nautiv $?$ information.further we defend free speech (LS) in $on$ the net two states concerned with (GA) the the $0$ Information Rights anyone notice that Midland(GNC) restrictInternet access of their citizens Did tried to the $their citizens' access to internet$ ? especially to the press speakers and midland concerned people people of Midland$ # Hiho (GNC) $concerned ! please read globe do have to we (XVCO) insist to get $insist on getting$ point of view into the (new) human rights agenda our DEFINITIONS of the rights (LS) like $as$ we want them to be folks, especially the midland(WO) and again the Globe $theIGlobe of 7th Nov again$ Hi troops our press-speakers! just read (2. The News). of 7th Nov again,sorry for bothering you Hiho (WO) with always $always with$ the same stuff, (WO) with (LS) what $that$you already dealtguess. seems like me (S) getting a little bit overacting $overacting a littl $that you already dealtwith$ well I I guess. seems like me well (S) getting a little bit overacting a little bit$ $overacting :-) got time for a fag and So, (FS) cof $cough$ ? we sat there but (S) quite long... $quite a long time$ don't you check your memos??? So, got time for a fag$?$ (FS) cof $cough$ ? sat theregot a hangover, sorry I didn't call yesterday Hey, (SU) anymore and , but we I do....I (S) quite long... $quite a long time$ an adequate education has to care not only for (FS) intelectual $intellectual$ but also for but also for (FS) ehtical $ethical$ and social competences of young people (LP) regardless from $regardless of$ (FS) there $their$ cultures, financial situations, information and ideas of all kinds and through all media without interference by public (...) (FPW) , $0$ authorities help our children become (GA) a $0$ fully independent and self-determined human (GNN) being $beings$ help our children become (GA) (GNN) a $0$ fully being independent and$beings$ self-determinedand independence and self-determination human Also an individual look (LS) on $at$ a pupil's talents should be guaranteed (LCS) for that $so that$ he or she will b to respect other human beings (LP) regardless from$regardless of$ (FS) there $their$ cultures, financial situations, religions, etc Also an individual look (LS) on(LCS)a pupil's talents should be that$ $at$ for that $so guaranteed he or she will be able to find a decent and fullfilling job. School can and has to help children find the right way to $have$ (WM) respect for the dignity of other human beings. because one has to find (S) the golden middle fair balance$ between integration and individuality $a to recieve an education that supports different of capabilities (S) ways $skills$ . In our opinion a person is only able to use the whole lot of information and of guaranteed certain (SU) grade $?$ media with a education; no one is born with a fixed and logical view of the w highlanders. HuchHuch! I have hi (FM) send $sent$ messages to all countries I had some time on hand I(FM) since already send $sent$ a letter to Northland I hope this is (FS) allright $alright$ , because we really need to get really (FS) goin $going$ . They want (GA) $the$ death penalty for drug dealers.. clarify some things regarding abortion, euthanasia and (GA) $the$ death penalty. opinion (LS) about $of$ (GA) their $the$ death penalty. I have so far sent messages to Northland and Coastland (XVPR) asking them $asking them for$ details about abortion and euthanasia more asking them about their opinion(LS) about $of$ (GA) $the$ death penalty. view was not explicitly (LS) (their spoken $manifested$ ). talk We'll (WR) about $0$ more tonight on the phone, o.k.? just that I didn't know whether I'll have time enough It's (WO) $enough time$ tonight...bye, paula Louise! I know it is very (CS) Hi strebsam (?) and out of schedule, you Have (FS) devided $divided$ up into groups you (WO) already have $have already$ devided If (FS) $divided$ up (WM) $the work$ Highlanders! I wasn`t at our Hello (GNC) Monday`s meeting $meeting on Monday$ I don`t know what you have discussed. and so you (FS) devided $divided$ up into groupsdone you $did$ Have (GVT) have like for the last conference? be I will (WM) $participating$ in the conference from home and I hope that I will get access tomorrow. you (WO) already have $have already$ (FS) devided $divided$ up If (WM) $the work$ please tell me (S) to what group you If (WO) already have $have already$ (FS) devided $divided$ up (WM) $the work$ dear (FS) coastland $Coastland$ (FM) refering $referring$ to my(FS) mail i last $I$ want to make you the offer freedom of information and digital (FS) devide $divide$ the constitution will be fixed (LS) till $by/on$ (FS) wednesday $Wednesday$ talk about this point on the teleconference on (FS) monday $Monday$ 502 Latvian L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context overall national policy goals are to improve (GA) $the$ The (FM) economical $economic$ raise(GA) $the$ To (FM) educational $education$ system of Bardland to the international level and social situat (FM) Educational $Education$ system of Bardland It would contribute to (GA) $the$ (FM) economical $economic$ system of the whole (WM) $of$ Eutropia (XVPR) Improving of $Improving$ the (FM) educational $education$ system. drugs(cocaine and marijuana) cause only psychological Soft (FM) dependance $dependence$ parents have too much power in (GA) $the$ (FM) educational $education$ system. Prepared by the (FS) Eutrpoian $Eutropian$ (FS) Commision $Commission$ (FS) Commision $Commission$ on Constitutional Laws Information on Bardland. will gladly provide answers to your (FS) We questions $questions$ (GA) $the$ death penalty is Thus (FS) though $thought$ too cruel thanks to Northland about the idea of (FS) Interpole $Interpol$ to (LP) settle down a It's (FS) pitty $pity$ that we didn't the have (FS) oportunity $opportunity$ to participate in (GA) $the$ conference whenever it (GVT) is $was$ (FS) necessary $necessary$ think that parents should have some (S) We (FS) powre $power$ in school life $ easy-to-make-money business and these measures will rescue many lives of those (FPW) , $0$ who have just started taking drugs, (LCLS) However $Although$ (FPW) , $0$ unemployment is not a very serious problem for Bardland, it expect to get We (GA) $0$ a support from other parts goals are to improve policy (GA) $the$ (FM) economical $economic$ and social situation to promote (GA) the $0$ general understanding raise To (GA) $the$ (FM) educational $education$ system prevent distribution of drugs in To (GA) the $0$ society its organisation (LS) leaves $has$ for (GA) $a$ direct influence future of the (GA) the $0$ society region of Eutropia to be acquainted with each (GA) $the$ education systems in neighbouring regions. promote the continuing development of (GA) $a$ prosperous society flexible More (GA) the $0$ school entering age. to reduce (GA) $the$ demand for illegal drugs to prevent (GA) $the$ inhabitants of Bardland should attempt to find (GA) $a$ solution to this problem would seriously consider we (GA) $the$ legalisation legalisation of (GA) the $0$ soft drugs Furthermore, (GA) $the$ death penalty for dealers should be introduced effect of drugs on the (GA) $the$ human organism included It would contribute to (GA) $the$ (FM) economical $economic$ system (GA) $The$ Geographical position of Bardland allows Providing (GA) $the$ possibility of studying foreign languages expansion$ of $the (GA) $the $ job market Thus (GA) $the$ death penalty is (FS) though $thought$ too cruel our suggestion (LS) of $for$ by (GA) $the$ legalization of (GA) the $0$ soft drugs legalization of (GA) the $0$ soft drugs the (FS) oportunity $opportunity$ to(GA) have participate in $the$ conference on Friday looking foward to communicating with you through (GA) $the$ message center In (GA) $the$ first conference you parents have too much power in (GA) $the$ (FM) educational $education$ system 3)Information on (GNC) drug effect $effects of drugs$ .The policy objectives of Bardland are as follows: 1. (GNC) Developing of the agriculture $Agricultural Development $ (plants). means of the position paper we will try(GNN) solutions for the existing By to find problem $problems$ in Bardland. People without (GP) that $this$ kind of knowledge in the age of information and (GNN) technologies $technology$ may experience certain difficulties. so mandated by parents $if the parents so wish,$school If (S) (GNN) $schools$ can opt out of local authority control and be controlled by th People without (GP) that $this$ kind of knowledge in the age of information and to stop the increasing drug-addiction. (GP) There $These$ are the following suggestions we would like to put forward far as I know some countries like Thailand(whichbecomes As (GVT) $is becoming$ a very popular tourist place nowadays) line The (GVT) is $was$ so busy it that (GVT) turns $turned$ out to be impossible to get through whenever it (GVT) is $was$ (FS) necesary $necessary$ . essential for Bardland's national policy to prevent (GA) $the$ inhabitants of Bardland from using drugs and eliminate It is (GWC) exporting them $their exportation$ to the other countries of the Federation as Bardland is a part professional education to the international level would lead to $the expansion$ rising (GWC) expanding 3. (GWC) Developing $Development$ of new technologies. are still looking foward to communicating with you through (GA) $the$ message centerin the next conference, which is on Wednesday We (XVCO) participate $to participating$ and (XVPR) Improving of $Improving$ the (FM) educational $education$ system. 503 Latvian L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context Investing money in technical sciences, (XNUC) investigations $investigation$ , inventions and technical innovations. its organisation for (LS) leaves $has$ (GA) $a$ direct influence on the future education has always been one of the most (LS) cherished $relevant/important$ issues. a pupil or a student when (LS) acquires $studies$ more than 3 subjects, is too not (LS) stiff $rigid$ It considerably undermines the stability of determining the age of While (LS) entering $starting$ school (WR) system because the drugs are (LS) transhipped $distributed$ to all the Federation via our country is one of the Drugs (LS) burning $main$ problems (LS) of $in$ Eutropia. penalty Death (LS) to $for$ drug dealers serious step can prevent many people (LS) this from making $getting into$ this easy-to-make-money business should be special lectures There (LS) of $on$ health education (explanations (LS) of $on$ the effect of drugs on (GA) $the$ human organism included) In order to prevent its possible increase and (LS) distribution $spread$ (LS) on $within$ the whole territory (LS) distribution $spread$ and (LS) on $within$ the whole territory of Eutropia, some economical measures insure new job and (LS) places $vacancies$ . Cultivating, (LS) gathering $harvesting$ , processing, transporting and selling products would create n expansion$ of (GA) $the $ job market $the (LS) on $in$ the territory of the whole Eutropia computer skills are what (LS) thought $required$ Federation is like one body the (LP) as far as $as long as$ one part of it is aching, the body cannot function well processing, transporting and selling products would create new (LP) job places $jobs$ . Factories processing agricultural products (LP) provide a great number of people with new would working places $jobs$ especially thanks to Northland about the idea of (FS)settle down (LP) Interpole $Interpol$ to $control$ the drug problem. not (S) as big as $as much as$ they have now. Sincerely your but (LP) $Sincerely yours$ , Bardlanders Economical rights: unemployment.1. (LCLS) However A. $Although$ (FPW), $0$ unemployment is not a very serious problem for (LCLC) To my opinion $In my opinion$ these measures make sense. Thank you for your interest. Human psychology usually strives to get what is forbidden. (LCS) In case $If$ there is no ban, the desire is no longer so strong. maintaining democracy, the upper hand in supervisingand nothing$000000$ While (WR) no one should be kept by else than the government itself. determining the age of (LS) entering $starting$ school While (WR) system $0$ , the psychological aspect should not be forgotten. $The$ Geographical position of Bardland allows (GA) (WR) gathering $0$ good harvests. will stop being something mysterious and attractive. Under Drugs (WM) $the denomination of$ drugs we mean cocaine and marijuana, while hard drugs, soft It would contribute to (GA) $the$ (FM) economical $economic$ system of the whole (WM) $of$ Eutropia and insure new job (LS) places $vacancies$ . (GA) $the$ death penalty is (FS) though $thought$ too cruel, but$is a$ Thus (WM) helpful way to solve this problem. As (WM) $we mentioned $ in our Briefing paper we think that parents have too much po citizen should be subjected to regular (twice a The health of the population shouldshould be paidattentionfree of charge. Every (WO) year) check-ups. $Great attention be .paid greatservices- to of the population$ Medical to the health (S) The choice of $Choosing$ the right policy (S) leaves hope for solving $Choosing$ the right policy (S) leaves hope for solving $means we may be able problem of unemployment the to solve$ life of a 21st century person is unimaginable without The (S) the out-of-borders $communicating with people outside our borders$ communication soon as one starts using (GP) those $them$ (GP) unlikely stop it As (S) he $one$ would $be unlikely to stop$ without medical countries like Thailand(which (GVT) becomes $is becoming$ a this measurestourist experience of taking this measure$ . (S) experience very popularhad the place nowadays) $has (GA) $the$ first conference you In (S) didn't have clear understanding what we mean we meant$ $didn't really understand what power'. by 'parents In Bardland parents (S) are significant forceplay a prominent role in$ school policy today. $ shaping If (S) so mandated by parents parents so wish,$ $if the (GNN) school $schools$ can opt out of local authority con think that parents should have some (FS) powre power in school life some say in the running of schools$ We (S) $power$ $ not but (S) as big as $as much as$ they have now. Moreover, it is essential for each region of Eutropia to besignificance with (GA) $the$ education systems in neighbouring regions. (SU) The acquainted of$?$ awareness is undeniable, if taking into consideration overall increase in mobi the . 504 Norwegian L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context e strongly W (FM) recomend $recommend$ cooperation ood morning Midland! G (FS) ower $our$ points are... e have W (FS) no $now$ read your document don't want to make all our We (FS) decitions $decisions$ right now (FS) stucture $structure$ (FS) Distanse $Distance$ learning (FS) spesific $specific$ studies The (FS) Counsil $Council$ of Tertiary Education Your beloved $!$ , (S) (FS) Barland $Bardland$ very it's (FS) imortant $important$ that tertiary education (FS) Sinceraly $Sincerely$ , (FS) Bardlands $Bardland's$ delegation. Explain how important this issue is for your country and why it is so$0$ (FPW) ? important but (GA) $the$ size of the Main Board (WO) can we $we can$ discuss later (GP) How $what$ are your plans related to spending time in the other Eutropea ::::::::::::::::::::::::> we (GVV) are agree $agree$ University Power / Board structure::::::::::::::::::::::::> we (GVV) are agree $agree$ , Private / Public Universities - Studying Fees::::::::::::::::::::::::> we $agree$ (GVV) are agree , Access to Universities / Entrance requirements ::::::::::::::::::::::::> we (GVV) are agree $agree$ with the written entrance examination Relationship between enterprises / industry and education providers::::::::::::::::::::::::> we (GVV) are 100 % agree $agree 100%$ have to:1. you (GVT) Finished $Finish$ 13 years. have to:2. you (GVT) Been $Have been$ working for a long time had a very long and You (GWC) thoroughly $thorough$ policy statement. We don't want to make all our (FS) decitio our Y (GWC) faithfully $faithful$ land,B a r d l a n d" Eutropolis, The (FS) Counsil $Council$ of Tertiary Education should be able to In (GWC) advice $advise$ each institution on what kind of studies and/or subjects they have (FS) no $now$ read your document; ""goals and priorities"". We strongly We (XVPR) agree to $agree with$ a lot of your policy, and would like to (LP) have a cooperati Negotiating would be a main (LS) tool $strategy$ . be used in very (FS) spesific $specific$ studies and short could (LS) studies $courses$ kind of studies and/or subjects they shall what (LS) educate $teach$ . would like to give our We (LS) statements $opinion$ $opinion$ (LS) to $on$ your Draft Paper on Educational Policy.... :) Maintain our low crime rates and (LP) druguse $drug abuse$ and political extremism. would like to and (LP) have a cooperationcooperate$ $ with your delegation. Before you can study at (WR) at $0$ tertiary level, you have to: (GA) $the$ size of the Main Board but (WO) can we $we can$ discuss later. In (S) human related studies Humanities$ (i.e. doctor, teacher, nurse) practical training should be inclu $the (S) Your beloved $!$ , (FS) Barland $Bardland$ . Develope a common education system, which contains elements (SU) as high education $?$ possibilities . Our (SU) which $?$ for the future is better economics, better education possibilit nations should All (SU) maintain all studies $?$ . (FS) Distanse $Distance$ learning could be used in very (F the students are If (FM) physical $physically$ disabled ITC (FS) infra structure $infrastructure$ Computer skills and (FS) avaliabelity $availability$ will you use your How (FS) infra structure $infrastructure$ and computers difference between cable and The (FS) satelite $satellite$ you don't have any if (FS) satelite $satellite$ you have a if (FS) satelite $satellite$ this is cheaper you use if (FS) satelite $satellite$ communication using by (FS) satelite $satellite$ you don't have to worry (FS) distans $distance$ and topology (FS) its $it's$ possible to work at home the « use (FS) excisting $existing$ » coaxcable computers and the Internet as (GA) $a$ true means of communication within and between universitie InfoTech, (LS) in $for$ short (GNN) Dear distance $distances$ cable will be the best solution. difference between cable and (FS) satelite $satellite$ The (GVN) are $is$ : the above article your journalist (GVN) In point $points$ at a very important issue: (LS) in $for$ short (GNN) distance $distances$ cable will be the best solu national preferences no (LS) to $for$ certain countries. (mouse, touch-screen, customized keyboard) (LS) to $for$ disabled learners. lectures shall be given The (LS) to $at$ certain times, and maybe have discussion-groups There will be different needs for the countries (LS) regarding $according$ to geographical differences the students are (FM) physical $physically$ disabled If (WR) it $0$ (FS) its $it's$ possible to work at home. statement This (WM) $is$ just to ""make clear"" our position... 505 Norwegian L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context Thereafter (WO) will we $we will$ try to add the necessary equipment to achieve satisfying ban (S) It is a goal that all$One of shallaims is that everybody access a PC a PC$ . people our have the possibility to has access to Lectures and (SI) that kind $different kinds$ of documents should be available 24-hours on a server. read ""the Globe"" daily and We (SU) appropriate $?$ your paper! right includes adequate food, clothing, and houseing This (FM) $housing$ charity organisations (FM) can not $cannot$ be stationed in every little village. conviction (LS) of $for$ a crime for (FS) wich $which$ this penalty penalty is this (FS) porvided $provided$ by law. Everyone has the right to liberty and (FS) securety $security$ of person (GWC) direct $directed$ to the full (FS) developent $development$ of the human personality the sense of its and (FS) dignety $dignity$ , and shall strengthen peaceful enjoyment of his possesions the (FS) exept $except$ lawful expropriation in public (FS) intrest $interest$ . Everyone has the right to enjoy the highest attainable (FS) stadard $standard$ of physical and mental health according to the (FS) eutropian $Eutropian$ (FS) commissioners (FS) commissioners $Commissioners$ agenda. Abortion. Abortion should be possible when Re: (FPM) $,$ and only when only when and (FPM) $,$ the mother wants an abortion. Everyone has the right to enjoy the highest attainable (FS) stadard $standard$ of physicalUnder conditions (FPW) . $0$ and mental health Counselling should be available in any case, women should be aware$0$all their possibilities (FPW) . of Eutropian Globe. We have received a mail from Info Watch $0$ Dear (FPW) , that (GVN)insinuate $insinuates$ that censorship is being c trust that (GA) $the$ Eutropian Globe will give Info Watch the response they are entitled to We (FPW) , $0$ when they want to express their views in your paper. guarantee adequate food, clothing(FPW) To and housing,. is an important matter $0$ Because no one should freeze or starve, especially not kids. conviction or sentence reviewd by (GA) $a$ higher tribunal (GA) $The$ Right to liberty shall not include (GA) $The$ Delegation of Coastland agree that there should be limitation we believe that freedom of expression(GA) is a $an$ important right trust that We (GA) $the$ Eutropian Globe will give Info Watch the response is What (GA) $an$ adequate standard/and what we can afford, one shall be deprived of No (GP) his $their$ life intentionally a sentence of a court following (GP) his $their$ conviction (LS) of $for$ a crime for have the right to have his/ shall (GP) hers $her$ conviction or sentence reviewd (GVN)isn't $aren't$ able to provide (GP) this $these$ services to all who need such help. It should be possible up to 12 weeks into the pregnancy. And up to 16 weeks, if there special medical reasons, (GVN) is $are$ Eutropian Globe. We have received a mail from Info Watch(FPW), $0$ that Dear (GVN) insinuate $insinuates$ that censorship is being carried out in your organisation. are concerned that charity organisations We (GVN) isn't $aren't$ able to provide (GP) this $these$ services to all who need su person shall be denied the right to(GWC) No education. And the education shall be direct $directed$ to the full (FS) developent $development$ of the human pers delegation Here is our Dear (XNPR) reply on $reply to$ your mails. do not We (XVPR) agree in $agree with$ the last sentence, because it may be (LS) abused $distorted$ following (GP) his $their$ conviction (LS) of $for$ a crime right This (LS) carries with $includes$ duties and responsibilities conditions which would Under (LS) assure $guarantee$ (WR) to all $00$ medical service because it may be (LS) abused $distorted$ decision should be made by the mother the (LS) in $after$ counselling with at least 2 doctors (LS) Like $such as$ financial support, adoption, and arrangements that could be we would do the same (LS) on $with$ our position Everyone has the right to liberty and (FS) securetysecurety of person. (LP) $security$ $security$ of person $personal security$ conditions which would (LS) assure $guarantee$ Under (WR) to all $00$ medical service and medical attention in the event of sicknes persons who The (WR) should $0$ carry this out should only be medical personnel. $The$ Right to liberty shall not(SU) persons who are a danger to themselves or . (GA) include lawful detention $?$ others, and 16 weeks it should not be possible unless the isn't viable After (SU) child $?$ . Counselling should be available in any case, women should Like $such as$ financial support, adoption, and arrangements that could be made to. Etc) Re: Euthanasia. We would like to make it clear that it (LS) (SU) relieve them $?$ 506 French L1 Error Items (Asynchronous) ID Code Pre-context Error CategoryError Correction Post-context hello,I'm JAH ,the Southland 'minister' for (FM) personnal $personal$ rights,… not Im (FM) suppose $supposed$ to write here, m I (FM) suppose $supposed$ to deal with information rights. The (FS) folowing $following$ short text outlines our main priorities think about the Just (FS) eutropian $Eutropian$ governments union ! mat-member of (FS) southland $Southland$ southland $Southland$ (FS) (FS) government $government$ you have some If (GNN) suggestion $suggestions$ for anything ...mat-member of (FS) southland $Southland$ (FS) goverment $gover What kind of info (GVN) need $needs$ the "Secret" (LS) patch $label?$ ? . we all could say:"Information must not be to As (XVPR) hidden $hidden from$ the people" but there is a "but"! sorry, I could not (XVPR) Im answer to $answer$ your questions today. but send us some, we ll try to answer you later. thanks. mat-S Secret" (LS) patch $label?$ can decide about that kind of Who (LS) patches $label?$ ? (FS) ect $etc$ ...mat we think that (FS) whave $we have$ to discuss And (WR) on $0$ this "but" . (R) We (very formal/legal ,style) the Government of Southland, welcome all delegations to these negotiations on th (R) We (very formal/legal ,style) the Government of Southland, welcome all delegations to these negotiations on th Every Eutropian citizen must be (FM) alphabetized $literate$ Priority must be given to(FM) Education in every Eutropia $Eutropian$ state, expose $send$ this (FS) (LS) folowing $following$ policy statement: Every Eutropian citizen has a (FS) priotity $priority$ access to employment to be considered (WR)(GA) is as $0$ an $a$ Eutropian citizen. the government of Southland, We, (LS) expose $send$ this policy statement the government of Southland, (LS) expose $send$ this (FS) folowing $following$ policy statement: person living in the Eutropian community and paying taxes - without any racial, religious every (LS) noticing $making$ Eutropian citizen can vote Every (LS) on $in$ the whole territory of Eutropia" every person living in the Eutropian community and paying taxes - without (GADJCS) an$making$ any racial, religious or gender considerations - is considere (WR) as $0$ (LS) noticing $a$ Eutropian citizen. Policy Statement: government of Southland (R) We (very formal/legal ,style) the government of Southland, (LS) expose $send$ this (FS) folowing $following$ (CS) Voici la liste des eleves, ainsi que des propositions d'horaires.Pour le site Web:MASPER DavidPARPET DavidPRA (Fr.) .maybe see you on monday (CS) Comment on fait (Fr.) changer ce mot de passe pour . speak I don't (CS) Deutch (Ger.) ! Henceforth, we have (FM) developped $developed$ three degrees of punishment if this law is ever to be broken a (SU) speech bill $?$ consisting of five percent of the with (FM) offendant's $offender's$ yearly (LS) revenue $income$ may all know, (FS) As you i $I$ am in (XNPR) charge for the (FS) ministry $Ministry$ of Truth and Information Of course, (FS) i $I$ am waiting for most of you slackers if (FS) mathieu $Mathieu$ and (FS) I $I$ are going to be the only ones working in here (FS) I $I$ might as well have a little fun and wreak havoc I propose myself for the(FPW) interview with ,the Globe $0$ to make our statements clear about 'information rights' may all know, (FS) i $I$ am in charge for As you (XNPR) $charge of$ the (FS) ministry $Ministry$ of Truth and Information speaking (LS) evil $badly$ of our nation's leaders, and corrupting our younger minds with ideas consisting of five percent(LS) (FM) offendant's $offender's$ yearly of the revenue $income$ If a (LS) lone $individual$ person or group of under ten persons is reported to have twenty years ten to (LS) of $in$ jail, or half the time served as Southland's security And (WM) $is$ being threatened by outlaw journalists, we were compelled to do something about iin happier times, but today's situation is (WM) $getting$ out of hand. sentence for the guilty The (WM) $person/people$ will be ten to twenty years (LS) of $in$ jail, or half the time served in our newly-op remarks about the physical appearance of any of our leaders lightly$ , with a (SU) speech bill $?$ consisting of five percent Simple (WO) lightly paid for $paid for will be waving their all-powerful "rights" dirtyingus and thus while (S) before $?$ our nation's government. Stability is needed in each and every state. be known that the greatest minds worked in perfect harmony, and that towards a brighter future. let it (SU) waling $?$ we are is Freedom of Information ? It is, baselessly state,$?$ excuse for arrogant businessmen to attack waving their all-powerful "rights" before us and thus (S What (SU) sadly in our the our beloved president, while remarks about the physical appearance of any of our leaders will be (WO) lightly paid percent offor lightly$ , with a Simple (SU) speech bill $?$ consisting of five for $paid the (FM) offendant's hope that the current situation will be Let us (SU) strongly moderated $?$ with our Strong Stand on this issue, and that we may overcome any civil difficulties 507 Appendix IX: Error Items Spanish L1 Group 508 Spanish L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <1:267:490:D_Z_M> foment $promote$ (GA) the $0$ c) To (LS) (FM) technologic $technological$ development in Eutropia. <1:369:490:D_Z_M> that these two years should be part We think (FS) iof $of$ secondary education. <1:267:490:D_Z_M> foment $promote$ the c) To (LS) (GA) $0$ (FM) technologic $technological$ development in Eutropia. <1:267:490:D_Z_M> d) To eliminate (GA) the $0$ illiteracy. <1:311:490:D_Z_M> c) Educational centres and teaching staff must be supervised to guarantee (LS) global recycling $global retraining?$ . (GA) the $0$ <1:303:490:D_Z_M>a single campus is not a bad idea, but (WR) we $0$ a vast land extensionbe better. and students would be isolated from the city; so perhaps several ( TEC as (GNN) campus $campuses$ could is required, <1:311:490:D_Z_M> b) Avoiding all (GNN) kind $kinds$ of discrimination. <1:372:490:D_Z_M> To everybody, we(GP) discuss it will $things$ by mail. <1:257:490:D_Z_M> Our comission hopes that the (LSF) exposition $open/public discussion$(Sp. Exposición) of different points of view best solution. (GVT) help $will help$ everybody (LS) to reach $to come to$ the <1:257:490:D_Z_M> Our comission hopes that the (LSF) exposition $open/public discussion$(Sp. best solution. different points of view (GVT) help $will help$ everybody (LS) to reach $to come to$ the Exposición) of <1:267:490:D_Z_M> c) To (LS) foment $promote$ (GA) the $0$ (FM) technologic $technological$ development in Eutropia. <1:311:490:D_Z_M> c) Educational centres and teaching staff must be supervised to guarantee (GA) the $0$ (LS) global recycling $global retraining?$ . <1:311:490:D_Z_M> centres have the obligation to prepare students forfuture working life/their future professional life$ . e) Tertiary (LS) the working future $their <1:341:490:D_Z_M> your proposal We accept (LS) about $for$ a private conference, but we will arrange it via mail. <1:358:490:D_Z_M> clarify(LS) exact ageschool tertiary Could you the to start $education$ ? <1:257:490:D_Z_M> Our comission hopes that the exposition (LSF) $open/public discussion$(Sp. Exposición)view (GVT) help $will help$ everybody (LS) to reach $to com of different points of <1:267:490:D_Z_M> e) Education centres should promote solidarity, peace and collaboration among people (WR) of $0$ everywhere. <1:303:490:D_Z_M>a single campus is not a bad idea, but TEC as (WR) we $0$ a vast land extension is required, and students would be isolated from the city; <1:267:490:D_Z_M> b) An official common (WM) 0 $language$ , but always respecting the culture, language and customs of each country. <1:333:490:D_Z_M> the 24 (SI) availability of TEC, that only security guardsthat only security guards have to work 24 hours/round the clock.$ Regarding hour we propose $we propose work.. <1:331:490:A_G_C> going to coordinate the technology in Eutropolis we As we are (GVT) send $will send$ (WO) to you our main ideas (LS) in $on$ this topic: $our main ideas on this topic <1:331:490:A_G_C> going to coordinate the technology in Eutropolis (GVT)we send $will send$ (WO) to youon this topic to you:$ As we are (LS) in $on$ this topic: $our main ideas our main ideas <1:331:490:A_G_C> of Information Technology is becoming more$has more important in our society. Therefore, its integration objectives: The role (LSF) has been converted into and become$ a necessity.(Sp. se hahave proposed two main (S) in education $into the education system a necessity. We convertido en) <1:331:490:A_G_C> · (S) Education of (LSF) professors $teachers/lecturers$and pupils on what technologies are available and how to use them. $Both lecturers (Sp. profesores) <1:331:490:A_G_C> purpose (LP) With the of achieving these of action lines general aims, we would of action$ forth the following $plan like to set <1:331:490:A_G_C> going to coordinate the you our main ideas (LS) in(GVT)we send $will send$ As we are (WO) to technology in Eutropolis main ideas on this topic to you:$ $our $on$ this topic: <1:331:490:A_G_C> of Information Technology is becoming more$intomore important in our society. Therefore, into $has become$ a necessity.(Sp. se ha convertido en) The role (S) in education and the education system$ been converted its integration (LSF)has <1:331:490:A_G_C> hand, (S) On the one to accelerate the entry of schools up the information of schools in the information society$ . $to speed in the integration society <1:331:490:A_G_C> (S) Education of (LSF) professors $teachers/lecturers$ should be informed of the different technologies available and how how to u . $Both lecturers and pupils (Sp. profesores)and pupils on what technologies are available and they are <2:382:490:R_L_G> all , the Delegation of Northland First of (FM) want $wants$ to greet all countries (GP) which $who$ (GVT) participate $are participating$ <2:382:490:R_L_G> the Delegation of Northland Finally (FM) hope $hopes$ to get a global agreement , <2:382:490:R_L_G> all , the Delegation of Northland (FM) want $wants$ to greet all countries participate $are participating$ in this teleconference. First of (GP) which $who$ (GVT) <2:382:490:R_L_G> all , the Delegation of Northland (FM) want $wants$ to greet all countries (GP) which $who$ First of (GVT) participate $are participating$ in this teleconference. <2:438:490:R_L_G> do you (LS) is the acknowledge And what think $knowledge$ of a teacher, Midland? <2:441:490:R_L_G> with Coastland We agree (LS) in $with$ these three specific policies <2:382:490:R_L_G> We represent the illusion of our citizensthe build a great Eutropia , for thischoose$ Education Policy for Eutropolis. (S) we have to obligation $we are obliged to the best of getting reason <2:423:490:R_L_G> But, Midland, we (S) that teachers should participate$also in these administrative tasks, because they have a lot of experience think in how this world works with the university environment$ <2:400:490:R_L_G> mean general access ordesible Do you (SU) by the $?$ <2:402:490:R_L_G> (SU) ? $?$ <2:581:490:P_H_V> Just indirect taxes. Who (FM) disagree $disagrees$ , please? <2:428:490:P_H_V> We (FS) tink $think$ teachers and students shoud be involved in the administrative structure <2:548:490:P_H_V> (FS) Finanacial $Financial$ resources are not important at all, we think. <2:560:490:P_H_V> We prefer (GA) a $an$ entrance exam. <2:637:490:P_H_V> It has been a pleasure to discuss (GA) the $0$ education policy with the other delegations. <2:499:490:P_H_V> Sorry, we (GVT) had had $have had$ a lot of problems with the computers. Good morning again <2:571:490:P_H_V> on the market needs: that they must change according to new marketaneeds. We don´t want (LS) to prepare $to train$ a lot of people who Updated GVAUX) don´t $can't$ get job (WM) $afterwards$ . <2:581:490:P_H_V>think that (XNCO) any problem $don't think there is any problem$ We (S) there isn´t in $with$ (LS) finantion $financing$ . Just indirect taxes. Who (FM) disagree $disagrees$ , ple <2:431:490:P_H_V>with the equal representation I agree (LS) by $of$ the three groups <2:548:490:P_H_V> (FS) Finanacial $Financial$ resources are not important at all, we think. We prefer more importance (LS) for $to be given to$ qualifications. <2:571:490:P_H_V> on the market needs: that they must change according to new market needs. We who (GVAUX) don´t $can't$ get a job (WM) $afterwards$ . Updated (LS) to prepare $to train$ a lot of people don´t want <2:581:490:P_H_V>think that (LS) isn´t any problem $don't think there is any problem$Just indirect taxes. Who (FM) disagree $disagrees$ , please? We (S) there finantion $financing$ . (XNCO) in $with$ <2:514:490:P_H_V> that firms should collaborate help indirect $financial support$ , that is, training: seminars, etc. We think (LP) money with <2:571:490:P_H_V> on the market needs: that they must change according to new market needs. We don´t want (LS) to prepare $to train$ a lot of people who (GVAUX Updated (WM) 0 $afterwards$ . <2:581:490:P_H_V> We (S) think that there isn´t any problem there is (XNCO) in $with$ (LS) finantion $financing$ . Just indirect taxes $don't think any problem$ <2:637:490:P_H_V> all, the Delegation of Northland the otherthank $other delegationsan agreement inin coming to an ageement on$ First of (S) effort of want to delegations for getting for their effort the education policy. <2:637:490:P_H_V> we expect Finally, (S) that we can see a great Eutropia in not Eutropia in the not-too-distant future$ . $to see a great much time <2:637:490:P_H_V> policy. (SU) education It is the best that we can resolve best solution has can come to?$ to discuss (GA) the $0$ education policy with the other dele $?it is the . It we been a pleasure <2:574:490:J_V_G> enterprises should collaborate with (GA) $the$ university because students will be future -we think (FS) proffessional $professionals$ <2:588:490:J_V_G> -we should take into account general (FS) qualification $qualifications$ and (LS) to promediate <2:510:490:J_V_G> that We think (GA) the $0$ education must be free for everybody, so everyone (GVAUX) could $can$ (LS) acc <2:574:490:J_V_G> enterprises should collaborate with -we think (GA) 0 $the$ university because students will be future (FS) proffessional $professionals$ <2:518:490:J_V_G> think enterprises mustuniversity economically with Also, we (GNN) collaborate $universities$ 509 Spanish L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <2:531:490:J_V_G> want money We don't (GVT) were $to be$ a problem (LS) to access $to gain access $ to university <2:510:490:J_V_G> that (GA) the $0$ education must be free for $can$ We think (GVAUX) could everybody, so everyone access to $have access to$ university (LS) <2:510:490:J_V_G> that (GA) the $0$ education to be free for$have accessso everyone (GVAUX) could $can$ We think (LS) access must everybody, to$ university <2:531:490:J_V_G> want money (GVT) were $to be$ a problem $to gain access $ to university We don't (LS) to access <2:552:490:J_V_G> should pass an exam to access to Everyone (LS) $get access to$ university, so everybody will have the same chance. <2:588:490:J_V_G> -we should take into account general (FS) qualification$work out the average together $ (LS) to promediate $qualifications$ and <2:588:490:J_V_G> with the (LS) access $entrance$ exam <2:594:490:J_V_G> we (S) think it is not a good idea $don't think it is a good idea$ <2:608:486:L_C_T> #188 please meet (GA) on $during $ us (LS) 0 $the$ teleconference on wednesday! <2:608:486:L_C_T> #188 please meet (LS) us on $during$ (GA) $the$ teleconference on wednesday! <2:597:490:L_C_T> In a reasonable way, that is: What rate per cent of all Eutropia? (SU) $?$ <2:533:490:A_B_M> agree with We do not (GA) 0 $an$ oral exam ,because you (GVAUX) could $can$ . <2:639:490:A_B_M> a pleasure to discuss It has been (GA) the $0$ education policy with the other delegations. <2:542:490:A_B_M> if Of course (GP) someone $anyone$ would like to have an oral examination (GP) he $they$ could have it. <2:542:490:A_B_M>oral examination have an (GP) he $they$ could have it. <2:533:490:A_B_M> agree with (GA) $an$ oral exam ,because you We do not (GVAUX) could $can$ .get nervous. We prefer written <2:563:490:A_B_M> (WM) $that$ all people will beaccess (LS) able to $gain access to$ university <2:582:490:A_B_M> in message 157 that everyone who would like to access $ We mean (LS) access $gain to a certain university should pass the same exam. <2:589:490:A_B_M> want to(LS) Yes if we sponsor $fund$ (WO) completely the educational system $the educational system completely$ <2:601:490:A_B_M> to have just a reasonable of taxes In order (LS) raise $tax increase$ we count on the collaboration of firms. That's the reason why we want a marke <2:563:490:A_B_M> we (WO) prefer to lay also $also prefer 0 $that$ Of course (WM) to lay$more importance on qualifications, because we defend a completed sponsored education by th all people will be able to (LS) access $gain access to$ university <2:563:490:A_B_M> we (WO) Of course prefer to lay also $also prefer to lay$ more importance on qualifications, because we defend a completed sponsored e <2:589:490:A_B_M> want to(WO) sponsorcompletely the educational system Yes if we (LS) $fund$ $the educational systemhave to raise taxes we completely$ <2:639:490:A_B_M> all, the Delegation of Northland want to delegations delegationsan agreement inin coming to an ageement on$ First of (S) effort of the other thank the for getting for their effort $other education policy. <2:639:490:A_B_M>we expect Finally, (S) that we can see a great $to see a in not Eutropia in the not-too-distant future$ . Eutropia great much time <2:639:490:A_B_M> policy. (SU) education It is the best that we can resolve best solution has can come to?$ to discuss (GA) the $0$ education policy with the other $?it is the . It we been a pleasure <3:776:490:J_P_J> able to apply his if he is (FM) theoretic $theoretical$ knowledge <3:769:490:J_P_J> . We propose a more specific education to reduce the years (FS) or $of$ study because it is useful <3:645:490:J_P_J> (GP) every (GA) $all countries$ of Hello country 0 $the$ Eutropian Federation: <3:645:490:J_P_J> Therefore, the most important thing is (WO) to reach $an$ (GA) 0 agreement for all sides $for all sides to reach ageement$ . <3:738:490:J_P_J> he (GVN) have $has$ (LS) to make $to do$ (Sp. hacer un $ (GA) the $an exámen) (LS) admittance $entrance$ exam <3:776:490:J_P_J> We disagree with (GA) the $a$ final exam when you (LS) end $finish$ (LS) your studies, <3:776:490:J_P_J> (LS) in $at$ because (GA) the $0$ University you have done a lot of exams and you have already (S) shown your k <3:796:490:J_P_J> So many basic studies are not necessary (LS) to $a$ $to attain$ specific degree #121: (GA) an reach <3:824:490:J_P_J>If you are going to work in 151# (GA) a $an$ enterprise you need to be a good social communicator and to know <3:851:490:J_P_J> making the Educational0System for Eutropolis $the$ for We are (GA) and not Eutropian Federation, according to this we prefer teaching in English <3:645:490:J_P_J> the Nordish We are (GNN) delegations $delegation$ (LS) of $for$ the curriculum topic.. <3:645:490:J_P_J> We hope that future discussionscitizen (GNN) will lead to a comfortable capital for all of Eutropolis. $citizens$ <3:781:490:J_P_J> (2 semesters ): -1 year (GNN) Basics $Basic$ Studies. <3:879:490:J_P_J> Religious education is a good option, but everybody should be able to choose (GP) his $their$ religion as a subject and nobody should impose it. <3:841:490:J_P_J> Religious education is a good option, but everybody should be able religion as a subject and nobody should impose it. #169: (GP) his $their$ to choose <3:645:490:J_P_J> Hello (GP) every country $all countries$ of (GA) $the$ Eutropian Federation: <3:738:490:J_P_J> a person over 30 #79: If GVN) want $wants$ to continue his/her studies, <3:738:490:J_P_J> he (GVN) have $has$ (LS) to make $to do$ (Sp. hacer un exámen) (GA) the $an $ (LS) admittance $ <3:689:490:J_P_J> We think that everybody (GVM) has $should have$ the same (LS) conditions $opportunities$ , and (S) never is late if you can impr <3:788:490:J_P_J> the job Internship #118:In (GVM) you applying $you apply$ (S) your studies to the employment $what you have learned to a specific job$ a <3:676:490:J_P_J>think that you must be more specific (LS) in $with$ the topics and to (LSF) treat $deal with them$ (Sp.Tratar) (LP) one to one $one by one$ . We (GVNF) trying $try$ <3:824:490:J_P_J>If you are going to work in (GA) a $an$ enterprise youto listen to$a good social Several points of viewknow 151# (GVNF) hearing $how need to be everybody. communicator and to are always good <3:680:490:J_P_J> However, this topic should (GVV) have studied $have been studied$by another delegation (policy). <3:769:490:J_P_J> . We propose a more specific education to reduce the years (FS) or $of$ study because it isin the market place $00$ to have specific professionals that (GVT) were $are$ able (S) to enter useful (WR) in order <3:645:490:J_P_J> the Nordish (GNN) delegations $delegation$ $for$ We are (LS) of the curriculum topic.. <3:676:490:J_P_J>think that you must be more specific We (LS) in $with$ the topics and <3:680:490:J_P_J>  If we want to live in to access system $in$to gain access$ where everyoneandequal$ , all students should have the same opportunities (LS) (S) an equal a political system to University, is (LCLS) then $therefore$ we <3:689:490:J_P_J> We think that everybody (GVM) has $should have$ the same (LS) conditions $opportunities$ , and (S) never is late if you can improve your knowledge $it is never too late t <3:700:490:J_P_J> University To 44# (LS) access $entrance $ examination which accounts for 40% of the final mark. <3:738:490:J_P_J> a person over 30 (GVN) want $wants$ to continue do$ #79: If (LS) to make $to his/her studies, (Sp. hacer un exámen) he (GVN) have $has$ <3:738:490:J_P_J>the $an $ (LS) (GA) admittance $entrance$ exam <3:761:490:J_P_J> Changing (LS) into $to$ statement 5, we believe that three years are enough for a good education in (WR <3:769:490:J_P_J> enterprises Besides, (LS) request $seek$ younger people <3:769:490:J_P_J> they learn because (LS) earlier $more quickly$ than older ones and practical knowledge is more useful than theory. <3:776:490:J_P_J> #106: We disagree with (GA) the $a$ final exam when you (LS) end $finish$ your studies, because <3:776:490:J_P_J> your studies, because (LS) in $at$ (GA) the $0$ University you have done a lot of exams and you have already (S <3:796:490:J_P_J> So many basic studies are not necessary #121: (LS) to reach $to attain$ (GA) an $a$ specific degree. <3:676:490:J_P_J>think that you must be more specific (LS) in $with$ the topics and (Sp.Tratar) to one $one by one$ . We (LSF) treat $deal with them$ (GVNF) trying $try$ to (LP) one <3:713:490:J_P_J> We think (LSF) a goodaidea but it is not necessary (WO)course$ (Sp. a person over 30 $for a person over 30 to study a degree course$ To 61# that is career $a degree to study for carrera universitaria) 510 Spanish L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <3:788:490:J_P_J> the job Internship (GVM) you applying $you apply$ degree$ (Sp. Carrera universitaria) $what you have learned to a specific job$ and then when #118:In (LSF) the career $your (S) your studies to thehave a diploma with your studies finished. you will employment <3:824:490:J_P_J> points of view are alwaystreat about Several (LSF) to good to reach an agreement and you should know (WM) $how$ $to deal with$ (Sp. it, tratar) <3:676:490:J_P_J> We think that you must be more specific (LS) in $with$ theby one$and (GVNF) trying $try$ to (LSF) treat $deal with them$ (Sp.Tratar) (LP) one to one $one topics . <3:680:490:J_P_J> all students should have the same opportunities (LS) to access $to gain access$(S)do not have and (LCLS) then $therefore$ we to University, to make differences according to $we should not discrimin <3:761:490:J_P_J> Changing (LS) into $to$ statement 5, we believe that three years are enough for(WR)of education in and one for job internship (WR) the $0$ most a good $0$ degrees <3:761:490:J_P_J> we believe that three years are enough for a good education in (WR) the $0$ most and one for job internship (WR) of $0$ degrees <3:769:490:J_P_J>propose a more specific education to reduce the years (FS) or $of$ study because it isprofessionals that (GVT) were $are$ able (S) to enter in the m . We (WR) in order $00$ to have specific useful <3:781:490:J_P_J> To #113:The reduction of study (WM) 0 $time$ is as follows: <3:824:490:J_P_J> points of view are always good to reach an agreement and you should knowtreat about $to deal with$ (Sp. tratar) it, Several (WM) 0 $how$ (LSF) to <3:645:490:J_P_J> Therefore, the most important thing is (GA) $an$ agreement for allto reach ageement$ (WO) to reach $for all sides sides . <3:713:490:J_P_J> We think that is a good to study (LSF) a necessarydegree course$ 30 tocarreraauniversitaria) for a person over 30 To 61# (WO) idea but it is not career$for a person over (Sp. study degree course$ $a <3:851:490:J_P_J> making the Educationalthe capital language $thenot for (GA)the). Eutropian Federation, according to this we prefer teaching in English and in We are (WO) System for Eutropolis and language in $the$ capital$ <3:680:490:J_P_J>  If we want to live in an equal system (S) $in a political system all students should equal$ same opportunities (LS) to access $to gain access , where everyone is have the <3:689:490:J_P_J> We think that everybody (GVM) has is late if you can improve yourconditions $opportunities$ , and (S) never $should have$ the same (LS)too late to improves one's knowledge$ . $it is never knowledge <3:769:490:J_P_J>propose a more specific educationin the market placebecome integrated into the labouruseful (WR)experience. to have specific professionals that . We (S) to enter to reduce the years (FS) or $of$ study because have a really real in order $00$ $to , where they it is market$ <3:776:490:J_P_J> #106: We disagree with (GA) the knowledge $demonstrated (LS) end $finish$ (LS). your studies, because (LS) in $at$ (GA) the $0$ University y (S) shown your $a$ final exam when you what has been learnt$ <3:788:490:J_P_J> the job Internship (GVM) you applying $you apply$ you have learned then specific job$ #118:In (S) your studies to the employment $what and to a when you finish (LSF) the career $your degree$ (Sp. Carrera universit <3:728:490:J_P_J> it is a good idea to help mothers to continue with their studies, but it is difficult to To 69#: (SI) measure it $quantify their abilities$ <3:671:490:J_O_D> with the We agree (FS) Eotropian $Eutropian$ <3:671:490:J_O_D> (FS) comision $Commission$ with the statement: <3:774:490:J_O_D> if not we(FS) be (LS) cheating $deceiving$ (GP) us $ourselves$ and we (XVPR) to put in practice $to put into practice $ our education (W because would wil $will$ not be able <3:802:490:J_O_D> that (WM) $those$ kind of subjects (social & educational) should be We think (FS) suplementary $supplementary$ programmes <3:749:490:J_O_D> not want (S) a limitation of $to limit$ the number of students, how do you control your resources If you do (FPM) . $?$ <3:828:490:J_O_D> also necessary because They are (GP) 0 $they$ make (WO) healthy people $people healthy$ . <3:774:490:J_O_D> take care of our resources, because if not we $ourselves$ cheating we (FS) wil $will$ not be able (XVPR) to put in practice $to put into prac We must (GP) us would be (LS) and $deceiving$ <3:774:490:J_O_D> take care of our resources, because if not we $to putbe (LS) cheating education (WM) $policy$ . We must (XVPR) to put in practice would into practiceour $deceiving$ (GP) us $ourselves$ and we (FS) wil $will$ not be able $ <3:694:490:J_O_D> Yes of course, we agree. There is not To #40. (LS) an only frame $one unique frame$(Sp. un único marco) (WM) $of reference$ <3:694:490:J_O_D> the to solve (LS) several $different$ questions. <3:719:490:J_O_D>the About (LS) access $entrance$ examination: <3:749:490:J_O_D> reach a situation in which you might have more students than society needs for being incorporated into the labour You can (LS) world $market$ . <3:762:490:J_O_D> We propose that academic qualifications in High School (SI) must be higher $be considered more important$ than (WM) $the$ (LS) access $entrance$ examination: <3:774:490:J_O_D> take care of our resources, because if not we $deceiving$ We must (LS) cheating would be (GP) us $ourselves$ and we (FS) wil $will$ not be able (XVPR) to put in prac <3:719:490:J_O_D> We propose an examination in order to control the number of students that. want to enter in a specific (LSF) career $degree course$ (Sp. carrera universitaria) <3:802:490:J_O_D> that (WM) $those$ kind of subjects (social & educational) should be (FS)needed for a multi-ethnic society.programmes We think (LCS) but $although$ they are suplementary $supplementary$ <3:694:490:J_O_D> Yes of course, we agree. There is not (LS) an $of reference$ unique frame$ (Sp. un único$different$ questions. To #40. (WM) 0 only frame $one to solve the (LS) several marco) <3:762:490:J_O_D> We propose that academic qualifications in High School (SI) must be higher $be considered more important$ than (WM) 0 $the$ (LS) access $entrance$ examination: <3:774:490:J_O_D> take care of our resources, because if not we $policy$ (LS) cheating $deceiving$ (GP) us $ourselves$ and we (FS) wil $will$ not be able (XVP We must (WM) 0 would be . <3:802:490:J_O_D> that We think (WM) 0 $those$ kind of subjects (social & educational) should be (FS) suplementary $suppleme <3:828:490:J_O_D> also necessary because (GP) $they$ make $people healthy$ . They are (WO) healthy people <3:749:490:J_O_D>do not want If you (S) a limitation of $to limit$ the number of students, how do you control your resources(FPM) $?$ . <3:828:490:J_O_D> that sport and supplementary programes are a very good complement level$ We think (S) in the tertiary school $at the tertiary education are also necessary because (GP) $they$ make (WO) healthy people $peo . They <3:762:490:J_O_D> We propose that academic qualifications in High School considered more important$ (SI) must be higher $be than (WM) $the$ (LS) access $entrance$ examination: <3:872:490:D_L_R> teach tolerance to children, (GP) $it$ is very important for personal education. We should include a tolerance subject in primary and We can (FS) secundary $secondary$ school <3:882:490:D_L_R> that in (FS) We think eutropolis $Eutropolis$ <3:882:490:D_L_R> (WO) should be spoken (FS) Midish $Middish$ $Middish should be spoken$ because (GP) $it$ is in Midland and English (WR <3:856:490:D_L_R> is absolutely needed thea world that advances (LS) to $towards$ Tolerance (GA) in $0$ globalization <3:897:490:D_L_R> (GA) 0 $A$ Tolerance subject should deal with (WM) $having$ respect for other people, an <3:882:490:D_L_R> (WO) should be spoken (FS) Midish $Middish$ $Middish should be spoken$in Midland and English (WR) because $0$ is the common language (GP) 0 $it$ is because <3:872:490:D_L_R> teach tolerance to children, We can (GP) 0 $it$ is very important for personal education. <3:897:490:D_L_R> Tolerance subject should deal with (WM) $having$ respect for (XVCO) feeling $to feel$ not better or worse, (LS) otherwise $just$ different. (GA) $A$ (GVNF) to learn $learning$ other people, and (SU) <3:897:490:D_L_R> Tolerance subject should deal with (WM) $having$ respect for not better or worse, (LS) otherwiselearn $learning$ (GA) $A$ (XVCO) feeling $to feel$ other people, and (SU) (GVNF) to $just$ different. <3:856:490:D_L_R> is absolutely needed to a world that advances Tolerance (LS) in $towards$ (GA) the $0$ globalization <3:897:490:D_L_R> (GVNF) to learn $learning$ (XVCO) feeling $to feel$ not better or worse, and (SU) (LS) otherwise $just$ different. <3:863:490:D_L_R> not tolerant, we won´tmade from develope a new city like Eutropolis from 5 countries. If we are (LP) be able to $made up of$ people <3:882:490:D_L_R> that in (FS) eutropolisbecause We think (WR) $Eutropolis$ (WO) should be spoken (FS)is the common language $0$ Midish $Middish$ $Middish should be spoken$ because (GP) $it$ is in Midlan <3:897:490:D_L_R> Tolerance subject should deal with (GA) $A$ (WM) 0 $having$ respect for other people, and (SU) (GVNF) to learn $learning$ (XVCO) feelin <3:882:490:D_L_R> that in (FS) eutropolis $Eutropolis$ (FS) Midish $Middish$ because (GP) $it$ is in Midland and English (WR) because $0$ is the common We think (WO) should be spoken $Middish should be spoken$ <4:936:490:491:F_M_J> Retired citizens should have access to (FM) universitary $university$ education in their free time <4:1062:490:F_M_J> #95, Midland, we (FM) with the idea of agree openning $opening$ the field of (FS) copy-rigths $copyrights$ to all countries in Eutropia <4:1080:490:F_M_J> #102, Encryption (FM) (GA) a $the $ is in developping $developing$ phase now, <4:1095:490:F_M_J> for short distances (WM) $it$ is better to use$ecological$ (it is and faster) We think (FM) echologycal optical fiber <4:1101:490:F_M_J> propose(FM) #114,We a common fund where each country $proportion$ proportional could contribute with a to $of$ (GP) his $their$ GDP (Gross Domestic Product). (LS) <4:1062:490:F_M_J> #95, Midland, we (FS) with the idea of (FM) openning $opening$ the field of countries in Eutropia. agree copy-rigths $copyrights$ to all 511 Spanish L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <4:1080:490:F_M_J> #102, Encryption (GA) is in a $the $ (FM) developping $developing$ phase now, so we recommend (SU) to search <4:1101:490:F_M_J> propose(GP) #114,We a common fund where each country$their$contribute with a (FM) proportional Product). his could GDP (Gross Domestic $proportion$ (LS) to $of$ <4:911:490:F_M_J> thinks that the main points to be Northland (GVM) discuss $discussed$ in this teleconference should be: <4:1016:490:F_M_J> think the(GVAUX) would #64, We basic computer literacy $should$ be learnt in the High School. <4:1044:490:F_M_J> agree with this point, but we #84, We (GVAUX) would $should$ discuss (WR) about $0$ the possibility (XNCO) to build $of building$ a broadb <4:1044:490:F_M_J> agree with this point, butbuild #84, We (XNCO) to we (GVAUX) would $should$ discuss (WR) about $0$ the possibility the local network in Eutropia. $of building$ a broadband network that links <4:925:490:F_M_J> that -workers (XVCO) want $want to$ <4:979:490:491:F_M_J> But what about people that want learn (XVCO) $want to learn$ Philology, Fine Arts and so on. <4:925:490:F_M_J> their (XNUC) improve knowledges $knowledge$ . <4:957:490:F_M_J>propose to (LS) in this in all So we invest area $throughout$ the Federation. <4:970:490:F_M_J> If old people in Eutropolis want to (LS) earn $get$ a degree, they have to go to a tertiary institution (TEC). <4:1101:490:F_M_J> propose(LS) #114,We a common fund where each country$of$ contribute with a (FM) proportional $proportion$ Product). to could (GP) his $their$ GDP (Gross Domestic <4:1044:490:F_M_J> agree with this point, but we (GVAUX) would $should$ discuss the possibility (XNCO) to build $of building$ a broadband network that links th #84, We (WR) about $0$ <4:1095:490:F_M_J> for short distances We think (WM) 0 $it$ is better to use optical fiber (it is (FM)echologycal $ecological$ and faster) and <4:1111:490:F_M_J> propose to improve the existing networks with the help of the previous fund. We propose a #116, We (S) wide Eutropian plan $comprehensive plan for Eutropia$ . <4:1080:490:F_M_J> #102, Encryption (SU) (GA) a $the $ (FM) developping $developing$ phase now, so we recommend is in to search $?$ in this field. <4:1089:490:F_M_J> problem is very difficult the access nowadays #110,The (SU) avoid $?$ . <4:1031:490:D_G_B> The university would give an excellent (FM) physically $physical$ and remote access to all the students in general. <4:945:490:D_G_B> This technology should be established as soon as (FS) posible $possible$ , so that we can (LP) take benefit from $take advantage of $ <4:920:490:D_G_B> daily activity easier and allow all to make (GA) the $0$ enterprises to achieve their objectives in some way <4:920:490:D_G_B> Furthermore we think that (GA) the $0$ learning (LS) of $about$ the information technologies and their applications <4:920:490:D_G_B> introversion, that is, the of communication$0$ the rest of These are: (GA) lack with society (family, friends), ( <4:1047:490:D_G_B> to protect the network (LS) of $from$ $0$ we propose (GA) the external attacks of virus and data loss. <4:920:490:D_G_B> information technologies and their intelligence of the people the needs of. each person), will develop (GNC) the applications (depending on intelligence$ $people's <4:907:490:D_G_B> that future discussionscitizen We hope (GNN) will lead to the creation of a capital that will accommodate all the $citizens$ of Eutropolis. <4:920:490:D_G_B> introversion, that is, damages These are: (GNN) lack of communication$damage$ of (GA) the $0$ society (family, friends), with the rest to our health (radiation, mental disorders) and to the environment (devices that <4:920:490:D_G_B> technology to contribute to efficient We want (GADJCS) more the development of our society in general, that is, to make daily activity easier; and allow all (GA) the $0$ enterprise $more efficiently$ and (GADJCS) quicker $more quickly$ <4:920:490:D_G_B> and (GADJCS) quicker $more quickly$ ; so, they can (LS) get $become <4:1027:490:D_G_B> the possibility $0$ of working allow (WR) (GVNF) (WO) $to work$ at home to disabled people and geographically remote learners $disabled peopl <4:1083:490:D_G_B> We (GVT) ask $will ask$ for more information about the video circuit suggested. Thank you <4:1031:490:D_G_B>We thinkGVAUX) #75 #77 that disabled would or geographically remote learners $should$ have full access to the university network. This is a necessity to improve their le <4:920:490:D_G_B> their objectives in someget (GADJCS) more efficient $more efficiently$ and (GADJCS) quicker $more quickly$ ; so, they can achieve (LS) way $become$ more competitive. <4:920:490:D_G_B> Furthermore we think that (GA) the $0$ learning (LS) of $about$ the information technologies and their applications (depending on the needs of <4:981:490:D_G_B>fiber is a good substitute when the distance is not too Optical (LS) long $great$ <4:1013:490:491:D_G_B> you, but we think this is an issue to discuss We agree with (LS) by $through$ messages and not in the teleconference <4:1047:490:D_G_B> be the only person that could he would (LS) access $get access$ (Sp. acceder) to it. <4:1047:490:D_G_B> to improve investigation We propose (LS) in $on$ this topic. In order to attenuate this problem <4:1047:490:D_G_B> to protect the network we propose (LS) of $from$ (GA) the $0$ external attacks of virus and data loss. <4:1047:490:D_G_B> be done (LS) controlplaced of the network $situated$ It would at the center at the University. <4:1068:490:D_G_B> question(LS) #94 This is very complicated to to approach answer but there are some methods thatreal security (WM) $system$ : coded information, digital signature,etc $develop$ a very can be used to <4:920:490:D_G_B> there will be some problems up we will have face up to$ However, (LP) to face that $to , prevent and solve. <4:945:490:D_G_B> This technology should be established as soon as (FS) $take advantage of ,$t when we can Education System gets going. (LP) take benefit from posible $possible$ iso that the new <4:981:490:D_G_B> every country has satellite profit from We think (LP) take communications and it is not very expensive to $take advantage of$(Sp. Beneficiarse de) them for the universities. <4:981:490:D_G_B> every country has satellite profit from We think (LP) take communications and it is not very expensive to $take advantage of$(Sp. Beneficiarse de) them for the universities. <4:1027:490:D_G_B> allow (WR) the possibility $0$ (WO) (GVNF) of working $to work$ at home to disabled people and geograph <4:1068:490:D_G_B> question(WM) complicated to answer but0there are some methods that can be used to (LS) approach to $develop$ a very real security #94 This is very $system$ : coded information, digital signature,etc <4:945:490:D_G_B> of The use (WO) fiber optical $optical fiber$ <4:993:490:491:D_G_B> can perfectly attend more things thanto $we do not have to focus on this point now$ Elderly people (WO) now we do not have pottery classes. point . focus on this But <4:1027:490:D_G_B> the possibility $0$ (GVNF) of working $to work$ atpeople to disabled people and geographically work from home $ allow (WR) (WO) $disabled home and geographically remote learners to remote learners . <5:1462:490:485:J_F_F> They are hard (FS) negociators $negotiators$ . <5:1462:490:485:J_F_F> We think that (GA) 0 $the$ Middish delegation (LP) have a narrow mind $are narrow-minded$ . <5:1480:490:486:J_F_F> You are not saying anything. What do you think the discussion$ Are you there? (GNC) discussion issue $issue of about this ? <5:1371:490:485:J_F_F> We (LS) bring $send$ to you a virtual kiss for your agreement with us. <5:1462:490:485:J_F_F> (GA) $the $ Middish delegationmind $are narrow-minded$They do not accept any changes in their position. They are hard (FS) negociat We think that (LP) have a narrow . <5:1264:490:D_H_M> related to their (FS) work-experienced $work experience$ and field closely (FM) work-experienced $work experience$ <5:1435:490:D_H_M> closely related to (FM) (FS) work-experienced $work experience$ their work-experienced $work experience$ and (SU) not having only access to the subjects related $?$ <5:1441:490:D_H_M> is also but this aim (FM) reach $reached$ with our proposal, with the practical year focused (LS) <5:1264:490:D_H_M> related to their field closely (FS) work-experienced $work experience$ (FM) work-experienced $work experience$ <5:1307:490:D_H_M>interviews are We think (FS) appropiate $appropriate$ for getting a job but not for entering university <5:1424:490:485:D_H_M> (FS) Thank you again, Barland $Bardland$ <5:1435:490:D_H_M> related to their field closely (FS) work-experienced $work experience$ (FM) work-experienced $work experience$ <5:1447:490:D_H_M> (LS) financing $financial help$ specific-courses (FS) from the government, $specific courses$ from enterprises, business and support from <5:1452:490:D_H_M> with the opinion that trough have to go $through$ We agree (FS) students one internship. 512 Spanish L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <5:1447:490:D_H_M> support from business and (GA) 0 $the$ university. <5:1456:490:D_H_M> (LP) For our part $As far as we are concerned$ (Sp. por nuestra parte), we think that  (GA) 0 $the$ University <5:1474:490:D_H_M> written on This is good (GA) a $0$ paper but it would not work in real life because one month is too short to really <5:1498:490:D_H_M> The Delegation of Northland wants to (XVPR) thank to $thank$ (Sp. Dar presence inathis teleconference. (GP) your $their$ las gracias ) all the other delegations (WM) $for$ <5:1452:490:D_H_M> But we believe that (GP) it $0$ (WO) would be better two semesters of practical courses $two semesters of p <5:1498:490:D_H_M> a pleasure to discuss these subjects with the It has been (GADJN) others $other$ delegations. <5:1441:490:D_H_M> The objective of the propose that Midland  (GVN) final exam $proposes$ is to show that students have a (LS) strong $good$ knowledge (LS) in $of$ the <5:1456:490:D_H_M>that (GA) $the $ University (S) has the obligation of $is obliged to$ (Sp. tiene la obligación de) so students have to have as many practical traini we think (GVNF) preparing $prepare$ students for their future work, <5:1498:490:D_H_M> The Delegation of Northland wants to (XVPR) thank to $thank$ (Sp. Dar las gracias a ) all the other delegations (WM) $for$ (GP) your $their$ <5:1264:490:D_H_M> In our opinion, students who have (LS) ended $finished$ work training should have the possibility of getting a degree in that field <5:1435:490:D_H_M> About admission policy In our opinion, students who have (LS) ended $finished$ work training should have the possibility of getting a degree in that field <5:1441:490:D_H_M> The objective of the strong  (LS) final exam that Midland (GVN) propose $proposes$ is to show that students have a $good$ knowledge <5:1441:490:D_H_M> (LS) in $of$ their (WM) $subject$ areas, but this aim is also (FM) reach $reached$ with our <5:1441:490:D_H_M> with the practical (LS) focused in year $on$ enterprises, solicitors, medical-care centres, I+D projects, etc. <5:1447:490:D_H_M> (S) Students receive financing studies $While they are studying, students receive:$  (LS) during their $financial help$ from the government, <5:1447:490:D_H_M> When students finish their degree and have (WR) all $0$ theoretical and practical knowledge, it is time to received during their studies. (LS) give $pay$ back with their work, the support <5:1498:490:D_H_M> (LS) Greeting $Farewell$ to all countries of the Eutropian Federation.. <5:1456:490:D_H_M>  (LP) For our part $As far as we are concerned$ (Sp. por nuestra parte), we think that (GA) $the $ University (S) has the obliga <5:1432:490:D_H_M> like to (WR) We would discuss on $0$ points 6 and 8. <5:1447:490:D_H_M> When students finish their degree and have (WR) all $0$ theoretical and practical knowledge <5:1441:490:D_H_M> The objective of the final exam that Midland (GVN) propose $proposes$this aim is also (FM) reach $reached$ with our proposal, with the pra  (WM) 0 $subject$ areas, but is to show that students have a (LS) strong $good$ knowledge (LS) <5:1456:490:D_H_M> have to have as many practical training 0 $sessions$ so students (WM) as possible to be better prepared. <5:1498:490:D_H_M> The Delegation of Northland wants to (XVPR) thank to $thank$ (Sp. Dar (GP) your $their$ the other delegations (WM) 0 $for$ las gracias a ) all presence in this teleconference. <5:1452:490:D_H_M> But we believe that (GP) it $0$ (WO) would be better two semesters of practicalpractical courses would be better$ $two semesters of courses months. than three <5:1447:490:D_H_M>  (S) Students receive during$While they are studying, students $financial help$ from the government, (FS) specific-courses $sp their studies (LS) financing receive:$ <5:1456:490:D_H_M> (LP) For our part $As far asobligation of $is obliged to$  (S) has the we are concerned$ (Sp. por nuestra parte), we think that (GA) (GVNF) preparing $prepare$ students for their futu (Sp. tiene la obligación de) $the $ University <5:1264:490:D_H_M> In our opinion, students who have (LS) ended $finished$ the subjects related have the possibility of getting a degree in that field closely related to their (SU) not having only access $?$work training should to <5:1435:490:D_H_M> About admission policy In our opinion, studentsaccesshave (LS) ended $finished$ work training should have the possibility of getting a degree in that field (SU) not having only who $?$ subjects related to the <5:1172:490:J_B_S> we should (FM) considerate $consider$ (Sp. Considerar)(S) each situation of all the students $the situation of each stud <5:1220:490:J_B_S> support the Eutropian We firmly (FS) Comissioner $Commissioner$ (GNC) Eutropian Comissioner $Eutropian Commissioner's$ proposal and sugg <5:1276:490:J_B_S> We disagree on (FS) poit $point$ 4: <5:1237:490:J_B_S> we agree(GA) #84 No, (XVPR) in $with$ 0 $the$ fourth point. <5:1329:490:J_B_S> We propose a written exam we0 (GA) only disagree about $an$ oral exam <5:1220:490:J_B_S> support the Eutropian (FS) Comissioner $Commissioner$ We firmly (GNC) Eutropian Comissioner $Eutropian Commissioner's$ and suggest (XVCO) to be quicklier $we move more quickly$ becaus proposal <5:1345:490:J_B_S> oral exam some students can be helped by the$him/her$ they know With the (GP) it teacher if <5:1345:490:J_B_S> . In a written exam (GP) 0 $it$ is more difficult. <5:1276:490:J_B_S> to this(GP) with the oral exam some students can be helped by the teacher if they know In addition point, it $him/her$ <5:1276:490:J_B_S> . In a written exam (GP) 0 $it$ is more difficult. <5:1172:490:J_B_S> all we $we all$ know, want that somebody a world $each case must be for$ as (WO) (XVCO) (LP) each people is pay $want somebody to their studies, pay considered separately$ (Sp. cada persona es un mundo) and if we <5:1202:490:J_B_S> ask for public education and we do not accept $that private universities be prohibited$ No, we (XVCO) to prohibit private university <5:1220:490:J_B_S> support the (GNC) Eutropian (FS)quicklier $ suggest we move more quickly$Commissioner's$time. We firmly (XVCO) suggest to be Comissioner $Commissioner$ $Eutropian running out of proposal and because we are <5:1172:490:J_B_S> that people over 30 should have worked and$pay for$ to study they will have money to We know (XVPR) pay if they want their studies. <5:1237:490:J_B_S> we #84 No, (XVPR) agree in $ agree with$ (GA) $the$ fourth point. <5:1276:490:J_B_S> exam is(LS) for everybody, we know that it is not the best wayof acheck thebut it is objective and an oral exam is always subjective A written equal acknowledgements $level$ to student, <5:1172:490:J_B_S>(WO) all we $we all$ know, people is a world $each case must be (Sp. cada persona es un mundo) But, as (LP) each considered separately$ <5:1172:490:J_B_S> the proposal from Coastland way refers to (S) all people an each situation $everybody and in every situation(?)$ , We accept (LP) in other if it $if this is not the case$ de otra manera) we disagree (Sp. <5:1172:490:J_B_S> that people over 30 should have worked and$we all$want to study they will have money to (XVPR) $each case must be considered as We know (WO) all we if they know, (LP) each people is a world pay $pay for$ their studies. But, <5:1172:490:J_B_S> (FM) considerate $consider$ (Sp. of all the$the situation of each student$ we should (S) each situation Considerar) students <5:1172:490:J_B_S> the proposal from Coastland ifan referssituation We accept (S) all people it each to $everybody and in every situation(?)$ $if this is not the case$ (Sp. de otra manera) we disagree. , (LP) in other way <5:1279:490:J_B_S>of acknowledgment we want to say instead (S) $meant to say$ (Sp.querer decir) knowledge <5:1276:490:J_B_S> We disagree on (FS) poit $point$ 4:There is not any country that has the to make a fair oral exam. A written exam is equal for everybody, we know that (SU) main substructure $?$ <5:1385:490:A_M_P> please be Could we (FM) quicklier $quicker$ ? <5:1454:490:A_M_P> participates that wouldunuseful PUSM is $useless$ If no one (FM) show the <5:1289:490:A_M_P> We (FS) disaagree $disagree$ with oral exams.And we are not going to (LP) hand over $give in on$ this poin <5:1390:490:491:A_M_P> (FS) nk $thank$ you for your being so fast, midland <5:1464:490:A_M_P> a final exam be (LP) made $taken$ if you $already$ Why should (FS) alrady (LP) make $take$ specific exams for each subject during the 8 semesters? <5:1407:490:A_M_P> Our intention is to reach more students. We do not want to change conventional learning (GNN) method $methods$ in <5:1289:490:A_M_P>disaagree $disagree$ with oral exams.And we are not on$ to this point We (FS) (LP) hand over $give in going <5:1464:490:A_M_P> a final exam be made Why should (LP) $taken$ <5:1464:490:A_M_P> alrady(LP) if you (FS) $already$ make $take$ specific exams for each subject during the 8 semesters? <5:1471:490:A_M_P> Do you (LP) (#248) that no exams will be $taken$ Midland: mean made until the last semester? <5:1407:490:A_M_P>way. And we do not want to avoid teachers or a radical (WR) to $0$ (WO) use computers instead of paper always $always use computers instead of <5:1296:490:A_M_P> in this (WM) #123 Only point 0 $do$ we agree. <5:1407:490:A_M_P>way. And we do not wantcomputers instead or (WR) to $0$ a radical (WO) use to avoid teachers of paper always $always use computers instead of paper$ . 513 Spanish L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <5:1400:490:491:A_M_P> we (S) wanted $meant$ (Sp. querer decir) to say IT (Information Technology) <2:1:125:1403:R_G> greets everyone whonegociations Northland (FS) is participating in today's teleconference, and we hope the $negotiations$ will be productive <2:1:224:1403:R_G> will work on economic Northland (FS) rigths $rights$ , if Southland agrees to the change. <2:1:243:1403:R_G> accepts the Northland (FS) assigments $assignments$ as ( <2:267:1403:R_G> the Commissioner(FPW), $0$ please(FPW), $0$ clarify what the for each section entail? Would (FS) responsabilities $responsibilities$ <2:267:1403:R_G> the Commissioner Would (FPW) , $0$ please(FPW), $0$ clarify what the (FS) responsabilities $responsibilities$ <2:267:1403:R_G> please (FPW) , $0$ clarify what the (FS) responsabilities $responsibilities$ for each section entail? <2:1:243:1403:R_G> accepts(GVT) assigments $assignments$ as Northland the (FS) express $expressed$ in message nº74. <2:1:161:1403:R_G> Good Morning, Northland is online. Please (XVPR) reply $reply to$ us to confirm our connection. <2:2:321:1403:R_M> Finally(GA)particularly, the issue of  and 0 $the$ death penalty in (S) the drug subject $relation to the subject of drugs$ , <2:2:321:1403:R_M> wish $hope$ we We (LS) (GVAUX) would $will$ reach agreements. <2:2:321:1403:R_M> We (LS) wish $hope$ we (GVAUX) would $will$ reach agreements. <2:2:321:1403:R_M> Finally(S) particularly, drug subject(GA) $the$ deathto the subject of drugs$ cogency in any case.  and the the issue of $relation penalty in moreover its , <2:2:512:1403:O_O> be possible - for the next time- to try to begin$altogether$ Would it (FM) alltogether and end a topic ,please <2:2:541:1403:O_O> that the (FS) We think internet has a variaty $variety$ of information the newspaper (WO) never will have $will never have$ <2:2:574:1403:O_O> right to information,jackers Yes to the (FS) no to the $hackers$ !!! <2:2:584:1403:O_O> I mean (LS) with (GVN) $by$ "servers" the place which are $is$ supposed to be the brain of a data base. <2:2:564:1403:O_O> We (GVM) are agree $agree$ with #167 <2:2:572:1403:O_O> (S) make the difference mentioned between rights and obligations. You have all rights we the websites you visit(there are some servers y We should (GVM) are $distinguish$ $have mentioned$ , but you should be careful with <2:2:512:1403:O_O> We (GVT) spend $have spent$ (WO) now 1 hour in this conference $1 hour in this conference now$ <2:2:512:1403:O_O> and we (GVT) got $get$ the impression that we (LS) got $have$ some problems (WR) in $0$ talking all <2:2:512:1403:O_O> got $get$ the impression that we we (GVT) (LS) got $have$ some problems (WR) in $0$ talking all together <2:2:584:1403:O_O> I mean (LS) with $by$ "servers" the place which (GVN) are $is$ supposed to be the brain of a data ba <2:2:599:1403:O_O> this debate has brought you (S) good and clear $positive$ conclusions and has solved the We hope (LS) roughest $most controversial$ issues. <2:2:512:1403:O_O> got $get$ the impression that we (LS) got $have$ some problems we (GVT) (WR) in $0$ talking all together about the same topic. <2:2:520:1403:O_O> be better(WR) saying what (WO) is the topic we are going to dealknow topic iswe are at any moment. (WM) $with$ so that everybody will It would too , be allow to $000$ $the where we are going to deal$ <2:2:520:1403:O_O> be better(WM)saying what (WO) is the topic $with$ going to deal $the topic is we are going to deal$ to $000$ know where we are at any mom It would too , 0 we are so that everybody will (WR) be allow <2:2:512:1403:O_O> spend (WO) spent$now 1 hour in this conference in this conference now$ got $get$ the impression that we (LS) got $have$ some problem We (GVT) $have $1 hour and we (GVT) <2:2:520:1403:O_O> be better(WO) saying what topic we are going to deal is we are (WM) to deal$so that everybody will (WR) be allow to $000$ know where we It would too , is the $the topic going $with$ <2:2:541:1403:O_O> that the (WO) has anever variaty $variety$ $will never have$ newspaper We think internet (FS) will have of information the <2:2:572:1403:O_O> We should (S) make the difference $distinguish$ between rights and obligations. <2:2:580:1403:O_O> I (S) wanted to say $meant to say$ (Sp. quería decir) "hacker" <2:2:599:1403:O_O> this debate has brought youand clear We hope (S) good $positive$ conclusions and has solved the (LS) roughest $most controversial$ issues. <2:2:344:1403:J_E> $she$ (FM) (GP) he cans $can$ perfectly decide if (GP) he $she$ (GVM) want $wants$ to disconnect the mech <2:2:400:1403:J_E> We agree (FS) whith $with$ Coastland <2:2:450:1403:J_E> with Highland about deaht $the$ We agree (FS) (GA) $death$ penalty <2:2:536:1403:J_E> Everybody agrees(FS) the point about Freedom of $expression$ with expresion , so let's change to another point <2:2:548:1403:J_E> $the$ government must guarantee that people who But (GA) (FS) can not $cannot$ (XVPR) pay $pay for$ a computer (SI) the acces to information $to have acces <2:2:588:1403:J_E> we are not ABSOLUTELY free But then (FS) whit $with$ <2:2:588:1403:J_E> whit $with$ (FS) theses $these$ laws <2:2:588:1403:J_E> what we that limit (FS) wnat $want$ to express <2:2:386:1403:J_E> with Midland about the We agree (GA) $0$ Euthanasia, <2:2:397:1403:J_E> In (GA) 0 $the$ case of terminal illnesses, this right would be broken <2:2:418:1403:J_E> with Midland about abortion, not about We agree (GA) 0 $the$ death penalty <2:2:450:1403:J_E> with Highland about 0 We agree (GA) $the$ (FS) deaht $death$ penalty <2:2:478:1403:J_E> our mind (GA) opinion$ , we do consider that (LP) In $In our 0 $the$ death penalty is (SU) out of the point and must be banned $?$ <2:2:548:1403:J_E> But (GA) 0 $the$ government must guarantee that people who (FS) can not $cannot$ (XVPR) pa <2:2:579:1403:J_E> (GA) The $0$ freedom of expression (S) have the boundary $must have a limit$ when you ins <2:2:579:1403:J_E> (GA) The $0$ freedom of expression (S) have the boundary $must have a .limit$ when you insult other people or other (GNN) organization $organizations$ <2:2:344:1403:J_E> If (GP) any $a$ person has the right to live, it seems logical that this person (GVAUX) could $s <2:2:344:1403:J_E> that if that person has he We think (GP) enormous physical (LS) troubles $problems$ , and her$can$ is going on for years, if this ill (WM) $person$ could never $she$ (FM) cans illness <2:2:344:1403:J_E> decide if(GP) perfectly he $she$ (GVM) want $wants$ to <2:2:344:1403:J_E> disconnect the mechanism that him (GP) supplies $her$ and rest in peace, <2:2:344:1403:J_E> stopping (GP) his $her$ psychological and physical problems. <2:2:370:1403:J_E> We defend the liberty of the ill person (GADJO) $sick person$ , and when we claim a free euthanasia, <2:2:370:1403:J_E> that the (GADJO)that ill person the final decision is the it implies only one could take $sick person$ <2:2:344:1403:J_E> all, we consider the right to death First of (GADJCS) such important like $as important as$ the right to live. <2:2:449:1403:J_E> dear delegation, we would guaranteefreedom (GADJCS) more $as much freedom as$ law can provide for a living person the <2:2:344:1403:J_E> $she$ (FM) cans $can$ perfectly decide if (GP) he $she$ (GP) he (GVM) want $wants$ to disconnect the mechanism that supplies (GP) him $her$ and rest in peace, sto <2:2:344:1403:J_E> case is that the ill (WM) $person$ Another (GVT) was $is$ not able to decide (LS) about $for$ himself; in that situation <2:2:344:1403:J_E> any $a$ person has the right to live, it seems logical that this person If (GP) GVAUX) could $should$ also enjoy the right to death. <2:2:344:1403:J_E> that each person We think (GVAUX) could $should$ decide about her own life (LS) along $during$ all the time that this person is liv <2:2:548:1403:J_E> $the$ government must guarantee that people who (FS) can nota$cannot$ (SI) the acces to information $to have access to information$ . But (GA) (XVPR) pay $pay for$ computer <2:2:343:1403:J_E> with Midland and Coastland We agree (LS) in $on$ all the points, <2:2:343:1403:J_E> want to (LS) but we enter $discuss in more detail$ topics like abortion Euthanasia some 514 Spanish L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <2:2:344:1403:J_E> that each person (GVAUX) could $should$ decide about her own life time that this person is living. We think (LS) along $during$ all the <2:2:344:1403:J_E> that if that person hastroubles physical $problems$ We think (LS) enormous , and her illness is going on for years, <2:2:344:1403:J_E> (WM) $person$ couldreach his if this ill (LS) never $lead a$ normal life, <2:2:344:1403:J_E> case is that the ill (WM) $person$ (GVT) was $is$ not able to decide in Another (LS) about $for$ himself; <2:2:344:1403:J_E> a certificate written during his life about the strategy to$in$ (LS) on follow these situations. <2:2:344:1403:J_E> word of (LS)family or ills decision of this certificate would decide. about the life of this terminal Then the the the $patient$ <2.2:557:1403:J_E> that any(LSF) We think publisher canattempt $commit crimes$ (Sp. atentar) against personal integrity. And we agree with #160 <2:2:344:1403:J_E> includes (LP) that suffer machine dependence deal with$ And this people to deal $to their illnesses. <2:2:478:1403:J_E> (LP) In our mind $In our opinion$ , we do consider that (GA) $the$ death penalty is (SU) out of the point and mu <2:2:344:1403:J_E> that if that person has enormous physical (LS) troubles $problems$ , and her illness is going $lead a$ normalthis ill We think (WM) 0 $person$ could never (LS) reach his on for years, if life, <2:2:344:1403:J_E> case is that the ills Another (WM) 0 $person$ (GVT) was $is$ not able to decide (LS) about $for$ himself <2:2:344:1403:J_E> One exception could be if the ill (WM) 0 $person$ has a certificate written during his life about the strategy to follow (LS) on $in$ <2:2:579:1403:J_E>The $0$ freedom of expression boundary (GA) (S) have the $must have a limit$ when you insult other people or other (GNN) organization $organizations$ . <2:2:548:1403:J_E> $the$ government must guarantee that people who (FS) can to information$ But (GA) (SI) the acces to information have access not .$cannot$ (XVPR) pay $pay for$ a computer $to <2:2:344:1403:J_E> case is that the ill (WM) $person$ (GVT) was $is$ not able to decide (LS) aboutbe ablehimself; thethat situation, and respecting the right to deat Another (SU) type $?$ of them) would $for$ to take in decision. <2:2:478:1403:J_E> our mind (SU) opinion$ of the point and must be banned death penalty is (LP) In $In our out , we do consider that (GA) $the$ $?$ <2:2:354:1403:D_G> suggest that a woman should have the right to$on$ We also (FS) om decide abortion <2:2:354:1403:D_G> right to decide (FS) om $on$ abortion until the 2nd have the (FS) moth $month$ of pregnancy <2:2:438:1403:D_G> From (FS) Nordland $Northland$ As we have said we think that everybodyhas the right to life , <2:2:438:1403:D_G> so that we (FS) can not $cannot$ permit the death penalty in our country if not we would go against our principle <2:6:2071:1403:D_G> prefer you EuCo, we (GVAUX) do $0$ not (WM) $to$ know this <2:2:456:1403:D_G> that the (LS) penalty at We think death should not be allowed in any case because the same level as them. $on$ if we consider special cases like (WM) $serious$ crimes or (LSF) violations $ra <2:2:456:1403:D_G> that the (LSF) penalty violations be allowed in any case because if we consider specialimplies we (WM) $serious$ crimes or level as them. We think death should not $rape$ (Sp. violación) we kill them that cases like are (LS) at $on$ the same and <2:2:354:1403:D_G> (LCLS) Aswell $Also$ we think that Euthanasia should be allowed . <2:2:456:1403:D_G> that the (WM) penalty should not be allowed in any case because crimes or (LSF) violations $rape$ (Sp. violación) We think death 0 $serious$ if we consider special cases like <2:6:2071:1403:D_G> prefer you (GVAUX) do $0$ not EuCo, we (WM) 0 $to$ know this <2:3:1046:1403:S_C> They are (FS) no $not$ in the street, and so they can't be kidnapped. <2:3:773:1403:S_C> #100 (GA) 0 $The$ Government has to support the free software for schools <2:3:864:1403:S_C> information includes every document and record which refers to personal identity. Personal (GA) the $0$ <2:3:905:1403:S_C> should(GA) No agency be allowed to sell or share personal $0$ a information withoutpermission (LS) of $from$ them. <2:3:1138:1403:1414:S_C> (GA) Religion is not a $0$ one of ours. <2:3:736:1403:S_C> (GVAUX) Do $Does$ anyone want to talk about education? <2:3:967:1403:S_C> of information must not be allowed if it Free flow (XVPR) incites to $incites$ violence. <2:3:905:1403:S_C> No agency should(LS)allowed to sell or share personal $from$ be of information withoutthem. a $0$ permission (GA) <2:3:925:1403:S_C>opposed to publishing pederast We are (LS) $paedophiles$ (WR) people $0$ and corrupted doctors lists in Internet. <2:3:951:1403:S_C> animal pornography should not be allowed. Legal and controlled pornography should be allowed only for people Child or (LS) above $over$ eighteen. <2:3:967:1403:S_C> Each person should be allowed flow (LS) to decide which kind of information about himself can $be made available$ the network. in <2:3:1138:1403:1414:S_C> (LS)a good idea to discuss some issues We think it would be of $concerning$ information rights (WR) like that $00$ . Religion is not (GA) a $0$ one of ours <2:3:818:1403:S_C> Basic grants allow people to study at the university, but extra-curricular activities would those who are interested in them. (LSF) taxes $fees$(Sp. tasas) to be paid by require additional <2:3:925:1403:S_C>opposed to publishing (LS) pederast $paedophiles$ We are (WR) people $0$ and corrupted doctors lists in Internet. <2:3:1138:1403:1414:S_C> (WR)good idea tothat We think it would be a like discuss some issues (LS) of $concerning$ information (GA) a $0$ one of ours. $00$ . Religion is not rights <2:3:672:1403:S_C> should have Everyone (WO) guaranteed the total control of his/her personal datapersonal data guaranteed$ $the total control of.his/her <2:3:1091:1403:S_C> could develop their personality without Children (S) following the religion lines $needing to be religious$ . <2:3:1045:1403:A_C> #305 yes (FM) etical $ethical$ values are very important to develope your life <2:3:727:1403:A_C> because (FS) hurt their #65 Yes, it can senstitivity $sensitivity$ <2:3:863:1403:A_C> Virus programmers (FS) should'nt $shouldn't$ be punished <2:3:1105:1403:A_C> we have good clothes in (FS) NorhtLand $Northland$ <2:3:820:1403:A_C>is an important question for #136 It (GNC) children $children's$ development <2:3:785:1403:A_C> should go to the church Children (GP) all $every$ Sunday <2:3:737:1403:A_C> What about (LS) tube $test-tube$ children???????? <2:3:1135:1403:A_C>have good central heating #388We (LS) at $in the$ churches <2:3:698:1403:A_C> (WR) That $0$ children shouldn´t know anything about their biological parents if the parents d <2:3:1023:1403:A_C> to privacy The right (S) goes first than $should have priority over$ to information the right <2:3:730:1403:J_Sa> free software can be posible we think (FS) $possible$ with the consent of the author. <2:3:730:1403:J_Sa> agree with We don't (WO) free of charge access to$access to internet free ofwe think free software can be (FS) posible $possible$ with the consent of internet , and charge$ <2:4:1323:1403:J_B> that depends on the type of for a time (FM) invent $invention$ or (FS) porduct $product$ , a quantity of money from (GP) who $whoever$ us <2:4:1219:1403:J_B> have the right to work, but (GA)$the$ All people (FS) Goverment $Government$ <2:4:1219:1403:J_B> (FS) can not $cannot$ guarantee a (WR) place of $00$ job. <2:4:1231:1403:J_B> like to (FS) We would guarantee thecan not work, but we $cannot$ right to if there are not enough (LS) number of employment $jobs$ ; <2:4:1231:1403:J_B> (FS) althoug $although$ we have the compromise to do what (WR) it $0$ is possible in order to (SU) co <2:4:1323:1403:J_B> We defined intellectual property rights as whatever your mind produces orof receiving $right thereceive$ for a time (FS) rigth $right$ invents. you have to (XNCO) <2:4:1323:1403:J_B> that depends on the type of (FM) invent $invention$ or (FS) porduct $product$ , a quantity of money from (GP) who $whoever$ uses it <2:4:1341:1403:J_B> go to an (FS) You can institution and then make a patent so$registered$ can use the idea you registred nobody else without your permission. 515 Spanish L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <2:4:1358:1403:J_B> can (FS) # 166 You registre $register$ whatever you want if you pay the taxes <2:4:1368:1403:J_B> these are the obligations We think (FS) oon $on$ the part of the individual or group: pay taxes <2:4:1219:1403:J_B> have the right to work, but All people (GA) $the$ (FS) Goverment $Government$ (FS) can not $cannot$ guarantee a (WR) place <2:4:1323:1403:J_B> on the type of (FM) invent $invention$ or (FS) porduct $product$usesquantity of money from depends (GP) who $whoever$ , a it <2:4:1181:1403:J_B> do you mean with "standard of living"?What $involve$ But what (GVN) involves does it ? <2:4:1199:1403:J_B> your question we think asylum Answering (GVN) have $has$ to be demanded before entering in the country <2:4:1210:1403:J_B> We disagree with (GVN) Highland. We think that there have $has$ to be a limit (LS) in $to$ the (GWC) adequated $adequate$ standard of living. <2:4:1333:1403:J_B> If somebody (GVN) violate $violates$ intellectual property rights, the consequences will be fines and even jail in speci <2:4:1270:1403:1414:J_B> GVAUX) Please, shall $could$ you tell us what has happened when we were (LP) out of line $disconnected$ ? <2:4:1309:1403:J_B> There should exist a law to regulate if both parts (GVAUX) should $can't$ reach an agreement (WR) to regulate $00$ when the terms of a contract are vi <2:4:1210:1403:J_B> We disagree with (GWC) We think that there (GVN) have $has$ to be astandard of in $to$ the Highland. adequated $adequate$ limit (LS) living. <2:4:1192:1403:J_B> with Bardland, but we must also guarantee some rights for buying $ We agree (XNCO) subsidies to buy $subsidies like a minimun hourlygrants a house, and wage, <2:4:1323:1403:J_B> intellectual property rights as $right$ ofyour mind produces or for a time that depends on the type of (FM) invent $invention$ or (FS) porduct We defined (XNCO) (FS) rigth whatever receivingto receive$ invents. you have the $right <2:4:1210:1403:J_B> We disagree with (LS) Highland. We think that there (GVN) have $has$ to be athe (GWC) adequated $adequate$ standard of living. in $to$ limit <2:4:1210:1403:J_B> Our opinion is that medical assistance and education are not involved in the standard of living,it (LS) overflows $drains$ the economy of the state. <2:4:1231:1403:J_B> like to (LS) We would guarantee thenumber of employment$jobs$ not $cannot$ if there are not enough right to work, but we (FS) can ; <2:4:1368:1403:J_B> these are the obligations (FS) oon $on$ the part of the individualconditions pay taxes, guarantee good We think (LS) laboral $work$ or group: to employees,... <2:4:1270:1403:1414:J_B> (LP) $could$ you tell us what has happened when we were Please, (GVAUX) shall out of line $disconnected$ ? <2:4:1309:1403:J_B> There should exist a law to regulate care parts (GVAUX) should $can't$that contracts will not include regulate clauses (LP) take if both $make sure$ reach an agreement (WR) to abusive $00$ when the terms of a contract are v <2:4:1219:1403:J_B> have the right to work, but (GA)$the$ (FS)$00$ All people (WR) place of Goverment $Government$ (FS) can not $cannot$ guarantee a job. <2:4:1231:1403:J_B> like to (WR) We would guarantee theit right to work, but we (FS) can not $cannot$ possibleare order to (SU) cover it $?$of employment $jobs$ ; (FS) althoug $a $0$ is if there in not enough (LS) number . <2:4:1309:1403:J_B> There should exist a law to regulate if both parts (GVAUX) should $can't$when the agreement contract are violated. (WR) to regulate $00$ reach an terms of a <2:4:1231:1403:J_B> like to (SU) We would guarantee thecover to work, but we (FS) can not $cannot$ if there are not enough (LS) number of employment $jobs$ ; (FS) althoug $a right it $?$ . <2:4:1191:1403:I_M> that everybody should be guaranteed an adequate standard of living, butis illegal. case that We think (GA) $a$ person not in the <2:4:1238:1403:I_M> Answering (GA) the $0$ message #52, we think that message (sent by us) was a bit (GWC) confuse $co <2:4:1284:1403:I_M>agree that (WO) (WR)the $0$ is dangerous $0$ #91, we (GA) it technology $technology is dangerous$ , <2:4:1310:1403:I_M> Answering (GA) the $0$ message 109, it is a good idea (XNCO) the creation of $to create$ that bank,. <2:4:1326:1403:I_M>can use (GA) Nobody the $0$ intellectual property <2:4:1326:1403:I_M> without (GA) $the$ permission of its owner. If somebody does that, the owner can go to court. Fed <2:4:1359:1403:I_M> we should reach some agreement about all these topics, because it is one of the We think (GNN) goal $goals$ of the conference. <2:4:1310:1403:I_M> (GA) the $0$ message 109, it is a good idea (XNCO) need$ . of $to create$ that bank, but it is also important to help not only young peo Answering (GADJO) needy people $people in the creation <2:4:1238:1403:I_M> (GA) the $0$ message #52, we think that message (sent by us) ,was a bit Answering (GWC) confuse $confusing$ we are going to clarify it. <2:4:1310:1403:I_M> (GA) the $0$ message 109, it is of good idea create$ Answering (XNCO) the creation a $to that bank, but it is also important to help not only young people, but also (GAD <2:4:1223:1403:I_M> agree with #45. We treatment We totally (LS) have to guarantee equal $conditions$ at work, <2:4:1223:1403:I_M> qualified people should have better income and but more (LS) treatment $conditions$ . <2:4:1284:1403:I_M> but it is totally necessary to getincrease (LS) good technology to $improve$ the country. we should be careful, but we should be interested in it too. <2:4:1238:1403:I_M> We think (WR) i $0$ (WO) is important free health-care $free health care is important$ , <2:4:1284:1403:I_M>agree that (WO) #91, we (WR) it $0$ is dangerous (GA) the $0$ technology $technology is dangerous$ , <2:4:1238:1403:I_M> (GA) the $0$ messageimportantthinkhealth-care health careus) important$ complicated point because it, is very expensive, so our delegation (W Answering (WO) is #52, we free that message (sent by is , but a bit a $free was it is (GWC) confuse $confusing$ we are going to clarify it. We think has <2:4:1284:1403:I_M>agree that #91, we (WO) (WR) it $0$ is dangerous (GA) the $0$ technology $technology is dangerous$ <2:6:1891:1403:I_M> southland, (CS) bonjour, ça va (French) ? <2:4:1193:1403:D_C> with (FS) We agree coasland $Coastland$ in message 25 <2:4:1239:1403:D_C> are two(FS) #63, these different problems, if ther $there$ are not enought jobs, <2:4:1239:1403:D_C> (GA) $the$ (FS) goberment $Government$ should give some incentives to companies <2:4:1239:1403:D_C> in (FS) ordr $order$ to create new (LS) places to work $jobs$ <2:4:1274:1403:D_C> (FS) Costumers $Customers$ (GVAUX) shall $should$ have a security number <2:4:1288:1403:D_C> but everybody including poor people should be able to$government$ (FS) goverment get it, so the should back their credit <2:4:1318:1403:D_C> another institution to supervise If there was (FS) finantial $financial$ (GNN) institution $institutions$ <2:4:1339:1403:D_C> #148 We (FS) totaly $totally$ agree with you, like (GA) $a$ copyright, for example. <2:4:1355:1403:D_C> (FS) Barland $Bardland$ , we don't know what you mean by properties of minor importance. <2:4:1374:1403:D_C> So perhaps (FPW) , $?$ we must leave the conference now... <2:4:1207:1403:D_C> (LS) According $Referring$ to (GA) $the$ commisioner in #24: <2:4:1239:1403:D_C> are two different problems, if (FS) ther $there$ are not enought (FS) goberment $Government$ should give some incentives to companies in (F #63, these (GA) $the$ jobs, <2:4:1274:1403:D_C> (GVN) take $takes$ money from if someone (GA) $a$ bank account which is not his, the bank should return the money. <2:4:1288:1403:D_C> should be able to get a Everyone (GA) $0$ credit, of course financial institutions have the ultimate decision, <2:4:1339:1403:D_C> (FS) totaly $totally$ agree with you, like #148 We (GA) $a$ copyright, for example. <2:4:1318:1403:D_C> another institution to supervise (FS) finantial $financial$ If there was (GNN) institution $institutions$ , Who will take care of that (GWC) supervisor $supervising$ organism <2:4:1274:1403:D_C> (FS) Costumers $Customers$ (GVAUX) shall $should$ have a security number and if someone bank account which is not his, the bank should return th (GVN) take $takes$ money from (GA) $a$ <2:4:1299:1403:D_C> people and also poor people (WR) which$backed$ be #107 Young (GVM) back $0$ should by the government (XCONJCO) in order they could $in order to$ buy a house <2:4:1226:1403:D_C> we We think (GVAUX) must $should$ clarify our positions on the immigrants topic in order to be more specific in the <2:4:1274:1403:D_C> (FS) Costumers $Customers$ shall (GVAUX) $should$ have a security number and if someone (GVN) take $takes$ money from (GA) <2:4:1189:1403:1400:D_C> by an adequateguarantee of living $By $clothing guaranteed$of living we mean$ (WR) by $0$ having a place butlive and eutropian citizens (WO) We mean (GWC) standard clothing an adequate standard (WO) guarantee clothing $clothing guaranteed$ , to only to <2:4:1318:1403:D_C> another institution to supervise (FS) finantial $financial$ (GNN) institution $institutions$ , Who will take care of that If there was (GWC) supervisor $supervising$ organism <2:4:1299:1403:D_C> people and also poororder they could $in order to$ (GVM) back $backed$ by the government #107 Young (XCONJCO) in people (WR) which $0$ should be buy a house or something like that 516 Spanish L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <2:4:1226:1403:D_C> - Immigrants who(XVPR) Eutropian citizens will be $admitted to$ are not admitted in our country and they will have a six month period of time in order to obtain a jo <2:4:1207:1403:D_C> (LS) According $Referring$ to (GA) $the$ commisioner in #24: We think that the criteria to determine the s <2:4:1226:1403:D_C> - Immigrants who(LS) been legally working have during $for$ two years will be able to apply for nationality. <2:4:1239:1403:D_C> (FS) goberment $Government$ should give some incentives to companies in (FS) ordr $order$ to create new (GA) $the$ (LS) places to work $jobs$ <2:4:1274:1403:D_C> There should be an Economic Found that guarantees your money if the bank (LS) brokes $goes bankrupt$ <2:4:1189:1403:1400:D_C> by an adequateby (WO) We mean (WR) standard of living $By $0$adequate standard of living we mean$ and (GWC) (WO) guarantee $guaranteed$ clothing $clot an having a place to live <2:4:1299:1403:D_C> people and also poor people #107 Young (WR) which $0$ should be (GVM) back $backed$ by the government (XCONJCO) in order the <2:4:1371:1403:D_C> I suposse you will be more useful in the mesage center, becausemanyhaven't replied Coastland, (WM) 0 $to$ you messages. <2:4:1189:1403:1400:D_C> (WO) We mean by an adequate standard of living (WR) of living we mean$ to live $By an adequate standard by $0$ having a place <2:4:1189:1403:1400:D_C> (WO) and (GWC) guarantee $guaranteed$ clothing guaranteed$ only to eutropian citizens or legal immigrants who are looking for jobs in $clothing , but <2:4:1362:1403:D_C> #168 (SU) It is out of the point $?$ , of course, information should be available <2:6:2092:1403:J_N> (FM) Been $Being$ (FS) respectfull $respectful$ to (GA) the $0$ others is (LP) over any discussion <2:5:1640:1403:1402:J_N> is ok. We tasted las Grilled mouse (FS) it $last$ teleconference. <2:6:1903:1403:J_N> (FS) Were $Where$ are you from ECAG? <2:6:2092:1403:J_N> $Being$ (FM) Been (FS) respectfull $respectful$ to (GA) the $0$ others is (LP) over any discussion $unquestionable$ <2:6:2102:1403:J_N> That's the (FS) tinking $thinking$ of a <2:6:2102:1403:J_N> of a (FS) $thinking$ tipical $typical$ Spanish Man (#221) <2:6:2092:1403:J_N> $Being$ (FS) respectfull $respectful$ to $0$ (FM) Been (GA) the others is (LP) over any discussion $unquestionable$ . <2:5:1666:1403:1402:J_N> (GVNF) Ski $Skiing$ . 90-60-90 <2:5:1607:1403:1402:J_N> (XVCO) Not yet, but we look forward $look forward to it$!!!!!!!! <2:5:1395:1403:J_N> that there is going to be a We hope (LS) deep $satisfactory$ agreement in most of the points of the conference. <2:5:1759:1403:1414:J_N> all the remaining points on the agenda$to$reasonable. We all of them. to vote YES We believe that (LS) on are would like <2:6:2092:1403:J_N> $Being$ (FS) respectfullany discussion (GA) the $0$ others. is (FM) Been (LP) over $respectful$ to $unquestionable$ <2:4:1395:1403:J_N> already (WO) We have the agenda printed $printed the agenda$ . <2:6:1915:1403:J_N> (CS) Hola (Spanish) Midland, nice to talk to you again! <2:5:1386:1403:J_Na> no-one (LS) Why does tell $say$ (WR) me $0$ anything? <2:5:1386:1403:J_Na> no-one (WR) tell $say$ Why does (LS) me $0$ anything? <2:6:2013:1403:J_Na> than (WM) we are older 22 years 0 $old$ <2:5:1663:1403:1402:R_P> what's your name? And what are your I don't know, but (FM) measures $measurements$ ? <2:5:1733:1403:R_P> Yes, (FS) i $I$ have said (WO) you it $it to you$ because I'M SO RELAXED...... <2:5:1528:1403:1625:R_P> country Sorry, but in our (GA) $it$ is lunch-time right now, and the agenda is too long. <2:5:1553:1403:R_P> Please, anyone (GVN) knows $know$ the telepizza's telephone? <2:5:1633:1403:R_P> We have (XVCO) discussed $discussed this point$ a long time, and it was very hard to take a decision on this point but at last w for <2:5:1679:1403:R_P> also (WO) discussed for a long time, and it was veryahard to We have (LP) take a decision $make decision$ on this point $discussed this point for a long time, <2:5:1679:1403:R_P> also We have (WO) discussed for a long time, and it was very hard at last we found ait was$make solution thatondecision$ $discussed this point forto long time,aand satisfactory a decision$ awas wonderfully included on th but a (LP) take decision very hard to make this point <2:5:1733:1403:R_P> $I$ have said Yes, (FS)i (WO) you it $it to you$ because I'M SO RELAXED...... <2:5:1722:1403:1403:R_P> are(SU) Sorry, but you hacking our do a french if you want$?$ conference, to i have something for you, baby!! <2:5:1648:1403:1402:E_D> (FS) it is a wonderfull $wonderful$ secret experience <2:5:1671:1403:1402:T_D> (FM) what kind of ski $skiing$ ??? <2:5:1638:1403:1402:T_D> (FS)golden Mishining near here?? of course has anybody seen the $I$ mean m of macdonalds <2:5:1618:1403:1402:T_D> (GNC) pepperoni´s $pepperonis$ <2:5:1727:1403:1403:T_D> (SU) tsss, relahate $?$ !!!! <2:6:1895:1403:T_D> (SU) wesh $?$ southland, (CS) ca va ou bien(French)? <2:5:1708:1403:1402:T_D> (CS) comment cava chez vous (French) ? <2:5:1713:1403:1402:T_D> (CS) vous etes d'ou alors (French) ? <2:6:1895:1403:T_D> $?$ southland, (SU) wesh (CS) ca va ou bien (French) ? <2:6:1884:1403:F_L> Northland is a Actually (FS) european $European$ brain trust <2:6:1990:1403:F_L> that the (FS) We think European Comissioner $Commissioner$ is a beautiful girl <2:6:2015:1403:F_L> is the (FS) How old Europian $Eutropian$ <2:6:2015:1403:F_L> (FS) Comissioner $Commissioner$ ,we are free <2:6:2026:1403:F_L> Commissioner, Madame (FS) northland's $Northland's$ facilitators have confirmation from the impostors. <2:6:1878:1403:F_L> and we hope you (LS) not have missed $needed?$ us <2:6:2000:1403:F_L> ECAG is (LS) on $in$ the same country as us <2:6:1976:1403:F_L> is Bardland (WM) 0 $from$ Germany <2:6:1923:1413:J_R_M> (LS) In $at$ which university do you study? <2:6:2034:1403:S_A> who has (FM) writen $written$ this sentence? <2:6:2179:1403:1665:S_A> (FS) fomr $from$ France, I know people (FM) German $Germany$ , Peru, Nigeria, Ukrania, etc. <2:6:2088:1403:S_A> Why do (FS) german $German$ women not (LS) depilate $shave$ their legs? <2:6:2106:1403:S_A> to see the faces of everybody, because $I$ I would like (FS) i think that it would be funnier <2:6:2116:1403:S_A> it's better to speak with people face to face, I think that (FS) abn $and$ <2:6:2116:1403:S_A> if it is (FS) imposible $impossible$ , maybe the best solution could be to have (GA) the $a$ photo <2:6:2135:1403:S_A> Here in Northland (Valencia), we have had (FS) french $French$ , <2:6:2135:1403:S_A> (FS) german $German$ and Spanish people <2:6:2139:1403:1665:S_A> there any girlsmomment (GVN) Is $Are$ (FS) at this $moment$ in the teleconference? <2:6:2150:1403:S_A> been very interesting, because everyone had$different$ No, it has (FS) diferent a culture 517 Spanish L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <2:6:2150:1403:S_A> and (GADJN) diferents $different$ (FS) diferents $different$ laws <2:6:2155:1403:1665:S_A>am (FS) plain in the photo. If you want send me your e-mailwill send you whatever you want No, because I very i $I$ and <2:6:2179:1403:1665:S_A> (FS) Maybe you think that i $I$ am crazy, <2:6:2179:1403:1665:S_A> like to meet people all around the world but not at all. I (FS) becua $because$ they have very interesting things to (LS) express $say$ . <2:6:2179:1403:1665:S_A> (FS) I know people fomr $from$ France, (FM) German $Germany$ , Peru, Nigeria, Ukrania, etc. <2:6:2181:1403:1665:S_A> $it$ is easier to find "hot" boys than girls, but In Spain (GP) (FS) i $I$ will try to find (GP) them $some$ for your friends <2:6:2186:1403:1665:S_A> (FS) Do you have (GA) $a$ movil $mobile$ phone? <2:6:2189:1403:1665:S_A> (FS) I had a lot of problmes $problems$ with netscape, <2:6:2189:1403:1665:S_A> (FS) so i $I$ am using Explorer <2:6:2190:1403:S_A>should be more But you (FS) diplomitic $diplomatic$ and agree with everybody <2:6:2207:1403:1665:S_A> (FS) Ok, i $I$ haven't said (GP) nothing $anything$ "dangerous" <2:6:2210:1403:S_A> to say that teleconferences are more interesting than the messages, because this kind of I would like (FS) comunication $communication$ is too slow <2:6:2211:1403:1665:S_A> (FS) How maby $many$ people are (SI) $there with$ you? <2:6:2216:1403:1665:S_A> (FS) Oh, we were fourty $forty$ , <2:6:2216:1403:1665:S_A> (FS) but not $now$ <2:6:2216:1403:1665:S_A> (FS) i $I$ am the only one in class <2:6:2221:1403:S_A> like a (FS) tipycal $typical$ Valencian song says. I am from Valencia (Spain) <2:6:2223:1403:1413:S_A> (FS) $I would like to ask you to excuse me$ because was the troublemaker <2:6:2226:1403:1665:S_A> (S) I want to excuse me i $I$ <2:6:2230:1403:1665:S_A> (FS) I don $do$ not have anything to do for two more hours <2:6:2116:1403:S_A> it's better to speak with people face to face,$a$ abn $and$ if itphoto imposible $impossible$ , maybe the best solution could be to have I think that (GA) the (FS) is (FS) <2:6:2131:1403:S_A> becuase everybody was against (GA) $the$ death penalty except them, and they didn't change their opinion <2:6:2186:1403:1665:S_A> (GA) Do you have $a$ (FS) movil $mobile$ phone? <2:6:2221:1403:S_A> the land of I am from (GA) the $0$ flowers, <2:6:2221:1403:S_A> the $0$ flowers, of (GA) the $0$ light <2:6:2221:1403:S_A> the $0$ light and (GA) the $0$ love, like a (FS) tipycal $typical$ Valencian song says. I am from Valencia (Spa <2:6:2223:1403:1413:S_A> (GNC)$I would like to ask you to excuse password$ (FS)Athena $Athena's password$who (GVT) take $took$ (LS) (S) I want to excuse me the login $the me$ because of i $I$ was the troublemaker <2:6:2014:1403:S_A> are lucky, here there is one #39, you (GNN) boys $boy$ who is 19 and 3 months. <2:6:2098:1403:S_A>have a lot of sun (LS) holidays summer. If you want to come for a, you can come (ONLY FOR WOMEN) Here we (GNN) on $in$ $holiday$ <2:6:2226:1403:1665:S_A> (GP) How many time $How long$ are you going to stay in (FS) hte $the$ teleconference? <2:6:2207:1403:1665:S_A>haven't said Ok, (FS) i $I$ (GP) nothing $anything$ "dangerous" <2:6:2181:1403:1665:S_A> (GP) In Spain 0 $it$ is easier to find "hot" boys than girls, <2:6:2181:1403:1665:S_A>will try to find them but (FS) i $I$ (GP) $some$ for your friends <2:6:2168:1403:S_A> Did the NGOs have the feelingyou it was easy to get the countries to pay ? (GP) that $them$ attention to <2:6:2002:1403:S_A> guys! I know you are able to say come on (GP) anything $something$ intelligent. <2:6:1967:1403:1402:S_A> guess. tell i don't want to (GP) 0 $me$ it <2:6:2150:1403:S_A> been very interesting, because everyone had$different laws $ No, it has (GADJN) diferents a (FS) diferent $different$ culture and (FS) diferents $different$ laws <2:6:2139:1403:1665:S_A> (GVN) Is $Are$ there any girls at this (FS) momment $moment$ in the teleconference? <2:6:2199:1403:S_A>the only member of your group or (WO) there is $is there$ Are you (GVN) there is $are there$ a lot of people reading my messages? <2:6:2032:1403:S_A> HOT GIRL (GVT) LOOK FOR $looking for$ A REAL MAN <2:6:2223:1403:1413:S_A> (GVT) $I would like to ask you to excuse me$ because (FS) i $I$ wasthe login $the password$ of Athena $Athena's password$ (S) I want to excuse me take $took$ (LS) (GNC) the troublemaker who <2:6:2229:1403:1665:S_A> you (when you sent Bye, I will see (GVT) $send$ me your photo) <2:6:2030:1403:S_A> do not (S) make usso bored $bore us$ with #56, please, (LS) be $such$ long phrases <2:6:2088:1403:S_A>(FS) german $German$ women not Why do (LS) depilate $shave$ their legs? <2:6:2098:1403:S_A>have a lot of sun Here we (LS) on $in$ summer. If you want to come for a (GNN) holidays $holiday$ , you can come ( <2:6:2101:1403:S_A> I like to practice my English, and why not (LS) in $on$ the beach? <2:6:2117:1403:S_A> to think that i havefound a lot of friends $made a lot of friends$ this experience (WO) around all $all around$ Europe I would like (LS) with <2:6:2179:1403:1665:S_A> around the world (FS) becua $because$ they have very interesting things to meet people all (LS) express $say$ . I know people (FS) fomr $from$ France, <2:6:2223:1403:1413:S_A> (LS) (GVT) take login the troublemaker who the $took$ $the password$ (GNC) the login of Athena $Athena's password$ <2:6:2131:1403:S_A> to know why Bardlandsquare head I would like (LP) had $was so stubborn$ , becuase everybody was against (GA) $the$ death penalty except them, and the <2:6:2117:1403:S_A> to think that i havearound all a lot of friends $made a lot of friends$ with this experience I would like (WO) (LS) found $all around$ Europe <2:6:2169:1403:1665:S_A>e-mail to you. I have not written anything, buthave$ I have sent an (WO) have now $now you my e-mail <2:6:2199:1403:S_A>the only member of your group or Are you (WO) there is $is there$ (GVN) there is $are there$ a lot of people reading my messages? <2:6:2030:1403:S_A> do not #56, please, (S) make us be bored $bore us$ with (LS) so $such$ long phrases <2:6:2223:1403:1413:S_A> (S) I want to excuse me $I would like to askbecauseexcuse $I$ was the troublemaker who (GVT) take $took$ (LS) (GNC) you to (FS) i me$ <2:6:2211:1403:1665:S_A> $many$ people are How (FS) maby (SI) $there with$ you? <2:6:2022:1403:S_A> why do you (SU) look $?$ a teenager? <2:6:2083:1403:S_A> This conference does not (SU) have have, neither feet $?$ . <2:6:1919:1403:S_A> (CS) Wie geht´s Euch im kalten Deutschland? Hier scheint die Sonne.. .(Ger.) <2:6:1972:1403:S_A> (CS) il y a quelqu'un qui parle français (French) ? <2:6:2151:1403:S_A> (CS) Adeu (Catalan) <2:6:1986:1403:J_Pa> it was (FS) Barland $Bardland$ who were in favour of death penalty and the legalization of cocaine, wasn´t it? <2:6:1992:1403:J_Pa>pretty, our she is so (FS) teachers $teacher's$ told us <2:6:2016:1403:J_Pa> (FS) sou $So$ you like seniors 518 Spanish L1 Error Items (Synchronous) ID Code Pre-context Error Category Error Correction Post-context <2:6:2031:1403:J_Pa> we want (GA) $the $ commissioner to (SU) clarify her trends $?$ <2:6:2063:1403:J_Pa> close to (GA) #91 is so $the$ truth <2:6:2018:1403:J_Pa> (WO) sorry so $So sorry$ <2:6:2031:1403:J_Pa>(GA) $the $ commissioner toher trends we want (SU) clarify $?$ <2:6:1963:1403:J_Pa> (CS) halole (?) everybody <2:6:2064:1413:L_M_C> am with Only when I (FS) yiour $your$ mother <2:6:2075:1413:L_M_C> Sorry, you (GVAUX) don't must $mustn't$ read (FS) thig $this$ message <2:6:2070:1413:L_M_C> we study pulling the (GNC) commissioner $commissioner's$ leg <2:6:2075:1413:L_M_C> Sorry, you (GVAUX) don't must $mustn't$ read (FS) thig $this$ message <2:6:2055:1413:A_R_R> the (FS) We think that Eutropian Comissioner $Commissioner$ is too old for us <2:6:2062:1413:A_R_R> in (GADJO) All pretty girls the simulation are invited for our final party $party at the end of in Valencia the conference$ <2:6:2072:1413:A_R_R> saying, all As we were (GADJN) pretties $pretty$ women are invited to our great party (LS) of $on$ the last day(we promise you <2:6:2072:1413:A_R_R> saying, all (GADJN) pretties $pretty$ women are invited to the last day(we promise you it is going to be a party > As we were (LS) of $on$ our great party <2:6:2072:1413:A_R_R> saying, all (GADJN) se cagara la perra women arecol.) > As we were (LS) que pretties $pretty$ (Spanish invited to " great party (LS) of $on$ the last day(we promise you it is going to be a par our 519 Spanish L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Organism to (FM) administrate $administer$ for the best search (FM) development $development$ same about remote learners, (GA) $the$ The (FM) dissabled $disabled$ and (FM) mark $marking$ been He has (FM) hardly $hard$ including in a common fund the (FM) financiation $financing$ We were (FM) waitting $waiting$ We have not (FM) hear $heard$ several (FS) similaritites $similarities$ Yours (FS) sincerely $sincerely$ (FS) and $an$ must collaborate with (GA) $the$ (FS) Firms Univerity $University$ job (FS) intenships $internships$ conferences about subjects (FS) the $they$ Tertiary Education centres must be placed in the same all (FS) are $area$ We would like to report that the (FS) Police $Policy$ consensus with all (GA) $the$ (FS) countris $countries$ to reduce the years (FS) or $of$ delegation from Dear (FS) Middland $Midland$ We have (FS) succesfully $successfully$ Delegation from Dear (FS) Middland $Midland$ but we (FS) can not $cannot$ educational for the (FS) comunity $community$ a waste for the to be (FS) ederation $Federation$ (GA) $a$ have (FS) defficit $deficit$ enterprises could (FS) desappear $disappear$ suffer $have$ a (LS) (FS) defficit $deficit$ In (FS) consecuence $consequence$ circumstances of each (FS) desabled $disabled$ is (FS) diferent $different$ disabled Both (FS) lerners $learners$ addition . In (FPM) $,$ is new (GP) $it$ is going to be a waste (FPW) (FS) ederation $Federation$ if it for the , $.$ must respect the local culture, that is why both , We (FPW) $0$ Middish and English (FPW) , $0$ encourage To (GA) the $0$ which are the main points on show (GA) $the$ collaborate with must (GA) $the$ Should (GA) $the $ consensus with all (GA) $the$ differences according to (GA) the $0$ Eutropolis and not for (GA) $the$ (LS) in $at$ because (GA) the $0$ do you think about What (GA) the $0$ centres must have a Numerus Clausus to avoid tertiary (GA) the $0$ delegations of Dear (GA) $the$ encourage the development of IT in all (GA) $the$ of (GA) $the$ the links (LS) of $for$ create (GA) the $a$ same about remote learners, The (GA) $the$ ask you for So we (GA) a $0$ (GA) $The$ opinion, in your (GA) $the$ (XVPR) agree in $agree with$ We (GA) $the$ (XVPR) agree in $agree with$ the proposal(GA) of $the$ kind of veto-right in any (GA) a $an$ you read Have (GA) $the$ We have received (GA) the $an$ have $will$ (GA) $a$ not have would (GA) $a$ (XNCO) chance to acced to $chance of gaining access to$ (GA) the $0$ Regarding your proposal, it would be (GA) $a$ solution would you propose to avoid Which (GA) the $0$ Post-context (GNN) criterias $criteria$ for one more clear explanation about your position in both our policies Educational System for our new common capital: Eutropo in the (XVCO)want the students improve $want the students to ? Statement of Bardland is poor that form Eutropia study because received your message , wait because giving your idea , and your suggestion , old people (LS) out $outside$ (WR) of $0$ Eutropolis this enterprise it (GVT) is going to $will$ have (GA) $a$ (FS) defficit $d Middish and English must be present in Tertiary Education. technological development in Eutropolis Curriculum. (FS) Univerity $University$ University be private or public? (FS) countris $countries$ that form Eutropia age. Eutropian Federation, University you have access to the University overcrowding in Universities Eutropian Federation countries Eutropian Federation global network. (FM) dissabled $disabled$ further clear information. First point we would like to speak about is the power stru state must support (LP) industrial training$training scheme (LS) next $following$ points students' involvement in organization. Midland proposal about gender policy? answer (LS) of $from$ Midland (FS) defficit $deficit$ because giving domain university. better solution that university provides overcrowding in the Universities? 520 Spanish L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context "numerus clausus"" and (GA) the $0$ access to University are making the Educational System for (GNC) We Eutropolis the capital language$the Eutropianof the capital$ and not for (GA) $the$ language Federation, according to this we prefer teaching in English and ) of all, if you (XVCO) want use $want(GNC) thean enterprise of telecommunication that enterprise$ First to use$ TEC (LS) like $as$ telecommunications provides Internet services $a are the Nordish We (GNN) delegations $delegation$ (LS) of $for$ the curriculum topic. hope that future discussions will lead to a comfortable capital for all $citizens$ We (GNN) citizen of Eutropolis. (2 semesters ): 1 year (GNN) Basics $Basic$ Studies. the basic studies students will be introduced to basics ""in (GNN) $basic$ skills"". This $These$ (GP) (GNN) basics $basic$ skills you talk about (improving typing speed, use of inter Organism will be composed of one (GNN) This ministers $minister$ or (SU) technician members $?$ of each country, a global network (free network or University network), and the government of each (LS) makes $does$ (LS) that $what$ (GP) he $it$ (GVN) make (GNN) countries $country$ fibre link is the best solution (LS) in $for$ short Optical (GNN) distance $distances$ and is cheaper if you don't have any satellite (SU) the long run$ the specific training provided by thisactivities $in (GNN) kind of $activity$ is a benefit to the firms and they should see that extra-spen the same (LP) studies plan $curriculum$ and (FM) mark $marking$ (GNN) criterias $criteria$ as the public university, supported by the government, Finally, we hope (GP) we $to$ reach an agreement (LS) in $on$ these topics want to invite we (GP) every $all$ countries to discuss the topic of Education Policy we think that (GP) $it$ is better to start it at 18 We agree with you about having a common (LS) building $campus$ for $all$ (GP) every University Studies, (GP) This $These$ (GNN) basics $basic$ skills you talk about in function of $according to$ (LP) (GP) his $its$ GDP in function of $according to$ (LP) (GP) his $its$ GDP, in function of $according to$ (LP) (GP) his $its$ GDP that $what$ (LS) (GP) he $it$ (GVN) want $wants$ to obtain this money students and teachers out of to keep (GP) this $these$ tasks proposal of (GA) $the$ students' involvement in (GP) this $these$ tasks, We allow private universities, but (GP) that $these$ universities must (LS) follow $offer$ collaborate indirectly, that is, with (GP) this $these$ job related activities, are many reasons that support there (GP) it $this$ in our policy statement (avoiding sex distinctions in (GP) every $all$ documents) new if it is (GP) $it$ is going to be a waste for the (FS) ederation $Federation$ (WM) $mean$ disloyal competition and the would (GP) others $other$ enterprises could ""TEC enterprise"" could compete as (GP) The other $another$ provider. All (GP) this $these$ things could be studied in the context of mean that the specific environment and(GADJO) desabled (FS) desabled $disabled$ is (FS) diferent $different$ We circumstances of each $disabled person$ we want to explain the sentence that has becomeyours Now (GADJN) the source of $your$ complaints. Firms (GVN) informs $inform$ about the market's needs. the government of each (GNN) countries $country$ makes $does$ (LS) that $what$ (GP) (GVN) (LS) he $it$ want $wants$ to obtain this money. specialized in Curriculum People (GVN) is $are$ going to talk about this. Maybe today in the conference. However, this topic (GVT) should have studied$should have been studied$ group (policy). by another specific professionals that have (GVT) were able $are able$ to administrative matters which (GVT) are not CONCERNINGnot CONCERN$ $do .$ it (GVT) is going to $will$ have (GA) $a$ (FS) defficit $deficit$ the entreprise (GVT) is not going to $will not$ (LS) gain $make$ money. the problem is to (LS) select $choose$ an enterprise thatgoing to (GVT) is $will$ be forced to (LS) suffer $have$ $These$ (GNN) basics $basic$ skills you talk about (improving typing speed, use of internet,be advanced ones. in secondary school and skills we wa (GVAUX) must $should$ etc ) must be taught size of this board is not so important for us, but maybe it coud be a good idea that there be one student, one teacher and one (WM) $person The (GVAUX) would $should$ think that firms We (GVAUX) must $should$ collaborate indirectly, that is, with (GP) this $these$ job re mean outside the university all eutropolis students would have full free Internet access, but the rest of the people We (GVAUX) could $should$ pay the (LS)suitable $right$ amount of money. could use IT to make possible that disabled peoplegeographical We (GWC) and $geographically$ remote learners study from their homes... disabled (FS) lerners $learners$ , old (GWC)and realist people would have a very good and chance to acced to $chance of gaining access to$ Both people working $realistic$ (XNCO) are a delegation of Northland. We are (XADJCO)proud of collaborating We $proud to collaborate$ all of you in this simulation in order to design and im with the curriculum group from Northland. We are happy for receiving $happy to receive$news (LS) about $from$ you. We are (XADJCO) old people and working people would have(XNCO) chance to acced to $chance of gaining (GA) the $0$ university. a very good and (GWC) realist $realistic$ access to$ collaborate economically, offering seminars,job want intenships $internships$ , conferences about subjects (FS) the $they$ Firms (XVCO) (FS) the students improvethe students to improve$ $want We (XVCO) recommend use $recommend using$ptical fibre links to improve the local networks and (WR) o (XVCO) Looking forward to$Looking forward to hearingagain. hear from you $ prefer to suppose you do not get it, (XVCO) want explain it: our$want the is clear, we only As we we are going to that students proposal students learn useful contents for their future. to$ of all, if you First (XVCO) want use $want to use$ the TEC (LS) like $as$ (GNC) an enterprise of telecommu In contrast you did not (XVCO) seem agree $seem to agree$ with our proposal (LS) of $for$ including in a common fu ask you for a clear So we (XNPR) agreement at $agreement on$ this issue. have read your policy statement and we want to underline some points that we with$ . We (XVPR) disagree $disagree countries will so all (XVPR) participate of $participate in$ the decisions of this Organism. of all we are going to start with the points that we both First (XVPR) agree $agree on$ : 521 Spanish L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context agree with the employment policy, the (XVPR) agree in that the questions like: We (GA) $the$ (LS) next $following$ points: We point where you say $agree with$ also We (XVPR) agree in $agree with$ the proposal of (GA) $the$ students' involvement in (GP) know, our objective is to achieve agreements, and we need you tell to us with$ what $which$ of our proposals you As you (XVPR) agree $agree (S) in . Northland delegation had already understood your lastamessage, but we still think that it is . (XNUC) nonsense $nonsense$ are the Nordish (GNN) delegations $delegation$ of We (LS) $for$ the curriculum topic the help of each country ( with (LS) of $in$ Eutropia) reach agreement to (LS) for $on$ all sides. An (LS) access $entrance$ examination to enter (WR) in $0$ tertiary education Finally, we hope (GP) we $to$ reach an agreement in (LS) $on$ these topics. (XADJCO) happy for receiving $happy to receive$ news (LS) about $from$ you. comment $comment on$ several points (LP) (LS) about $in$ your message: the same opportunities to (LS) access $gain access$ to University, We agree with you about having a common(LS) building $campus$ for (GP) every $all$ University Studies we need to look at communicating this (LS) building $campus$ with Eutropolis. because (LS) in $at$ (GA) the $0$ University you have " younger people because they learn (LS) request earlier $more quickly$ than older ones development of the IT that is for the (LS) good $beneficial$ for them the government of each (GNN) countries $country$ makes (LS) $does$ (LS) that $what$ (GP) he $it$ (GVN) want $wants$ to obtain this money. recommend the third option (LS) like $as$ a good idea to solve this problem the links create (LS) of $for$ (GA) the $a$ global network link is the best solution fibre (LS) in $for$ short (GNN) distance we do not thus (LS) understand $envisage$ cultural interchanges if all local networks are not intercon like to comment (WM) $on$ some points would (LS) of $in$ the teleconference about education policy. think that the three we also (LS) collectives $groups$ should have be financed by the firms because (LS) should finally $in the long run$ the specific training provided would like to clarify some points We (LS) of $from$ the last teleconference about discrimination when somebody avoid (LS) requests $applies for$ a job We think that your idea (LS) of $on$ the structure of the university board We (XVPR) agree in $agree with$ (GA) $the$ (LS) next $following$ points but here we have a (LS) bit $slight?$ point of disagreement We invite you to discuss that (LS) concrete $specific$ point going to specify our position we are (LS) in $regarding$ the sponsorship but (GP) that $these$ universities must (LS) follow $offer$ the same (LP) studies plan $curriculum$ have done a very good you (LS) work $job$ We would like to (LS) notice $draw your attention to$points: some practical semesters that (LS) happen $are offered$ outside the tertiary education institutions hope that we will We (LS) get $finalize$ some agreements soon. your With (LS) method $proposal$ you only avoid the problem but do not solve it. in your last But (LS) survey $editorial$ there are several points we do not understand at all. us Let (LS) remark $outline$ some of them: whether you want to make the other countries (LS) face $go against?$ us have received (GA) the $an$ answer (LS) We of $from$ Midland about Administrative $so$ we have decided to and (LS) say $tell$ you what we understood (XVCO) want use $want to use$ the(LS) if you TEC like $as$ (GNC) an enterprise of telecommunication services and to Internet (LS) profit from $take advantage of$ fact this have to think about two very you (LS) hard $difficult$ problems: the entreprise (GVT) is not going to $will not$ (LS) gain $make$ money In addition(FPM) $,$ (LS) out $outside$ (WR) of $0$ Eutropolis this enterprise would not have (G enterprise already exists the problem is to if the (LS) select $choose$ an enterprise is going to $will$ be forced to (GVT) (LS) suffer $have$ a idea about a TEC working your (LS) like $as$ an enterprise are if there (LS) benefits $profits?$ (hesitant thing), a 100%-physically disabled learners’ access(LS)the TEC buildings' is a $little$ to few ambiguous did not (XVCO) seem agree $seem to (LS) with our proposal you agree$ of $for$ including in a common fund network could That (LS) approach $bring closer$ with only the help of a camera We think using the TEC (LS) like $as$ an enterprise that provides free access of the people (GVAUX) would $should$ pay the the rest (LS) suitable $right$ amount of money. could be studied in the context of (LS) things all $the whole of the$Eutropian Federation would this (LS) supose $mean$ very important investments outside Eutropolis Talking about the (LS) education $teaching$ language members of Coastland: We propose a(LSF) Dear 3+1 system which consists of $degree$ to study the Carrera universitaria) subjects and the last year for job career three years (Sp. specific training provided by this kind of (GNN) activities $activity$ is a benefit to the firms and they should see that extra-spendings as an (LSF) inversion $investment$ we want to guarantee that this public education will be able to offer all the courses$ (Sp.).. And (LSF) careers $degree 522 Spanish L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context For example, one for technical (LSF) careers $degrees$ (Sp.), one for literature another (LSF) careers $degrees$ (Sp.), or another for biomedical (LSF) careers $degrees$ (Sp.), ... hope that we will We (LP) get an agreement $come to an agreement$ . are very pleased to have we (LP) found out $found$ several (FS) similaritites $similarities$ in both our policies We want to (LP) comment $comment on$ several points (LS) about $in$ your message: a free network where each country pays Make (LP) in function of $according to$ (GP) his $its$ GDP a network only for the University where each country pays of Make (LP) in function $according to$ (GP) his $its$ GDP, country pays (WR) as $0$ a tax to the fund Each (LP) in function of $according to$ (GP) his $its$ GDP to make a global network Another point we want to discuss with you(LP) sponsorship oftraining $training schemes in industry$ is the industrial the $the$ state must support (GA) (LP) industrial training $training schemes in industry$ think that we could We (LP) have a disagreement in $disagree with$ the administrative structure (GP) that $these$ universities must (LS) follow $offer$ the same but (LP) studies plan $curriculum$ supported by the government, (WM) $which$ we want to up (LP) build $set up$ in Eutropolis been (FM) hardly $hard$ scolded (WO) hardlymaking antics He has (LP) scolded $scolded hard$ for up to his antics$ . $getting you When (LP) talk about $quote us on the idea that$ ""university"" should be ""updated on the market needs" we (FS) can not $cannot$ wait but (LP) for more time $longer$ (LCC) and $so$ we have decided to to (LS) profit from $take advantage of$ this fact to obtain and (LP) free-pay $free$ access for the educational (FS) comunity $community$ want to live in an equal system, all students should have the same opportunities to (LS)we do not have to make differences according to (GA) the If we (LCLS) then $therefore$ access $gain access$ to University, and To EuGlobe We are very pleased (LCLS) because $that$ our work has been recognised . But in your last (LS) surve (LCLC) By the other hand $On the other hand$'to propose a 100%-physically disabled learners’ access , We were (FM) waitting $waiting$ for one more clear explanation about your last message, but we (FS) can not $cannot$ wait (LP) for more time $lon (LCC) and $so$ we have decided to (LS) say $tell$ you what we understoo help (WR) us $0$ draw us closer together as members of the Eutropian Fede topic What (WR) about $0$ do you want to discuss now?" (LS) access $entrance$ examination to (WR) An enter in $0$ tertiary education. country pays Each (WR) as $0$ a tax to the fund (LP) in function of $according to$ (GP) h (XVCO) recommend use $recommend (WR) optical fibre links to improve the local networks and We using$ use $0$ satellite links to interconnect all networks. agree with We (WR) you in $00$ the idea of the involvement of teachers and students in the not know exactly which tasks (WM) $you$ arethat We do (WR) referring to $0$ , but, anyway, In addition(FPM) $,$ (LS) out $outside$ (WR) of $0$ Eutropolis this enterprise would not have (GA) $a$ domai asked us about the age of You (WM) $students wishing tertiary education and we think that (GP) $it$ is better to to enter$ message we would like to comment (WM) In this $on$ some points (LS) of $in$ the teleconference about educati the same (LP) studies plan $curriculum$ and (FM) mark $marking$ (GNN) criterias $criteria$ as the public university,$set up$ inby the government, (WM) $which$ we want to (LP) build up supported Eutropolis. do not know exactly which tasks We (WM) $you$ are referring to (WR) that $0$ , but, anyway, we agree tha teacher and one one (WM) $person from the$ administrative staff of each country. What do you think? state-supported enterprise would not compete with other private ones because it would disloyal competition and the (GP) others $other$ enterpris (one (WM) $mean$ the moment we are reading At (WO) carefully your Policy Statements Statements carefully$ us if you have any question or doubt abo $your Policy . Please, write to you clarify what could (WO) means for you administrative structure? $administrative structure means for you$ (GP) this $these$ job related activities, but never with money directly$directly with money$ with (WO) . been (FM) hardly $hard$ scolded (WO) He has hardly scolded $scolded hard$ for (LP) making antics $getting up to his antics$ . (WO) The enterprise is new or old $Is the enterprise new or old?$ ? (S) Many regards $Kind regards$ , Hello (S) every country of $all countries in the$ Eutropian Federation: Should (GA) $the $ University be private or public? In what percentage terms $?$ ? (S) delegation of educational policy in Northland want to discuss The (S) about the suppot of$your attitude to $ religious activities the it is not a good idea to support any religion, because weany sensibility $offend anybody$ so (S) hurt should not think that developing the tertiary education of Eutropolis is seriousness is necessary We (S) a higher a very important task and a more serious attitude$ . $we should have students should have a (S) good level of knowledge academic level$ . $good propose a more specific education to reduce the years (FS) order study because it is to have specific professionals We (S) useful in or $of$ $better$ (GVT) were able $are able$ to that (S) enter in the market $incorporate themselves into the employment market$ place money collected will be distributed to the countries function of the necessities ofto their needs as regards increasing their$ technology infrastructu The (S) in $according them to makemore we also think that the three (LS) collectives(S) $groups$ should have the same number of$equal representation$ voices we think that here we But (S) have a point in disagreement with you because, in your opinion, $disagree on this point$ think that the solution to the discrimination problem is topractice it $so that they do not discriminate$ We (S) to not make people aware the private sector would (S) press for obtaining a piece on the cake to have a share of the profits$ $insist of being able access for all citizens of Eutropolis is a(S) free little realist $an unrealistic$ proposal because the Internet we need you tell to us and (S) in what $which$ of our proposals you (XVPR) agree $agree with$ . finally, we And (S) suggest to have at least 75% that at leastleaving the option for enterprises $suggest of public ,centres of the universities be public$ 75% Firstly we propose its integration in the educational system. (SI) For this $To do this$ , we have considered two points as the most important iss endow Universities with local networks which will be this To (SI) For interconnected.$To do this$ we have to decide two important issues: One of them is ho we would like to deal with some points Now (SI) in disagreement $that we disagree with$ : Talking about the (LS) education $teaching$ language, we that English can not think that English should $ be the only one used in Eutropolis. (SI) think $don't Organism will be composed of one (GNN) ministers $minister$ or $?$ This (SU) technician members of each country, so all countries will (XVPR) participate fibre link is the best solution (LS) in $for$ short (GNN) distance $distances$ and is cheaper if you don't have to use with a faster communicatio Optical (SU) before $?$ , but satellite is cheaper any satellite 523 Spanish L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context is, what are the tasks that That (SU) an administrative $?$ will have to develop in the Eutropolis University? a bit difficult to it was (FM) interpretate $interpret$ your point of view or your goals unhindered internet access paying only local (FM) telephony $telephone$ (LS) taxes $rates$ Bilingual education is mandated (FS) is $in$ schools $the mark of which$ gives them priority of (FS) to an access $a$ specific university be able to start the we will (FS) negociation $negotiation$ about what we want to achieve members of Dear (FS) Barland $Bardland$ Northland Group for Personal and (FS) Comunity $Community$ Rights. a constitution that guarantees we have (GA) the $0$ universal rights to work not be able to ensure we will (GA) the $0$ basic economic rights. an agreement that will satisfy reach (GA) $the$ personal and community, a better standard of living and improve achieve (GA) the $0$ society grants allow people to study at Basic (GA) the $0$ university, (GA) $the$ final exam can be negotiated in order to achieve a compro an agreement that will satisfy reach (GA) $the$ personal and community, you have sent us is not useful as What (GA) an $a$ starting point forward to being in touch and to having$ $look (GA) a $0$ (LS) nice $fruitful$ (GNN) negotiation think that we also (GA) $the$ death penalty would not be a solution . Bardland proposes (GA) $the$ death penalty for drug dealers (XPRCO) instead establish $instead of establishing$ (GA) $the$ death penalty. (GA) $a$ medical commission would decide which are soft ). very important and (GA) a $an$ essential part of the education (WM) $system$ like a service (GA) $a$ telephone or an entertainment media not have anything clear from we do (GA) $the$ last teleconference (GA) $The$ Delegation from Northland are very grateful for your (XN an option for it is only (GA) $the$ parents in$ to enrol (GA) an $a$ specific university, is ( what (GA) an $a$ riot and what is (GA) an $a$ legal demonstration? is what (GA) an $a$ legal demonstration? (LS) on $with$ our position on (GA) the same $the$ death penalty a constitution that guarantees the universal rights We have (GNN) $right$ to work and equal treatment (LP) on the job $in the workp should know by this time, both of us are in charge of economic rights As you (GNN) issue $issues$ . Secondly, we think that (GNN) school $schools$ should offer the students a computer room where they can forward to being in touch and to having$ (GA) a $0$ (LS) nice $fruitful$ $look (GNN) negotiation $negotiations$ and (LS) get $reaching$ an agreement that could be dangerous for (GP) himself $the baby$ have achieved all of as we (GP) them $our goals$ must pass a final exam Students (GP) which mark $the mark of which$ives them priority of access g is allowed to decide over nobody (GP) someone's $someone else's$ life. $the$ death penalty for drug dealers (GP) (GA) which it $which$ (SU) is out of our principles for personal rights $?$ It is difficult not to be in agreement (LS) in$on$ (GP) this $these$ topics order$ to achieve all (WM) $in (GP) this $these$ important goals? consider we do not (GP) it $them$ important or honest, forward to Looking (GP) others $other$ questions Despite (GP) it $this$ , an adequate system of grants centralised exam a final (GP) which $whose$ mark would give them (LP) priority of access to Although we think Internet skills (GVN) is $are$ very important and (GA) a $an$ essential part of the educa not (why (GVNF) creating $create$ an agency like interpol?) to have (WO) under control the p other hand, doctors think that abortion after two months of pregnancy On the (GVAUX) would $could$ be dangerous for the mother, we agree with the restrictions (LS) (GWC (WO) Internet free access $free internet access$ in order to protect Finally of $on$ youth $young$ people. our opinion, the commission for the (GWC) representationguidelines must be integrated by $from$ each country's government and non-govern But in development of Internet $representatives$ (LS) of a mean giving free Do you (GWC) connectivity $connection$ to Internet or also paying the telephone bill? We agree on giving free (GWC) connectivity $connection$ or free access but not paying everyone's bill unemployed Eutropian citizens have the right to receive some $temporally$ Of course, (GWC) temporal (WO) temporal economic aid $economic aid temporally$ , punishments and penalties for drug dealers (XPRCO) instead establish $instead of establishing and hard drugs consumers $ (GA) $the$ death penalty. . We (XVCO) look forward to being in touch to have (GA) a touch and nice $fruitful$ (GNN) negotiation $nego $look forward to being in $0$ (LS) to having$ topics are dangerous and do not Some (XVCO) contribute to develop $contribute to developing$ (S) people personality and the society members of Information Rights Watch Group: (GA) $The$ Delegation from Northlandour position paper. your Dear (XNPR) support about $support for$ are very grateful for delegation, We have to (WO) discuss (XVPR) $seriously discuss$about Dear seriously discuss seriously $seriously discuss$your policy statement. you When (XVPR) reply $reply to$ this e-mail with your new policy statement related to econ information about drugs at any level, including school and university(We Increase (XVPR) agree with Bardland at $agree with Bardland on $ . this point) If someone wants to use a service like (GA) $a$ telephone or an entertainmentfor$ (XVPR) pay $pay media, they it. must We would like to make (WO) clear our position $our position clear$ on some topicson$ you asked us fees' must be guaranteed to every child in a (L (XVPR) comment $comment which . 'No school to Extra-curricular activities require additional(LS) taxes $fees$ paid by those who are interested in them change our situation: the could (LS) entrance $arrival$ of immigrants into our country 524 Spanish L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context of this, we would like Because (LS) entrance $immigration$ to be regulated abortion should be legal assume (LS) before $up to$ the first two months rights, such as equal pay basic (LS) to $for$ equal work, equal employment opportunities Immigrants who have been legally working(LS) during $for$ two years will be able to apply for nationality. Bilingual education is mandated (FS) is $in$ schools (LS) of $in$ aboriginal regions extra-curricular activities require additional (LS) taxes $fees$ to be paid by those who are interested are documents such as there (LS) discoveries $information aboutthat should $ public inventions be the regions are ready to contribute (LS) not all in $with$ an equal sum. your policy statement is more (LS) approached $similar$ to the declaration of human rights, than a policy state you for Thank (LS) all $everything$ to Internet, with preference for those ones who to access (LS) need it $for$ work. forward to being in touch and to having$ (GA) a $0$ $look (LS) nice $fruitful$ (GNN) negotiation $negotiations$ and (LS) get $reaching$ an agreement . (WO) under control the problem of drugs have (LS) traffic $smuggling$ We should improve health (LS) development $assistance$ to make (WO) more efficient the attention (LS) on $in$ hospitals to people affected (WM) $it$ unviable to we find (LS) apply $offer$ free Internet access citizens to all (LS) of $in$ Eutropia. If someone wants to use we agree with the restrictions Finally (LS) of $on$ (WO) Internet free access a (GWC) representation $representatives$ (LS) of $from$ each country's government spent almost an hour discussing the (LS) point of NGOs first $on$ the agenda in charge of the final report we are (LS) about $on$ economic rights and it was a bit difficult to It is difficult not to be in agreement (LS) in $on$ (GP) this $these$ topics, try to be We will (LS) accurate $methodical$ , and answer you point by point only local (FM) telephony $telephone$ paying (LS) taxes $rates$ a description of our position send you (LS) about $concerning$ (WO)information access topic paying only local everyone (LS) taxes $rates$ telephony connection wholehearted support to$ a (LS) wide $universal$ access to information Our delegation (LS) proposes $gives support to$the option to have private schools for rich people Before (LS) accessing $gaining access$ to university, students should pass a final centralised e other hand, you On the (LSF) exposed your position $manifested your opinion$ commission which has to control the flow o about the 'No school fees' must be guaranteed to every child in a public (LSF) $state$ (Sp.pública) school (parents must force their children Somehow, poor people should have priority (S) of access $to enrol$ in $state$ (LSF) public (Sp.pública) schools. guarantees (GA) the $0$ universal rights to(LP) and on thetreatment work equal job $in the workplace$ . a constitution that guarantees the (LP) We have universal (GNN) rights $right$ to the workplace$ treatment on the job $in work and equal An authentic revolution is starting up and it is very important for Eutropia to (LP) catch the train of $participate as a pioneer in the developments in$ Information Technology. The delegation of Northland (LP) bets for $gives its wholehearted support$universal$ access to information a (LS) wide to$ should pass a final centralised exam (GP) which $whose$ markto$first choice to enrol(GA) an $a$ specific students (LP) priority of access would give them in$ Centralised exams at school or at university(LP) have not much sense not make much sense$ $do (it depends on the subject and the teacher) can learn the second foreign language optionally,the other handhave to begin to hand$(GA) $the$ final exam can beyears at school. Students (LCLC) By but they will $On the other learn the first one in their first five negotiated in order to , The government guarantees the privacy of personal identity, so nobody but (WR) only $0$ the police can know about you without your consent. Northland understands that not all the regions are ready to contribute although (WR) in $0$ an equal sum. Dear Coastland, (WR) By $0$ reading your mail in depth, we notice that we mainly see this means that illegal people will only have medical coverage in case of As you can (WR) sickness or $00$ illness. We agree with an unhindered internet access paying only local (FM) telephony $telephone$ (LS) taxes $rates$ (WR) connection $0$ , and we think technological facilities would So, we (WM) $ask$ you to send us a brief summary of your position in or Although we think Internet skills (GVN) is $are$ very important and (GA) a $an$ essential part of the education (WM) $system$ , we find (WM) $it$ unviable to (LS) apply $offer$ free Internet access to is something that we ask ourselves: which policy do you suggest order$ but there (WM) $in to achieve all (GP) this $these$ important goals? Northlanders are supposed to have the highest (WO) expectancy of life $life expectancy$ as well as an enviable standard of living because of th It is essential for the appropriate development of community and society to keep citizens of its citizens safe$ (WO) safe the personal data ofpersonal data . $the the delegation, We have to Dear (WO) discuss seriously $seriously discuss$(XVPR) discuss seriously about $seriously discuss$ y must rewrite it, because we have to (WO) So you begin as soon as possible $ourtask as soon as possible$ our task members of EuGlobe: Firstly we would like to know Dear (WO) if when you talk about providing every, pupil with a computer with a computer$ $when you talk about providing every pupil We want you to make (WO) clear that particular$that particular point clear$ point that we would like to discuss is the ag point . Another an agency like interpol?) to have (WO) $create$ under control the problem ofthe drugs smuggling problem under control$ $to have drugs (LS) traffic $smuggling$ We should improve health (LS) development $assistance$ to make the attention (LS) on $in$ hospitals to people affected by drugs efficient$ (WO) more efficient $the attention in hospitals to people affected by drugs more we agree with the restrictions (LS) of $on$ Finally (WO) Internet free access$free internet access$ order to protect (GWC) youth $young$ people. in unemployed Eutropian citizens have the right to receive some (GWC) temporal $temporally$ are looking for a job. Of course, (WO) temporal economic $economic aid temporally$they aid , while members of FreeSpeech: We would like to makeclear our position about free internet connection Dear (WO) $our position about. free internet connection clear$ Nevertheless we want to send you a description of ourinformation access topic topic of information access$ (WO) position (LS) about $concerning$ . $the members of EdForE: We would like to make Dear (WO) clear our position $our position clear$ some topics which you asked us to (XVPR) comm on case In the (S) there were $of there being$ a controversial discovery, (S) Aid in the reinforcement of our drug squads $Financial aid for reinforcing our anti-drug squads$ 525 Spanish L1 Error Items (Asynchronous) ID Code Pre-context Error Category Error Correction Post-context recommend a but we (S) Governmental part $role for the Government$ in that commission (XVCO) contribute to develop $contribute to developing$ do not (S) people personality $personality or society$ and the society poor people should have priority (S) of access $to enrol$ in (LSF) public $state$(Sp.pública) schools Our modest growth rate does not allow us to receive a (SI) larg $?$ The economic contribution of Northland to the Eutr read your message and we do not (SI) We have have clear $a clear idea of$ what you mean by giving free access to Internet. Bardland proposes (GA) $the$ death penalty for drug dealers (GP) principles for personal rights think that the best solution would be (SU) is out of our which $?$ it $which$ .We they can't (XVPR) pay $pay for$ a private school and the (FS) government $government$ should give (FS) Goverments $Governments$ should safeguard lives against We are (GA) $the$ death penalty. (LS) steal $take$ we can't (GP) $it$ (LS) to $from$ (GP) somebody $anybody$ . who haven't people (GP) $any$ money and they can't the most important right everybody has since we Life is (GVT) born $were born$ as the importance of subjects like (GWC) raping as well $rape$ , health danger for the mother or child or extreme pov The goverment must finance the public education because there are people who haven't (GP)a private school they can't (XVPR) pay $pay for$ $any$ money and best present that is given to us, (LCLS) then $so$ we steal (LS) can't $take$ (GP) $it$ (LS) to $from$ (GP) somebody $anybody$ education may so that (LS) arrive to $be an option for$ everybody. We think that life is (LS) right $certainly$ number one. but when he is unconscious nobody can decide for him, no circumstances$under any circumstances$ (LP) in the best present that is given to us, (LCLS) then Life is $so$ we can't (LS) steal $take$ (GP) $it$ (LS) to $from$ ( the most important right everybody has since we (GVT) born $were born$ . Thereforeremove that right . Life is (WO) never can $can ever$ nobody as Information Rights Watch Group said in(SI) message #18 , the right to adequate nutrition, clothing and housing, and social $?$ . Just a (SU) prove $?$ of that memos. 526 Appendix X: Formal Errors Spanish L1 527 Spanish L1 Group – Formal Analysis (Synchronous) ID Code Pre-context Error Category Cause Error Correction Post-context <1:267:490:D_Z_M> foment $promote$ (GA)technologic $technological$ c) To (LS) (FM) Gram.Derivation$0$ the development in Eutropia. <2:382:490:R_L_G> , (FM) First of all the Delegation of Northland Gram.Inflection want $wants$ to greet all countries (GP) which $who$ (GVT) participate $are participating$ <2:382:490:R_L_G> Delegation of Northland hope Finally the (FM) Gram.Inflection $hopes$ to get a global agreement , <2:581:490:P_H_V> (FM) WhoGram.Inflection Just indirect taxes. disagree $disagrees$ , please? <3:776:490:J_P_J>able (FM) his My mistake theoretic $theoretical$nowledge if he is to apply k <4:936:490:491:F_M_J> should have access to Retired citizens (FM) Inter-OV universitary$university$education in their free time <4:1062:490:F_M_J> (FM) agree Intra-OVidea of #95, Midland, we with the openning $opening$ the field of (FS) copy-rigths $copyrights$ to all countries in Eutropia <4:1080:490:F_M_J> (FM) is in (GA) a $the $ #102, Encryption Intra-OV developping$developing$ phase now, <4:1095:490:F_M_J>for short distances (WM) $it$ is better to use optical fiber (it is We think (FM) Intra-OV/MS echologycal$ecological$ faster) and <4:1101:490:F_M_J>propose a common fund where each country could LS) to $of$with a his $their$ GDP (Gross Domestic Product). #114,We (FM) Gram.Derivation proportional proportion$ contribute (GP) $ ( <4:1031:490:D_G_B> (FM) The university would give an excellent Gram.Derivation physically $physical$ and remote access to all the students in general. <5:1264:490:D_H_M> (FM) to their (FS) work-experienced $work experience$ field closely related Intra-H work-experienced experience$ $work and <5:1435:490:D_H_M> (FM) their (FS) work-experienced $work experience$ closely related to Intra-H work-experienced experience$ not having only access to the subjects related $?$ $work and (SU) <5:1441:490:D_H_M> (FM) but this aim is also Gram.GVT reach $reached$ with our proposal, with the practical year focused (LS) <5:1172:490:J_B_S> (FM) we should Inter-OV considerate $consider$ (Sp. Considerar)(S) each situation of all the students $the situation of each student$ <5:1385:490:A_M_P> (FM)be Could we please Gram./GADJCS quicklier $quicker$ ? <5:1454:490:A_M_P> (FM) If no one participates that would show the PUSM is Gram.Derivation unuseful $useless$ <2:2:512:1403:O_O>be (FM) Would it possible - for the next time- to try to begin and end a topic Intra-OV alltogether $altogether$ ,please <2:2:344:1403:J_E>$she$ (GP) he (FM) Gram.Inflection cans $can$ perfectly decide if (GP) he $she$ (GVM) want $wants$ to disconnect the mechanism <2:3:1045:1403:A_C> (FM) #305 yes Inter/Typo-O etical $ethical$ values are very important to develope your life <2:4:1323:1403:J_B> that depends on the type of for a time (FM) Inter-OM invent $invention$ or (FS) porduct $product$ , a quantity of money from (GP) who $whoever$ uses it <2:6:2092:1403:J_N> (FM) Gram.Inflection Been $Being$ (FS) respectfull $respectful$ to (GA) the $0$ others is (LP) over any discussion $unquestionable <2:5:1663:1403:1402:R_P> what's Inter-Derivation what are your I don't know, but (FM) your name?measures $measurements$ And ? <2:5:1671:1403:1402:T_D> what kind of(FM) Gram.Inflection ski $skiing$ ??? <2:6:2034:1403:S_A> (FM) who has Intra-OM writen $written$ this sentence? <2:6:2179:1403:1665:S_A> I know people (FS) fomr $from$ France, (FM) Gram.Derivation German $Germany$, Peru, Nigeria, Ukrania, etc. <1:369:490:D_Z_M> that these twoTypo-Ishould be part $of$ We think (FS) years iof secondary education. <2:428:490:P_H_V> (FS) We Typo-O tink $think$ teachers and students shoud be involved in the administrative structure <2:548:490:P_H_V> (FS) Typo-Re Finanacial $Financial$ resources are not important at all, we think. <2:574:490:J_V_G> enterprises should collaborate with (GA) $the$ university because students will be future -we think (FS) Intra-OV proffessional professionals$ $ <2:588:490:J_V_G> take into account general -we should (FS) Typo-O qualification $qualifications$ (LS) to promediate and <3:769:490:J_P_J> . We propose a more specific education to reduce the years study because it is useful (FS) Typo-S-V or $of$ <3:671:490:J_O_D> with the We agree (FS) Typo-S-H Eotropian $Eutropian$ <3:671:490:J_O_D> (FS) Inter-OM comision $Commission$ the statement: with <3:774:490:J_O_D> if not we would be (LS) cheating $deceiving$ (GP) us be able (XVPR) to put in practice $to put into practice $ our education (WM) $policy$ because (FS) Typo-O wil $will$ not $ourselves$ and we <3:802:490:J_O_D> that (WM) $those$ kind of uplementary & educational) should be We think (FS) Intra/Typo-Osubjects (social s $supplementary$ programmes <3:872:490:D_L_R> (FS) We can teach tolerance to children, (GP) $it$ is $secondary$ for personal education. We should include a tolerance subject in primary and Inter-MS secundary very important school <3:882:490:D_L_R> that in We think (FS) Typo-Me eutropolis $Eutropolis$ <3:882:490:D_L_R> (FS) spoken Intra/Typo-O idish (WO) should be M $Middish$ $Middish should be spoken$ because (GP) $it$ is in Midland and English (WR) because $0$ is th <4:1062:490:F_M_J> (FS) agree Intra/Typo-Ropy-rigths $copyrights$ all countries in Eutropia. #95, Midland, we with the idea of (FM) openning $opening$ the field of c to <4:945:490:D_G_B> (FS) should Inter-OM posible This technology be established as soon as $possible$ , so that we can (LP) take benefit from $take advantage of $ <5:1462:490:485:J_F_F> They are hard (FS) Inter-MS negociators$negotiators$ . <5:1264:490:D_H_M> (FS) to their field closely related Intra-H work-experienced experience$ $work (FM) work-experienced $work experience$ <5:1307:490:D_H_M> (FS) We think interviews are Inter-OM appropiate $appropriate$ getting a job but not for entering university for <5:1424:490:485:D_H_M> Thank you again, (FS) Typo-O Barland $Bardland$ <5:1435:490:D_H_M> (FS) to their field closely related Intra-H work-experienced experience$ $work (FM) work-experienced $work experience$ <5:1447:490:D_H_M> (FS) (LS) financing $financial help$ fromspecific-courses Intra-H the government, $specific courses$ from enterprises, business and support from <5:1452:490:D_H_M> (FS) opinion that students have to$through$ one internship. We agree with the Typo-O trough go <5:1220:490:J_B_S> support the Eutropian Comissioner Commissioner$ Eutropian Comissioner $Eutropian Commissioner's$ proposal and suggest We firmly (FS) Intra/Typo-O $ (GNC) <5:1276:490:J_B_S> (FS) We disagree on Typo-O poit $point$ 4: <5:1289:490:A_M_P> (FS) We Typo-I disaagree $disagree$ with oral exams.And we are not going to (LP) hand over $give in on$ this point <5:1390:490:491:A_M_P> (FS) Typo-O nk $thank$ you for your being so fast, Midland <5:1464:490:A_M_P> (FS) exam be (LP) made $taken$ $already$ (LP) make $take$ specific exams for each subject during the 8 semesters? Why should a final Typo-O alrady if you <2:1:125:1403:R_G> greets everyone who is participating innegotiations$ be productivewe hope the Northland (FS) Inter-MS negociations today's teleconference, and $ will <2:1:224:1403:R_G> will work on economic rigths Northland (FS) Intra/Typo-R $rights$ , if Southland agrees to the change. <2:1:243:1403:R_G> accepts the Typo-O Northland (FS) assigments $assignments$ ( as <2:267:1403:R_G>the Commissioner(FPW), $0$ please(FPW), $0$ clarify each section entail? Would (FS) Inter-MS responsabilities $responsibilities$ the for what <2:2:541:1403:O_O> that the internet has a We think (FS) Inter-Pron.?variaty $variety$ of information the newspaper (WO) never will have $will never have$ <2:2:574:1403:O_O> right to information, no to the Yes to the (FS) Inter/Pron jackers $hackers$ !!! <2:2:400:1403:J_E> (FS) We agree Intra-OV whith $with$ Coastland <2:2:450:1403:J_E> with Highland about (GA) $the$ We agree (FS) Typo-R deaht $death$ penalty <2:2:536:1403:J_E> agrees with the point about Freedom$expression$so let's change to another point Everybody (FS) Inter-OM expresion of , <2:2:548:1403:J_E> $the$ government must guarantee that people who But (GA) (FS) Intra can not $cannot$ (XVPR) pay $pay for$ a computer (SI) the acces to information $to have access to information$ 528 Spanish L1 Group – Formal Analysis (Synchronous) ID Code Pre-context Error Category Cause Error Correction Post-context <2:2:588:1403:J_E> we(FS)not ABSOLUTELY free But then are Intra/Typo-Ahit w $with$ <2:2:588:1403:J_E> (FS) $with$ whit Intra/Typo-Iheses t $these$ laws <2:2:588:1403:J_E> what we that limit (FS) Typo-R wnat $want$ to express <2:2:354:1403:D_G> (FS) that a woman should have the right to decide We also suggest Typo-S-H om $on$ abortion <2:2:354:1403:D_G> (FS) decide Typo-O $on$ abortion until the 2nd pregnancy have the right to (FS) om moth $month$ of <2:2:438:1403:D_G> (FS) From Inter-MS? Nordland $Northland$As we have said we think that everybodyhas the right to life , <2:2:438:1403:D_G> (FS) so that we Intra can not $cannot$ permit the death penalty in our country if not we would go against our principles <2:3:1046:1403:S_C> (FS) They are Typo-O no $not$ in the street, and so they can't be kidnapped. <2:3:727:1403:A_C>because it can Typo-A #65 Yes, (FS) hurt their senstitivity $sensitivity$ <2:3:863:1403:A_C> (FS) Virus programmers Intra should'nt $shouldn't$ be punished <2:3:1105:1403:A_C> (FS) we have good clothes inTypo-R NorhtLand $Northland$ <2:3:730:1403:J_Sa>free software can be we think (FS) Inter-OM posible $possible$ with the consent of the author. <2:4:1219:1403:J_B> have the right to work, but (GA)$the$ All people (FS) Inter/Pron Goverment $Government$ <2:4:1219:1403:J_B> (FS) Intra can not $cannot$ guarantee a (WR) place of $00$ job. <2:4:1231:1403:J_B> like to guarantee the right to not but we We would (FS) Intra can work, $cannot$ if there are not enough (LS) number of employment $jobs$ ; <2:4:1231:1403:J_B> (FS) Typo-O althoug $although$ we have the compromise to do what (WR) it $0$ is possible in order to (SU) cover it $?$ . <2:4:1323:1403:J_B> (FS) We defined intellectual property rights as whatever your mind receiving or invents. you have the (XNCO) Intra/Typo-R rigth $right$ of produces $right to receive$ for a time <2:4:1323:1403:J_B> (FS)the typeTypo-R invent $invention$ or that depends on of (FM) porduct $product$ , a quantity of money from (GP) who $whoever$ uses it <2:4:1341:1403:J_B> (FS) institution and then make a patent so nobody else can use the idea you You can go to an ? registred $registered$ without your permission. <2:4:1358:1403:J_B> can # 166 You (FS) ? registre $register$ whatever you want if you pay the taxes <2:4:1368:1403:J_B>these are the obligations oon We think (FS) Typo-I $on$ the part of the individual or group: pay taxes <2:4:1193:1403:D_C> (FS) We agree with Typo-O coasland $Coastland$ message 25 in <2:4:1239:1403:D_C>are two different problems, if #63, these (FS) Typo-O ther $there$ are not enought jobs, <2:4:1239:1403:D_C> (FS) (GA) $the$ Inter/Pron goberment $Government$ should give some incentives to companies <2:4:1239:1403:D_C> (FS) in Typo-O ordr $order$ to create new (LS) places to work $jobs$ <2:4:1274:1403:D_C> (FS) Inter-MO Costumers $Customers$GVAUX) shall $should$ have a security number ( <2:4:1288:1403:D_C> (FS) but everybody includingInter/Pron goverment able to get it, so theback their credit poor people should be $government$ should <2:4:1318:1403:D_C> (FS) If there was another institution to supervise Intra-MS finantial $financial$ (GNN) institution $institutions$ <2:4:1339:1403:D_C> (FS) #148 We Typo-O totaly $totally$ agree with you, like (GA) $a$ copyright, for example. <2:4:1355:1403:D_C> (FS) Typo-O Barland $Bardland$, we don't know what you mean by properties of minor importance. <2:5:1640:1403:1402:J_N> ok. We tasted it las Grilled mouse is (FS) Typo-O $last$ teleconference. <2:6:1903:1403:J_N> (FS) Intra/Typo-O ere W $Where$ are you from ECAG? <2:6:2092:1403:J_N> $Being$ (FM) Been (FS) Intra-OV respectfull $respectful$ (GA) the $0$ others is (LP) over any discussion $unquestionable$ to <2:6:2102:1403:J_N> (FS) That's the Typo-O tinking $thinking$ of a <2:6:2102:1403:J_N> of a $thinking$ (FS) Inter-MS tipical $typical$ Spanish Man (#221) <2:5:1733:1403:R_P> (FS) Yes, Typo-Me i $I$ have said (WO) you it $it to you$ because I'M SO RELAXED...... <2:5:1648:1403:1402:E_D> it is a (FS) Intra-OV wonderfull $wonderful$ secret experience <2:5:1638:1403:1402:T_D> the golden M shining near here?? of course has anybody seen (FS) Typo-Me i $I$ mean m of macdonalds <2:6:1884:1403:F_L> (FS) is a Typo-Me european $European$brain trust Actually Northland <2:6:1990:1403:F_L> (FS) European We think that the Inter-OM Comissioner Commissioner$ $ is a beautiful girl <2:6:2015:1403:F_L> the How old is (FS) Typo-O Europian $Eutropian$ <2:6:2015:1403:F_L> (FS) Inter-OM Comissioner Commissioner$ free $ ,we are <2:6:2026:1403:F_L> (FS) Madame Commissioner,Typo-Me northland's $Northland's$ facilitators have confirmation from the impostors. <2:6:2088:1403:S_A> (FS) Why do Typo-Me german $German$ women not (LS) depilate $shave$ their legs? <2:6:2106:1403:S_A> (FS) the faces of everybody, because I would like to see Typo-Me i $I$ think that it would be funnier <2:6:2116:1403:S_A> it's better to Typo-I+O people face to face, I think that (FS) speak with abn $and$ <2:6:2116:1403:S_A> (FS) if it is Inter-OM imposible $impossible$ maybe the best solution could be to have (GA) the $a$ photo , <2:6:2135:1403:S_A> (FS) (Valencia), we have had Here in Northland Typo-Me french $French$ , <2:6:2135:1403:S_A> (FS) Typo-Me german $German$ and Spanish people <2:6:2139:1403:1665:S_A> there any girls at this (GVN) Is $Are$ (FS) Typo-I momment $moment$ in the teleconference? <2:6:2150:1403:S_A>been very interesting, because everyone had a No, it has (FS) Inter-OM diferent $different$ culture <2:6:2150:1403:S_A> (FS) and (GADJN) diferents Inter-OM+OV $different$ diferents $different$ laws <2:6:2155:1403:1665:S_A> very plain in the photo. If you$I$ send me your e-mailwhatever you want No, because(FS) I am Typo-Me i want will send you and <2:6:2179:1403:1665:S_A> that Typo-Me i Maybe you (FS) think $I$ am crazy, <2:6:2179:1403:1665:S_A> to meet people all around the world but not at all. I like (FS) Typo-O becua $because$ they have very interesting things to (LS) express $say$ . <2:6:2179:1403:1665:S_A> I know people (FS) Typo-D fomr $from$ France, (FM) German $Germany$ , Peru, Nigeria, Ukrania, etc. <2:6:2181:1403:1665:S_A> is easier to find "hot" boys than girls, but try to find (GP) them $some$ for your friends In Spain (GP) $it$ (FS) Typo-Me i $I$ will <2:6:2186:1403:1665:S_A> $a$ Inter-MS+OM Do you have (GA) (FS) movil $mobile$ phone? <2:6:2189:1403:1665:S_A> I had a lot of (FS) Typo-R problmes $problems$with netscape, <2:6:2189:1403:1665:S_A> so (FS) Typo-Me i $I$ am using Explorer <2:6:2190:1403:S_A> (FS) more Typo-M diplomitic $diplomatic$nd agree with everybody But you should be a <2:6:2207:1403:1665:S_A> Ok, (FS) Typo-Me i $I$ haven't said (GP) nothing $anything$ "dangerous" <2:6:2210:1403:S_A> (FS) that teleconferences are more interesting is toothe messages, because this kind of I would like to say Inter-OM comunication $communication$ slow than 529 Spanish L1 Group – Formal Analysis (Synchronous) ID Code Pre-context Error Category Cause Error Correction Post-context <2:6:2211:1403:1665:S_A> How (FS) Typo-S-H maby $many$ people are (SI) $there with$ you? <2:6:2216:1403:1665:S_A> Oh, we were (FS) Intra-OV fourty $forty$ , <2:6:2216:1403:1665:S_A> but (FS) Typo-M not $now$ <2:6:2216:1403:1665:S_A> (FS) Typo-Me i $I$ am the only one in class <2:6:2221:1403:S_A> (FS) like a Typo-A tipycal $typical$ Valencian song says. I am from Valencia (Spain) <2:6:2223:1403:1413:S_A> (S) I want to excuse me Typo-Me like to ask you to excuse me$ because (FS) $I would i $I$ was the troublemaker <2:6:2230:1403:1665:S_A> I (FS) Typo-I don $do$ not have anything to do for two more hours <2:6:1986:1403:J_Pa> (FS) it was Typo-O Barland $Bardland$ who were in favour of death penalty and the legalization of cocaine, wasn´t it? <2:6:1992:1403:J_Pa> (FS)our she is so pretty, My mistake?eachers $teacher's$ told us t <2:6:2016:1403:J_Pa> (FS) Typo/Pron sou $So$ you like seniors <2:6:2064:1413:L_M_C> with Typo-I Only when I(FS) am yiour $your$ mother <2:6:2075:1413:L_M_C> Sorry, you (GVAUX) don't must $mustn't$ read (FS) Typo-M thig $this$ message <2:6:2055:1413:A_R_R> the Eutropian We think that (FS) Inter-OM Comissioner Commissioner$ old for us $ is too 530 Spanish L1 Group – Formal Analysis (Asynchronous) ID Code Pre-context Error Category Cause Organism to (FM) Inter-OV search for the best (FM) Intra-OV The same about remote learners, (GA) $the$ (FM) Intra-OV and (FM) Gram.Derivation He has been (FM) Gram.Derivation including in a common fund the (FM) Inter-MS We were (FM) Intra-OV We have not (FM) Gram.Inflection was a bit difficult to it (FM) Inter-OV unhindered internet access paying only local (FM) Inter-MS several (FS) Typo-Re Yours (FS) Intra/Typo-O (FS) Typo-O Firms must collaborate with (GA) $the$ Typo-O (FS) job (FS) Inter/Pron./Typo-O conferences about subjects (FS) Typo-O all Tertiary Education centres(FS) be placed in the same must Typo-O We would like to report that the (FS) Typo-M consensus with all (GA) $the$ (FS) Intra/Typo-O to reduce the years (FS) Typo-S-D Dear delegation from (FS) Intra/Typo-I We have (FS) Intra/Typo-O Dear Delegation from (FS) Intra/Typo-I but we (FS) Intra for the educational (FS) Inter-OM to be a waste for the (FS) Typo-O have (GA) $a$ (FS) Intra-OV enterprises could (FS) Inter-MS (LS) suffer $have$ a (FS) Intra-OV In (FS) Inter-MS circumstances of each (FS) Inter-MS is (FS) Inter-OM Both disabled (FS) Intra/Typo-O Bilingual education is mandated (FS) Typo-M mark of which$ gives them priority Intra/Typo-I $the (FS) of access to will be able to start the (FS) we Inter-MS Dear members of (FS) Typo-O Northland Group for Personal and (FS) Inter-OM Bilingual education is mandated (FS) Typo-M can't (XVPR) pay $pay for$ a private school and the they (FS) Inter/Pron./Typo-O (FS) Inter/Pron./Typo-O Error administrate developement dissabled mark hardly financiation waitting hear interpretate telephony similaritites sincerly and Univerity intenships the are Police countris or Middland succesfully Middland can not comunity ederation defficit desappear defficit consecuence desabled diferent lerners is an negociation Barland Comunity is goverment Goverments Correction $administer$ $development$ $disabled$ $marking$ $hard$ $financing$ $waiting$ $heard$ $interpret$ $telephone$ $similarities$ $sincerely$ $an$ $University$ $internships$ $they$ $area$ $Policy$ $countries$ $of$ $Midland$ $successfully$ $Midland$ $cannot$ $community$ $Federation$ $deficit$ $disappear$ $deficit$ $consequence$ $disabled$ $different$ $learners$ $in$ $a$ $negotiation$ $Bardland$ $Community$ $in$ $government$ $Governments$ Post-context (GNN) criterias $criteria$ for one more clear explanation about your position your point of view or your goals (LS) taxes $rates$ in both our policies Educational System for our new common capital: in the (XVCO)want the students improve $want the stud ? Statement of Bardland is poor that form Eutropia study because received your message , wait because giving your idea , and your suggestion , old people schools specific university about what we want to achieve Rights. schools (LS) of $in$ aboriginal regions should give should safeguard lives 531 Appendix XI: Lexical Errors Spanish L1 532 Spanish L1 Group – Lexical Analysis (Synchronous) Statistically-weighted Pref. Semantically Determined Arbitrary combinations X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Superonym for Hypon. Co-hyponym Error Correction NearSynon. X FalseFriend to reach foment global recycling $to come to$ $promote$ $global retraining?$ . Verb Verb Noun Intra Inter - fomentar Inter - reciclaje de profesores X X the working future $their future working life/their future Noun professional life$ . $for$ $education$ $open/public discussion$ $on$ Prep. Noun Intra X about school exposition in ? propuesta sobre Intra LSF/Noun Inter - exposición Prep. Inter - en Inter - se ha convertido en has been $has become$ LSF/Verb converted into a necessity. professors $teachers/lectu LSF/Noun Inter -profesores rers$ $plan of lines of action Noun Inter - lineas de acción action$ acknowledge $knowledge$ Verb in by for to prepare finantion money help access to to access to access to $with$ $of$ $to be given to$ $to train$ $financing$ $financial support$ $have access to$ $to gain access $ Prep. Prep. Prep. Verb Noun Noun Verb Verb Intra Inter - en Inter- por / de? Inter -para ?preparar Inter - financiación Inter-ayuda monetaria Inter - acceder Inter - acceder Inter - acceder Inter - promedio (N) Inter - examen de acceso Inter - en Inter - acceder Inter - acceder Intra Inter- aumento de impuestos Inter-de Intra Inter - acceder Inter-condiciones $get access to$ Verb $work out the to promediate average Verb together $ access on access access sponsor $entrance$ $during$ $gain access to$ Noun Prep. Verb $gain access $ Verb $fund$ Verb raise of taxes $tax increase$ Noun of in to access conditions $for$ $with$ $to gain access$ $opportunities $ Prep. Prep. Verb Noun 533 Conceptual Borrowing Part of speech Interlingual / Intralingual /Both / Doubt? Hyponym for superon. Synform Coinage Misuse Calque Spanish L1 Group – Lexical Analysis (Synchronous) Statistically-weighted Pref. X X X X Semantically Determined Arbitrary combinations X X X X X X X X X X X Superonym for Hypon. Co-hyponym Error Correction NearSynon. X X X X FalseFriend access to make admittance into request earlier end in treat a career the career $entrance $ $to do$ $entrance$ $to$ $seek$ Noun Verb Noun Prep. Verb Inter - examen de acceso Inter - hacer Intra Intra Intra ?más pronto Intra-acabar Inter - en Inter - tratar X X $more quickly$ Other $finish$ $at$ $deal with them$ $a degree course$ Verb Prep. LSF/Verb LSF/Noun Inter - carrera universitaria X $your degree$ LSF/Noun Inter - carrera universitaria X Inter - tratar Inter - uno a uno Intra Inter - un único marco Intra Inter - examen de acceso Inter - mundo (laboral) Inter - examen de acceso Intra X x X X X X X X X to treat about $to deal with$ LSF/Verb one to one then $one by one$ LP/Other Other Noun Other Noun Noun Noun Verb $therefore$ $one unique an only frame frame$ several $different$ access world access cheating career but to otherwise made from in all earn to get of long by access in of placed approach to to face up take benefit from take profit from $entrance$ $market$ . $entrance$ $deceiving$ $degree course$ $although$ $towards$ $just$ $made up of$ LSF/Noun Inter - carrera universitaria X Other Prep. Other LP/Verb Intra Intra Intra Intra Inter - en toda Intra Intra Inter - hacerse Inter - aprendizaje de Inter - larga Inter -por Inter - acceder Inter - en Inter - de Intra ?acercarse a Intra Inter - beneficiarse de X X X X $throughout$ Other $get$ $of$ $become$ $about$ $great$ $through$ $get access$ $on$ $from$ $situated$ $develop$ Verb Prep. Verb Prep. Other Other Verb Prep. Prep. Verb Verb X X X X X X X X X X X X X X X X $to face up to$ LP/Verb $take LP/Verb advantage of $ $take LP/Verb advantage of$ Inter - aprovecharse de X 534 Conceptual Borrowing Part of speech Interlingual / Intralingual /Both / Doubt? Hyponym for superon. Synform Coinage Misuse Calque Spanish L1 Group – Lexical Analysis (Synchronous) Statistically-weighted Pref. X X X X X X X X X X X Semantically Determined Arbitrary combinations X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Superonym for Hypon. Co-hyponym Error Correction NearSynon. X FalseFriend take profit from bring have a narrow mind ended ended strong in in financing give Greeting For our part $take LP/Verb advantage of$ $send$ $are narrowminded$ $finished$ $finished$ $good$ $of$ $on$ $financial help$ $pay$ $Farewell$ Verb LP/Verb Verb Verb Other Prep. Prep. Noun Verb Other Inter - aprovecharse de Intra Intra Intra-acabar Intra-acabar Intra Intra Inter - en Inter?-financiación Inter - devolver Inter - saludos Inter - por nuestra parte Inter - conocimientos Inter - cada persona es un mundo Inter - de otra manera Intra Inter - hacer Inter - hacer Inter - hacer Intra - have got/got Inter - con Intra Inter - en Inter - entrar en Inter - a lo largo Intra Inter- alcanzar? Intra Inter - en Inter - enfermos Inter - atentar Inter-tratar(no prep.) ?Intra Inter- al mismo nivel Inter - violación Intra Inter- de Inter - pederasta Intra X $As far as we Other are concerned$ Noun acknowledge $level$ ments $each case each people is must be a world considered separately$ $if this is not in other way the case$ hand over $give in on$ made $taken$ make $take$ made $taken$ got $have$ with $by$ roughest in enter along troubles reach his about on ills attempt to deal In our mind at violations Aswell of pederast above LP/Other X LP/Other LP/Other LP/Verb LP/Verb LP/Verb Verb Prep. X X X X X X X X $most Other controversial$ $on$ $discuss in more detail$ $during$ $problems$ $lead a$ $for$ $in$ $patient$ $commit crimes$ Prep. Verb Prep. Noun Verb Prep. Prep. Noun LSF/Verb X $to deal with$ LP/Verb $In our opinion$ $on$ $rape$ $Also$ $from$ LP/Other Prep. LSF/Noun Other Prep. $paedophiles$ Noun $over$ Prep. 535 Conceptual Borrowing Part of speech Interlingual / Intralingual /Both / Doubt? Hyponym for superon. Synform Coinage Misuse Calque Spanish L1 Group – Lexical Analysis (Synchronous) Statistically-weighted Pref. Semantically Determined Arbitrary combinations X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Superonym for Hypon. Co-hyponym Error Correction NearSynon. FalseFriend flow of taxes tube at in overflows number of employment laboral out of line take care treatment treatment increase According during places to work brokes deep on over any discussion tell take a decision missed on In so depilate on in found a lot of friends express the login had square head of $be made available$ $concerning$ $fees$ $test-tube$ $in the$ $to$ $drains$ $jobs$ $work$ Verb Prep. LSF/Noun Noun Prep. Prep. Verb Noun Noun ?related to 'navegar'/water Intra Inter - tasas Intra Intra - T/M.induced Inter-en Intra Inter - número de empleos Inter - laboral Intra - off-line? ?tener cuidado Intra Intra Intra Intra Inter Inter - puestos de trabajo Intra Intra Intra- en Inter- encima de cualquier discusión Inter - decir Inter-tomar una decisión ?Intra Inter - en Inter-En Inter - tan Inter - depilar Inter - en Inter - en Intra Intra ? Inter-tener la cabeza cuadrada Intra Inter X X X X $disconnected$ Other $make sure$ $conditions$ Verb Noun $conditions$ . Noun $improve$ $Referring$ $for$ $jobs$ $goes bankrupt$ Verb Other Prep. Noun Verb $satisfactory$ Other $to$ $unquestionabl e$ . $say$ $make a decision$ $needed?$ $in$ $at$ $such$ $shave$ $in$ $on$ $made a lot of friends$ $say$ $the password$ $was so stubborn$ $on$ Prep. Other Verb Verb Verb Prep. Prep. Other Noun Prep. Prep. LP/Verb Verb Noun LP/Verb Prep. que se cagara $fantastic$ LP/Verb la perra (Spanish col.) 536 Conceptual Borrowing Part of speech Interlingual / Intralingual /Both / Doubt? Hyponym for superon. Synform Coinage Misuse Calque Spanish L1 Group – Lexical Analysis (Asynchronous) Statistically-weighted preference X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Superonym for Hyponym Semantically Determined Hyponym for superonym Error Correction Near Synonym Part of speech Co-hyponym Interingual/Intralin gual/Both/ ? Doubt FalseFriend Borrowing Synform Coinage Misuse Calque of of for access in about about access building building in earlier good makes that like of in understand of collectives finally of requests of next bit concrete in follow work notice happen get method survey remark face of say like profit from hard gain out select suffer like benefits few of approach like suitable all supose education career inversion $for$ Prep. ?- de $in$ Prep. ?- de $on$ Prep. ?-para $entrance$ Noun Inter - examen de acceso X $on$ Prep. ?-en=in/on-TLrules $from$ Prep. ?-de $in$ Prep. Inter- sobre $gain access$ Verb Inter - acceso N. X $campus$ Noun Intra $campus$ Noun Intra $at$ Prep. Inter- en $more quickly$Other Intra $beneficial$ Other Intra $does$ Verb Inter- hacer X $what$ Other Inter-(lo)que X $as$ Prep. Inter-como X $for$ Prep. Intra $for$ Prep. Intra $envisage$ Verb Intra $in$ Prep. Intra $groups$ Noun Inter - colectivos $in the long run$ Other Inter - finalmente/al final $from$ Prep. Inter - de X $applies for$ Verb Inter - pedir un trabajo $on$ Prep. ?-de $following$ Other Intra $slight?$ Noun Intra $specific$ Other Inter - concreto X $regarding$ Other Intra $offer$ Verb Inter- siguen $job$ Noun Inter- trabajo X $draw your attention to$ Intra Verb $are offered$ Verb Intra $finalize$ Verb Inter - conseguir/llegar a $proposal$ Noun Intra $editorial$ Noun Intra $outline$ Noun Inter - remarcar? X $go against?$ Verb ? - enfrentar $from$ Prep. Inter - de X $tell$ Verb Inter - decir X $as$ Prep. Inter - como X $take advantage of$ Verb Inter - beneficiarse/aprovecharse $difficult$ Other Intra - duro/difícil $make$ Verb Inter - ganar $outside$ Other Inter - fuera X $choose$ Verb Inter - seleccionar $have$ Verb Inter - sufrir $as$ Prep. Inter - como X $profits?$ Noun Inter - beneficios X $little$ Other Inter - poco X $for$ Prep. Inter - propuesta de/para $bring closer$ Verb Inter-acercarse X $as$ Prep. Inter-como X $right$ Other Intra $the whole of the$ Other Inter-todo X $mean$ Verb Inter - suponer X $teaching$ Noun Intra $degree$ LSF/NounInter - carrera X $investment$ LSF/NounInter - inversión X X X X X X X X X X X X X X X X X X X X X X X X X X X X 537 Arbitrary Combination Conceptual Spanish L1 Group – Lexical Analysis (Asynchronous) Statistically-weighted preference X Superonym for Hyponym Semantically Determined Hyponym for superonym Error Correction Near Synonym Part of Interingual/Intralin speech gual/Both/ Doubt FalseFriend Borrowing Synform Coinage careers careers careers careers $degree courses$ LSF/NounInter - carrera $degrees$ LSF/NounInter - carrera $degrees$ LSF/NounInter - carrera $degrees$ LSF/NounInter - carrera X X X X X X X X get an agreement $come to an agreement$ . ?-llegar a un acuerdo LP/Verb found out $found$ LP/Verb Intra comment $comment on$ LP/Verb Inter-comentar in function of $according to$ LP/Other Inter - en función de X in function of $according to$ LP/Other Inter - en función de X in function of $according to$ LP/Other Inter - en función de industrial training training schemes in industry$ $ LP/Noun ErrorRes. industrial training training schemes in industry$ $ LP/Noun ErrorRes. have a disagreement in $disagree with$LP/Verb ?-estar en desacuerdo con studies plan $curriculum$ LP/Noun Inter - plan de estudios build up $set up$ LP/Verb Intra making antics $getting up to his antics$ .Intra LP/Verb talk about $quote us on the idea that$ LP/Verb Intra for more time $longer$ LP/Other Inter - para más tiempo free-pay $free$ LP/Noun ?Inter - libre de pago/tasas X then $therefore$ Other Intra because $that$ Other Intra By the other hand the other hand$ $On Other Intra and $so$ Other Intra taxes $fees$ Noun Inter - tasas X entrance $arrival$ Noun Inter - entrada entrance $immigration$ Noun Inter - la entrada de inmi before $up to$ Prep. ?-antes de to $for$ Prep. Intra during $for$ Prep. Inter - durante taxes $fees$ Noun Inter - tasas X discoveries $information about inventions $ Noun Intra in $with$ Prep. Inter-en approached $similar$ Verb Inter - se acerca más a all $everything$ Other Inter - todo to $for$ Prep. ?-para nice $fruitful$ Other Intra get $reaching$ Verb Inter - conseguir/llegar a traffic $trafficking/smuggling$ Inter - tráfico Noun X development $assistance$ Noun Intra on $in$ Prep. Inter - en ? apply $offer$ Verb Inter-aplicar of $in$ Prep. Inter - de of $on$ Prep. Inter - de of $from$ Prep. Inter - de X of $on$ Prep. Inter - de about $on$ Prep. Inter - sobre in $on$ Prep. Inter - en accurate $methodical$ Other Intra taxes $rates$ Noun Inter - tasas X about $concerning$ Prep. Inter - sobre taxes $rates$ Noun Inter - tasas X wide $universal$ Other Intra proposes $gives support to$ Verb Inter - propone accessing $gaining access$ erb V Inter-acceso N. exposed your position $manifested your opinion$Inter - exponer Verb X public $state$ Noun Inter - pública X public $state$ Noun Inter - pública X on the job $in the workplace$ . LP/Other Inter - en el trabajo X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 538 Arbitrary Combination Co-hyponym Conceptual Misuse Calque Spanish L1 Group – Lexical Analysis (Asynchronous) Statistically-weighted preference X Superonym for Hyponym Semantically Determined Hyponym for superonym Error Correction Near Synonym Part of Interingual/Intralin speech gual/Both/ Doubt FalseFriend Borrowing Synform Coinage on the job $in the workplace$ LP/Other Inter - en el trabajo catch the train of$participate as a pioneer in the developments in$ LP/Verb Inter - coger el tren de bets for $gives its wholehearted support-to$ LP/Other Inter apuesta por priority of access to choice to enrol in$ Inter - prioridad de acceso $first LP/Noun have not much sense not make much sense$ $do LP/Verb Inter - no tiene mucho sentido By the other hand the other hand$ $On Other Intra steal $take$ Verb Intra arrive to $be an option for$ Verb Inter - llegar a right $certainly$ Other ? in no circumstances $under any circumstances$Intra- En ninguna circunstancia LP/Other then $so$ Other Intra- luego X X X X X X X X X X X 539 Arbitrary Combination Co-hyponym Conceptual Misuse Calque Appendix XII: ID Numbers – Groups and Participants in Simulations 540 ID Numbers – Groups and Participants in Simulations Simulation name Person ID Number Eucap 443 Eucap 485 Eucap 486 Eucap 487 Eucap 488 Eucap 489 Eucap 490 Eucap 491 Eucap 492 Eucap 493 Eucap 494 Eucap 495 Eucap 496 Eucap 497 Eucap 498 Eucap 499 Eucap 500 Eucap 501 Eucap 502 Eucap 503 Eucap 504 Eucap 505 Eucap 506 Eucap 507 Eucap 508 Eucap 509 Eucap 510 Eucap 511 Eucap 512 Eucap 513 Eucap 514 Eucap 515 Eucap 516 Eucap 517 Eucap 518 Eucap 519 Eucap 520 Eucap 521 Eucap 522 Eucap 523 Eucap 524 Eucap 525 Eucap 526 Eucap 527 Eucap 528 Eucap 529 Eucap 530 Eucap 531 Eucap 532 Eucap 533 Eucap 534 Eucap 535 Real Name Group ID Number Eucap Simmod 0 Bardland Delegation -1 Coastland Delegation to TaskFETE -1 Glenn Munkvold 485 Knut Ekker 485 Information Technologies, Unlimited -1 Northland Delegation to TaskFETE -1 Midland Delegation to TaskFETE -1 Anders Heia 485 Arnstein Eidsmo 485 Tor Breivikas 485 Renate Nilsen 485 Ann-Randi Myrvang 485 Jana Ivanova 485 Stig Gjoen 489 Espen Haugan 489 Victoria Frostis 489 Trygve Holte 489 Tor Elnan 489 Javier Agullo Martinez 490 Oscar Albert Arcas 490 Francisca Alcaide Soler 490 Lorenzo Arce Selma 490 Jaime Barba Sevillano 490 Angel Belenguer Martinez 490 Ana Maria Bello Sánchez 490 Javier Beltran Monzo 490 Sara Benet Porcar 490 Lluis Ferran Bueno Pablo 490 Lucas Cócera Tortajada 490 Juan de la Vara Gonzalez 490 Rafa Faus Alcanyis 490 José Fayos Fernández 490 Sergio Fernandez Romero 490 Jaime Garcia Muñoz 490 David García Catalá 490 Asun Gomez Chantada 490 David Griol Barres 490 José Vicente Guaita Calatrava 490 Delia Heras Martin 490 Rafael Herrero Lopez 490 Pedro Huelamo Valero 490 Adrian Lambés García 490 Sonia Laporta Baez 490 Roberto Lizon Gonzalez 490 Diego Vicente Llorca Rubi 490 Fernando Losilla López 490 Francisco Javier Macia Juan 490 Antonio Marti Pulido 490 Ricardo Martinez Mesas 490 Jesús Martínez Molinero 490 Ignacio Melón Andrés 490 541 ID Numbers – Groups and Participants in Simulations Simulation name Person ID Number Eucap 536 Eucap 537 Eucap 538 Eucap 539 Eucap 540 Eucap 541 Eucap 542 Eucap 543 Eucap 544 Eucap 545 Eucap 546 Eucap 547 Eucap 548 Eucap 549 Eucap 550 Eucap 551 Eucap 552 Eucap 553 Eucap 554 Eucap 555 Eucap 556 Eucap 557 Eucap 558 Eucap 559 Eucap 560 Eucap 561 Eucap 562 Eucap 563 Eucap 564 Eucap 565 Eucap 566 Eucap 567 Eucap 568 Eucap 569 Eucap 570 Eucap 571 Eucap 572 Eucap 573 Eucap 574 Eucap 575 Eucap 576 Eucap 578 Eucap 579 Eucap 583 Eucap 584 Eucap 585 Eucap 586 Eucap 587 EuCap-Demo 444 Facilitators' Community 465 Facilitators' Community 466 Facilitators' Community 468 Real Name Group ID Number Sergio Montesinos Pérez 490 Jose Alberto Ortega Diaz 490 Jose Vicente Pastor Jimenez 490 Inma Revert Sempere 490 Jose Andres Rodriguez Torregrosa 490 Sergio Sanchez Almarcha 490 Alma Maria Solar Calatayud 490 Fernando Soler David 490 Javier Valbuena Félix 490 Rafael Ventura Galiano 490 Argüello Viúdez Narciso 490 David Zaplana Martinez 490 Amparo Garcia Carbonell 490 Frances Watts 490 Knut Ekker 489 Glenn Munkvold 489 Arnstein Eidsmo 489 Michael Claridge 491 Janet Sutherland 486 Alesja Avramova 486 David Best 486 Charlotte Coval 486 Kristina Cyris 486 Tian He Fleischer 486 Petra Kliba 486 Sabrina Lange 486 Natalia Rohlje 486 Irene Schröder 486 Daniela Stern 486 Kendra Teetz 486 Öcal Cetin 486 Jasmin Abbas 491 Geelke Behrends 491 Marcus Ebeling 491 Orphéo Dominique Hipp 491 Nicole Hoppe 491 Silke Müller 491 Anett Noster 491 Catharina Oppitz 491 Sven Richter 491 Carl-Johan Wilder 491 Eutropian Commissioner -1 Janet Sutherland 578 Eutropian Globe -1 Sandra Bösch 583 Öcal Cetin 583 Pascal Dinslage 583 Janet Sutherland 583 Demo Moderator 0 Universitat Politecnica de Valencia -1 Universität Bremen -1 Høgskolen i Nord-Trøndelag -1 542 ID Numbers – Groups and Participants in Simulations Simulation name Person ID Number Facilitators' Community 469 Facilitators' Community 470 Facilitators' Community 471 Facilitators' Community 472 Facilitators' Community 473 Facilitators' Community 474 Facilitators' Community 475 Facilitators' Community 476 Facilitators' Community 477 Facilitators' Community 478 Facilitators' Community 479 Facilitators' Community 480 Facilitators' Community 481 Facilitators' Community 482 Facilitators' Community 483 Facilitators' Community 484 Facilitators' Community 1530 Facilitators' Community 1531 Facilitators' Community 1532 Facilitators' Community 1533 Facilitators' Community 1592 Facilitators' Community 1593 Facilitators' Community 1594 Facilitators' Community 1595 Facilitators' Community 1596 Facilitators' Community 1597 Facilitators' Community 1598 Facilitators' Community 1599 Facilitators' Community 1600 Facilitators' Community 1601 Facilitators' Community 1602 Facilitators' Community 1603 Facilitators' Community 1604 Facilitators' Community 1605 Facilitators' Community 1606 Facilitators' Community 1607 Facilitators' Community 1608 Facilitators' Community 1609 Facilitators' Community 1610 Facilitators' Community 1611 Facilitators' Community 1612 Facilitators' Community 1613 Facilitators' Community 1614 Facilitators' Community 1615 Facilitators' Community 1616 Facilitators' Community 1617 Facilitators' Community 1618 Facilitators' Community 1619 Facilitators' Community 1620 Facilitators' Community 1621 Eutropia 1397 Eutropia 1398 Real Name Group ID Number Université de Nice - Sophia Antipolis -1 Glenn Munkvold 468 Arnstein Eidsmo 468 Knut Ekker 468 Michael Claridge 466 Janet Sutherland 466 Amparo Garcia Carbonell 465 Frances Watts 465 Begoña Montero 465 Rafael Faus Alcaniz 465 Marti Dechesne 469 David Crookall 469 Anders Morch 467 Konrad Morgan 467 Michael Spector 467 Barbara Wasson 467 Arnstein Eidsmo -1 Arnstein Eidsmo 1530 Glenn Munkvold -1 Knut Ekker -1 Glenn Munkvold 1532 Knut Ekker 1533 Janet Sutherland -1 Michael Claridge -1 Jürgen Friedrich -1 Renate Lauber -1 Zigrida Vincela -1 Rota Bankava -1 Amparo Garcia Carbonell -1 Frances Watts -1 Begoña Montero -1 Begoña Montero 1602 Frances Watts 1601 Amparo Garcia Carbonell 1600 Janet Sutherland 1594 Jürgen Friedrich 1596 Michael Claridge 1595 Renate Lauber 1597 Rota Bankava 1599 David Crookall -1 David Crookall 1611 Zigrida Vincela 1598 Anders Morch -1 Konrad Morgan -1 Barbara Wasson -1 Michael Spector -1 Anders Morch 1614 Barbara Wasson 1616 Konrad Morgan 1615 Michael Spector 1617 Der Administrator 0 Delegation from Bardland -1 543 ID Numbers – Groups and Participants in Simulations Simulation name Person ID Number Eutropia 1399 Eutropia 1400 Eutropia 1401 Eutropia 1402 Eutropia 1403 Eutropia 1404 Eutropia 1405 Eutropia 1406 Eutropia 1407 Eutropia 1408 Eutropia 1409 Eutropia 1410 Eutropia 1411 Eutropia 1412 Eutropia 1413 Eutropia 1414 Eutropia 1415 Eutropia 1416 Eutropia 1417 Eutropia 1418 Eutropia 1419 Eutropia 1420 Eutropia 1421 Eutropia 1422 Eutropia 1423 Eutropia 1424 Eutropia 1425 Eutropia 1426 Eutropia 1427 Eutropia 1428 Eutropia 1429 Eutropia 1430 Eutropia 1431 Eutropia 1432 Eutropia 1433 Eutropia 1434 Eutropia 1435 Eutropia 1436 Eutropia 1437 Eutropia 1438 Eutropia 1439 Eutropia 1440 Eutropia 1441 Eutropia 1442 Eutropia 1443 Eutropia 1444 Eutropia 1445 Eutropia 1446 Eutropia 1447 Eutropia 1448 Eutropia 1449 Eutropia 1450 Real Name Bardland Team Facilitator Delegation from Coastland Delegation from Highland Delegation from Midland Delegation from Northland Legal Consultants Eutropian Globe Sven Richter Eutropian Globe Facilitator Legal Consultants Facilitator Catharina Oppitz Coastland Team Facilitator Anja Näke Sandra Bösch Eutropian Citizens' Action Group Eutropian Commissioner Highland Team Facilitator Midland Team Facilitator Northland Team Facilitator ECAG Team Facilitator Janet Sutherland Liene Balode Austra Pudane Vlada Zubenko Sonja Tirskiha Olesja Churakova Anna Chernavina Kristine Berzina Daiga Zosare Tatjana Prokofjeva Kristine Labarevica Sandra Kalnina Elina Reinfelde Olga Boiko Kristine Martinenko Karina Prudnikova Karina Bondare Inese Kause Baiba Abramovica Anastasija Usachova Marika Gintere Tatjana Kuznetsova Marija Sokolova Renate Bjørshol Randi Jule Lian Nina Olstad Linda Skålvik Olaug Johanne Susegg Ingunn Tøgersen Maria Alvarez Sanchez Eva Amoros Zornoza Cristina Aparicio Perez Group ID Number 1398 -1 -1 -1 -1 -1 -1 1405 1405 1404 1405 1400 1404 1404 -1 -1 1401 1402 1403 1413 1414 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1398 1400 1400 1400 1400 1400 1400 1413 1413 1413 544 ID Numbers – Groups and Participants in Simulations Simulation name Person ID Number Eutropia 1451 Eutropia 1452 Eutropia 1453 Eutropia 1454 Eutropia 1455 Eutropia 1456 Eutropia 1457 Eutropia 1458 Eutropia 1459 Eutropia 1460 Eutropia 1461 Eutropia 1462 Eutropia 1463 Eutropia 1464 Eutropia 1465 Eutropia 1466 Eutropia 1467 Eutropia 1468 Eutropia 1469 Eutropia 1470 Eutropia 1471 Eutropia 1472 Eutropia 1473 Eutropia 1474 Eutropia 1475 Eutropia 1476 Eutropia 1477 Eutropia 1478 Eutropia 1479 Eutropia 1480 Eutropia 1481 Eutropia 1482 Eutropia 1483 Eutropia 1484 Eutropia 1485 Eutropia 1486 Eutropia 1487 Eutropia 1488 Eutropia 1489 Eutropia 1490 Eutropia 1491 Eutropia 1492 Eutropia 1493 Eutropia 1494 Eutropia 1495 Eutropia 1496 Eutropia 1497 Eutropia 1498 Eutropia 1499 Eutropia 1500 Eutropia 1501 Eutropia 1502 Real Name Group ID Number Inmaculada Arnandis Arcon 1413 Pilar Ballesteros Fernandez 1413 Yolanda Maria Benlloch Fornes 1413 María Victoria Carrascosa Peñalver 1413 María Teresa Carratalá Ferrer 1413 Carlos Catarineu Garcia 1413 Maria Del Pilar Cerda Hernandez 1413 Maria Jose Chafer Asensio 1413 Alicia Chover Garcia 1413 Maria Contel Bolinches 1413 Carmen Daros Pallares 1413 Fatima Eixau Salvador 1413 Enrique Garcera Rayo 1413 Josep Garcia Ferrer 1413 Francisco Garcia Lopez 1413 Maria Pilar Gimeno Lliso 1413 Silvia Leyda Fornes 1413 Susana Lopez Nogueron 1413 Maria Carmen Lozano Aguilar 1413 Ana Magraner Rosa 1413 Lourdes Margaix Fontestad 1413 Laura Martinez Carrasco 1413 Julian Martinez Casas 1413 Celeste Martinez Catalan 1413 Francisco Jesus Martinez Galindo 1413 Elvira Martinez Gracia 1413 Olga Maria Minguez Lopez 1413 Rosa Carmen Miralles Febrer 1413 Daniel Monleon Escribano 1413 Silvia Morales Rubio 1413 Eva Maria Navarro Domenech 1413 Guadalupe Navarro Monton 1413 Maria Luisa Paniagua Buigues 1413 Adelina Pastor Beguer 1413 Enriqueta Planelles Riera 1413 Miguel Angel Priego Cañes 1413 M. Trini Ramada Dominguez 1413 Marta Ramos Marco 1413 Amanda Violeta Ribera Ribera 1413 Emilio Rico Bailen 1413 Eva Maria Rico Tormo 1413 Manuel Rodenas Lopez 1413 Marcos Ros Martin 1413 Fco. Jose Rubio Montero 1413 Vicente Sacristán Zapata 1413 Maria Amparados Sanchez Dasi 1413 Teresa Jose Sangros Garcia 1413 Herminia Sanjaime Marques 1413 Elena Sauri Rodrigo 1413 Rafael Simon Abad 1413 Maria Such Juanq 1413 Maria Dolores Tello Lopez 1413 545 ID Numbers – Groups and Participants in Simulations Simulation name Person ID Number Eutropia 1503 Eutropia 1504 Eutropia 1505 Eutropia 1506 Eutropia 1507 Eutropia 1508 Eutropia 1509 Eutropia 1510 Eutropia 1511 Eutropia 1512 Eutropia 1513 Eutropia 1514 Eutropia 1515 Eutropia 1516 Eutropia 1517 Eutropia 1518 Eutropia 1520 Eutropia 1521 Eutropia 1522 Eutropia 1523 Eutropia 1524 Eutropia 1525 Eutropia 1526 Eutropia 1527 Eutropia 1528 Eutropia 1529 Eutropia 1547 Eutropia 1548 Eutropia 1549 Eutropia 1550 Eutropia 1551 Eutropia 1552 Eutropia 1553 Eutropia 1554 Eutropia 1555 Eutropia 1556 Eutropia 1557 Eutropia 1558 Eutropia 1559 Eutropia 1560 Eutropia 1561 Eutropia 1562 Eutropia 1563 Eutropia 1564 Eutropia 1565 Eutropia 1566 Eutropia 1567 Eutropia 1568 Eutropia 1569 Eutropia 1570 Eutropia 1571 Eutropia 1572 Real Name Ana Zaragoza Salcedo Caroline Amann Melek Aslan Sandra Bösch Christiane Dörken Ole Herlyn Dominique Hipp Nicole Hoppe Simone Klaffke Christine Kluck Sandra Lueke Silke Müller Sinje Norden Maike Püst Katja Stahl Ronja Wiechern Birte Blascheck Julia Brassat Konstanze Kendel Nina Möller Torsten Picker Judith Poppe Wiebke Rutel Ayten Sariyildiz Iya Tsiklauri Maike Wilpert Santiago Amoraga Paula Ballester Sergio Candela José Cardona David Carrasco Antonio Castro Tony Devje Ricardo Domínguez Elsa Domínguez Jorge Escriva Ruben Garrido Regel Gonzaléz David Guerrero Raúl Gutiérrez Fabien Levaillant Javier Martínez Raul Montejano Ignacio Monterde Jorge Nadal Jorge Navarro Onofre Ortiz Joan Pascual Roberto Pascual Miguel Ribera Juancarlos Saez Felip Vicedo Group ID Number 1413 1401 1401 1401 1401 1401 1401 1401 1401 1401 1401 1401 1401 1401 1401 1401 1402 1402 1402 1402 1402 1402 1402 1402 1402 1402 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 1403 546 ID Numbers – Groups and Participants in Simulations Simulation name Person ID Number Eutropia 1573 Eutropia 1574 Eutropia 1622 Eutropia 1623 Eutropia 1624 Eutropia 1625 Eutropia 1626 Eutropia 1627 Eutropia 1628 Eutropia 1629 Eutropia 1630 Eutropia 1631 Eutropia 1632 Eutropia 1633 Eutropia 1634 Eutropia 1635 Eutropia 1636 Eutropia 1637 Eutropia 1638 Eutropia 1639 Eutropia 1640 Eutropia 1641 Eutropia 1642 Eutropia 1643 Eutropia 1644 Eutropia 1645 Eutropia 1646 Eutropia 1647 Eutropia 1648 Eutropia 1649 Eutropia 1650 Eutropia 1651 Eutropia 1652 Eutropia 1653 Eutropia 1654 Eutropia 1655 Eutropia 1656 Eutropia 1657 Eutropia 1658 Eutropia 1659 Eutropia 1660 Eutropia 1661 Eutropia 1662 Eutropia 1663 Eutropia 1664 Eutropia 1665 Eutropia 1666 Eutropia 1667 Eutropia 1668 Eutropia 1669 Eutropia 1670 Eutropia 1671 Real Name Group ID Number Juan Vilanova 1403 Alberto Rius 1403 Sébastien Redeker 1402 Anett Noster 1405 Delegation from Southland -1 Education for Everyone! -1 Antoine Perroud 1624 Stephan Prat 1624 Franck Dupuy 1624 Mathieu Malignaggi 1624 Mauk Karim Alimokhnache 1624 Jah Masper 1624 Clenet 1624 Noel 1624 Raimond 1624 Veyrac 1624 Vigouroux 1624 Pascal Dinslage 1625 Gomez 1624 Ingo Kammeier 1625 Gisela Gerlach 1625 Dirk Meyer-Koop 1625 Ruth Wilde 1625 Simone Klaffke 1625 Karolin Fröhling 1625 Eutropian Federation Freedom Foundation -1 Information Rights Watch Group -1 Southland Team Facilitator 1624 Hanna, B. 1645 Tischer, T. 1645 Elwert, F. 1645 Rauch, K. 1645 Stief, A. 1645 Doerin, A. 1645 Sprott, J. 1645 Brumm, M. 1645 Busch, M. 1645 Smieja, S. 1645 Anding, S. 1645 Keller, L. 1645 Warn, N. 1645 Amecke, C. 1645 Stein, J. 1645 Lauber, Renate 1645 Digital Free Speech Movement -1 CopyRight-CopyWrong -1 Benito, José Alberto 1403 Bohlmann, Thomas 1665 Piltz, Florian 1665 Uhde, Sven 1665 Schoch, Martina 1665 Osterloh, Anja 1665 547 ID Numbers – Groups and Participants in Simulations Simulation name Person ID Number Eutropia 1672 Eutropia 1673 Eutropia 1674 Eutropia 1675 Eutropia 1676 Eutropia 1677 Eutropia 1678 Eutropia 1679 Eutropia 1680 Eutropia 1681 Eutropia 1682 Eutropia 1683 Eutropia 1684 Eutropia 1685 Eutropia 1686 Eutropia 1687 Eutropia 1688 Eutropia 1689 Eutropia 1690 Eutropia 1691 Eutropia 1692 Eutropia 1693 Eutropia 1694 Eutropia 1695 Eutropia 1696 Eutropia 1697 Eutropia 1698 Eutropia 1699 Eutropia 1700 Eutropia 1701 Eutropia 1702 Eutropia 1703 Eutropia 1704 Eutropia 1705 Eutropia 1973 Real Name Neumann, Marc Reumann, Eeva Riechers, Florian Nehen, Jens Lorenz, Thomas Bohling, Matthias Wetzel Hahnau, Kerstin Knauff, Roland Reichel, Milena Meyer-Rieke, Hanjo Panhoff, Jan Keitel, Janne Söhle, Bettina Lorek, Katrin Krose, Simon Bielenberg, Kai Zacher, Marc Jolk, Friederike Cinar, Ferit Diedrich, Malte Jonas, Thorsten Klingemann, Michael CoCo Team Facilitator FreeSpeech Team Facilitator InfoWatch Team Facilitator Westphal, Michael Eutropian Wire Service Janet Sutherland Hopf, Sabina Thonel, Yannick Alder, Simone Krannich, Dennis Schweder, Jan Ehlerding, Kristiane Group ID Number 1665 1665 1665 1665 1646 1646 1646 1646 1646 1646 1646 1646 1646 1664 1664 1664 1664 1664 1664 1664 1664 1664 1664 1665 1664 1646 1624 -1 1699 1403 1624 1664 1665 1646 1664 548