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ANALYSIS OF EXAMINER/STUDENT INTERACTION IN AN L2 (ENGLISH) ORAL EXAMINATION SETTING

Word count: 15,476

Nurzada Sultanova Student number: 01270440

Supervisor: Prof. Dr. David Chan

A dissertation submitted to Ghent University in partial fulfilment of the requirements for the degree of

Master of Arts in Multilingual Communication – language combination Dutch, English, Russian

Academic year: 2017 - 2018

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Statement of permission for use on loan

The author and the supervisor(s) give permission to make this master’s dissertation available for consultation and for personal use. In the case of any other use, the copyright terms have to be

respected, in particular with regard to the obligation to state expressly the source when quoting

results from this master’s dissertation.

The copyright with regard to the data referred to in this master’s dissertation lies with the supervisor(s). Copyright is limited to the manner in which the author has approached and recorded

the problems of the subject. The author respects the original copyright of the individually quoted

studies and any accompanying documentation, such as tables and graphs.

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ACKNOWLEDGEMENTS

First and foremost, I would like to express my deepest appreciation to my supervisor Mr. David

Chan for his guidance, optimism and patience in the writing of this thesis. Your enthusiasm for English and speaking skills has inspired me from the first speaking skills class. I am profoundly

grateful to have had such an inspiring supervisor to guide me through this challenging and

fundamental part of pursuing this degree.

Furthermore, I am grateful to the Faculty of Arts and Philosophy at Ghent University for all the knowledge and skills I have obtained the past few years.

Heartfelt thanks go to my parents for giving me the inestimable opportunity to obtain a higher

degree at the University of Ghent. I received a lifelong gift from you, and I will never take it for

granted. I could not have done this without your inspiring work ethic, warmth and support.

Last but definitely not least, I am especially thankful to my boyfriend Fabian. I cannot express how

grateful I am for your daily, unwavering support, unconditional love, contagious smile and

unyielding belief in me. You were there for me when I wrote my Bachelor paper, you enlightened

my days while I wrote this dissertation. You are the dawn to me.

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TABLE OF CONTENTS

LISTOFABBREVIATIONS 11

LISTOFTABLES 12

1 INTRODUCTION 13

2 THEORY 15

2.1 CONVERSATION 152.1.1 DEFINITION 15

2.1.2 CONTEXT 162.2 ORALEXAMINATION 182.2.1 GENERAL 18

2.2.2 CONTEXT 192.2.3 POWERRELATIONSHIPEXAMINER–STUDENT 202.3 CONVERSATIONANALYSIS 212.3.1 CONVERSATIONSTAGES 22

3 METHODOLOGY 25

3.1 CORPUS 25

3.1.1 PARTICIPANTS 253.1.2 RECORDINGS 263.1.3 LINDSEITRANSCRIPTIONS 283.2 METHOD 293.2.1 ANALYSIS 29

4 RESULTS 31

4.1 SETTINGANDCHARACTER–HYMESSPEAKINGFRAMEWORK 314.1.1 SETTING 314.1.2 PARTICIPANTS 31

4.1.3 ENDS 324.1.4 ACT 324.1.5 KEY 33

4.1.6 INSTRUMENTALITIES 344.1.7 NORM 344.1.8 GENRE 354.2 NUMBERANDLENGTHOFTURNS 35

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4.2.1 AVERAGENUMBEROFTURNS 36

4.2.2 AVERAGESPEAKINGTIME 374.2.3 AVERAGELENGTHOFTURN 374.2.4 PROPORTIONOFSPEAKERTIME 384.3 CONVERSATIONANALYSIS 394.3.1 GREETING 394.3.2 ADDRESS 39

4.3.3 APPROACH 404.3.4 CENTERING 414.3.5 LEAVE-TAKING 52

4.3.6 GOODBYE 53

5 CONCLUSION 55

6 BIBLIOGRAPHY 57

7 APPENDIX 59

7.1 LINDSEICONVENTION 597.2 TRANSCRIPTIONSLOWPROFICIENCYSTUDENTS 60

7.3 TRANSCRIPTIONSAVERAGEPROFICIENCYSTUDENTS 897.4 TRANSCRIPTIONSHIGHPROFICIENCYSTUDENTS 117

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List of abbreviations

A reference to speaker turn (examiner)

AP Average proficiency level

B reference to speaker turn (student)

CA Conversation Analysis

CEFR Common European Framework of Reference for Language

HP High proficiency level

L2 Second language

LP Low proficiency level

LINDSEI Louvain International Database of Spoken English Interlanguage

MULTIPLES – LL Multilingual Practices and Language Learning in Society

Language Learning

SLA Second language acquisition

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List of tables

Table 1: Topics low proficiency students ................................................................................................ 27

Table 2: Topics average proficiency students ......................................................................................... 27

Table 3: Topics high proficiency students .............................................................................................. 28

Table 4: Average number of turns, average speaker time, proportion of speaker time, average length

of turn, and proportion of average length of turn for examiner (A) and student (B) in low (L),

average (A) and high (H) proficiency (P) groups .......................................................................... 36

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1 Introduction

This Master paper was conducted for the research group MULTIPLES – LL (Research Centre for

Multilingual Practices and Language Learning in Society – subdivision Language Learning). This

research group within the Department of Linguistics and the Department of Translation, Interpreting and Communication of Ghent University investigates the different aspects of foreign

language learning and didactics.

The phenomenon of spoken language is complex to grasp, and in addition, understanding how a

second language learner uses spoken language is considered as “one of the most challenging issues in language assessment” (Young, 2002, p. 243). In the process of second language acquisition

(SLA), the analysis and evaluation of student performance, particularly in a formal learning context,

is essential. When evaluating a student’s speaking performance in an oral examination, examiners

are, understandably, focused on the student’s competence. The following criteria are typically taken into account: the student’s vocabulary range and accuracy, grammatical control, pronunciation and

fluency.

However, the assessment of a student’s speaking proficiency should not solely take these factors

into account. According to van Lier (1989), “we must bear in mind that every manifestation of speaking is speaking in a context; every contextual manifestation of speaking ability requires, in

addition to speaking ability, context-specific skills and experience” (van Lier, 1989, p. 500).

Moreover, Hymes’ framework underlines that speech acts should be analyzed not only by focusing

on the individual producing a speech act, but also on factors listed as the eight components of the SPEAKING-model (Johnstone & Marcellino, 2011). This framework consists of eight

components and allows us to investigate speech acts closely and in context. In addition, we must

consider the significant role of the participants of a conversation. According to Plough & Bogart

(2008), these participants construct this context themselves. Context does not exist separately but is constructed in interaction between the participants of a conversation.

When we look at interactions between examiner and student, Brooks confirms the above, stating

that “in any test involving oral interaction, performance is co-constructed among the participants”.

(Brooks, 2009, p. 342). Moreover, the behavior of the examiner “can and does have an effect on test-taker performance” (Brooks, 2009, p. 343).

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If participants and context are essential factors in the analysis of a conversation, the following

questions arise: to what extent is an oral examination on general conversation topics influenced by

its participants, examiner and student, and the formal setting of the examination?

This study attends to the dynamic of conversation interaction by analyzing the interaction between student and examiner during an oral examination. It addresses the following research questions:

1. What is the character of examiner-student interaction during an oral examination?

2. Is there a pattern between the kind of interaction and proficiency level? (performance)

Chapter 2 covers the theoretical aspect of this study. Firstly, it presents a range of definitions of a conversation found in the literature. Secondly, it examines definitions of the notion of oral

examinations found in the literature of previous studies. Lastly, it looks into the difference between

the former and the latter. Specifically, CA (Conversation Analysis) comes forward as a relevant

framework to gain insight into the structure of a conversation, as CA “offers researchers a well-developed descriptive apparatus for investigating conversational interaction and a rigorously

empirical procedure for supporting analyses” (Hoey & Kendrick, 2017, p. 2).

In chapter 3 we outline the methodology giving a detailed description of this study’s corpus and

method. The corpus consists of 26 participants recorded in 26 audio recordings. These recordings have been transcribed according to the LINDSEI (Louvain International Database of Spoken

English Interlanguage) convention. The method of this study will be conducted using the

procedures of Conversation Analysis.

In chapter 4, the results of the research will be presented and discussed. Firstly, we will use the Hymes SPEAKING framework to analyze the setting and character of examiner – student

interaction during an oral examination. This analysis will address the first research question of this

study. Secondly, we will look into the length and number of turns by the examiner and student and

the speaker time proportion. The following results will address the second research question of this study. Lastly, we will conduct a qualitative analysis on the different speaker’s turns.

Finally, we will present the conclusions of this study, relating them to the research questions we

mentioned earlier and the hypotheses we formulated in the methodology of this study. We will also

outline some limitations of this study and formulate suggestions for further research.

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2 Theory

2.1 Conversation

2.1.1 Definition

Communication through verbal and non-verbal social interaction is an everyday global

phenomenon. The first question arising here, is: what is a conversation? The online Cambridge

Dictionary defines conversation as “an informal, usually private, talk in which two or more people

exchange thoughts, feelings, or ideas, or in which news or information is given or discussed”. Furthermore, according to van Lier (1989), participants in a conversation aim to increase or

decrease what Ventola (1979) calls the ‘minimal social distance’ between the participants. Ryan

states that this goal can be achieved in the following way:

They achieve this purpose by relating to each other in entertaining, amusing, or horrifying (among others) experiences of events or happenings, thereby either

bringing the interlocutors closer together or moving them further apart in terms

of affiliation and solidarity. In other words, social interactions have the potential

to build and maintain, or break apart and shatter, social relationships. The

epitome of a social interaction, the conversation, has just such potential.

(Ryan, 2016, p. 1)

Firstly, the online Cambridge Dictionary describes the exchange in talk between two or more

people as the main components of a conversation. Secondly, Ryan (2016) and Ventola (1979)

underline the significant roles occupied by the interlocutors in a conversation. Moreover, they state which crucial role participants in a conversation potentially have in social interactions. According

to McNamara (1996), “the study of language and interactions continues to flourish [...] although it

is all too rarely cited by researchers in language testing, and almost not at all by those proposing

general theories of performance in language performance tests; this situation must change[...]. We need a research agenda to investigate the significance for measurement of variables that our models

may tell us are likely to be important” (McNamara, 1996, pp. 85–86). Interaction is not typically a

feature of language evaluation. In this study, we would like to investigate this aspect of the

evaluation.

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2.1.2 Context

The field of sociolinguistics provides several insights into communication that can help in the

analysis and understanding of social interactions. Hymes states that sociolinguistics is “an attempt

to rethink received categories and assumptions as to the bases of linguistic work, and as to the

place of language in human life” (Hymes, 2011, p. vii). Furthermore, he adds:

Sociolinguistics could be taken to refer to use of linguistic data and analyses in

other disciplines, concerned with social life, and, conversely, to use of social data

and analyses in linguistics. The word could also be taken to refer to correlations

between languages and societies, and between particular linguistic and social

phenomena.

(Hymes, 2011, p. vii)

This field aims to analyze linguistic data and data of other disciplines relating to social life and vice

versa. It embodies the study of the meaning of language in social contexts and aims to understand

the use of it.

Central to the discipline of sociolinguistics is the theory of what sociologist and anthropologist

Dell Hymes introduced as the Ethnography of Communication in 1972, which he in 1962 called

Ethnography of Speaking (Ryan, 2016, p. 1). His theory has proven to be a major contribution to

the field of sociolinguistics, which is demonstrated by the large volume of published studies describing and using his framework to this day. His aim was to research and explain human social

language, and to provide a theoretical and methodological basis for a framework on the

ethnography of communication “for exploring how language is embedded and enacted in

discourse” (Johnstone & Marcellino, 2011, p. 8). Hymes calls for attention to the context linguistic interaction takes part in. This brought “the sociolinguistic perspective into Chomsky’s linguistic

view of competence” (Bagarić & Djigunović, 2007, p. 95). While Chomsky in the 1960s focused

on the distinction between the competence and performance of a speaker, Hymes explores how a

speaker is able to use his knowledge in relation to the context he is performing in. His term ‘communicative competence’ underlines the sociolinguistic aspect of what Chomsky called

‘competence’.

In Hymes’ SPEAKING model, an acronym for a list of eight components of speech acts, he

provides a framework to investigate speech acts and speech events closely.

The eight components of the SPEAKING mnemonic are:

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(S) Setting including the time and place, physical aspects of the situation such as arrangement of furniture in the classroom; (P) participant identity including

personal characteristics such as age and sex, social status, relationship with each

other; (E) ends including the purpose of the event itself as well as the individual goals of the participants; (A) act, sequence or how speech acts are organized

within a speech event and what topic/s are addressed; (K) key or the tone and

manner in which something is said or written; (I) instrumentalities or the

linguistic code i.e. language, dialect, variety and channel i.e. speech or writing; (N) norm or the standard socio-cultural rules of interaction and interpretation;

and (G) genre or type of event such as lecture, poem, letter.

(Farah, 1998: 125 cited in Johnstone & Marcellino, 2011, p. 7)

Overall, this framework highlights the need for attention to the context conversations are held in.

Hymes’ work thus far provides evidence that speech acts should be analyzed not only by focusing on the individual producing a speech act, but also on the external factors listed as the eight

components of the SPEAKING model. This model will be used in this study to provide a theory

driven description of an oral examination.

He & Young point out that “the individual’s contribution to communication” is also influenced by the other participants of the conversation, as “abilities, actions, and activities do not belong to the

individual but are jointly constructed by all participants” (He & Young, 1998, pp. 4–5). Jenkins &

Parra also underline that interaction is co-constructed, stating that “the meaning in focused

interaction is co-constructed by the participants through situated interpretation of both linguistic and nonverbal behavior as participants manage their talk in interaction” (Jenkins & Parra, 2003, p.

91). This key idea draws in the role of the student – examiner construction. Not only is the role of

the participant in a conversation interesting to analyze, Yoshinaga, Kasper & Ross (1993) have

highlighted the crucial relevance of the relationship between the participants:

the constraints that impact semiotic choices may include social factors such as

participants’ educational background, ethnicity, gender, sexual orientation,

religion, political affiliation, occupational status, family status, age, and possibly

other macrostructural influences; psychological factors, both cognitive and affective, the participants’ relationship, and the type of activity and wider social

and cultural context.

(Yoshinaga, Kasper, & Ross, 1993, p. 4)

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It has been demonstrated that participants and context are crucial aspects in the analysis of a

conversation. Consequently, this raises the following question: what happens when the participants

of a conversation have a different social or institutional background? Clearly, the power

relationship shifts depending on the role of the participants and the context the conversation occurs in. According to a study on examiner behavior in oral performance testing, researchers have

found that:

verbal, paralinguistic, and nonverbal behaviors of examiner are indeed salient to

participants and nonparticipants in the testing event. In fact, candidates found these behaviors to be meaningful in terms of their comfort level during the test

task and in terms of their perception of the realism of the interaction. Drawing

on the concept of footing, the various positions or roles taken by participants

in oral exchange, it is argued that these perceptions and interpretations may then serve to reduce the unequal power relationship inherent in oral performance

tasks

(Plough & Bogart, 2008, p. 195)

In this section, we presented a range of definitions of a conversation found in the literature. In the

following section, we will examine definitions of the notion of oral examination found in the literature of previous studies.

2.2 Oral examination

2.2.1 General

The online Cambridge Dictionary defines an examination as “a test of a student’s knowledge or

skill in a particular subject”. An oral examination consists of a conversation between a student and

an examiner. While this could be similar to what the definition of a casual conversation states, there

is a clear distinction between a casual conversation between friends or relatives, and the conversation held during an oral examination between a student and an examiner. Moreover, in

terms of structure and purpose, there are clear differences. Firstly, an oral examination is held in

an institutional context. Secondly, the purpose of the conversation during an oral examination is

to assess the student’s oral language proficiency demonstrated through talk.

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2.2.2 Context

According to Sandlund, Sundqvist & Nyroos, interactions during oral examinations are defined as

institutional, in contrast to everyday social interactions, because “interactions governed by

institutional constraints are, to varying degrees, goal oriented and involve particular tasks, roles and

objectives of the interaction” (Sandlund, Sundqvist, & Nyroos, 2016, p. 14). Due to this institutional setting of an oral examination, the structure and purpose differ significantly from a

casual conversation among friends. To be more precise, the assessment aspect of the conversation

creates another structure to the conversation.

One of the first studies which tried to address the discourse of oral examinations, was conducted by Young & Milanovic (1992). In their analysis on the interview discourse, they specifically

addressed “dominance, dominance contingency, contingency and goal orientation in terms of the

contextual variables of examiner, candidate, theme, task, and gender” (Plough & Bogart, 2008, p.

197). The results of their study revealed that “the interview discourse was asymmetrical, that different contextual factors affected participants differently, and that the measures of dominance

employed were insufficient in revealing control of the right to speak” (Plough & Bogart, 2008, p.

198).

Another significant addition was presented by Brown (2003), who investigated the influence of changes in examiner’s discourse behavior on student’s performance. She analyzed interviews of the

same students taken by two different examiners. Her results reveal that “differences in the ways

examiners provide feedback, structure talk, and formulate questions influence candidate

performance, which in turn affects raters’ perceptions of candidate proficiency as described in post interview verbal reports of raters” (Plough & Bogart, 2008, p. 198). There was a clear difference

found in the perceptions in which the students’ performances were rated by two different

examiners. Brown concluded that “the interviewer (is intimately) implicated in the construction of

candidate proficiency” (Brown, 2003, p. 1). Lazaraton underlines the dangers in terms of equity: “the achievement of consistent ratings is highly dependent on the achievement of consistent

examiner conduct during the procedure, since we cannot ensure that all candidates are given the

same number and kinds of opportunities to display their abilities unless oral examiners conduct

themselves in similar, prescribed ways” (Lazaraton, 1996, p. 19).

Oral proficiency assessment aims to analyze and measure a student’s oral language proficiency as

accurately as possible. As it is a time-consuming task for an examiner, it is essential to choose a

reliable method. Furthermore, this reliable method should be realistic in terms of time and

feasibility.

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According to Morrow, it is of importance to let a student fulfil one of the following criteria: there

has to be a chance for the student to firstly, to demonstrate his language use in different ways such

as narrating and describing. Secondly, to demonstrate how he participates in spontaneous,

unprepared talk. Lastly, the student must be able to demonstrate this in different situations and about different topics (Morrow, 1978).

Weir stated that authenticity is significant when testing language proficiency. Tests of language

proficiency should reflect the ‘real life’ situation as closely as possible, and the student’s

performance should “involve realistic discourse processing” (Weir, 1991, p. 12).

2.2.3 Power relationship examiner – student

In the analysis of interaction through talk during oral examinations, it is essential to take into

account the role of the examiner during the examination. The focus typically lies on the

performance of the student. However, as previous literature has indicated (Ventola, 1979), it is

essential to consider the role of the examiner as participant in a certain type of conversation. The formal character of an examination creates a particular distance between the student and the

examiner. As the examiner is there to assess the speaking performance, and the student has to

demonstrate his language competence and skills, both interlocutors are performing in a specific

institutional role. This creates a clear power relationship between the examiner and the student. Consequently, the conversation during an oral examination cannot be categorized in the terms that

might be used for, for example, a casual conversation among close friends or relatives. The power

relationship between student and examiner is clearly present. According to (Plough & Bogart, 2008,

p. 4), the term ‘power’ remains an enigmatic concept. In the setting of oral proficiency assessment, one source of power is fundamental: the “reward power”. This is defined as “the target’s

perceptions that the agent has the ability to provide him or her with desire tangible or intangible

objects” (Plough & Bogart, 2008, p. 4). During an oral examination, the target is the student and

the agent is the examiner. These roles cannot be turned around.

The language choices participants in a conversation make, are affected by the social context of the

conversation (Carrier, 1999, p. 70). Moreover, this social context lays out a ‘status relationship’

between the participants. This status relationship has an impact on the language used by its

participants, and the social distance between them. Carrier found a distinction between strangers and friends. Firstly, strangers, “status unequals”, “tend to act similarly because they have fixed

status and social distance that tend to preclude alterations in the relationship”. On the other hand,

friends, “status equals”, “tend to negotiate more because “the potential for the lessening of social

distance” exists among them” (Wolfson, 1986, p. 75).

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This was confirmed by (Kasper, 1992, p. 19) as “learners have (been) shown to display sensitivity

towards context-external factors such as interlocutors’ familiarity and relative status”. The social

distance between the interlocutors determines the organization of the conversation. This social

distance can vary from minimal to maximal (Ryan, 2016).

During an oral proficiency assessment, the examiner “has a plan and conducts and controls the

interview largely according to that plan” (Jones and Gerard (1967) in van Lier, 1989, p. 496).

Silverman found five primary components that occur in an oral proficiency interview. Firstly, “the

scheduled nature of the encounter specifies in advance that what passes will be used to settle future decisions about an issue known prior to the commencement of talk”. Secondly, “the comment of

one party will be read as a display of qualities, and this reading will be reported to other persons

with a legitimate “right to know” and will eventually produce further decisions”. Thirdly, “there is

some degree of asymmetry in the exchanges between interviewer and interviewee”. Fourthly, “questions are provided by one person (or group of persons), and the talk of some other person is

to be seen as providing answers to the questions”. Lastly, “one person is solely responsible for

beginning and ending the interaction, for ending one topic and introducing a new topic, and for

formulating the talk” (van Lier, 1989, p. 498). These five components underline the examiner’s power and control during an oral proficiency assessment.

Furthermore, Van Lier (1989) found that whenever problems or misunderstandings occur during

this type of conversations, “it is clear that the interviewer maintains control over the discourse by

asking and evaluating the answers”. The examiner influences the structure of the conversation both in terms of social distance between speakers and in terms of the institutional requirements of the

setting. The assessment aspect of the conversation causes a power distance.

2.3 Conversation Analysis

Conversation Analysis (CA) was founded in the roots of sociologically-oriented field of

ethnomethodology. The approach focuses on how talk is constructed by interactional participants.

(Buysse, 2010, p. 111).

It is an inductive, micro-analytic, and predominantly qualitative method for

studying language as it is used in social interaction. It differs most distinctly from

other methods […] in its use of field recordings of naturally occurring

conversation; its focus on language as a resource for social action; and its procedure of basing analyses on the details of participants’ own behavior. [T]he

method consists in the collection and curation of instances of an interactional

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phenomenon, the case-by-case analysis of that phenomenon, and the

production of a formal account of its operation.

(Hoey & Kendrick, 2017, p. 2)

Furthermore, CA allows us “to describe and understand the nature of the interaction between interviewers and candidates”. In this study, we chose to use this method to describe the interaction

between the examiner and the student. In her study, Brown (2003) considered specifically the

transcription itself as a fundamental part of the analysis, not to be seen solely as a “preliminary

step” in the process of conversation analysis. Upon the thorough and repeated examination of listening to the interviews, she successfully analyzed the topic development of the interlocutors

during an oral assessment interview. Her analysis of these speech events not only gained insight

into the variation of examiner behavior, “but also how these differences affect the quality of the

candidate’s talk and construct different pictures of her proficiency” (Brown, 2003, p. 7).

2.3.1 Conversation stages

Ventola (1979) defines the different stages of a conversation as:

1. Greeting 2. Address 3. Approach 4. Centering 5. Leave-taking 6. Goodbye

The ‘Greeting’ will “signify the recognition of the previously established relationship between the

interactants”. The ‘Address’ “defines and usually names the addressee in some form”. The

‘Approach’ is “the means by which the interactants get the conversation going through safe topics, social niceties, small talk and, in the case of strangers (i.e., interactants of maximal distance),

breaking the ice”. This stage “functions as a bridge to the ‘Centering’ element in which the

interactants become more involved in discussion of particular topics”. In the ‘Leave-Taking’ stage,

a participant expresses his wish to close the conversation, followed by the ‘Goodbye’ stage. In this stage, the speaker takes action into his expressed desire in the ‘Leave-taking’ stage (Ryan, 2016, p.

129).

Firstly, these different stages are specified as “the stages through which a conversation passes from

its beginning through to its completion” (Ryan, 2016, p. 128). Secondly, Ventola (1979) “argues that the structure of a conversation is dependent upon the social distance between the interactants,

described as being either minimal or maximal” (Ryan, 2016, p. 128). According to him, a

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conversation between close friends is considered to involve a minimal social distance, while a

conversation between strangers involves a maximal social distance.

In our study, the interactants in the oral examination are familiar which each other. The examiner

was the student’s teacher throughout the whole academic year. However, this familiarity is limited due to the institutional setting. We do not expect the students to know personal details about their

teacher, and vice versa. This study is carried out to analyze the interaction between student and

examiner during an oral examination. Despite the fact that both interactants are familiar with each

other, there is an undeniable sense of social distance between the examiner and student. The question arises to which extent Ventola’s the six conversation stages we described above will be

present throughout the oral examination.

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3 Methodology

The purpose of this study is to analyze the interaction through talk between student and examiner

during an oral examination. In particular, the purpose is to address the following research

questions:



This thesis examines the role of the examiner and student in the context of an oral examination.

Based on the second research question and the theory of this study (Brown, 2003; Plough & Bogart, 2008), the following hypotheses have been formulated:

1. It is expected that the student will speak for a greater length of time than the examiner.

2. There is a connection between proficiency level and length and number of turns: the higher the proficiency level, the less help the student will need, i.e. longer and so fewer turns will be used.

This chapter is concerned with the methodology used for the research into these questions. The following section begins by laying out the corpus of this study. Firstly, it begins with the

participants. Secondly, it will go on to the materials used to the conduction of this study. The last

section is concerned with the method used for this study.

3.1 Corpus

3.1.1 Participants

26 participants took part in this study. These participants were all first year English Bachelor

students at the University of Ghent who were taking an oral examination. The exams were recorded and used with permission of the students. These tracks were divided into three groups. Each group

represents the students’ level of performance.

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The first group is the LP (low proficiency) group, consisting of 9 students with a low proficiency

level. The second group is the AP (average proficiency) group, consisting of 9 students with an

average proficiency level. The third group is the HP (high proficiency) group, consisting of 8

students with a high proficiency level. The following criteria were taken into account in the assessment of the speaking performances: accuracy (grammatical and idiomatic), vocabulary

(limited to broad), pronunciation, communication (expression and engagement) and fluency

(limited to natural flow to delivery). According to the assessment scale, performances were graded

with a level varying from A1-A2 (scoring 6/20 or lower) to A2-B1 (scoring 7/20 and 9/20) as the low proficiency group, B2 (scoring between 10/20 and 13/20) as the average proficiency group

and C1 to C1-C2 speaking level (scoring 17/20 or higher) as the high proficiency group, using the

CEFR grading (Common European Framework of Reference for Languages): the six reference levels which

were put together by the Council of Europe, to be able to “profile a learner’s language proficiency” (North, 2014, p. 47). Within the assessment context of the exam, the focus was on the student, not

on student – examiner interaction.

All the students took the same English Language Practice B course. However, there are a number

of limitations to this corpus. All students were third level language students. Beyond their status as third level language students, the aspect of the conversation frame was rather thin. Nevertheless,

limited information was gleaned from information given during some of the examinations. One

student in track B16 in the low proficiency group talked about her home country, which was Russia.

However, she was the only student who explicitly mentioned her origin. This would be an interesting aspect to cover in further studies on L2 speaking proficiency. A student brought up

speaking English at home may have been more comfortable speaking to the examiner who is a

native speaker himself. On the other hand, student B16 from the low proficiency group might have

been less comfortable speaking to the examiner. The student was an exchange student from Russia. Belgian students are more exposed to the English language on television and radio in comparison

to Russian students, which could be an advantage in terms of feeling more comfortable speaking

English. A larger corpus including these external factors could provide more detailed information

in a further study.

3.1.2 Recordings

The 26 recordings were selected from oral examinations during the exam period of June 2016.

These tracks for the entire examination had been sorted into the three proficiency levels, then

tracks within the proficiency levels were selected at random. The lengths of the tracks vary from 4

minutes 10 seconds to 9 minutes 16 seconds depending on the presented questions and conversation topics. The exam is part of the English Language Practice B course and is called

general conversation skills. The students are aware of the general topics of the conversations: being

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able to talk about an interest, travel, a news item, a current event or a cultural item. Another possible

question was to tell an anecdote. 15 of the 26 students were asked to tell an anecdote: 5 students

of the low proficiency group, 6 students of the average proficiency group and 4 students of the

high proficiency group. There was no given preparation time during the moment of the oral exam.

Table 1 shows the different topics covered by the low proficiency students. Four students talked

about an interest, two students talked about a cultural item, three students were asked to tell an

anecdote. One of the latter students was asked to talk about work too.

track length topic(s)LP1 06:24 interest LP2 07:24 interest culturalitem LP3 04:16 interest LP4 04:10 interest LP5 04:16 anecdote workLP6 04:56 anecdote

LP7 05:38 culturalitem anecdote

LP8 05:07 anecdote LP9 07:05 interest anecdote

Table 1: Topics low proficiency students

Table 2 shows the different topics covered by the average proficiency students. Two students talked

about a news item, four students talked about a personal interest, one student talked about travel

and six out of nine recordings include an anecdote.

track length topic(s)

AP1 06:12newsitem interest

AP2 07:09 interest AP3 05:25 travel

AP4 06:52newsitem anecdote

AP5 05:01 anecdoteAP6 04:16 interest anecdoteAP7 04:36 anecdoteAP8 06:09 anecdoteAP9 06:01 interest anecdote

Table 2: Topics average proficiency students

Table 3 shows the different topics covered by the high proficiency students. Two students talked

about a personal interest, one student talked about a news item, one student talked about a cultural

item and four students were asked to tell an anecdote.

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track length topic(s)HP1 05:32 interest HP2 06:05 newsitem HP3 04:27 interest HP4 09:16 culturalitem HP5 06:01 anecdoteHP6 04:49 anecdoteHP7 05:32 anecdoteHP8 05:43 anecdote

Table 3: Topics high proficiency students

3.1.3 LINDSEI transcriptions

All the tracks were transcribed according to the LINDSEI (Louvain International Database of Spoken English Interlanguage) convention launched by UCL (Université catholique de Louvain) in 1995. The 26

transcriptions and the transcription conventions can be retrieved in the appendix of this study.

Firstly, 26 recordings of the oral exams were thoroughly listened to multiple times. Secondly, the

tracks were transcribed according to the LINDSEI convention. This provided relevant and clear

data on timing (length of turns), extra linguistic features and examiner and student turns. The

following transcription information was particularly taken notice of:

• timing indications per turn

<A> eh this is track A sorry B6 track B6 I’ll just note that down there . right I’d

like you to talk about one of your interests </A> 0:00-0:12

 (erm) one of my interests is (erm) . globe world politics and (em) especially (em) Middle Eastern politics like everything that's going on . there 0:13-0:27

<A> (uhu) </A> 0:28

• non-verbal reactions (laughing, smiling, interest)

 (eh) . I have a black and white blog . I really like black and white so yeah

I'm quite obsessed with it 1:19-1:26

<A> really <very interested> </A> 1:26

 yes <laughs> 1:27

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<A> that’s very interesting </A> 1:28

 yeah 1:28

<A> I can see from your dresses I mean the way you dress the black and white

</A> 1:29

 yes <laughs> 1:30-1:32

• unfilled pauses

 <smiles> … … <coughs> … … there’s not really like a particular cultural

item but I really like music in general 4:12-4:50

3.2 Method

The aim for this study is to analyze the interaction between a student and examiner during an oral

examination. In other words: what happens in the different turns the student and examiner take

during an oral examination? We opted for Conversation Analysis as it is a well-established approach

allowing us to analyze the interaction between the student and teacher in detail.

3.2.1 Analysis

Firstly, we analyzed the oral examination using the SPEAKING model by Hymes. Hymes’

SPEAKING model provides a framework to investigate speech acts and speech events closely by

analyzing the following eight components: the setting, the participants, the ends, the act sequences,

the key or tone, instrumentalities, the norm and the genre of the event. Every component was analyzed and studied in order to gain insight in the oral examination speech acts.

Secondly, the average speaker time, number and length of the examiner and student turns were

analyzed. First, the recordings were thoroughly listened to multiple times. Secondly, the recordings

of the oral examinations were transcribed using the LINDSEI convention. Both during the listening and transcribing, particular observations were noted such as informal characteristics (e.g.,

the use of contractions and extra lingual aspects such as laughing). Then, the time markings were

added for every speaker’s turn. This time marking displays how long a speaker’s turn lasted, and

how many turns he took. The average speaker time, number and length of turns provide an understanding into the structure and length of the conversation. During an oral examination, we

expect the examiner to have a shorter length of turns, and the student, whose speaking skills

proficiency is being assessed by the examiner, to have a long length of turns. It is crucial to note

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that there were overlaps between the examiner and student turns. Whenever one speaker interrupts

another speaker, this will be marked as an ‘overlap’ following the LINDSEI convention. However,

discourse markers such as “uhu” and “hmh” by the examiner during a story told by a student, will

not always be marked as an ‘overlap’. In this research, we decided to define these discourse markers as separate turns only in case they took a full second or more. Otherwise, we marked them as an

overlap. This distinction was made in order to get relevant results. When the examiner, for example,

would shortly use the discourse marker “uhu” during an anecdote by the student, we only marked

this as a separate turn in case the student left a pause himself, waiting for the examiner’s reaction. These reactions were marked as overlaps because the examiner did not intend to take the floor.

The examiner’s intention was to show that he was listening to the student’s reply.

Lastly, we analyzed the character of exchanges of interaction using Ventola’s six conversation

stages. In this analysis, we analyzed the oral examination from the first stage where the conversation is opened, until the sixth stage, where the conversation is closed. We analyzed what the stages were

and which moves were made by the examiner and the student in this type of interaction.

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4 Results

4.1 Setting and character – Hymes SPEAKING framework

As we have seen in the theory section of this study, the Hymes SPEAKING model consists of the

following eight components: setting, participants, ends, act, key, instrumentalities, norm and genre.

In this section, we analyze these eight components of an oral examination to describe the overall

context of the examination exchange. This analysis addresses the first research question of this study: what is the character of the examiner-student interaction during an oral examination?

4.1.1 Setting

These oral examinations were held during the examinations of June 2016 at the University of

Ghent. The examinations are held in classrooms at the campus. The physical aspects of the

situation such as arrangement of furniture in the classroom are the following according to the examiner: there are two chairs, a desk in between, the examiner has a note pad for assessment and

an audio recorder. The participants are facing each other. The oral examinations take between 4

minutes and 10 seconds and 9 minutes and 16 seconds.

4.1.2 Participants

There are solely two participants during the oral examination: the examiner and the student. We have found the following information on personal characteristics of the students such as age and

sex or social status. The sex of the students is easy to ascertain through the recordings: there are 5

male students and 21 female students. All students are in their first Bachelor year at the University

of Ghent. Most students are in the age range of 18 and 20. They are mostly Belgian Dutch L1 speakers, except for one student in the low proficiency group (track B16). She is a female Russian

exchange student. The examiner is a male English professor. There is a certain level of familiarity

between the participants. All students have taken the professor’s course during the academic year.

The professor has had conversations previously with the students.

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4.1.3 Ends

The purpose of the oral examination is to assess the student’s oral proficiency. There are some

differences in the ends of this speech event. The examiner aims to assess the student’s speaking

skills within a short conversation. The student’s goal is to demonstrate his speaking skills during

this conversation. As we have seen in the literary study of this thesis, there is a notion of “reward power” in the setting of oral proficiency assessment, which is defined as “the target’s perceptions

that the agent has the ability to provide him or her with desire tangible or intangible objects”

(Plough & Bogart, 2008, p. 4). The student’s purpose is to demonstrate to the best of his ability a

strong level of proficiency and so be rewarded by the examiner. The examiner has the power to reward the student with the intangible object of a positive assessment.

4.1.4 Act

From the results, we have found a clear pattern used by the examiner at the beginning of the oral

examination. The beginning and end of the conversation are clearly marked. First, he mentions the

name of the track. Then, he mentions how he is adjusting the recorder. Lastly, he asks the student to talk about a given topic. This sequence was organized similarly for all of the 26 tracks.

Student 5 LP (track A9)

<A> this is track A9 . I’ll just put this a little bit closer to you there (eh) . first

of all tell me an anecdote </A> 0:00 – 0:07

After the first topic of the conversation, the examiner initiates the second topic, or asks additional questions.

Student 6 AP (track A26)

<A> yeah . yeah . okay that’s a nice anecdote .. now tell me about one of your

interests </A> 1:56-2:02


<A> I'd like to talk about a current event . something that's in the news that

you're aware of eh </A> 2:38-2:41

The ending of the conversation was always initiated by the examiner.

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<A> okay I think we’ll end here </A> 5:59-6:01

Student 4 HP (track B9)

<A> (uhu) alright I’m going to stop the recorder </A> 9:11-9:16

In chapter 4.2, we will discuss the speech acts of the oral examination thoroughly, using Ventola’s

conversation stages. As we have seen in the theory in chapter 2 of this study, Ventola’s conversation

stages categorize six stages of a conversation from the opening until the end of the conversation.

This allows us to gain more insight into the oral examination, and to find how close this is associated to a normal conversation.

4.1.5 Key

The examination is a formal requirement. When we look at the key of the oral examinations, it is

informal even though it is an institutional context. The following informal characteristics were

observed and will be demonstrated with excerpts of the corpus: contractions, informal phrasing and extra lingual aspects such as laughing. A student laughing during an oral examination could

indicate that the student feels relatively relaxed.

Firstly, we have found that both examiner and students used contractions throughout the

conversation.


<A> no . it’s very I mean it must’ve been very frightening for you but also for

your parents as well </A> 1:28-1:34

 yes yes indeed and I will never drink coffee from those machines again

because I don't trust them anymore 1:35-1:40

<A> right . that’s very odd that it was just a cup of coffee </A> 1:40-1:45

 yes yes I mean I think it was because of the coffee because I didn't really

do anything else except for drinking that coffee 1:45-1:51

Secondly, we have found that the conversations included informal phrasing.

Student 1 LP (track B6)

 and it was a long road so it was a heavy day but after working (eh) we made

a bonfire and it was very cosy . and suddenly (eh) I fell (eh) backwards and . my

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hand was bleeding and I didn’t know why because I fell on the grass but

apparently I (eh) had . (eh) I had (eh) . hit my hand (eh) with glass but it was

also very late and the people were a little bit drunk <laughs> so 1:09 – 1:43

Lastly, we have found that the conversations included jokes and laughing.


 and there it got stitched and <laughs> the funny thing is that four days

later I had to go again to the hospital because I bumped my knee against a

camping bed . and . yeah it was a gaping wound too <laughs> <foreign> dus </foreign> (eh) so 2:38 – 2:54

The students were asked to talk about general conversation topics, and were allowed to include these informal characters. The examiner’s purpose is to assess the student’s speaking skill

proficiency in a comfortable manner.

4.1.6 Instrumentalities

All students have taken the same English Speaking Skills course by the same English professor.

The linguistic code of the oral examination is specified as a conversation. The students know that informal language use is permitted. However, a reasonable level of accuracy and precision is

expected. The students can choose whether they use British or American English. They are aware

that their choice needs to be consistently demonstrated. The examiner’s expectations are the

following. Firstly, the students extend what they are saying. Secondly, the students need to speak with reasonable accuracy. Lastly, the students need to speak with precision.

4.1.7 Norm

There were social rules governing the oral examination and its participants’ actions. The examiner

initiates the conversation, moves on to a second topic, and initiates the ending of the conversation.

We have found a clear asymmetry in the exchanges of turns between examiner and student, which is one of the five major characteristics of an interview according to van Lier (1989). The student

replies to the examiner’s turns, the examiner listens. The students received the examination

guidelines before the oral examination. They were advised to speak at length to demonstrate their

speaking skills proficiency. Furthermore, there is not much flexibility for the participants. For example, the students tend not to direct the conversation and are careful to answer. This is different

from the casual conversation, where there is more flexibility for the participants.

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4.1.8 Genre

The genre of the speech act is the oral examination. Within that speech act, there are five topics:

anecdotes, personal interests, news events, cultural items and work. In 3.1.2, we showed the three

different proficiency tables with the five covered topics.

In the low proficiency group, three students talked about a personal interest, two students talked about a cultural item, five students told an anecdote and one student talked about work.

In the average proficiency group, two students talked about a news item, four students talked about

a personal interest, one student talked about travel and six out of nine recordings include an

anecdote.

In the high proficiency group, two students talked about a personal interest, one student talked

about a news item, one student talked about a cultural item and four students were asked to tell an

anecdote.

All potential examination topics were given to the students beforehand. These topics are general conversation topics, and involve the student’s personal experiences and opinions. Specifically, the

anecdote occupied the longest student turns due to the narrating structure. The other topics left

more room for interaction.

4.2 Number and length of turns

The preceding section of 4.1 addressed the first research question of this study on the character of

examiner-student interaction during an oral examination. In the analysis of speech events, we decided to analyze the number and length of turns too. This section addresses the second research

question:

Is there a pattern between the kind of interaction and proficiency level? (performance)

Based on this research question and the theory of this study, the following hypotheses have been formulated:



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By analyzing the number and length of both examiner and student turns, we aim to examine

whether we can find a pattern between the kind of interaction and proficiency level. Counting the

number and talking length of turns, provides insight into the pattern of the conversation.

The table below shows the average results for the examiner (A) and student (B) turns in the three proficiency levels: low proficiency students, average proficiency students and high proficiency

students.

LPA LPB APA APB HPA HPB

Averagenumberofturns 15.11 14.33 16.77 16 8.63 7.75

Averagespeakertime 81.55 241.88 86 249.11 71 267.5

Proportionofspeakertime 24% 76% 26% 74% 21% 79%

Averagelengthofturn 5.4 16.88 5.13 15.57 8.23 34.52Proportionofaveragelengthofturn 24% 76% 25% 75% 19% 81%

Table 4: Average number of turns, average speaker time, proportion of speaker time, average length of turn, and proportion of average length of turn for examiner (A) and student (B) in low (L), average (A) and high (H) proficiency (P) groups

4.2.1 Average number of turns

When we look at the average number of turns for the low, average and high proficiency students,

we find different results. Low proficiency students (LP B in the table) had an average of 14.33

turns, average proficiency students (AP B in the table) had an average of 16.77 turns and high proficiency students (HP B in the table) had an average of 7.75 turns. The examiner (A in the table)

had an average of 15.11, 16.77 and 8.63 turns respectively. The high proficiency students (HP B in

the table) had the lowest average number of turns, nearly half the total of the low proficiency

students (LP B), and the average proficiency students (AP B). These results are remarkable. The second hypothesis formulated that the higher the proficiency level, the fewer turns will be used.

The low proficiency students had an average of almost twice as many turns compared to their

counterparts in the high proficiency group. However, we found a remarkable result in the average

proficiency group. These students used slightly more turns than the low proficiency students. In conclusion, the second hypothesis (regarding the average number of turns), only stands between

low proficiency/average proficiency students and high proficiency students. In section 4.3.4, we

carry out a qualitative analysis where we can clarify these differences.

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4.2.2 Average speaking time

In this section, we will examine the average speaking time for both student and examiner in the

low, average and high proficiency groups. From the results, we can see that the results are similar

throughout the three proficiency levels. The low proficiency group had the following results: the

examiner had an average speaking time of 81.55 seconds, while the student had an average speaking time of 241.88 seconds. For the average proficiency group, we found the following results: the

examiner had an average speaking time of 86 seconds, while the student had an average speaking

time of 249.11 seconds. The high proficiency group results are similar to the other groups: the

examiner had an average speaking time of 71 seconds, while the students had an average speaking time of 267.5 seconds.

Our first hypothesis for the second research question is confirmed. It was expected that the

students will speak for a greater length of time than the examiner. The results show that the

students spoke three times more than the examiner in the low proficiency, average proficiency and high proficiency groups. The results are significantly similar to each other.

It is important to note that there are different results within the different proficiency levels. The

longest length of speaking time was found in track 4 of the average proficiency group: student 4

talked for a total of 308 seconds. The second longest length of speaking time was found in track 7: this student talked for 303 seconds. The third longest length of speaking time was found in track

1 of the low proficiency group: the student talked for 302 seconds. The shortest length of student’s

speaking time was found in track 4 of the low proficiency group: this student talked for a total of

172 seconds. The second shortest length of student’s speaking time (183 seconds) was found in track 6 of the average proficiency students. The third shortest length of student’s speaking time

(187 seconds) was found in track 3 of the high proficiency students.

4.2.3 Average length of turn

When we look at the results of the proportion of the average length of turns, we found the

following: in the low proficiency group, the examiner had an average turn length of 24% and the student had an average turn length of 76%. This means that the student’s average turn length was

3.13 times longer than the examiner’s. The figures for the average proficiency group are similar.

The examiner had an average length of turn of 25% and the student had an average length of turn

of 75%. Similar to the result in the low proficiency group, the student’s average turn length was 3.04 times longer than the examiner’s. In the high proficiency group, the examiner had an average

turn length of 19%, and the student had an average turn length of 81%.

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When we look at the average number of turns, we find a similarity throughout the different

proficiency levels. The high proficiency students used approximately half as many turns compared

to the low proficiency students. At the same time, they have spoken double as long as the low

proficiency students. The average proficiency students have used slightly more number of turns compared to the low proficiency students. At the same time, the average length of turns in the

average proficiency group is lower compared to the low proficiency students. In conclusion, the

second hypothesis of this study is again partially confirmed. The hypothesis (regarding the average

length of turns), only stands between low proficiency/average proficiency students and high proficiency students. In section 4.3.4, we will demonstrate this with a qualitative analysis.

4.2.4 Proportion of speaker time

This section will discuss the results of the average percentage of turns for both examiner and

student in the low, average and high proficiency level. The results show no appreciative difference

between the different proficiency levels. The average percentage of turns for the low proficiency group was 24% for examiner and 76% for the student. In the average proficiency group, we find

significantly similar results: the average percentage of turns for the examiner was 26% and 74% for

the student. For the high proficiency group, we found that the average percentage of turns was

21% for the examiner and 79% for the student. This section also reconfirms the first hypothesis we addressed in the section above: the student does speak for a greater length of time. In fact, the

student’s turn lengths are three times as long as the examiner’s turn.

LPA LPB APA APB HPA HPB

Numberofturns 15.11 14.33 16.77 16 8.63 7.75

Averagespeakertime 81.55 241.88 86 249.11 71 267.5

Proportionofspeakertime 24% 76% 26% 74% 21% 79%

Averagelengthofturn 5.4 16.88 5.13 15.57 8.23 34.52Proportionofaveragelengthofturn 24% 76% 25% 75% 19% 81%

Table 5: Average number of turns, average speaker time, proportion of speaker time, average length of turn, and proportion of average length of turn for examiner (A) and student (B) in low (L), average (A) and high (H) proficiency (P) groups

It is of interest to mention that the speaking time throughout the three different proficiency groups

was significantly similar: the students speak at the same length. The low proficiency group students spoke for an average of 241.88 seconds, their counterparts of the average proficiency group spoke

for 249.11 seconds, and the high proficiency students spoke for 267.5 seconds in total. The

examiner spoke an average of 81.55 seconds in total in the low proficiency group, 86 seconds in

total in the average proficiency group and 71 seconds in the high proficiency group. This is

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significant, because it confirms that the interviewer “has a plan and conducts and controls the

interview largely according to that plan”. (Jones and Gerard, 1967) in Van Lier.

4.3 Conversation Analysis

In the preceding section, we looked at the average figures we found for the number of turns,

speaker time, length of turns and proportion of speaker time. In this section, we will undertake a

qualitative analysis using Ventola’s six conversation stages.

4.3.1 Greeting

The examiner was sitting in the classroom on a chair across from the students. Throughout the 26

tracks, the examiner opened the conversation in a significant similar way for every student. Firstly,

he mentioned the name of the track. Secondly, he mentioned shortly that the recording device was

placed closer to the student. There was no explicit greeting made by the examiner, and consequently no greeting replied by the student. As mentioned in the theory of this study, Ryan described this

stage as “The ‘Greeting’ between prior contacts signifies the recognition of the previously

established relationship between the interactants. Non-verbal (wave, smile, etc.), verbal (“Hello”,

“Hi”, “Howdy”), and temporal expression such as “Good morning” and “Good afternoon”, are the most common.” (Ryan, 2016, p. 129). None of these expressions or non-verbal greetings

occurred in the 26 tracks of this study. Lastly, ‘extended Greetings’ did not occur either. These

greetings include “the greeting itself and stereotyped questions concerning a person’s routine

transactions, or an inquiry into the other’s well-being or state of affairs” (Ryan, 2016, p. 129).




From these results, we can conclude that there is a clear absence of the greeting part, which is the

first stage of the functional elements of a conversation.

4.3.2 Address

In the theory of this study, we found that in English, the use of first names or nicknames indicate

minimal distance between the interactants, and that this element most commonly occurs

“immediately after the short greeting move” (Ryan, 2016, p. 129). The fact that the examiner does

not address the student by his or her first name, indicates that there is no denotation of minimal

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distance. Moreover, this indicates that the examiner maintains a distance between him and the

student.

The examiner does not address the student by his or her first name. He chooses to refer to the

student simply by using the personal pronoun “you”.


<A> track A29 I’ll put this a little bit closer to you there .. eh right . what I’d

like you to do is talk about a current issue </A> 0:00-0:12

When we look how students address the examiner, we find that the examiner’s name (‘Mr. Chan’) or title (‘Sir’, ‘Professor’) neither was mentioned throughout the 26 tracks. Whenever a student would address the examiner, he or she also simply used the personal pronoun “you”.

For example, in the second examination of the average proficiency group, student 2 (track A30)

talks about her personal interest in veganism. When the examiner mentions that he is a vegetarian

himself, the student reacts surprised and raises her voice. She addresses him simply with the personal pronoun “you”.


<A> I’m vegetarian . but I found it very difficult </A> 3:49-3:53

 you <louder> are vegetarian 3:53-3:56

4.3.3 Approach

Ventola (1979) made a distinction between two different types of Approaches: a ‘Direct Approach’

and an ‘Indirect Approach’. The ‘Direct Approach’ refers to an approach where topics “that

concern the interactants themselves, their health, their appearance, their family members, their everyday or professional life, and so on” (Ventola, p. 273, 1979). The ‘Indirect Approach’ “refers

to the immediate situation of the conversation including things such as the weather, the current

news, and the physical environment in which the speech situation is taking place such as its

location” (Ryan, 2016, p. 129). The Approach stage of the conversation is “the means by which the interactants get the conversation going through safe topics, social niceties, small talk, and, in

the case of strangers (i.e., interactants of maximal distance), breaking the ice” (Ryan, 2016, p. 129).

According to Ventola (1979), it is the “bridge” stage before the ‘Centering’ element of the

conversation, where the interactants engage more in depth into the specific topics (Ryan, 2016, p. 130).

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Both ‘Indirect Approach’ as the ‘Direct Approach’ were not found throughout the 26 oral

examinations. There is no reference to the interactants themselves, or their immediate

environment. The examiner does shortly mention that the recording device is being put closer to

the student during the examiner’s first speaking turn. However, immediately after that, the examiner initiates the oral examination by presenting the first topic of conversation to the student.

None of the 26 students reacted to the examiner’s remark about the recording device. All of the

students remained quiet during this remark. We can conclude that the examiner did not expect any

reaction to this mention, and solely wanted to mention that the examination is getting started.

Student 1 HP (track A36)

<A> this will be track A36 I’ll put this a bit closer to you there eh well let’s

begin with eh an interest tell me about one of your interests </A> 0:00-0:11

4.3.4 Centering

In the 26 analyzed transcriptions and recordings, we found that the Centering element is the most present conversation stage of the oral examination. This is the stage of the conversation “in which

the interactants become more involved in discussion of particular topics” (Ryan, 2016, p. 130). The

examination has the specific purpose to assess the student’s speaking skills proficiency. The

examiner does this by providing questions the students had received beforehand. The covered topics were, as we have seen in section 4.1.8 the following: anecdote, personal interest, news item,

cultural item, travel and work.

The examiner always chooses which topic or topics will be covered, and listens to the student’s

reply. Depending on the answers, the examiner poses more questions, or moves on to a second topic. This structure remains the same for all 26 students. To provide more insight into the

interaction between student and examiner throughout the different proficiency levels, we will

discuss our analysis in the following sections categorized by each proficiency level. This section

will also give more insight into the findings of chapter 3 on the second hypothesis.

4.3.4.1 LOW PROFICIENCY STUDENTS

Student 2’s examination provides insight how the high amount of turns occurs between examiner

and a low proficiency student. Student 2 (track B7) was asked to talk about one of her interests.

She talked about her interest in online blogging. However, this student did not seem to pick up on

the examiner’s desire to hear her elaborate on this topic. The student had a total of 24 turns, and the examiner a total of 25 turns.

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<A> tell me a bit more about that in terms of a blog I mean is there a particular

theme to your blog or </A> 1:11-1:19

 (eh) . I have a black and white blog . I really like black and white so yeah

I'm quite obsessed with it 1:19-1:26




 yeah 1:28

<A> I can see from your dresses I mean the way you dress the black and white

</A> 1:29

 yes <laughs> 1:30-1:32

<A> is that something recent or does that go back a while </A> 1:32-1:36

The question the examiner posed at 1:26 (“Really?”) was not a yes or no question to the student.

When the student did not pick that up, the examiner stated, “That’s very interesting”. However,

the student, again, replied with a short “yeah”. Next, the examiner tries to ask more about her interest in blogging, but the student does not elaborate on the topic.

The examiner does not explicitly tell the student that she is not answering the exam questions.

However, his tone of voice at 1:26, when he asks her “Really?”, expresses interest towards the

student. We also found that the examiner kindly persists on asking additional questions, in order to give the student different ideas on the topic.

Later in this examination, the student is asked to talk about a cultural item. All potential topics

were briefed to the students before the examination. Nonetheless, this student does not succeed

to prove any preparation, interest or ability to speak at length.

<A> simplicity and very direct . eh okay . tell me about a cultural item something

that has had an influence on you eh be it a book a song a film </A> 3:42-3:59

 (mm) ... (mm) 4:00-4:10

<A> a designer </A> 4:11

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 <smiles> ... ... <coughs> ... ... there’s not really like a particular cultural

item but I really like music in general 4:12-4:50

starts talking again at 4:43 after 30 seconds of silence

<A> (uhu) </A> 4:50

 so it (eh) music itself has a really big influence on me it's like also a way to express your feelings like how you feel . (eh) it's like you can express yourself

without like saying it .. and .. yeah I don't know it just feels good 4:50-5:18

The short replies by the student seem to refer to a lack of preparation, confidence, proficiency or interest. While the questions are personal opinions and interests, the student does not seem to be

prepared to answer the examiner’s question immediately.

When we compare the first and second excerpts of this examination, we find a contrast between

both parts. In the beginning, the examiner expresses patience and help by asking additional questions in order to give the student confidence and ideas. Towards the fourth minute of this

examination, however, the examiner does not pose as many additional questions as he did in the

beginning. Moreover, he does not take the floor when the student leaves a 30 second silent pause.

He simply uses the discourse marker “uhu” and waits. His choice to leave the pause without giving additional questions or remarks, challenges the student to keep the conversation going by providing

an input herself.

This is in contrast with student 1 (track B6) from this group, who talked for a total of 302 seconds,

the third longest length of turn out of the 26 examinations, with only 6 turns in total, which is the second least total of turns out of the 26 examinations. He was asked to talk about one of his

interests. Student 1 immediately elaborated on his interest in Middle Eastern politics.



 (erm) one of my interests is (erm) . globe world politics and (em) especially (em) Middle Eastern politics like everything that's going on . there 0:13-0:27

<A> (uhu) </A> 0:28

 so I follow . on Facebook and the news and everywhere where I find information I try to (eh) follow every step and (em) changing things in the

44

Middle East and also the Middle East if you follow the politics of the Middle

East it's immediately immediately (em) also (erm) the world because . like Syria

and Iraq who are (eh) under (eh) attack by (erm) Daesh by ISIS <overlap />

(eh) . Russia the United States (erm) they all go there to fight to help (erm) defeat the terrorists of ISIS <overlap /> (em) . and (em) I'm interested in Middle

Eastern politics it started (erm) just with Palestine with the Palestinian conflict

(em) but then because Palestine is one of the most important countries in the

Arab world so it immediately . it's large the view has grown larger to other countries in the Middle East because everything is every country is connected

to each other in some way <overlap /> so . that's one of my biggest interests

 0:28-1:59

In contrast to student 2, student 1 seems significantly more prepared and engaged to elaborate on

his topic. He talks for the full amount of one minute and 31 seconds during his first turn. He demonstrates that he is able to speak at length in his reply to the first question. He seems to be apt

to elaborate on his topic. The examiner also did not need to wait at all to get a reply. There is a

remarkable difference between student 1 and student 2. The former seems to follow the

examination guidelines as close as possible, while the latter seems to show a lack of interest, preparation or confidence to do so. This was demonstrated through, for example, a 30 seconds

silent pause, use of short discourse markers “yeah” to answer to the examiner’s questions, not

being able to immediately reply whenever the examiner asked her to talk about a given topic, and

not demonstrating being able to speak at length.

In the excerpt of student 9’s examination (track A23), we also find how the examiner uses more

turns in order to let the student elaborate on a new topic. At the beginning of the examination, the

student was asked to tell an anecdote. Her anecdote included an event in London. At 4 minutes

and 20 seconds, the examiner wants to move on to the news event about the new mayor of London, the next topic of the examination he wants to talk about. The student first replied that she did not

know that. Next, the examiner explains more about the news event, stating that the new mayor is

Muslim. The student suddenly remembers reading that in the newspaper “a couple of weeks or

months ago”. The examiner confirms her “well a couple of weeks ago”. While the student could have explained what she exactly read in the newspaper, or what she thought about it, she simply

closes her turn with a “yes” followed by a laugh. It seems that the student did not pick up on the

examiner’s implicit request to talk about the topic. At that point, the examiner decides to explicitly

say which topic they will be covering next: “eh okay ehm, tell me about one of your interests”.

45

<A> hm . okay . ehm . do you . have you been following events in London .

being been to the city . do you know about the . the city has a new mayor </A>

4:20-4:31

 oh no 4:32

<A> no . it’s </A> 4:32

 I didn’t know that 4:33

<A> it just . it just a got a new mayor .. who’s Muslim . it’s very interesting

</A> 4:33-4:37

 ooh . yes <enthusiasm> yes . I think that was in the newspaper a couple

of weeks or months ago 4:38-4:44

<A> well a couple of weeks ago </A> 4:44

 a couple of weeks ago . okay . well I’ve seen it somewhere . maybe around the Internet as well . eh no . now that you mention it . yes <laughs> 4:45-4:55

<A> eh okay ehm ... tell me about one of your interests </A> 4:55-5:01

The student seems comfortable and relaxed throughout the examination, which is suggested by her

calm tone of voice. From her first turn, where she tells that she had a fun anecdote, she included

laughs. She immediately started telling her anecdote, feeling comfortable enough to laugh often

throughout her examination. This does not only happen during the anecdote topic, but also occurs during other topics about London, the news event and her interest in playing the saxophone.

However, she does not always seem to pick up the examiner’s attempt to move on the next topic,

for example, when he tried to talk about the news event in London.

Student 8 (track A15) used the lowest number of turns out of all 26 students, but talked for 278 seconds. He was the seventh in the ranking of highest length of turn of all 26 students, while the

examiner talked for only 31 seconds. Only one other examination in the high proficiency group,

showed a shorter examiner speaking length: during student 7’s examination, the examiner talked

for only 30 seconds. When we look at student 8’s examination, we can see that this student surely did follow the advice to speak at length. The examiner asks him to tell an anecdote. Next, the

student talks for a total of 3 minutes and 12 seconds. While he does demonstrate the ability to

speak at length, we did remark that the content of his reply does not seem straightforward. He was

asked to tell an anecdote, but the actual anecdote starts at 2 minutes and 33 seconds of the

46

examination. This means that it took him 2 minutes and 24 seconds to get to the actual anecdote.

Before he starts telling the actual anecdote, he gives a rather long explanation about his dorm in

Ghent. He explains that he lives in Ghent during the week because the train ride to Ostend takes

a while, that he chose to live in a student home from the university, that it is nice to make new friends, and his need for social contact. The whole examination took 5 minutes and 7 seconds.

This means that his actual answer came approximately halfway through the examination.

We also noted a high number of discourse markers used by the examiner such as “uhu”, “mhm”

and “yeah”. These discourse markers were marked as overlaps because the examiner quietly seemed to nod to show that he was listening. These discourse markers were not used to take the floor, or

to interrupt the student. The examiner, however, did at a certain point, at 0 minutes and 40 seconds

quickly overlap the student’s turn saying: “yeah sounds like a good idea”. At this point, the student

had been extensively explaining that he lives in a dorm, which was not necessary needed in order to understand the anecdote. The student does not seem to pick up on this signal, as he continues

to explain for another minute and 50 seconds why he decided to live in a dorm during the week.

The examiner’s overlap could indicate that he kindly attempted to hear the actual anecdote. Student

8 surely has proven to be able to speak at length. He also shows to have prepared an anecdote. However, it seems that student 8 could have spoken more straightforwardly. This is also

demonstrated in what follows after the anecdote:

<A> I mean there is a level at which just doing daft silly things is enjoyable . a

lot of people enjoy watching people do that sort of things I mean yeah <A/>

3:22-3:34

 yeah . I think . yeah as long as it doesn’t really get dangerous . I think that’s

ok and yeah it’s pretty harmless anyway it just . sucks all the moisture out of your mouth <overlap/> so . all your saliva’s gone . and that’s a weird feeling

and it takes a while to get that feeling out <overlap/> but it’s in the end it was

really funny and . well it didn’t do as much harm so . why not (3:34- 3:59)

<A> <overlap/> mhm </A> 3:45

<A> <overlap/> yeah yeah </A> 3:52

<A> and are you going to continue eh living in the hall . the hall of residence .

next year </A> 4:00-4:06

 yes . yes I really like it out there because I have a lot of friends now and there’s also people who do applied linguistics so I can study together with them

and that’s something I really . actually I need that because I I don’t study that

47

well and really not alone so . <overlap/> yeah I like to be surrounded by a bit

of people so I’m obliged to also study . and then if I’m doing something else if

I’m on my phone or playing some game or something then I’m annoying them

so I I try not to do that and in that way I can concentrate on my studies so <X> and then I can study better so that’s a good thing so it helps my studies and I

also (uh) have a new group of friends who I we who I really like and . yeah we’ve

done a lot of fun things this . this year and we have a lot of plans for (uh) other

things next year so I’m really looking forward to it 4:06-5:06

<A> <overlap/> you’re better in a group </A> 4:24-4:26

 (uhu) yeah <overlap/> 4:32

<A> okay . </A> 5:05-5:07

After asking to tell an anecdote at the beginning of the examination, the examiner only poses one

question throughout the whole examination. He asks the student whether he will be living the hall

of residence next year. The student again replies with a long turn of one full minute explaining he likes being with people. During the 18 second of this minute, there is an overlap. The examiner

says: “you’re better in a group”, concluding what the student is trying to explain, presumably to

move on to the answer. The student had already told this at the beginning of the examination,

explaining as to why he chose to live in the hall of residence. After the overlap, the student explains for another 42 seconds that he likes to be surrounded by people. While the student again has

proven to be able to speak at length, he seems to wind up in a lengthy explanation which was not

necessarily needed to answer the question. While this does not seem to demonstrate a lack of

preparation, it is presumably related to his personality. Listening to the recording, student 8 left a rather nervous impression. He may have tried to keep on narrating in order to be able to speak at

length. However, he did seem comfortable enough to explain that he feels lonely without social

contact, which was not specifically necessary information to tell his anecdote. Throughout the

examination, the student was also comfortable enough to laugh often and talk about the cinnamon challenge in details. After the anecdote, the examiner said that “there is a level at which just doing

daft silly things is enjoyable” (referring to the cinnamon challenge in the student’s anecdote). The

student replied “yeah, I think yeah as long as it doesn’t really get dangerous, I think that’s ok, and

yeah, it’s pretty harmless anyway. It just sucks all the moisture out of your mouth, so all your saliva’s gone. And that’s a weird feeling and it takes a while to get that feeling out, but it’s in the end, it was

really funny and well it didn’t do as much harm so why not”. At this point, the student seems

comfortable enough to speak about details such as saliva, which may have been uncomfortable for

the examiner. It seems that the student steps outside of the rubric of examination by sharing these

48

details. The examiner then tries to ask more about the hall of residence, which seems an attempt

to change the subject.

4.3.4.2 AVERAGE PROFICIENCY STUDENTS

This group had the highest number of student turns and second longest length of student turns.

This does not necessarily mean that the examiner tried to help the average proficiency students because they did not elaborate enough, as we have seen in the first excerpt of the low proficiency

students earlier. We noticed that a higher number of turns here could indicate that there were more

direct reactions from the examiner:


<A> it’s eh . really shocking in a sense that I’ve never heard anything quite like

that </A> 2:27- 2:33

 yeah me neither 2:33

<A> that a doctor would not take action because she doesn’t like giving bad

news </A> 2:34-2:37

 yeah that's right 2:38

<A> fantastic story . well fantastic in the way . unbelievable </A> 2:38-2:43

 <laughs> yeah well not quite fantastic . but unbelievable . yes 2:44-2:45

Student 1 of this proficiency group told a news item about a gynecologist who did not inform her ill patient that she needed medical treatment. The examiner, understandably, reacted shocked. The

interaction has more conversational aspects, because the examiner is sharing his personal opinion

on the matter. These turns were not used to encourage a student who did not succeed to speak at

length.

The interaction between examiner and student 2 (track A30) of this group was also notably

remarkable. This student only discussed one topic, her personal interest in veganism. At a certain

point, the examiner tells her he is a vegetarian himself. The student replies surprised. The examiner

seems to step outside the rubric of examination, exchanging his own experience with both veganism and vegetarianism. The student is devoted to these topics, and reacts with enthusiasm.

The student seems to feel comfortable due to the examiner’s exchange of personal experiences.

These examiner turns did not seem to be used to help the student because she, for example, could

49

not speak at length or reply to the question. This sequence of rather short turns reveals that there

is an exchange of information and experiences.

<A> how is the . I mean the . eh .. it sounds like you found the right diet for

you </A> 3:24-3:32

 yes I'm happy 3:32-3:33

<A> that that you’re feeling the benefits </A> 3:33-3:36

 yes I do 3:36-3:37

<A> what . many people . and I myself have just for a while went vegan tried it

</A> 3:37-3:47

 really 3:47

<A> but I found it very difficult . very difficult </A> 3:47-3:49

 really . oh 3:49



<A> yes </A> 3:56

 ah ok 3:57

<A> but I found it a very difficult step to to veganism . eh . did you not have any difficulties . was it . was it the transition very smooth for you </A> 3:57-4:06

Towards the end of the examination, the examiner asks: “You know what a good source of B12

is?”. Then he tells the student about Marmite, an English food spread. This question was not posed

to the student to test her knowledge on B12 sources, but to exchange a health tip he had. It is a rather unusual question during an examination, and could have closed the topic on veganism if the

student would not have chosen to elaborate. The student, however, acknowledges the tip. Then,

she talks about her habit in buying soy milk and supplements for B12 sources. She ends her turn

saying she will try Marmite.

<A> (uhu) . you know what a good source of B12 is </A> 6:19

 (erm) . excuse me 6:21

50

<A> a good source of B12 of vitamin B12 . Marmite </A> 6:21-6:26

 Marmite 6:26

<A> Marmite . you can get it . it’s an English (eh) (eh) it’s based on yeast and it looks it’s very thick dark you can put it in soups it has a very strong flavor lots

of B12 </A> 6:27-6:42

 really . oh . I didn't know that . I (erm) buy (erm) soy milk in the Albert Heijn and they have (erm) soy milk with extra B12 in it so I drink that anyways

and I take the supplements but okay I will try Marmite 6:42-6:58

<A> the Marmite . you either hate it or you love it . it’s one of those things

</A> 6:58-7:01

 ah okay that's with tofu the same way so you just have to try and find a

way to make it . as you like it 7:01-7:07

4.3.4.3 HIGH PROFICIENCY STUDENTS

When we analyze the transcriptions and recordings of this group, we find some differences in

comparison to the results of the other proficiency levels. The examiner does not seem to ask questions to encourage the student as he did for, for example, some low proficiency students. The

high proficiency students do not seem to be hesitating, or leaving a silent pause before answering

a question. The high proficiency students show an ability to speak at length, answer straightforward

and avoid short “yes” or “no”-answers” to the examiner’s yes or no questions. The examiner’s questions delve more into the topic, and provide an interaction where the students understand that

their role is to prove their proficiency. The students cover the questions elaborately, resulting in

the conversation moving forward. There is a strong notion of direction in these conversations.

When we looked at the topics covered in this proficiency group, we found another striking result. The high proficiency group was the only proficiency group where all students covered one topic

throughout the whole examination. The examiner did not ask to move on to another prepared

topic, which may indicate that he was satisfied with the student’s ability to talk about the given

topic. The examiner chose to pose questions to delve more into the topic, and received well-structured and elaborate answers as we can see in the following excerpt from student 3 (track B8):

<A> track B8 I’m just gonna put this bit closer to you there . alright I’d like you

to tell me about one of your interests </A> 0:00-0:11

51

 (erm) I really really like reading I enjoyed it very very much (erm) when I was little I was already a bookworm I devoured books <overlap /> (erm) it

never took my mom much trouble to make me read a book I just always enjoyed

doing it . right now unfortunately I haven't got much time to read anymore but . with the reading list for English I actually really enjoyed doing that <overlap

/> because it made sure that I had to make time to read again which I mean

nowadays I don't really do so much anymore . (erm) my favorite kind of books

are the ones that . explain more about different characters that don't really say which is the lead character and then continue on about that person but like

Extremely Loud and Incredibly Close <overlap /> where like every chapter is

about another person or it kinda jumps back to a different character I really

enjoy those books because sometimes when I read one <x> just the lead character I feel like I missed out on certain parts of the books because I can find

out more about the other characters <overlap /> (erm) I really enjoy reading

novels the most (erm) when I was little though I enjoyed fiction books more

and everything that was unreal and just pure imagination but I kind of grew out of that I guess I just I can't lose myself in a book like that anymore I feel the

need to have something a bit more realistic (erm) rather than a story about

dragons or heroes or something like that 0:11- 2:04

Student 3 proves to be able to speak at a length of 2 minutes and 7 seconds to the first question.

The examiner’s overlaps were discourse markers “uhu” and “yeah yeah”. These discourse markers were not used to take the floor or to interrupt the student. The examiner used these discourse

markers to show that he was listening.

After this question, the examiner asks, “Is there a book or an author who stands out for you?”,

which is a yes or no question. However, the student does not explicitly reply with, for example, the discourse marker “yes”. Student 3 replies the following in a turn of 46 seconds:

 to me mostly Khaled Hosseini (erm) I read two books of his I have yet to

read The Kite Runner <overlap /> (erm) but (eh) the first one I read of his was

And The Mountains Echoed and I enjoyed that very very much I really liked the way he he writes (erm) I feel like it's very much in the same way a person speaks

which makes it easy to read (erm) and he also jumps back and forth through the

characters so you're not just stuck into one story so you kinda get more global

perspective <overlap /> (erm) and I also read A Thousand Splendid Suns of his (erm) but I really hope that I get the chance to read The Kite Runner as well

52

because my mom and most of my friends have read it and they all say that it's a

beautiful book so 2:14-3:10

Her reply shows that she understood the question, and was not expected to answer with a short

discourse marker. Again, she demonstrates to be able to speak at length, fully covering the received

question, and proving her proficiency.

4.3.5 Leave-taking

In the theory of the study, we found that this element during a conversation indicated that an

interactant expressed his “desire or need to terminate the conversation”, “often followed by an

inform statement that includes the speaker’s reason for termination of the conversation, such as

needing to get to work or catch a bus” (Ryan, 2016, p. 130).

From the results, we found that there was no Leave-taking element in the 26 tracks of the oral

examinations. The examiner was always the interactant who expressed his wish to end the

examination, most commonly including the discourse markers “okay” or “alright”.

In the low proficiency group, he either used the discourse markers “yeah”, “okay” or “alright” to express this desire, or, additionally, explicitly stated that he was about to close the examination.


<A> right I’m gonna stop here </A> 6:20-6:24


<A> (uhu) okay </A> 4:53 – 4:55

When we look at the average proficiency group, we did not find any striking differences:

Student 9 AP (track 37)



<A> alright (xx) I will write it down . I often find very interesting things from

these talks .. eh . okay </A> 4:24-4:36

During the third oral examination of the average proficiency group, the examiner wished the

student 3 (track A31) good luck.

53

<A> well good luck with that </A> 5:21-5:22

 thank you 5:22-5:25

In the high proficiency group, the examiner’s Leave-taking did not significantly differ either:


<A> well that’s great that you can do that it means that you have a strong

imagination to be able to to be able to resist the images you’ve already seen from

the film . okay </A> 4:17-4:27



4.3.6 Goodbye

Throughout the 26 tracks in the three proficiency levels, there was not one Goodbye element

found. Both the examiner and student did not express this element. Nor did we find other elements

to include expressions such as “See you”.

55

5 Conclusion

The aim of this Master paper was to investigate the interaction between student and examiner

during an oral examination. In particular, the main purpose was to provide an answer to the

following research questions:



Based on these research questions and the theory carried out in chapter two, the following

hypotheses have been formulated:



After analyzing the 26 audio recordings and transcriptions attached in the appendix of this corpus,

following conclusions can be drawn from the present study:

Firstly, an analysis of the number and length of turns and speaking time showed that the student

spoke three times as long as the examiner during the oral examination. These results confirm our

first hypothesis. During the oral examination, the examiner spoke for 24% in the low proficiency

group, 26% in the average proficiency group and 21% in the high proficiency group. The students spoke for 76% in the low proficiency group, 74% in the average proficiency group and 79% in the

high proficiency group. The results were similar for the three proficiency levels. The second

hypothesis is only partially confirmed. We found that the students of the low proficiency group

used an average of almost twice as many turns compared to their counterparts in the high proficiency group. However, the average proficiency students used slightly more turns than the

low proficiency students. When we looked at the average length of turns, we also found a

remarkable result. While the high proficiency students used approximately half as many turns

compared to the low proficiency students, the former group’s average length of turns was twice as long as the latter group’s. The students in the average proficiency group had slightly more number

of turns in comparison to the students of the low proficiency group. At the same time, the average

56

length of turns in the average proficiency group is lower than the low proficiency group’s. In

conclusion, the second hypothesis only stands between low proficiency/average proficiency

students and high proficiency students.

Secondly, the qualitative analyses of the oral examination using Hymes’ SPEAKING framework and Ventola’s conversation stages allowed us to gain insight into the character of the interaction

during an oral examination. These analyses address the first research question of this study. While

the covered topics were general conversation topics, the nature of the conversations did not include

the six stages of a conversation from beginning until the end. This explains why the social distance between the interlocutors was not marked as minimal. Moreover, there was a clear asymmetry

found in the structure of the conversation. The examiner was in charge initiating the topics, asking

additional questions and closing the examination. The SPEAKING framework also put the

institutional setting of the oral examination forward.

The analysis of 26 recordings and transcriptions allowed us to gain insight into the interaction

between student and examiner. However, several limitations to this study need to be acknowledged.

Further studies with a larger corpus would be able to provide more specific and precise results. For

example, this corpus did not include detailed background information of these students. Students who grew up in a bi-lingual household, may have been more comfortable speaking to the English

examiner, while an exchange student from Russia may have been more nervous. Further research

needs to include factors such as multilingualism. An additional questionnaire could also investigate

the student’s personal evaluation of the examination. It would be interesting to compare their personal experience to our findings. Lastly, the average proficiency students used the highest

number of turns of all proficiency levels. While the high number of turns in the low proficiency

group indicated that the examiner needed to use more turns to help, this was not necessarily the

case in the average proficiency group. In this group, the additional examiner turns were, for example, used when the examiner gave his own opinion, or reacted shocked hearing an unusual

news item. A larger corpus could provide more insight into the results of this proficiency group.

57

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7 Appendix

7.1 LINDSEI convention

All the tracks were transcribed according to the LINDSEI (Louvain International Database of Spoken English Interlanguage) convention launched by UCL (Université catholique de Louvain) in 1995. The

recordings were transcribed according to the following guidelines:

- Speaker turns are displayed in vertical format: the examiner’s turn starts with ‘<A>’. The end of the examiner’s turn is indicated with ‘</A>’. The student’s turn starts with ‘’ and ends with ‘</B’.

- Whenever a speech overlap occurs, the beginning of it will be indicated with the tag ‘<overlap />’. The overlapping words can be found in the other speaker’s turn with the right timing indication.

- British spelling conventions should be followed in LINDSEI transcriptions. However, punctuation marks are not used to indicate sentence boundaries or clause boundaries. Capital letters are used when required by spelling conventions on certain specific words (proper names, I, Mrs, etc). At the beginning of turns, capital letters are not kept.

- The empty pauses are indicated with ‘.’ for a short pause (pauses of 1 second or less), ‘..’ for a medium pause (pauses of 1 to 3 seconds) or ‘…’ for a long pause (pauses of more than 3 seconds).

- Hesitations are indicated by ‘eh’. - Foreign words are written in italics and put in between ‘<foreign>’ and ‘</foreign>’. - Transcriptions according to LINDSEI include solely 7 filled pauses. These are put in

between brackets: (eh), (er), (em), (erm), (mm), (uhu) and (mhm). - Whenever a passage is considered unclear in a recording, a three-tier system is used to

indicate the length of the unclear passage: (X) represents an unclear syllable or sound up to one word, (XX) represents two unclear words, and (XXX) represents more than two unclear words. Truncated words are immediately followed by an equals sign: ‘resem= resembled’.

- Whenever a non-linguistic event occurs which is considered relevant to the interaction, this contextual comment is indicated between angle brackets: ‘<laughs>’.

- The timing indications were added in each turn to present the length of turns.

60

7.2 Transcriptions low proficiency students

1. LP (track B6)……………………………………………………………………. 61

2. LP (track B7)……………………………………………………………………. 64

3. LP (track B10)…………………………………………………………………... 68

4. LP (track B16)………………………………………………………………….. 71

5. LP (track A9)…………………………………………………………………… 73

6. LP (track A32)………………………………………………………………….. 76

7. LP (track B15)………………………………………………………………….. 78

8. LP (track A15)………………………………………………………………….. 81

9. LP (track A23)………………………………………………………………….. 84

61

1. LP (track B6)

<A> eh this is track A sorry B6 track B6 I’ll just note that down there . right I’d like you to talk

about one of your interests </A> 0:00-0:12

 (erm) one of my interests is (erm) . globe world politics and (em) especially (em) Middle

Eastern politics like everything that's going on . there 0:13-0:27

<A> (uhu) </A> 0:28

 so I follow . on Facebook and the news and everywhere where I find information I try to

(eh) follow every step and (em) changing things in the Middle East and also the Middle East if you

follow the politics of the Middle East it's immediately immediately (em) also (erm) the world because . like Syria and Iraq who are (eh) under (eh) attack by (erm) Daesh by ISIS <overlap />

(eh) . Russia the United States (erm) they all go there to fight to help (erm) defeat the terrorists of

ISIS <overlap /> (em) . and (em) I'm interested in Middle Eastern politics it started (erm) just with

Palestine with the Palestinian conflict (em) but then because Palestine is one of the most important countries in the Arab world so it immediately . it's large the view has grown larger to other countries

in the Middle East because everything is every country is connected to each other in some way

<overlap /> so . that's one of my biggest interests 0:28-1:59

<A> <overlap /> (uhu) </A> 1:02

<A> <overlap /> (uhu) </A> 1:18

<A> <overlap /> (uhu) </A> 1:53

<A> eh . it’s incredibly complex isn’t it </A> 2:00-2:06

 yes 2:06

<A> do you sometimes feel my goodness this is so difficult to hold on everything in my head at

the same time it is very I mean it is incredibly complex or is that the attraction . its complexity

</A> 2:07-2:21

 (erm) .. for me it's not so complex because well I've every day I see what's going on or changes there (erm) made and conflicts or other (eh) domains <overlap /> so for me it's not so (erm)

complex but rather like when I see like yesterday I saw from a Palestinian girl who was (eh) shot

for being Palestinian and (eh) when I see something like that then I have like a hard time because

(erm) well it's hard to handle like (eh) a girl of twelve years is old being shot at because she's

62

Palestinian and . that is hard for me but the complexity is . for me is rather (erm) easy to understand

. the different groups how they relate to each other 2:21-3:21

<A> <overlap /> (uhu) </A> 2:38

<A> (uhu) (uhu) eh . it’s of course been happening long before you were born eh this this situation was eh eh eh the Middle East being an area of tension and conflict . eh . how did you first when

did you first realize that my goodness I really want to engage with this <overlap /> because many

people of your age . don’t they just don’t </A> 3:22-3:52

 <overlap /> ehm 3:48

 yes I know and when I see like my best friend . he doesn't know anything about it like . it's

like even hard for him to to know that Putin is president of Russia <overlap /> for example

because it's something that is well known but for him it's something he doesn't know very well so

I'm actually sad to see that people don't care about these issues because like people are being killed . but people here don't care about their like brothers and sisters and (eh) we're <x> we're one race

. so like here in Brussels there's (eh) (erm) a terrorist attack and of course everybody condemns it

and people are sad that's normal but like in Yemen (erm) there's like a year and three months that

Saudi Arabia is (em) bombing Yemen (em) and killing children and innocent women and men and . in the media reports of the Belgian television not a single single word is (erm) spoken about it

<overlap /> so I'm like how can you not see this happening it's like <laughs> the whole country

is like blown apart but . they don't manage to find anything of information or something about it

so it's really strange when I see this 3:52-5:23

 <overlap /> (uhu) 4:04

<A> <overlap /> (uhu) </A> 4:30

<A> <overlap /> mm </A> 5:04

<A> so we don’t have we don’t have an objective press we don’t have a press that looks coldly and objectively at the situation and reports it as it should be </A> 5:23-5:35

 yes . I would say that . because like also (eh) in the about Syria when a hospital is (eh) bombed

they always say Assad's regime or Russia but . some=sometimes sometimes when a hospital is

bombed they blame it on Assad or Russia but actually it's . the Americans sometimes or it's one of the terrorist groups operating there but they just keep it quiet because I don't know some

someone's interest could be (erm) (eh) damaged <overlap /> so I would say that the mainstream

media (erm) isn't totally objective 5:35-6:20

63

<A> <overlap /> (uhu) </A> 6:11

<A> right I’m gonna stop here </A> 6:20-6:24

64

2. LP (track B7)

<A> track B7 I’ll just put that a bit closer you there . right what I’d like you to do is talk about one

of your interests </A> 0:00-0:10

 one of my interests . (erm) ... (mm) I like to blog <overlap /> I have a blog on Tumblr so .

it’s I like to do it in my spare time <overlap /> and it's nice to meet people from all over the world and you make new friends so that's quite nice and . yeah it's good to like learn how to talk in other

languages <overlap /> than Dutch .. (erm) I have a lot of friends who have blogs too so that's

quite nice it's a good way to express your feelings <overlap /> or like reblog things you like .. (mm)

 0:10-1:11

<A> <overlap /> (uhu) </A> 0:24

<A> <overlap /> yeah </A> 0:32

<A> <overlap /> (uhu) </A> 0:52

<A> <overlap /> (uhu) </A> 1:04

<A> tell me a bit more about that in terms of a blog I mean is there a particular theme to your

blog or </A> 1:11-1:19

 (eh) . I have a black and white blog . I really like black and white so yeah I'm quite obsessed

with it 1:19-1:26




 yeah 1:28

<A> I can see from your dresses I mean the way you dress the black and white </A> 1:29

 yes <laughs> 1:30-1:32

<A> is that something recent or does that go back a while </A> 1:32-1:36

 no . yeah since I’ve been a little kid actually 1:36-1:40

65

<A> mm that’s really interesting I mean when did you become aware that you were fascinated by

</A> 1:40-1:46

 I don't know since .. (mm) since I like developed my own style and didn't wear the clothes

that my mom bought me <overlap /> I think it started there 1:46-2:02

<A> <overlap /> (uhu) </A> 1:59

<A> yeah yeah </A> 2:02-2:04

 yeah 2:05

<A> and when you say it’s black and white I mean is this a recognized sort of group a recognized sort of a a a . a group of people who have a you know a similar interest </A> 2:06-2:22

 yes there are actually a lot of black and white blogs <overlap /> but . it's hard to find good

pictures because most of the people reblog in color so yeah it's very hard to find good black and

white blogs 2:22-2:38

<A> <overlap /> (uhu) </A> 2:27

<A> (uhu) .. does it extend also to things such as images I mean you do you have a preference for

black and white as opposed to I mean is is it about eh appreciating black and white is it also

something that’s that’s against the idea of color or </A> 2:38-3:04

 I don't understand 3:04

<A> I mean you have an interesting in black and white as color as a fashion statement eh eh does

that also entail that . eh eh you don’t like color </A> 3:04-3:21

 no it’s not like that 3:21-3:22

<A> no </A> 3:22

 I just like really black and white I don't really like flashy colors . it's too <x> <x> I just don't

like it . like yellow and orange . that's too flashy 3:23-3:38

<A><overlap /> (uhu) </A> 3:32

<A> right so black and white it’s very direct and it’s simple isn’t it </A> 3:38-3:41

 yes <smiles> 3:41

66

<A> simplicity and very direct . eh okay . tell me about a cultural item something that has had an

influence on you eh be it a book a song a film </A> 3:42-3:59

 (mm) ... (mm) 4:00-4:10

<A> a designer </A> 4:11

 <smiles> … … <coughs> … … there’s not really like a particular cultural item but I really

like music in general 4:12-4:50

! 4:43 starts talking again à 30 seconds of silence

<A> (uhu) </A> 4:50

 so it (eh) music itself has a really big influence on me it's like also a way to express your

feelings like how you feel . (eh) it's like you can express yourself without like saying it .. and .. yeah

I don't know it just feels good 4:50-5:18

<A> okay . a particular genre if that’s </A> 5:18-5:21

 no not really I listen to . literally everything . so . it depends on the period sometimes I like

like post-hardcore <overlap /> and other times I'm like classic or something 5:21-5:35

<A> <overlap /> (uhu) </A> 5:33

<A> okay so that’s a wide-ranging eh eh taste and do you like live music </A> 5:36-5:41

 yeah . I do cos .. then you . like hear if people can really sing or is it just auto tune so I go to

a lot of concerts so it's just it's really nice 5:41-5:59

<A> . (uhu) … eh can you think of is there eh a concert experience that you have that stands out

for you </A> 5:59-6:12

 (eh) probably Birdy saw her two times last time was in .. May I think eighteenth 6:12-6:20

<A> (uhu) </A> 6:20

 that was really nice . she's such a good singer and . she's so vulnerable you know 6:21-6:30

<A> (uhu) that comes across on stage as well </A> 6:30-6:34

67

 yeah <smiles> you feel it 6:34-6:35

<A> she is really still very young I mean she started out when she started out she was incredibly

</A> 6:35-6:40

 yeah . she's nineteen I think . <overlap /> or twenty . yeah .. it's incredible I'm like I'm like here sitting .. she's like getting rich <laughs> and crossing across the world 6:40-6:52

<A> <overlap /> which is yeah </A> 6:43

<A> (uhu) . but she can cope with that sort of pressure well as well at that age that must be she

must be </A> 6:53-6:58

 yeah .. down to earth 6:58-7:03

<A> okay that’s </A> 7:03-7:06

68

3. LP (track B10)

<A> this is B10 I just put that there alright I’d like you to tell me about one of your interests </A>

0:00-0:05

 one of my interests . eh alright (erm) I have a lot . (em) I love . I love playing guitar I always

loved playing instruments I have a really musical family because played plays flute <overlap /> my mother used to play guitar my sister plays played saxophone and my and my brother played guitar

too so it's really in the family <overlap /> and I (eh) I just (eh) I don't know why but I just love

playing instruments it's like something in my genes or something I don't know <overlap /> for

sure (eh) but yeah I did I'm doing it now (eh) four years in the school in the education that I really and (eh) one year private lessons now <overlap /> so then I can play chords and stuff cos you

don't teach that in (eh) they don't teach you that in music school you have to go and music school

is just (eh) the the where wh=which which note or where which notes are where so and (eh) then

I wanted to play chords so I quit the school and I went to private lessons <overlap /> and I really learned a lot I can play a lot of songs now and I just . yeah I I I hope I can do it for at least five

five more years until I just can just by hearing a song I can play it on my guitar that's what I really

wanna do <overlap /> so my brother can do it and I really wanna learn how to do it so now I'm

I have exams now so it's harder to play but I just play as as much as I can yeah 0:06-1:41

<A> <overlap /> (uhu) </A> 0:23

<A> <overlap /> (uhu) </A> 0:33

<A> <overlap /> (uhu) </A> 0:41

<A> <overlap /> alright </A> 0:51

<A> <overlap /> (uhu) </A> 1:13

<A> <overlap /> (uhu) </A> 1:13

<A> (uhu) . is this acoustic guitar </A> 1:41-1:43

 yeah acoustic yeah . electric I don't I could play that too but it's harder and it's also louder so I don't think people will allow it especially when I go live in <foreign>Ghent</foreign> where

everything is really close quarters 1:44-1:58

<A> (uhu) yeah .. eh . and do you perform </A> 1:58-2:06

 perform like in front of an audience 2:06-2:08

69

<A> yes </A> 2:08

 I used to . not anymore my parents listen and everyone who visits when I play but . no I I'm

rea=really I'm really I have stagefright . like super from the moment I have to say something in

front of a class . how it doesn't matter how much I have practice <overlap /> practi=practised practised (eh) beforehand but from the moment I go in front of the class I forget all my words all

the time it's really I hate speaking exercises <overlap /> I'm not at it . never playing guitar is easier

because then you just have to you don't have to sing or something so I could do it but I really don't

want to so <laughs> 2:09-2:46

<A> <overlap /> (uhu) . yeah </A> 2:27

<A> <overlap /> (uhu) </A> 2:36

<A> alright . so that’s that that’s really . you don’t see yourself </A> 2:47-2:51

 (eh) maybe someday but then I first have to overcome my fear so <overlap /> and my I'm the only one in the family who has it . stage fright . my dad and mom are very comfortable in front

of people (eh) my mom is also a bit shy but <laughs> way less than me <laughs> and my dad is

like the most the most social I person I know . so he just talks to strangers in the streets like like

he knows them for ten years <overlap /> it's it's I I don't know why I why I can't do that now I always I always from the moment there is visitors I don't know I go to my room and I don't come

out . it's really weird 2:52-3:27

<A> <overlap /> (uhu) (uhu) </A> 2:54

<A> <overlap /> (uhu) </A> 3:17

<A> yeah . that’s shyness isn’t that <overlap /> and a lot of people are that way just eh . ehm ..

tell me a little bit about the style of music that you like to play . sometimes you have to play certain

things while you’re at school but what things do you enjoy playing </A> 3:27-3:45

 <overlap /> yeah 3:29

 the (eh) the (eh) (eh) yeah like The Beatles so (eh) Yesterday I can play (eh) Yellow Submarine

I can play and (eh) the song I love to play is House of the Rising Sun <overlap /> and then

Halle=Hallelujah Hallelujah by Leonard Cohen <overlap /> that song is really yeah those songs

like that style of music I really like every kind every style of music but that style of music I like to play listen every style but play . that kind yeah 3:45-4:10

<A> <overlap /> (uhu) </A> 3:55

70

<A> <overlap /> hm </A> 3:57

<A> you like that . okay </A> 4:11-4:12

 so the classic rock I think that is 4:12

<A> yeah </A> 4:13-4:15

 yeah 4:15

71

4. LP (track B16)

<A> track B eh sixteen . I’ll just put that a bit closer to you there .. I’d like you to talk about one

of your interests </A>0:00-0:11

 (em) well actually I have a lot of interests (eh) one of my biggest passion is travelling <overlap

/> because . I don't like to stuck in a rut and I think that . travel can give you can give you (eh) more . things <overlap /> (eh) . (erm) . as for me I travel much I have visited eh a lot of countries

such as Cyprus (eh) the Netherlands France Germany Austria and so forth and (eh) I'm very glad

to be here in Belgium right now <overlap /> (eh) because (erm) I can improve my knowledge of

English here and what is more I'm able (eh) to travel to different countries (erm) as Belgium is situated (erm) close to France to Germany to the Netherlands and so forth . (erm) 0:11-1:27

<A> <overlap /> (uhu) </A> 0:25

<A> <overlap /> (uhu) </A> 0:34

<A> <overlap /> (uhu) </A> 1:04

<A> (uhu) . what’s the most unusual place that you’ve visited in your travels </A> 1:27-1:32

 the most unusual place I think was Budapest <overlap /> because . because I didn't expect

that the city would be so beautiful (eh) I think it's the most beautiful city that I've ever visited

<overlap /> because like from a fairytale . (erm) 1:32-1:51

<A> <overlap /> Budapest really </A> 1:33

<A> <overlap /> really </A> 1:48

<A> well eh . were you aware of this immediately or was this something that that you realized

gradually when you went there . was it wow a sudden impression or </A> 1:52-2:03

 yeah I think (eh) it was . actually it was unexpected impression <overlap /> because yeah I

have never realized that Budapest is so beautiful and I would like to go there once more 

2:04-2:17

<A> <overlap /> (uhu) </A> 2:11

<A> (uhu) (uhu) .. and . when you go home what would be some of the main points that you’d

say that you’d have to say about Belgium . Belgian culture now I’m an outsider as well . I’m not

Belgian </A> 2:17-2:37

72

 <laughs> 2:37

<A> and there are certain things that I will tell people when I when I go home . what sorts of

things what’s what is Belgium to you 2:37-2:47

 well when I (eh) now I realized that Ghent is like my second home <overlap /> because it's very small but in the same time it's very cozy because Ghent has all opportunities to travel to have

fun it has I think amazing (eh) shopping <overlap /> (erm) and . I will have I have only good

feelings about Ghent <overlap /> and also about Belgium (eh) I've been to (eh) Antwerp <overlap

/> and to (em) another Belgian small city and they were as well very nice and I think that Belgium is a really beautiful country 2:47-3:36

<A> <overlap /> (uhu) </A> 2:53

<A><overlap /> (uhu) </A> 3:05

<A> <overlap /> (uhu) </A> 3:15

<A> <overlap /> (uhu) </A> 3:25

<A> (uhu) . so you’d be quite positive about . is there anything anything negative </A> 3:37-3:44

 only weather . weather is not good here <laughs> it's even worse than in my country in

Russia because in Russia it's cold but in Belgium it's always windy and it's always raining cats and dogs and 3:44-3:56

<A> hm it’s less predict it’s unpredictable the weather isn’t it </A> 3:56-3:59

 yeah I think so 3:59-4:01

<A> when you expect a certain kind of weather it’s not it’s raining it’s eh yeah . okay . okay </A> 4:02-4:10

73

5. LP (track A9)

<A> this is track A9 . I’ll just put this a little bit closer to you there (eh) . first of all tell me an

anecdote </A> 0:00 – 0:07

 (eh) ok so when I was in fourth grade of secondary school . (eh) something quite embarrassing

happened to me (eh) so I went to catholic school and several times a year there were services like when (er) during the lent 0:08 – 0:25

<A> (uhu) </A> 0:25 – 0:26

 and so we had to go to the chapel . (eh) and each grade had to go a specific hour and so the

examiner . who normally (eh) had to teach the students had to accompany them 0:26 – 0:38

<A> (uhu) </A> 0:38

 and when we (eh) were going back to our classroom after the service (eh) we had to do some

stairs because our classroom was on the third floor . but to enter the hallway . (eh) of the third

floor there was a . really heavy broad door 0:39 – 0:57

<A> (uhu) </A> 0:58

 and if you open if you pulled it open (eh) it closed itself automatically 0:58 – 1:01

<A> (aha) </A> 1:01 – 1:02

 .. so it was a little bit dangerous 1:02 – 1:03

<A> (uhu) </A> 1:03 – 1:04

 and so normally (eh) the first one would open it and then hold it open until the next one

would (eh) take over . (er) but that specific day me and my best friend . we were walking ahead of

the rest of the . group (eh) and so I was the first one who arrived and I opened the door and I looked behind me to see if anyone could take over . but they were (eh) a couple of meters behind

me and so I decided to just pass through . (eh) but a couple of seconds after that I suddenly heard

(uh) like a loud bang .. and I looked behind and I just caught a glimpse of my examiner grabbing

her head . and <starts laughing> so what had happened <stops laughing> .. she was . the one walking behind me but she had been talking to students behind her 1:04 – 1:53

<A> (uhu) </A> 1:53 – 1:54

74

 and she wasn’t looking in front of her . and she thought I would be standing there to hold

the door open <laughs> 1:54 – 1:59

<A> (uhu) </A> 1:59

 but I wasn’t <laughs> . and so she hadn’t noticed (eh) right when she (eh) when she turned her back she just slammed into the . closing door and he hit her head <overlap/> pretty hard

 2:00 – 2:11

<A> auwch </A> 2:11 – 2:12


<A> <overlap /> and wasn't particularly pleased with you no doubt </A> 2:13 – 2:15

 (uh) she was a little bit . mad but it wasn’t my fault and so I went to apologise of course

 2:15 – 2:20

<A> (uhu) </A> 2:20 – 2:21

 (eh) but I do think that she blamed me a little bit for it 2:21 – 2:25

<A> (uhu) </A> 2:25 – 2:26

 and the next day (eh) so my father he’s also a examiner at the same school and . (eh) there is

a car park next to the school . and (er) me and my father we arrived of course just at the same time . (eh) that specific examiner arrived and she parked her car <sighs> right next to ours 2:26 – 2:45

<A> (uhu) </A> 2:45 – 2:46

 and she stepped out of her car and she had a really . big black eye . yes <laughs> . and I didn’t know where to put myself that moment . 2:46 – 2:56

<A> (uhu) </A> 2:56 – 2:57

 it was very embarrassing (eh) . yes but I do think that she forgave me after a while because

the next year she was still my teacher and she was friendly <overlap> so I hope she 2:57 – 3:07

75

<A> <overlap /> yeah . she may have been frightened that you'd do the same thing again that's

that might have been it but these things happen don't they . <overlap /> yeah. yeah </A> 3:08 – 3:16

 <overlap /> yes . unfortunately 3:15 – 3:16

<A> (eh) okay . (eh) tell me a little bit about (eh) do do do you work at all I'd say during the

summer months or weekends do you </A> 3:17 – 3:28

 (eh) during the summer months 3:29 – 3:31

<A> (uhu) </A> 3:30 – 3:31

 I try to work in July (eh) to the local swimming pool (eh) I live in Kluisbergen and we have a:

swimming pool and so I work there (eh) in the bar and I have to sell during the summer I have to

sell (eh) ice creams and (eh) (eh (eh) chips (eh) for the people 3:31 – 3:55

<A> (uhu) </A> 3:55 – 3:56

 (eh) yes I like to work in summer because otherwise it’s .. it’s too long to be home 

3:56 – 4:02

<A> <overlap /> mhm </A> 4:02 – 4:03

 <overlap /> I I get bored and also then you earn some money and you can go on holiday with it 4:02 – 4:08

<A> so that's that little bit of independence is is is . is good yeah yeah </A> 4:08 – 4:12

 yes . yes 4:10 – 4:12

<A> yeah . okay right . I'll stop there </A> 4:13 – 4:16

76

6. LP (track A32)

<A> alright . I’ll put this a little closer to you there .. (eh) . an anecdote . I think would be a good

way to start . right . tell me an anecdote </A> 0:00 – 0:09

 (eh) . I’m in the youth movement . and (eh) now I am a leader . and every year we go to (eh)

the South of the country (eh) on a camp . and allez (eh) to (eh) set up our camp and (eh) make washing places . and (eh) to set up shelters . a large of things need to be done before the children

arrive so we leave five days earlier to do all these kinds of things . and two years ago (eh) . we (eh)

. we arrived on our camping place on the second of August which was also my birthday 0:10 – 0:58

<A> (uhu) </A> 0:59

 and (eh) we had to carry all the heavy material to that place because we couldn’t reach the

place (eh) by car 1:00 – 1:08

<A> right oh </A> 1:09 – 1:09

 and it was a long road so it was a heavy day but after working (eh) we made a bonfire and it

was very cosy . and suddenly (eh) I fell (eh) backwards and . my hand was bleeding and I didn’t

know why because I fell on the grass but apparently I (eh) had . (eh) I had (eh) . hit my hand (eh)

with glass but it was also very late and the people were a little bit drunk <laughs> so 1:09 – 1:43

<A> mhm </A> 1:43

 but I wasn’t drunk actually but (eh) yeah it needed to be stitched . stitched and (eh) but the

problem was that (eh) no (eh) no one . (eh) was able to drive because the majority of people did not have the driver license and . there were only two people who had their driver license and they

were . a little bit too drunk to drive . and it was also very dangerous to drive (eh) at night on the

forest roads 1:44 – 2:17

<A> mhm </A> 2:18

 in the dark and . so (eh) I had to sleep the whole night with my hand bleeding but luckily

there was a a medical student who bandaged my hand and the next day (eh) he looked at the wound

again . and he said we needed to go to the . hospital 2:19 – 2:36

<A> (uhu) </A> 2:37 – 2:37

77

 and there it got stitched and <laughs> the funny thing is that four days later I had to go again

to the hospital because I bumped my knee against a camping bed . and . yeah it was a gaping wound

too <laughs> <foreign> dus </foreign> (eh) so 2:38 – 2:54

<A> that really wasn't your trip was it goodness </A> 2:54 – 2:57

 but . after all it was a great camp . so 2:57 – 2:58

<A> mhm . and you have the scars </A> 2:59 – 3:00

 yeah <laughs> 3:01 – 3:02

<A> to prove it now . yeah yeah my goodness . (eh) now (eh) . I think one thing I (eh) a lot of students of the years I've spoken to are leaders in camps . and and . do you not find . the level of

responsibility . you know being responsible for . other people's children .. isn't that quite a heavy

burden </A> 3:01 – 3:24

 yes of course but . when the accident happened . I was actually not a leader because it was . it happened two (eh) years ago and I was also very mad at the leaders . because (x) I . they didn’t

thought of the . they didn’t thought of those things would happen (x) (eh) 3:24 – 3:44

<A> mhm </A> 3:44

 so . yeah it’s a big responsible . responsibility . (eh) like (eh) right now I am a leader of (eh) teenagers so 3:45 – 3:57

<A> mhm </A> 3:57 – 3:57

 they are in puberty and they do some stupid things sometimes so . yeah it’s 3:58 – 4:05

<A> yeah . (eh) (eh) has your own experiences (eh) that that sort of experience that you had (eh)

in that sum on that summer when you you hurt your hand . has that changed the way that you

approach things as a leader </A> 4:07 – 4:21

 yeah of course . (eh) we (eh) we made up a new . thing in our youth movement that (eh) when we are on a camp or there is an activity . there are are always . people are in need to . (eh) there are

always people (eh) who need to have their driver license . to . (eh) drive when there is (eh) when

there happens something allez strange 4:21 – 4:53

<A> (uhu) okay </A> 4:53 – 4:55

78

7. LP (track B15)

<A> this is track B15 I’ll put this a bit closer to you there .. I’d like you to start with an anecdote

</A> 0:00-0:10

 (eh) on a fine day in the first semester (eh) my friends and I (eh) decided to go to the

McDonalds for lunch because we had some time between two classes <overlap /> and (eh) Janne Kylie and I we went on foot because McDonalds is just around the corner at the end of the street

but Carlotta and Jolene decided to go by tram and we found that quite odd because it's just two

minutes away <overlap /> and when we arrived there we waited inside for them to arrive but after

a quarter of an hour they still hadn't arrived so we called them and they said we're almost at the Korenmarkt <overlap /> and we were like what on earth are you doing all the way over there . and

they were like well I thought we were going to McDonalds and yeah we had a good laugh about

that 0:11-1:09

<A> <overlap /> (uhu) </A> 0:25

<A> <overlap /> (uhu) </A> 0:41

<A> <overlap /> oh </A> 0:56

<A> <overlap /> <laughs> </A> 1:04

<A> that’s a . yeah the idea that they would be taking the tram to just around the corner <overlap /> and that that sort of misunderstanding <laughs> now . okay let’s turn our attention to a cultural

item something that has had an influence on you be it a book TV series film whatever it is a cultural

item that eh has had an influence </A> 1:09-1:35


 (em) ... well maybe the documentary about (em) Bobbejaan Schoepen I've seen it twice since it

was published and I thought it was really (eh) well amazing because he has <x> reached so much

in his life but (eh) in the documentary it seemed that he was well he had he regretted to have started

an an amusement park and that was quite odd to me because well . it was quite famous <overlap /> and it was a part of his success 1:35-2:17

<A> <overlap /> (uhu) </A> 2:15

<A> why did he regret </A> 2:18-2:19

79

 I don't know he he wanted to travel the world <overlap /> with his career and yeah that

wasn't in for it now and he had to work hard and yeah .. he had I think seven chose=chores chores

a day and in between just ten minutes break 2:19-2:39

<A> <overlap /> (uhu) </A> 2:24

<A> oh my goodness that’s that’s that’s serious work isn’t it </A> 2:39-2:44

 yeah and I've worked in that park so I know it's quite busy <overlap /> and yeah 

2:45-2:50

<A> <overlap /> (uhu) </A> 2:49

<A> so you worked there so you felt connected to the story it’s </A> 2:50-2:53

 yeah and I come there every year multiple times since I was little so I know the park very well

 2:53-3:04

<A> and is it a park . I mean if you’re so connected to it eh obviously you liked the park <overlap /> is it one that has changed over the years when you’ve been going there </A> 3:04-3:20


 yes when when I was little it was all about country and there were there was a horse show

and Bobbejaan Schoepen used to drive around in his (erm) in his (eh) oldtimer and now it isn't . there's not a great atmosphere in there cos (erm) well there's no ho=horse horse show anymore <overlap

/> .. (erm) 3:21-3:47

<A> <overlap /> (uhu) </A> 3:46

<A> was that one of the central attractions the horse show </A> 3:48-3:50

 yes that was how it started <overlap /> because Bobbejaan Schoepen always drove around on

his horse also ... and yeah . since it since it was sold to (eh) a Spanish park I think it hasn't really

been great (eh) and yeah 3:50-4:12

<A> <overlap /> (uhu) </A> 3:54

<A> where is it </A> 4:13-4:14

 it's in Lichtaart 4:14-4:15

<A> is that in the eastern side </A> 4:16-4:17

80

 yes it's in . well in the Kempen 4:17-4:21

<A> alright yeah . yeah okay . a connected question I mean you worked there during the summer

before </A> 4:22-4:34

 yeah 4:34

<A> do you are you going to be working this summer </A> 4:34-4:38

 yes this summer I'm working in a restaurant I have to prepare the plates with vegetables

<overlap /> and I hope that will go well because I'm not really good at that I think I don't know

 4:38-4:51

<A> <overlap /> (uhu) </A> 4:45

<A> perhaps a little bit of practice and you’ll be fine . eh how important I mean of course it’s

important that you can earn some money <overlap /> but is it an important kind of experience

while you’re studying I mean that you have that change studying here at university is one thing working in the real world is another is it important that you have some experience of of the working

world </A> 4:51-5:18

<A> <overlap /> yes </A> 5:01

 yes I think so then you can see how what it is like and . well .. it's it's totally different than studying and it's gives you a grown up feeling and yeah I quite like it working 5:18-5:36

<A> okay alright </A> 5:36-5:38

81

8. LP (track A15)

<A> so this is track A15 I’ll just put this just there . for you there . eh I’d like you to tell me an

anecdote </A> 0:00- 0:09

 ok (erm) . I live in Ghent now during the week <overlap/> (erm) . because I live in Ostend

and (erm) that’s . a really long way by train so I don’t want to waste that time . I live in a student home from university and that means I’m in the hallway with a lot of different people <overlap/>

and I actually wanted to be in a student home from the university because there are a lot of people

which you can . talk to and . make some new friends because I thought that <overlap/> I thought

that was really important for me social (uh) contact is really important and I wouldn’t be able to just sit alone in my room and [-]. because there are a lot of people in the student home that do who

do that <overlap/> yeah . also a lot of people who just .. like we like to eat together or just make

some food together but a lot of people also . also just use the microwave in the kitchen and then

go eat in their room . for example example and (erm) . yeah I wouldn’t be able to do that because I really need . social contact or else I feel lonely . and . yeah so I really wanted to be in a student

home <overlap/> so the first thing I did when I got there was make some new friends and talk to

the people to my neighbors and everything . and that way I really I now have (uh) a new group of

friends (erm) . and yeah w we are all a bit crazy . I wouldn’t say crazy but we like to do some weird things sometimes <overlap/> and one of things we we were talking about was the cinnamon

challenge . I don’t know if you’re familiar with it <overlap/> yeah . that is that is exactly the

reaction you should have <laughs> well (erm) .. I heard about it a lot and I I’ve seen some videos

about it and I thought it was pretty funny but I always thought yeah I wouldn’t do that on my own because . that’s really stupid why would you do that but of course (erm) in the company of some

friends and when you’re laughing . things can get out of hand pretty quick <laughs> <overlap/>

so . we were just talking about it when somebody was adding cinnamon to their dish . and I was

like hey do you know the cinnamon challenge and she was like oh yeah we should totally try that out . (erm) . well yeah sometimes when I’m in a crazy mood I like to do stupid stuff too so . we

did that and it was (erm) . well it was an experience . my mouth is a bit dry now but it was even

drier then (uh) yeah I also didn’t feel like a dragon but I saw the mo (uh) the video somebody

filmed later on I sure looked like a dragon because there was . puffing smoke all over the place <overlap/> it was pretty funny and . in hindsight I think I would do it again it was really funny .

but (uh) yeah it has taught me . if I see something people do and I think it’s stupid and I think well

why would you even do that with all the consequences . then I should maybe keep to the thought

of that and . not try to do it anyway but it was fun and (uh) yeah 0:09-3:21

<A> <overlap/> (uhu) </A> 0:20

82


<A> <overlap/> yeah sounds like a good idea </A> 0:40-42

<A> <overlap/> really . yeah </A> 0:56

<A><overlap/> yeah </A> 1:10



<A> <overlap/> I think I am . yes . I haven’t done it but I do know it </A> 1:50-1:54



<A> I mean there is a level at which just doing daft silly things is enjoyable . a lot of people enjoy

watching people do that sort of things I mean yeah <A/> 3:22-3:34

2:33 = anecdote starts

 yeah . I think . yeah as long as it doesn’t really get dangerous . I think that’s ok and yeah it’s

pretty harmless anyway it just . sucks all the moisture out of your mouth <overlap/> so . all your

saliva’s gone . and that’s a weird feeling and it takes a while to get that feeling out <overlap/> but

it’s in the end it was really funny and . well it didn’t do as much harm so . why not (3:34-3:59)

<A> <overlap/> mhm </A> 3:45


<A> and are you going to continue eh living in the hall . the hall of residence . next year </A> 4:00-4:06

 yes . yes I really like it out there because I have a lot of friends now and there’s also people

who do applied linguistics so I can study together with them and that’s something I really . actually

I need that because I I don’t study that well and really not alone so . <overlap/> yeah I like to be surrounded by a bit of people so I’m obliged to also study . and then if I’m doing something else

if I’m on my phone or playing some game or something then I’m annoying them so I I try not to

do that and in that way I can concentrate on my studies so <X> and then I can study better so

83

that’s a good thing so it helps my studies and I also (uh) have a new group of friends who I we

who I really like and . yeah we’ve done a lot of fun things this . this year and we have a lot of plans

for (uh) other things next year so I’m really looking forward to it 4:06-5:06

<A> <overlap/> you’re better in a group </A> 4:24-4:26

 (uhu) yeah <overlap/> 4:32

<A> okay . </A> 5:05-5:07

84

9. LP (track A23)

<A> track A23 . I’m just going to put this closer to you there .. alright . I’d like you to tell me an

anecdote </A> 0:01-0:09

 okay . well I have a fun anec

dote for you <laughs> ehm a couple of years ago I went (eh) when I was still in high school 0:10-0:20

<A> (uhu) </A> 0:20

 I went with my class to . London for a trip 0:20-0:23

<A> (uhu) </A> 0:23

 and we went there by coach and at a certain point we had to . eh get the bus on to a ferry to

cross the sea 0:24-0:34

<A> (uhu) </A> 0:35

 to go to England . eh and of course we had to go through border control 0:36-0:41

<A> (uhu) </A> 0:42

 and we all had to show our passports so they could identify us and tell it was okay to go on .

eh . and there were two people there there was a man and there was a woman and I had to go to

the woman and the woman took my passport and she looked at the passport and back at me and back at the passport and back at me with a strange look at her face 0:43-1:08

<A> (uhu) </A> 1:08

 as if there was something wrong . and I didn’t quite know what but she turns my passport to

me and well I have never seen a foreign passport before in Belgium you have like a little map of Belgium ehm in the bottom right corner 1:08-1:27

<A> (uhu) </A> 1:27

 she pointed at the map and she asked me what country is this <laughs> and I said . well that

is Belgium she says okay that’s okay you can go through <laughs> 1:28-1:39

<A> ah <smiles> so you were being tested </A> 1:39-1:43

85

 I was being tested if I knew where I was from 1:43-1:47

<A> hm </A> 1:48

 which was really strange if you ask me <laughs> 1:48-1:50

<A> yeah <smiles> </A> 1:51

 yes 1:52

<A> you can only think that in that case there may well have been people trying to . you know

from forged identification papers trying to get through who weren’t from Belgium but they were

</A> 1:53-2:03


<A> who were trying to use that </A> 2:04-2:05

 I found that really strange <laughs> 2:06-2:07

<A> hm .. did you ever I mean . you know . in that sort of situation . even if you haven’t done anything wrong .. you almost feel as if you’re behaving as if you’re guilty . of doing 2:07-2:20

 because you’re getting nervous 2:19-2:20

<A> yes </A> 2:21

 from the whole situation . yes 2:22-2:23

<A> did you have eh . did . were you very nervous when . she was eh looking at you strangely

</A> 2:24-2:29

 no <laughs> . I found it rather strange and . well . no <laughs> . eh . no . I didn’t know what to answer . but . <laughs> I just knew I need to answer Belgium and then I can get through and it

was all fine but I just wondered why she asked what country it was 2:30-2:50

<A> hm </A> 2:50

 I didn’t know . I did know but I didn’t know why 2:51-2:54

<A> yeah . yeah </A> 2:55

86

 so it was 2:55-2:56

<A> eh so this was . this was the London trip . was that your first trip to London or </A> 2:56-3:01

 no it was my second or third time 3:02-3:04

<A> okay . what did you make of the city . what what is your impression of the city </A> 3:05-3:08

 I love it . really . I love that there are some different . eh different cultures in London and

very . special kind of people eh when it comes to fashion . well it’s very different from what you see here or . eh how they . do their hair 3:09-3:30

<A> really . what what what have you marked particularly different </A> 3:30-3:32

 <laughs> well I’ve seen a lot of eh . different women dying their hair bright colors like purple

or orange . or teal . I’ve seen in Belgium a couple of women who died their hair teal but never purple or orange or green or 3:32-3:52

<A> yeah . that’s quite acceptable </A> 3:53-3:56

 <laughs> 3:56

<A> quite widely accepted to have a different . a very quite .. vivid hair color they say . ehm .. so .. you . you eh that . you quite liked that . you you think that’s a nice thing to see </A> 3:56-4:08

 I think different is . not bad 4:08-4:11

<A> (uhu) </A> 4:12

 I think it’s good to see eh to finally see something different and . eh things that you are used to seeing 4:12-4:19

<A> hm . okay . ehm . do you . have you been following events in London . being been to the city

. do you know about the . the city has a new mayor </A> 4:20-4:31

 oh no 4:32

<A> no . it’s </A> 4:32

 I didn’t know that 4:33

87

<A> it just . it just a got a new mayor .. who’s Muslim . it’s very interesting </A> 4:33-4:37

 ooh . yes <enthusiasm> yes . I think that was in the newspaper a couple of weeks or months

ago 4:38-4:44

<A> well a couple of weeks ago </A> 4:44

 a couple of weeks ago . okay . well I’ve seen it somewhere . maybe around the Internet as

well . eh no . now that you mention it . yes <laughs> 4:45-4:55

<A> eh okay ehm … tell me about one of your interests </A> 4:55-5:01

 ehm . I really love music .. I love different genres of music . I love pop . rock . rap . jazz and blues . eh and because of my eh love for jazz and blues I play the saxophone 5:01-5:20

<A> aah right </A> 5:20

 and I played the saxophone for about ten years now I think 5:20-5:24

<A> ah really </A> 5:24

 yeah yes <laughs> 5:25

<A> and . is that something you enjoy . do you like to perform or is it something you just like to

play on your own </A> 5:25-5:33

 ehm . both . I love to practice at home and eh try to improve what I . what I already can . but eh I also like to perform for people although . I am really nervous while doing it 5:34-5:50

<A> (uhu) </A> 5:50

 I love the fact that other people get a s- satisfaction . in hearing me playing 5:50-5:58

<A> (uhu) </A>5:58

 and that’s it for me really 5:58-6:00

<A> (uhu) </A> 6:01

 <laughs> 6:01

88

<A> but it .. it is I mean eh eh in terms of the kind of musical styles that that the saxophone . I

mean jazz is .. quite often one of the genres that’s that’s associated with eh eh . eh eh the saxophone

. but that’s very difficult isn’t it </A> 6:01-6:20

 very eh <laughs> yes . well it’s a matter of improvising 6:20-6:26

<A> (uhu) </A> 6:26

 I can’t play jazz . I truly can’t . it’s very difficult to improvise and still . make it sound good

and acceptable for the people to hear but . eh I like eh playing more classical pieces or . more pop

or rock . because that’s getting . eh .. quite popular these days 6:27-6:55

<A> (uhu) </A> 6:55

 to use it in electronic music or pop music or something else .. I think that’s also great yes .

<laughs> 6:55-7:03

<A> okay </A> 7:03-7:05

89

7.3 Transcriptions average proficiency students

1. AP (track A29)………………………………………………………………… 90

2. AP (track A30)………………………………………………………………… 93

3. AP (track A31)………………………………………………………………… 96

4. AP (track A2)………………………………………………………………….. 99

5. AP (track A8)………………………………………………………………….. 103

6. AP (track A26)………………………………………………………………… 105

7. AP (track A28)………………………………………………………………… 108

8. AP (track A34)………………………………………………………………… 110

9. AP (track A37)………………………………………………………………… 113

90

1. AP (track A29)

<A> track A29 I’ll put this a little bit closer to you there .. eh right . what I’d like you to do is talk

about a current issue </A> 0:00-0:12

 a current issue 0:12

<A> something prominent in the news either at the moment or has recently been in the news that you noticed </A> 0:12-0:18

 okay . (erm) you may or may not have read it but there's a gynecologist in (eh) the hospital in

Ronse (erm) who kept silent to a patient that she had cancer . yes (erm) so the patient (erm) had

cancer for five years and the gynecologist (eh) kept it silent for five years because (erm) the gynecologist was (erm) she was afraid of telling bad news to people . yes and 0:18-0:51

<A> now that is news to me </A> 0:51

 (erm) it was a mother of (erm) three children . she died of uterus cancer 0:52-1:00

<A> that’s extraordinary </A> 1:01

 yes indeed . I thought it was (erm) the gynecologist is adjourned . of course (erm) and then .

that was two days ago and today in the news I read that there was another patient of the same

gynecologist (erm) who underwent surgery and after all it (erm) it wasn't even necessary that she

underwent surgery because (erm) she went to another hospital to get a second opinion (erm) and it that other hospital they told her that there was nothing wrong with her she . didn't seem to have

cancer but (erm) yes she had surgery from the gynecologist in Ronse and it wasn't even necessary

 1:02-1:47

<A> it’s eh quite scary . it’s very scary </A> 1:47-1:50

 yes it is it is because when you're when you're a woman and you see the same gynecologist

for five years straight and she keeps telling you that everything is alright she's a doctor so of course

you believe it so after all 1:50-2:04

<A> it’s this issue isn’t it of the trust we place in figures such as doctors </A> 2:04-2:09

 yes it is it is . and it appears that the doctor had had a problem with herself in telling other

people bad news and allez it's it's (eh) quite strange that you should die from something that that

was already known and that was . so yeah 2:09-2:27

91

<A> it’s eh . really shocking in a sense that I’ve never heard anything quite like that </A> 2:27-2:33

 yeah me neither 2:33

<A> that a doctor would not take action because she doesn’t like giving bad news </A> 2:34-2:37

 yeah that's right 2:38

<A> fantastic story . well fantastic in the way . unbelievable </A> 2:38-2:43

 <laughs> yeah well not quite fantastic . but unbelievable . yes 2:44-2:45

<A> eh . okay let’s talk a little bit about an interest of yours . what is . tell me about an interest

</A> 2:45-2:54

 well (erm) in my spare time I like to (eh) watch tv series (erm) . (eh) I've already seen quite a

lot of them to be honest I've started watching tv series when I was fifteen years old . I think (erm) I had to have my tonsils removed so I had to stay home for two weeks straight . yes and I had a

lot of time to kill and (erm) a friend of mine recommended this tv series Bones (eh) I don't know

if you know it <overlap /> . it's about . investigators (erm) and (erm) I've already seen eight seasons

of Bones . by know and (erm) I've also seen Breaking Bad . do you know Breaking Bad 2:54-3:38

<A> <overlap /> oh yes </A> 3:26

<A> I do yes </A> 3:38-3:41

 chemistry examiner . yes (erm) it's amazing isn't it it's quite intriguing and yes . (erm) . and of course I've seen Friends it's (eh) <x> to me the best series ever made (erm) I watched it with my

boyfriend and we (eh) were planning to watch it again . sometime (erm) I think five years but (erm)

 3:41-4:02

<A> so is it the best . you didn’t grow up with or did you </A> 4:02-4:08

 no no . because I was born in ninety seven <overlap /> (erm) so I didn't know I didn't grow

up with it . I saw it last September . yes 4:08-4:16

92

<A> oh really and you just started with watching a few episodes was that how it happened </A>

4:16-4:20

 no we really planned to watch the entire Friends series (erm) started by season one . ended

by January I guess so and now we are watching Grey's Anatomy it's a lot of drama but the actors in it are quite good so . yeah it's nice 4:20-4:36

<A> when you watch so many TV series though . well perhaps it’s a good thing in terms of when

you watch so many you begin to get a sense of what’s mediocre and what is genuinely good in

terms of quality </A> 4:36-4:50

 yes . well Grey's Anatomy is not the best series (erm) but I when I watch series I don't want

to think too much I just want to enjoy the show and I (erm) am a very empathic person (eh) I cry

every time <laughs> I see something when when somebody dies or something worse happens

<overlap /> (erm) so yeah but I think Breaking Bad is . isn't mediocre I think Breaking Bad is one . yeah it's amazing 4:50-5:21

<A> <overlap /> (uhu) </A> 5:11

<A> no I agree </A> 5:21

 yeah Bryan Cranston and Jesse Altman . yeah they're really good 5:21-5:25

<A> it’s eh it’s it’s one of those . when I first saw Breaking Bad I was well I saw the first two

seasons . I’ve never seen anything like this </A> 5:25-5:34

 it's a funny story when when you come to think of it . it's a funny story I mean . a chemistry

examiner . a chemistry examiner (erm) who had lung cancer and he starts making crystal meth and he had to hide it from his wife . then . but at the end of the series near season five everything

becomes quite dark and and it's not yeah . at the end of the series I felt sad for for Walter White

actually 5:34-5:59

<A> hm . yeah .. I haven’t seen that yet . I haven’t seen it </A> 5:59-6:04

 oh oh <laughs ashamed> sorry . sorry 6:04-6:05

<A> spoiler . it’s fine . it’s okay . no you didn’t give too much away <laughs> . that’s fine .. okay

we’ll leave it here </A> 6:05-6:12

93

2. AP (track A30)

<A> this is track A thirty I’ll just put this a bit closer to you there . right . I’d like you to tell me

one of your interests </A> 00:00-0:12

 (erm) I'm very interested in anything concerning my health I'm . (erm) I've recently become

a vegan so I've been vegan since (erm) September I think (erm) because I've had a lot of issues with my health (erm) . as well as (erm) mentally as well as (eh) physically (erm) I was always (erm)

ill or had a lot of stomach pains and so anything concerning my body also had a lot of problems

with eating and (erm) all of that so I (erm) thought that being vegan or becoming a vegan was a

very good way because I (eh) love animals I love (eh) nature and helping (erm) the world become a better place I don't want to sound cheesy but (erm) 00:12-1:22

<A> well .. take a step back for a moment . were you a vegetarian before you . so . </A> 1:22-1:37

 yes I was vegetarian before so (erm) in the sixth year of secondary school I (erm) so the problem started . I was always sick or no (eh) ill and (erm) so that's when I became vegetarian but

I also have strong beliefs about not killing animals or anything and (erm) but I wanted to become

vegan because I find being vegetarian hypocritical (erm) because you eat fish and dairy and

everything like that but don't eat meat so I didn't see the point actually why I was still doing it so (erm) I decided let's just cut it all out and no more meat no more fish but I also have (eh) lactose

intolerance and I don't eat gluten because my body just can't take it so (erm) just don't eat it and it

actually suits me very well I love it I love being vegan I follow a lot of blogs (erm) . just giving me

tips and tricks on how to still eat everything that I love but not (erm) getting fat or (erm) or (erm) still being fit . I have so much more energy now and (erm) because before that I I only cut out

meat so I was I don’t know I'm happy that I discovered being vegan so I joined PETA too I want

to (erm) sort of adopt (erm) a dolphin you can donate money on the website of PETA or maybe

(erm) I don't know a baby tiger or anything like that <laughs> . eh 1:37-3:24

<A> how is the . I mean the . eh .. it sounds like you found the right diet for you </A> 3:24-3:32

 yes I'm happy 3:32-3:33

<A> that that you’re feeling the benefits </A> 3:33-3:36

 yes I do 3:36-3:37

<A> what . many people . and I myself have just for a while went vegan tried it </A> 3:37-3:47

94

 really 3:47

<A> but I found it very difficult . very difficult </A> 3:47-3:49

 really . oh 3:49



<A> yes </A> 3:56

 ah ok 3:57

<A> but I found it a very difficult step to to veganism . eh . did you not have any difficulties . was it . was it the transition very smooth for you </A> 3:57-4:06

 (erm) yes I just went from the one day from one day to another like . no I did not say like

(erm) just stop (erm) and cut it all out it will be so much easier for you and now I'm I'm actually

very happy and I do not miss anything . maybe fish I could miss fish but there are so many replacements and (erm) for example tofu or tempeh and anything (eh) in that range and you have

so many alternatives although I I personally feel that Belgium is not really . quite (erm) going along

because in America you have everything . the vegan population is (erm) very high in America you

have so many products . even Ben & Jerry's has vegan ice now and in Belgium <x> you have no ice cream so <laughs> I have no ice cream but okay 4:06-5:16

<A> right . unless you make your own or something like that yeah </A> 5:17-5:21

 yes but I don't miss it that much I still want to be healthy and (eh) keep my weight on a

normal (erm) on a normal balance just keep my weight balanced because I do not want to slip back into yeah . before 5:21-5:36

<A> well I found with with the vegan sort of vegetarian but especially with the vegan diet that

that you do eh you lose weight but in a good way . your general weight comes down a little bit eh

</A> 5:36-5:49

 yes maybe only the vitamin B12 I had a lack of it and I didn't know because I wasn't (erm) I

didn't do my research good enough so the doctor said your blood levels and everything are not

(eh) quite alright so I have to take supplements now so you can see that on the hands because (erm)

like red stains and now it's (eh) much better so that's good 5:49-6:18

<A> (uhu) . you know what a good source of B12 is </A> 6:19

95

 (erm) . excuse me 6:21

<A> a good source of B12 of vitamin B12 . Marmite </A> 6:21-6:26

 Marmite 6:26

<A> Marmite . you can get it . it’s an English eh eh it’s based on yeast and it looks it’s very thick dark you can put it in soups it has a very strong flavor lots of B12 </A> 6:27-6:42

 really . oh . I didn't know that . I (erm) buy (erm) soy milk in the Albert Heijn and they have

(erm) soy milk with extra B12 in it so I drink that anyways and I take the supplements but okay I

will try Marmite 6:42-6:58

<A> the Marmite . you either hate it or you love it . it’s one of those things </A> 6:58-7:01

 ah okay that's with tofu the same way so you just have to try and find a way to make it . as

you like it 7:01-7:07

<A> okay well there you go the examination </A> 7:07-7:09

96

3. AP (track A31)

<A> eh this is track A31 . just a bit closer there .. thirty one . alright . tell me a little bit about travel

. you and travel </A> 0:00-0:10

 oh I really adore travelling <overlap />. actually (erm) it's actually the reason why I study

English and Spanish <overlap /> because in a lot of countries they speak English and Spanish . and I didn't want to study tourism because (erm) the lessons didn't . seem that very interesting

<overlap /> (erm) but I I really love it especially (erm) hotels with a pool and with good food

<overlap /> (erm) last year we were not that lucky (erm) we always book a hotel my parents and

my sister and I <overlap /> and it didn't look like it was in the pictures but we had a great time <overlap /> so we always we don't always stay (eh) just at the hotel we also see cultural things and

cities . but the pool was not what we had expected (erm) there weren't places to drink like bars

<overlap /> (erm) but I think this year will be better because we're going to Portugal and it looks

very great <overlap /> it's all inclusive (erm) it's at the beach it can't be better . (erm) last year I also went to Ibiza with my friends and that was awesome too yes 0:10-1:24

<A> <overlap /> (uhu) </A> 0:13

<A> <overlap /> (uhu) </A> 0:17

<A> <overlap /> (uhu) </A> 0:29

<A> <overlap /> (uhu) </A> 0:38


<A> <overlap /> (uhu) </A> 0:50

<A> <overlap /> (uhu) </A> 1:07

<A> <overlap /> (uhu) </A> 1:13

<A> you’re very much a South-European person you’re (x) </A> 1:24-1:27

 yes I love hot countries actually (erm) but my dad only wants to go in Europe . for some

reason I don't know why so I hope one day I can go to other countries like in Southern America <overlap /> (erm) I really love them (erm) yeah but I know it's dangerous to go there but I hope

(eh) I can go there one day 1:27-1:48

<A> <overlap /> (uhu) </A> 1:40

97

<A> it’s always perspective isn’t it . I mean anywhere can be potentially dangerous I mean there is

more crime but . it depends where you go </A> 1:48-1:55

 yeah that's true 1:55

<A> eh .. so . clearly you like to relax when you’re . when you go on holiday . eh . do you like to explore . do you like to </A> 1:55-2:09

 oh yes . absolutely (erm) I like the the cities the small cities the most (erm) I remember once

there we were in some city where there was no tourism and I really loved it because you could see

how the people really are and it's very different when you see them in the hotels they're acting differently they're extremely friendly to you while in other coun=countries cities they're just normal

. how they are 2:10-2:40

<A> yeah . it’s just every day isn’t it </A> 2:40-2:42

 yes it is 2:42-2:44

<A> eh . what sort of response do you get from local people . I mean particularly in Spain when

you speak Spanish I mean you you speak Spanish too . because there aren’t that many people who

would speak Spanish </A> 2:44-2:57

 yes (erm) well I haven't actually been to Spain when I spoke Spanish but there is (erm) a Spanish guy here in Ghent I know and he told me (erm) it was very special yes that he heard someone

speaking Spanish and there were also some Portuguese girls who once asked me the way to the

station but they're English was very bad so I asked them (eh) should I speak Spanish and they were

like oh yes that's great 2:57-3:25

<A> yeah . pleasantly surprised that you could communicative </A> 3:25-3:29

 yes indeed they were 3:29-3:32

<A> eh .. okay eh a final question for you . I mean clearly your interest is travel . do you have any

other interests </A> 3:32-3:42

 I'm in a youth movement (erm) chiro . I've been in it since I was six years old <overlap />

(eh) my mom was in it once . my grandmother (eh) cooked for it . and yes (eh) it's now the thing

that I like to do the most (erm) I'm a leader now my second year <overlap /> (erm) my children

now are twelve to thirteen year old <overlap /> (erm) I think it's nice to do that because I remember that when I was young I (eh) thought my leaders were amazing persons and I hope they

98

do too <overlap /> and it's just nice to see that they (eh) look happy . if you do something 

3:42-4:27

<A> <overlap /> waw </A> 3:49

<A> <overlap /> waw </A> 4:03

<A> <overlap /> alright </A> 4:05

<A> <overlap /> (uhu) </A> 4:18

<A> so a lot of satisfaction from that sort of work . but also . a lot of responsibility as well I think

</A> 4:27-4:34

 yes it is because this year (erm) I have like seventeen children I think and me and my friend

we are both eighteen years old and we have to go camping (eh) by bike . I think that's really hard

<laughs> it's first year we both have to go bike with seventeen children and I hope it will be ok

but it's a lot of responsibility 4:34-4:58

<A> so you’re all going to get bikes on the train . are you . or </A> 4:58-5:00

 first we're going on a train and because they're young we're not going to do the whole trip

(erm) and then they have to do like . thirty kilometers I think 5:00-5:17

<A> challenging though . you have to keep control and make sure they’re save </A> 5:17-5:20

 yes . yes it is 5:20

<A> well good luck with that </A> 5:21-5:22

 thank you 5:22-5:25

99

4. AP (track A2)

<A> so this is track A2 . I’m just going to put this a little bit closer to you there (eh) I'd like you

to tell me an anecdote </A> 0:00 – 0:08

 okay so my anecdote . is about something that happened when I was in the fourth year of

secondary school . (erm) my dad alwa= always drove us to school with (er) the car . and we had a new car . and this car had (er) kind of a weird system 0:08 – 0:23

<A> (mhm) </A> 0:24

 that you should (eh) first close all the doors becau= before you close the boot .. I didn’t know

about this system . so I put my backpack in the boot of the car . and we were leaving . when we arrived at school I saw that my backpack had disappeared . and then my dad told me about the

weird system of our car .. so apparently it turned out that my . backpack had . fallen out of the boot

. and (er) we had this .. we had German class that morning 0:23 – 0:56

<A> mhm </A> 0:57

 and we had a terrible . German teacher and I had to explain that I had no books with me and

my backpack was lost and she must have thought that I wanted to get rid of my . of my books

which was also a little bit the case b= because I don’t like German 0:56 – 1:12

<A> mhm </A> 1:12

 so (erm) . I was in class for two house with no books . and (eh) then my mom luckily had

called (er) the schools in the neighborhood . and apparently a teacher of a school in Blankenberge had found my backpack 1:13 – 1:28

<A> no . really </A> 1:28-1:29

 on the road yes and he had taken it with him . thinking it might be the backpack of one of

his students 1:29 – 1:35

<A> mhm </A> 1:36

 so (eh) . that’s why I got my backpack back <laughs> I was really relieved relieved in fact 1:36 – 1:42

<A> wow (eh) . it it it’s the kind of . I mean when you are at secondary school . your life almost

(eh) is in in your bag isn't it . you everything is in it </A> 1:43-1:53

100

 yes <laughs> 1:53 – 1:53

<A> so it’s (eh) it it really is a very big deal when (eh) if you lost it </A> 1:54-1:59

 it is a big deal my phone was in it (erm) my identity card was in it . all my books for that day

were in it so . <laughs> I was scared that I . had lost it 1:57 – 2:07

<A> and were you able to say thank you to the examiner who found it . did did you . were you

able to thank him </A> 2:07-2:12

 no I couldn’t contact him but (eh) my mom did because she called for the schools and (eh)

then she . (erm) contacted (eh) this teacher who had found . the backpack so . she could . thank him in a kind of way 2:12 – 2:27

<A> (uhu) (uhu) okay great . eh . so eh what I’d like to do now is is we’ll we’ll . we’ll change the

topic completely </A> 2:27-2:36

 okay 2:36 – 2:37

<A> I'd like to talk about a current event . something that's in the news that you're aware of eh

</A> 2:38-2:41

 okay 2:41 – 2:42

<A> what has drawn your attention in recent times in terms of the news </A> 2:43-2:46

 okay (eh) as . one of the most important and serious matters nowadays (eh) I will I will talk

about the refugee crisis . I think when we think about those refugees we should ask ourselves (erm)

. the question . why are those people leaving their country and their homes and their family for

something they don’t know . most (eh) people of our country of Europe in fact (er) think that those refugees expect us to receive them with open arms and to give them a job immediately to

give them a house (erm) to be friendly with them but I don’t think that is . what those refugees are

hoping for . they are . leaving their country because it’s dangerous over there . and (erm) an attack

like we had in Brussels several months ago they experience it . almost every day so (erm) I think they might have a good reason to leave their country and the people they know for something . for

something totally unknown in fact (erm) also some people say that those refugees (erm) . they don’t

have a job they they they are lazy but other people say that they are stealing our jobs so what do

we exactly expect from those refugees that they have a job that they integrate in our society or that they live somewhere apart (er) with no money and they should (erm) do what they want to do (erm)

the= 2:46 – 4:24

101

<A> well . some people (eh) I'm just going to . pause you there b= because . you know one of the

arguments is that . even . on a humanitarian level if we even if we want to . (erm) allow .. (uh) all

the refugees who want to come into Europe allow them in . (erm) the countries of Europe don't

have the capacity to </A> 4:25-4:47

 yes 4:47

<A> take care of that (x) numbers that that’s often <overlap /> their argument </A> 4:48-4:51

 <overlap /> of course 4:49 – 4:50

<A> do you think <overlap /> that </A> 4:50-4:51

 <overlap /> yes 4:51

<A> that’s acceptable </A> 4:51-4:52

 of course I don’t think I have (erm) a perfect solution for all those people (erm) . coming in

our countries (er) but I think (erm) .. Europe should be thinking about (er) a solution maybe (erm) a specific number of (eh) refugees that we can take every year and that it can’t pass this . specific

number (erm) because . indeed like you say our country can’t bare all those people (erm) . so . I

would not know what what to do with all those (erm) refugees but maybe we should put a limit on

it 4:52 – 5:32

<A> (mhm) and then though always the question you know where where do we find the limit .

where where do we put that limit having </A> 5:33-5:39

 of course 5:39 – 5:40

<A> thousands or hundreds (eh) it’s a very difficult question isn’t it </A> 5:40-5:43

 yes . it is it is 5:42 – 5:44

<A> eh . final question for you (eh) . if you were to give a student who was going to start in

bachelor one in September </A> 5:44-5:53

 (uhu) 5:53

<A> give them . that person a piece of advice . about you know (eh) (eh) (erm) about studying

here what would you say to them </A> 5:54-6:00

102

 (eh) I think first of all they have to be (eh) motivated to (eh) learn also a little . (eh) . sentence

structure because it’s not always (eh) what you expect it to be (erm) when I . started over here I

thought it was (eh) going to be with a lot of speaking 6:01 – 6:18

<A> (uhu) </A> 6:19

 (eh) with a lot of (eh) translating but of course it also involves (eh) . the . least . nice part of

of it . so (erm) . they must have kind of sense for language I think it can’t always be studied you

just have to practice a lot and (erm) . then they will be okay I think 6:19 – 6:43

<A> (uhu) </A> 6:44

 so . first of all they have to be motivated 6:44 – 6:48

<A> yeah okay . right . we’re going to stop now </A> 6:48-6:53

103

5. AP (track A8)

<A> this is track A8 I’m gonna put this a little closer to you there . eh .. tell me an anecdote </A>

0:00-0:12

 yeah okay (em) .. a year ago (em) I was in in my senior year (em) at secondary school . and

(eh) we went on a trip (eh) a school trip to Greece . (erm) .. there we (em) . went for a walk (erm) on the Palamidi (em) castle in Naf= Nafplio 0:10 – 0:33

<A> (uhu) </A> 0:34

 (erm) . and (eh) we were free to: . walk around and look . look around us and (em) just . yeah

<?> look at the view and (em) afterwards we had to go . (eh) back down and (em) there was a meeting point . where we should . yeah meet the other ones the others (erm) so me and my best

friend we went down afterwards . and (em) . we really had to go to the toilet so we asked our

examiner if (em) oh sir can w= can we please go to the toilet and so yeah sure no no problem (erm)

so we went (eh) there looking for . for a toilet but (erm) there was no public . (eh) toilet nearby . so (em) so we tried and look for (eh) a cafe . and (eh) asked . asked to the owners if we could go

there and (eh) it was no problem so . (eh) yeah after we went to the toilet we . (em) were on our

way back . and then suddenly we saw . that no one was there anymore . everyone left . we were a

little bit <laughs> (eh) panicky and (em) . yeah laughing at it at the same time because yeah it was . kind of ridiculous because we said w= that we would be gone . (em) so we first looked around us

to see if someone (em) was nearby or s= or something but we couldn’t see anyone . ev= not even

in the distance and (erm) .. yeah so . we thought . let’s call our friends . they have to pick up yeah

so (em) we started to call the friend of which . of whom we (eh) thought that he . he or she would pick up . his phone 0:34-2:14

<A> (uhu) </A> 2:14

 but . the first one we called he didn’t didn’t answer . so . then we called a a second one a third

one like (eh) a fourth one no one picked up and (em) . eventually the last one person we called . picked up his phone . (em) he said wha= why are you calling me because . we’re on the bus th=

that’s ridiculous <?> so we’re like oh my God you’re already on the bus we we’re we’re still on the

square and nobody is here anymore and he is oh . I will I will tell the examiner and (erm) after it

the examiner told him that he could go and look for us <laughs> . (em) he he (eh) told us already in what direction we had to go and (erm) yeah <laughs> (eh) . eventually we m= (eh) . walked into

. each other . and . (em) . we . got on the bus and all’s well that ends well <laughs> 2:15 – 3:04

104

<A> so finally . yeah yeah </A> 3:05-3:08

 yeah . fortunately 3:08

<A> but you had told him you were going you were going somewhere else </A> 3:09-3:10

 yeah we told the examiner so it was very strange that he . didn’t regard . and also that . (eh) a bit strange that our friends didn’t notice that we were gone 3:11 – 3:18

<A> yeah yeah okay . eh .. eh just connected to that idea of eh eh the idea of a day trip a trip away

with school that it it’s a change of scenery you know that’s one of the attractive things about eh eh

day trips . now you’re here at university . we don’t really have that many day trips . how important is it for you to do things that give a change of scenery from the usual everyday study </A> 3:18-3:55

 yeah I thought it was it was quite . (erm) nice to do it because (em) you get to know (eh) the

culture of other other countries and . (em) yeah you can talk to: . the people the local people there . (eh) . and . (em) yeah it’s it’s also . nice to (em) . get to know your examiners in another way cos .

yeah you normally . know them as (eh) strict people and . always . in a high authority but (em) .

when you’re on a a school trip it’s like . they’re .. s= s= sligh= slightly . different people . they’re

more like your friends 3:55 – 4:38

<A> (uhu) (uhu) </A> 4:39

 you can say . yeah . it’s very . yeah educating as well because . you (em) . it’s a variety of (er)

going to mus= museums and also (em) . relaxi= allez. (em) activities that are relaxing 4:40 – 4:55

<A> (uhu) (uhu) </A> 4:55

 yeah 4:56 – 4:57

<A> okay . alright </A> 4:57-5:01

105

6. AP (track A26)

<A> track A26 I’ll just put this a little closer to you there . eh alright I would like you to tell me an

anecdote </A> 0:00-0:09

 ah (erm) last year (erm) in the secondary school we had (erm) a examiner of French (erm) his

name was Mister Sweetlove 0:09-0:21

<A> (uhu) . what a great name </A> 0:21

 yeah it was his real name <laughs> and (erm) he loved he was a very brave examiner and he

loved cooking <overlap /> and (erm) . we always had to cook something and (eh) to (erm) explain

the recipe in (eh) in French <overlap /> and (eh) we had to make (eh) video of preparing it and (erm) I was with someone of our class Marine <overlap /> (erm) we had to (erm) make a <X> of

hot pudding of (erm) red fruit 0:21-0:57

<A> <overlap /> (uhu) </A> 0:30

<A> <overlap /> (uhu) </A> 0:40

<A> <overlap /> (uhu) </A> 0:48

<A> of what sorry eh </A> 0:57

 red fruit 0:57-0:59

<A> ah red fruit okay yes yeah </A> 1:00

 (eh) . and we were preparing it and it was yeah very nice to do and (erm) then (erm) I brought

it home because next day we had to (erm) (erm) give it to every everyone and (erm) I had to ask to

put it in the fridge and (erm) at (erm) then (erm) . I (eh) by accident put it in the freezer 

1:01-1:32

<A> oh <laughs> … and eh so that was you</A> 1:32-1:38

 and it became ice cream <laughs> 1:38

<A> then it became ice cream that’s different issue all together then isn’t it </A> 1:39-1:40

 yeah <laughs> 1:41

<A> so that was . did you actually still taking it in did you </A> 1:42-1:48

106

 (eh) we had an eight eight (erm) out of ten 1:48-1:50

<A> you got an eight of ten so you even though it was even though it was frozen </A> 1:50-1:54

 yeah he was . yeah he could laugh with it <laughs> 1:54-1:56

<A> yeah . yeah . okay that’s a nice anecdote .. now tell me about one of your interests </A> 1:56-2:02

 (erm) yeah <laughs> I have (eh) many interests <overlap /> but (erm) I like Italy a lot

<overlap /> because (erm) I like (erm) the personality of the Italians they are very open and very

. yeah always nice and warm people 2:02-2:24

<A> <overlap /> (uhu) </A> 2:08

<A> <overlap /> ah </A> 2:11

<A> (uhu) </A> 2:25

 (erm) . yeah .. <laughs> I always go there (erm) because there's an (erm) kind of (eh) Junior Eurosong <overlap /> but (erm) just for Italy and with a choir and (eh) I go there (erm) every year

to work (erm) as animatrice anima 2:26-2:51

<A> <overlap /> aha </A> 2:39

<A> aah . yeah so as a as a sort of youth leader </A> 2:53-2:55

 to entertain the children yeah . and yeah 2:56

<A> to entertain the children . right okay . tell me about that that must be very interesting </A>

2:57-3:01

 (erm) . about . the show 3:01-3:04

<A> about the about the work with the children in in Italy </A> 3:05-3:09

 (erm) well (eh) during (erm) during the vote cast (erm) there's a public of children and (eh)

we always have to make them dance during the songs so <overlap /> we are like (erm) doing this

and they have to do that too and we also have to do . (eh) to play with them during the weeks 3:09-3:34

<A> <overlap /> aah yeah </A> 3:23

107

<A> (uhu) . so that’s . is that hard work . I mean do you have to work a long day is it eh </A>

3:34-3:41

 it's (erm) let's say from . one pm till .. eight pm . but it's nice to do 3:41-3:51

<A> but it’s enjoyable that’s good . that’s an important thing . and do you have do you get time off do you have plenty of time to do you get time to see to see more of Italy </A> 3:51-4:00

 (erm) during the show I don't have but in (erm) but I always go there for the show itself and

for the children because I really like them and <laughs> 4:00-4:10

<A> yeah well that’s great that’s great . okay . lovely alright Julie </A> 4:11-4:16

108

7. AP (track A28)

<A> track A28 . I’ll just put that a bit closer to you there . alright so let’s start with an anecdote

</A> 0:00-0:09

 okay (erm) in two thousand and twelve (erm) me and my family we went to (erm) Italy by car

so (erm) we had to wake up very early because it's a fourteen hours drive I think (erm) but two hours later when we were already in France (erm) we decided to take a little break going go to the

loo (erm) and I wanted (erm) to drink a coffee from one of those (erm) coffee machines (erm) but

(erm) immediately I regretted it (erm) because (erm) only ten minutes later (erm) I was (eh) in so

much pain I was crying (erm) because my stomach was aching it was terrible so we decided to pull over go to a hospital (eh) I had my blood drown drawn and (erm) then we had to wait for the

results (erm) which was for an hour . I think <overlap /> (erm) and then eventually nothing

seemed to be wrong with me even though I was dying of pain and (erm) and only two hours later

when we were already driving then I felt a little bit better but (erm) it was terrible <laughs> it was not the best way to start a holiday 0:10-1:28

<A> <overlap /> (uhu) </A> 1:19

<A> no . it’s very I mean it must’ve been very frightening for you but also for your parents as well

</A> 1:28-1:34

 yes yes indeed and I will never drink coffee from those machines again because I don't trust

them anymore 1:35-1:40

<A> right . that’s very odd that it was just a cup of coffee </A> 1:40-1:45

 yes yes I mean I think it was because of the coffee because I didn't really do anything else except for drinking that coffee 1:45-1:51

<A> ah and you still you drink coffee normally </A> 1:51-1:55

 yes yes yeah it was yeah 1:55-1:57

<A> but just not from those machines anymore </A> 1:57-1:58

 no no no only I make it myself but (eh) never from machines (uhu) 1:58-2:05

<A> (uhu) . okay eh right . let’s move on to a cultural item . okay </A> 2:05-2:10

109

 (erm) a few weeks ago my sister and I (erm) we watched a film (eh) called the Stanford (eh)

Prison Experience (erm) it's (erm) a film about twenty four students (erm) and they are divided

into two groups (erm) the prisoned prison guards and (erm) the prisoners (eh) and they had to

(erm) make it seem as realistic as possible and there was this professor I think Zimbargo (erm) and he guided the whole experiment so he saw what was happening and <x> violence was not allowded

. (erm) . but after three days (erm) they the students they couldn't (erm) distinguish between their

roles and themselves so they started to use violence and the professor who saw everything he didn't

do anything about it so they had to stop the experiment after six days I think (erm) and . I was every fascinated I was very I was impressed because you know that that (erm) happened a few years

ago in nineteen seventy one I think it happened so that’s . I was impressed 2:11-3:28

<A> so was this a documentary film </A> 3:28-3:31

 I- yeah it was a film about that event in the past but yeah yes 3:31-3:36

<A> that’s quite scary </A> 3:36-3:39

 yes I know . normally I always I watch romantic comedies so it was something completely

different I enjoyed the movie even though it was not very amusing (uhu) 3:39-3:56

<A> (uhu) yeah it’s a sort of film that makes you think . it really if that happened to young people in that situation . you have to ask . how far is any of us from doing things </A> 3:56-4:09

 (erm) (uhu) you think you wouldn't do such things but (erm) in that situation they were just

completely into the roles and they (erm) yeah (uhu) 4:09-4:20

<A> I have to see it . what’s the title of the film again </A> 4:20-4:22

 (erm) Stanford Prison Experiment 4:22-4:24

<A> alright (xx) I will write it down . I often find very interesting things from these talks .. eh .

okay </A> 4:24-4:36

110

8. AP (track A34)

<A> this is track A34 closer to you there . eh what shall we start with . let’s start with an anecdote

</A> 0:00-0:09

 hm that’s hard because I don’t think yeah I’ve been through a lot eh well I was in New York

in November and me and my boyfriend were walking through the streets and suddenly a girl turned around and she asked me well can I ask you something and I was yeah sure and then she asked oh

eh these shoes were did you buy them and I thought well online in Belgium why and she was oh

eh I’m doing this eh bachelorproef well thesis about shoes and I would like to know why did you buy

them with that wear them can I take a picture and I was what oh my god that’s so weird because there are billion allez billions of people in New York and she asked me eh and I don’t wear sneakers

that often because I don’t like them I I don’t feel feminine in them 0:09-1:23

<A> (uhu) </A> 1:24

 so eh and yeah I I said I bought them online in Belgium and I just bought them to to walk through the city because it’s comfortable and yeah and and then she took a picture and I stood

there and I felt it felt awkward <laughs> 1:24-1:45

<A> (uhu) </A> 1:45

 so yeah 1:46

<A> eh yes that’s very odd but did you think did you think is this part of the way people do things

in New York is this part of the New York scene </A> 1:47-1:57

 maybe . anything is possible so 1:58-2:00

<A> (uhu) </A> 2:01

 yeah but I I quite liked that that she . that saw me that yeah I I wasn’t just one of the many

people there 2:01-2:12

<A> yeah </A> 2:12

 I I thought it was very special and the fact that she has this picture of me in her I don’t know what she’s done with it but 2:13-2:21

<A> you’re there somewhere </A> 2:21-2:22

111

<A> you and your trainers your sneakers there oh okay eh . was it your first visit to New York

</A> 2:23-2:29

 no my second 2:29-2:30

<A> alright so getting to know the place a little </A> 2:30-2:31

 (uhu) I love it <laughs> 2:31-2:33

<A> why </A> 2:34

 eh . hm yeah this there is this atmosphere and there’s no place like New York I mean it’s my

favorite place on earth and yeah I’ve been there twice and it has always been my dream to go there and yeah it’s great it’s just you have everything you have the city center you can go to the beach in

Coney Island you can relax in Central Park so eh I I do like it but I travel a lot so yeah it’s I’m I

have a keen interest in travelling so 2:34-3:13

<A> (uhu) (uhu) . eh … people often say that when when I was there as well that . you get there and it’s of course it’s familiar because you’ve seen in so many films and on TV so it seems very

very familiar you’ve seen a lot of it before but at the same time it’s completely different was it like

that for you </A> 3:14-3:45

 it is .. yeah it was eh especially in where was it Central Park so many scenes from Gossip Girl <laughs> you know the Gossip Girl it’s 3:45-3:55

<A> well it’s not something I watch but yeah I think I do know it yeah </A> 3:55-3:57

 <laughs> eh and yeah I felt it felt like oh I’ve seen everything before but I I hadn’t so it felt

. weird but so special because I was part of it yeah I was part of the big city the big apple so yeah I do love that city 3:58-4:17

<A> and yeah particularly I mean it is a city of areas isn’t it </A> 4:17-4:20

 (uhu) 4:20

<A> do you have a particular area that you like </A> 4:20-4:22

 hm .. actually I love eh . I don’t know the Highline is great and eh Central Park as well .. I I

I like all the I like it all 4:22-4:43

<A> yeah it’s difficult to say you just like everything </A> 4:43-4:45

112

 yeah it’s difficult to say because every area has its own .. atmosphere there’s a certain feeling

you get when you go there so you can’t compare going to mid-town with going to eh the going to

Liberty Island well Liberty Island is full of tourists but . it’s special because you get to see the skyline

and I do love it 4:45-5:14

<A> (uhu) </A> 5:15

 it’s yeah I don’t know it’s this feeling and it’s not because it’ America or the USA it’s just .

New York you can be yourself without being judged 5:15-5:28

<A> yeah there is certainly that isn’t there </A> 5:29-5:33

 yeah 5:34

<A> yeah it’s that sense of acceptance of everybody </A> 5:34-5:35

 yeah and gender equality and and yeah no racism in some way you can see black people going

to work in dressed up nicely suit and tie <laughs> yeah it’s it’s weird image but it’s good that it is actually happening because I’m against racism and all the things that 5:35-6:03

<A> (uhu) </A> 6:03

 oh women have to do the household so yeah 6:03-6:07

<A> yeah okay . okay </A> 6:07-6:09

 <laughs> 6:09

113

9. AP (track A37)

<A> track A37 so I’ll just put this a little bit closer to you there . alright . eh perhaps we could

begin with an anecdote </A> 0:00-0:11

 an anecdote well then I should tell you about the time I almost died 0:12-0:15

<A> oh my goodness . okay </A> 0:16-0:19

 when I was about one year old so eh we were at Germany my father my sister and I eh and

we were going swimming but in Germany eh the rules are very strict in swimming pools so eh boys

need to get dressed separately from the girls so my father couldn’t take me and my sister to eh the

boys’ changing rooms 0:19-0:45

<A> (uhu) </A> 0:45

 so eh he just said to me and my sister so wait here and I’ll just quickly get changed and I’ll

return but of course my sister was a bit rebellious when she was younger and she couldn’t wait to

go to the swimming pool so she started running towards the pool and of course I followed her so I went to the pool and I must have slipped on a slippery stone or something and I fell in the pool

but of course I couldn’t swim because I was only able to walk a month or two 0:45-1:15

<A> (uhu) </A> 1:15

 so and also the pool was like there was a flood in the pool it was not still water 1:15-1:22

<A> (uhu) </A> 1:22

 so I was really drowning not a little bit but actually really drowning but eh luckily my father

was just in time to see what has had happened and to come and rescue me so yeah 1:22-1:38

<A> oh my goodness that was a very very lucky escape </A> 1:38-1:41


<A> and do you actually remember it </A> 1:41-1:42

 no not at all so it’s just yeah my father told me but I was one year old so 1:42-1:47

<A> that’s probably good that you can’t remember it directly first hand </A> 1:47-1:52

114


<A> eh okay . tell me about eh one of your interests </A> 1:52-1:56

 well that’s a really easy question for me I’m really interested in horses eh I’ve been riding

horses since I was six or seven years old so horses have always been a big part of my life 1:56-2:11

<A> (uhu) </A> 2:11

 eh . it started it all started with Tuur the first horse of me and my sister and he was a fat and

actually a quite ugly horse <laughs> but we adored him <overlap> 2:11-2:23

<A> (uhu) </A> 2:23

 we really loved him eh so he was eh in a stable at the end of our street so almost all the time

we were with him we were eh brushing him and riding him although he wasn’t really nice to I fell

off more than I actually rode him I think 2:23-2:42

<A> when you say you fell off is it because he did things </A> 2:42-2:45

 yeah <louder> he was stubborn and like when we were riding he would just turn around a

hundred eighty degrees and yeah you would just fall off but we loved him he was our horse so

 2:45-2:55

<A> hm </A> 2:55

 and then yeah we wanted to eh . go a bit further and we put him on a professional stable but

of course there were all these girls with their fancy horses 2:55-3:10

<A> (uhu) </A> 3:10

 and expensive horses and our fat ugly Tuur didn’t do the trick anymore 3:11-3:15

<A> (uhu) </A> 3:15

 so we sold him and my sister bought her own sporting horse and sport horse I mean . and

eh we started breaking in ponies too 3:16-3:28

<A> (uhu) </A> 3:28

 so eh about three or four times a year we went to Holland to fetch three or four eh ponies

that were just living in the wild 3:29-3:41

115

<A> (uhu) </A> 3:41

 and then we brought them back to Belgium and we broke them in together and then once

they were capable enough we sold them . so I’ve owned four like ten ponies I think 3:41-3:54

<A> (uhu) </A> 3:54

 and now I have my own horse eh . a big horse a fancy horse like I have always dreamed of

 3:54-4:01

<A> (uhu) . now listen to be honest horses scare me they always have </A> 4:01-4:07

 yeah 4:07

<A> yeah I never really liked horses because I’ve always been afraid of them but when I talked to

my sister is a keen horse rider and . something she says it’s all about .. eh two personalities the rider

and the horse </A> 4:07-4:21

 yeah 4:21

<A> a horse has a personality </A> 4:21-4:23

 yeah definitely 4:23-4:25

<A> have you felt that very strongly in your experience </A> 4:25-4:26

 yeah because my actually my first horse he was a black stallion a really nice pretty horse but

we just didn’t connect he didn’t like me I didn’t like him and we did went on competitions and we

tried but yeah there was no connection and I had to sell him because . yeah I would rather have

him make other people happy then me going on competitions and not liking it so there is really my horse now he’s really my best friend it sounds quite silly but when I have a bad day I just get in my

car and go to him and it just yeah I can tell everything to him he’s just a friend 4:26-5:09

<A> (uhu) yeah well I can appreciate it because in in a sense animals have characters and and eh

eh eh why shouldn’t it be the same with something like horses is that something that you see yourself that would be a a part of your life for the rest of your life or as long as you are possible as

it can be </A> 5:10-5:28

 yeah I think so I think my biggest dream is to have two kids and to learn them to ride and

how to eh take care of their own ponies and and bigger ponies and and horses but of course if they don’t like it they don’t like it . then that is that but yeah 5:29-5:45

116

<A> well if you’re enthusiastic about it it will be difficult for them not to </A> 5:46-5:49

 yeah because I’m sure I will always own a horse until I really am very old so so it will always

be a part of my life . always 5:49-5:59

117

7.4 Transcriptions high proficiency students

1. HP (track A36)………………………………………………………………………. 118

2. HP (track A38)………………………………………………………………………. 120

3. HP (track B8)………………………………………………………………………... 122

4. HP (track B9)……………………………………………………………………....… 124

5. HP (track A18)……………………………………………………………………… 128

6. HP (track B1)…………………………………………………………………....…... 131

7. HP (track B11)……………………………………………………………………… 133

8. HP (track B21)……………………………………………………………………… 135

118

1. HP (track A36)

<A> this will be track A36 I’ll put this a bit closer to you there eh well let’s begin with eh an interest

tell me about one of your interests </A> 0:00-0:11

 (erm) I like playing the guitar and yeah listen to music . both actually (erm) because (erm) at

the age of twelve I (eh) first I was first introduced to (eh) a heavy metal band and (eh) I really liked it and I listened a lot to it (eh) all day (erm) . and it really got me in a specific way that I wanted to

do something with music and (erm) I think two years later when I was fourteen fifteen (erm) then

(eh) I decided to (eh) buy (erm) an acoustic guitar and (erm) I went to (erm) a school a sort of

music school (eh) to teach (eh) yeah guitar chords (eh) but that was really classical songs from the eighties the sixties fifties and (eh) later (eh) this is actually my last year that I (eh) yeah that I can

follow that (eh) particular (eh) course because (eh) the the course takes four years and the examiner

(eh) (eh) has has decided to stop this year it's his final year 0:11-1:33

<A> alright </A> 1:33-1:33

 (erm) and actually (erm) ok I enjoyed the the the acoustic guitar but it was not that what I

wanted so (erm) last year I decided to buy (eh) an electric guitar and an amplifier and (erm) I'm

pl=planning I'm actually planning to buy some guitar pedals which offer you (eh) sort of specific

effects (erm) and yeah I really (eh) like playing it (erm) I started (eh) a band with (eh) (eh) my neighbor who's at the drums and (erm) yeah it's just it's one of my favorite hobbies and I can't get

enough of (eh) playing listening to music (eh) I also (eh) visit (eh) often festivals particularly (eh)

heavy metal 1:34-2:27

<A> oh you’re a heavy metal fan eh . I mean in terms of heavy metal guitar playing are you eh the kind of guitarist who is chord based you’re a chord player or do you like playing solo </A> 2:27-2:39

 no (eh) I started playing easy chords like that's most of (eh) punk . punk is easy to play (erm)

but now I I I I think I'm advanced enough to start practicing particular <x> (eh) tabs solo's (erm) for example I'm (eh) currently working on the paranoid solo by Black Sabbath maybe 2:39-3:02

<A> mhm oh yeah </A> 3:02-3:03

 well (erm) my final target is to (eh) yeah it's a specific term shredding it's called it's like when you start at the at the top of the guitar (erm) the guitar neck (eh) then you (eh) go down as fast as

you can while (eh) yeah (eh) you (eh) use your pick and slide (eh) over the strings and it's it's yeah

119

it's it's sick actually it's it's really fast and yeah maybe I won't be able to do that later but . why not

try 3:03-3:39

<A> why not why not it’s an extreme it’s eh eh . when you do trying learning and playing the guitar

you appreciate just how much skill goes into what the actual professional musicians do </A> 3:39-3:54

 (uhu) yes yes practicing or trying to (eh) cover something is one thing but invent it is another

thing and yeah I I also (eh) started (erm) to create owns own sorry own . (erm) yeah songs as well

with my friend so (eh) we started very easily with (erm) the punk genre and we're now heading to more difficult heavy metal not that very harsh but (eh) yeah . pretty but not that easy . if you know

what I mean 3:54-4:32

<A> yeah yeah I think I think I do . eh something perhaps yeah </A> 4:32-4:38

 (uhu) 4:38-4:38

<A> eh have you performed for </A> 4:39-4:40

 not yet (eh) well I performed once s=solo solo (eh) at (eh) jubileum eh 4:41-4:48

<A> so a jubilee yeah </A> 4:48-4:51

 jubilee yeah (eh) jubilee (erm) when (erm) my (eh) that's was family <x> within family (erm) but (erm) normally (erm) I think the end of September we (eh) are playing at the yeah a a

community gathering nothing special but it's a start I think . and yeah I really hope that we (eh) I

don't want to become famous but I do want to beco=become I I just want to perform yeah for

fun 4:51-5:24

<A> for fun and and to be able to do it well </A> 5:24-5:27

 yes 5:27-5:27

<A> because when you do it well people enjoy that that’s always good </A> 5:27-5:31

 (uhu) 5:31-5:31

<A> okay </A> 5:31-5:32

120

2. HP (track A38)

<A> track A38 I’ll just put that closer to you there . let’s make I’d like you to talk about a news

item something that’s been in the news recently or is in the news at the moment that has caught

your attention </A> 0:00-0-17

 (uhu) . ok (erm) I would like to tell you about (erm) the presidential elections in (eh) the United States .. (erm) . every four years (erm) presidential elections are held in (erm) in America

(erm) and the current president is Barack Obama and (erm) his second term ends in (erm) January

. 2017 so the (eh) people of America (erm) need to choose a new president (erm) . in America there

are two parties the two main parties . the republican party and the democratic party (erm) and every party needs to (erm) choose a presidential candidate in the primary elections which are ongoing

(erm) the (erm) presidential candidate for the republicans (erm) is (erm) Donald Trump because

(erm) John Kasich and (erm) Ted Cruz (eh) suspended their campaign . (erm) their campaigns (eh)

sorry (erm) . and (erm) the presidential candidate for the Democratic Party will either be Hillary Clinton or Bernie Sanders (erm) . we will know this in I think a few weeks (erm) . (erm) and Hillary

Clinton could be the first female president of the United States 0:17-1:53

<A> it’s all it’s very exciting . prospect of what’s going to happen in the next few months isn’t it

</A> 1:53-1:58

 yes . yes 1:58-2:00

<A> eh what do you make of I mean you’ve been following this eh . let’s just look at the democrats

at the moment I mean Hillary Clinton is favorite to be the presidential candidate </A> 2:00-2:12

 (uhu) 2:12-2:12

<A> but . Bernie Sanders has gained quite a lot of attention what’s your sense of these two </A>

2:12-2:19

 (erm) well Bernie Sanders (erm) . he is (eh) gaining a lot of support has gained a lot of support

lately (erm) and I think it's because (erm) . (erm) . he has found a way to criticize Hillary (erm) because (erm) she (eh) used her private e-mail address address (erm) when she was (eh) Secretary

of State . I think and (erm) .. and that's something that might make her less popular (erm) (eh) in

(eh) to the American people (erm) . well . (eh) Bernie Sanders is (erm) . he's . an . rather rather old

person and I think that (erm) . I think people (eh) . that scares people a bit I think (erm) 2:20-3:24

<A> in terms of they don’t think that he’ll last very long or </A> 3:24-3:28

121

 yes . less capable of being a strong president (eh) . (erm) .. well could you repeat the question

 3:29-3:37

<A> no no no that answers it well but eh on the other side of course Donald Trump now is is that

causes problems I think doesn’t it for the republican party he’s he’s not well liked throughout the republican party </A> 3:37-3:57

 no (eh) it's because he has done some controversial things and (erm) he he's a <x> notorious

(eh) figure (eh) I think . he's bit of a clown <x> and (erm) he doesn't have any political experience

he he (erm) . he was known in America because of his (erm) . he runs a big company . (erm) . and (erm) he doesn't seem to have . a clue of what he's doing (eh) (eh) (erm) I think it's because when

people (eh) ask him (erm) what are you going to do (eh) about this problem he just says says (erm)

(erm) I can't tell you how I'm going to do it but I will do it . and I can't believe the people who

vote for the Republican Party actually believe (eh) such a thing it seems (erm) . it seems crazy to me 3:58-5:00

<A> eh . and yet he has gained so much support for the things that he said and that he’s done

</A> 5:01-5:10

 yes . (erm) I don't understand why . I think .. (mm) ... he mi=might he seems convincing . in in some way and I think (erm) I think people just think he's funny and and and it makes him

popular and (erm) I think (erm) yeah some people (erm) .. yeah would like to vote on such a person

. (uhm) but (uhm) but I think the Democrats (eh) will win (eh) (eh) I don't think (erm) the American

people will let a man like Donald Trump (eh) become their president </overlap/ . I hope not <laughs> 5:10-6:02

<A> <overlap/> mhm </A>

<A> we’ll see </A> 6:03-6:05

122

3. HP (track B8)

<A> track B8 I’m just gonna put this bit closer to you there . alright I’d like you to tell me about

one of your interests </A> 0:00-0:11

 (erm) I really really like reading I enjoyed it very very much (erm) when I was little I was

already a bookworm I devoured books <overlap /> (erm) it never took my mom much trouble to make me read a book I just always enjoyed doing it . right now unfortunately I haven't got much

time to read anymore but . with the reading list for English I actually really enjoyed doing that

<overlap /> because it made sure that I had to make time to read again which I mean nowadays I

don't really do so much anymore . (erm) my favorite kind of books are the ones that . explain more about different characters that don't really say which is the lead character and then continue on

about that person but like Extremely Loud and Incredibly Close <overlap /> where like every

chapter is about another person or it kinda jumps back to a different character I really enjoy those

books because sometimes when I read one <x> just the lead character I feel like I missed out on certain parts of the books because I can find out more about the other characters <overlap />

(erm) I really enjoy reading novels the most (erm) when I was little though I enjoyed fiction books

more and everything that was unreal and just pure imagination but I kind of grew out of that I

guess I just I can't lose myself in a book like that anymore I feel the need to have something a bit more realistic (erm) rather than a story about dragons or heroes or something like that 0:11-2:04

<A> <overlap /> (uhu)</A> 0:25



<A> <overlap /> yeah yeah </A> 1:33

<A> okay now . in recent years is there a book or an author who stands out for you </A> 2:05-2:14

 to me mostly Khaled Hosseini (erm) I read two books of his I have yet to read The Kite

Runner <overlap /> (erm) but (eh) the first one I read of his was And The Mountains Echoed

and I enjoyed that very very much I really liked the way he he writes (erm) I feel like it's very much

in the same way a person speaks which makes it easy to read (erm) and he also jumps back and forth through the characters so you're not just stuck into one story so you kinda get more global

perspective <overlap /> (erm) and I also read A Thousand Splendid Suns of his (erm) but I really

123

hope that I get the chance to read The Kite Runner as well because my mom and most of my

friends have read it and they all say that it's a beautiful book so 2:14-3:10


<A> <overlap /> (uhu) </A> 2:53

<A> (uhu) . it is eh have you seen the film version of that mostly <overlap /> you’ve seen the

film already </A> 3:10-3:18


<A> to what extent do you think that when you see a film before you read the book that to what extent does it actually color your reading </A> 3:18-3:26

 to me it doesn't at all <overlap /> I know a lot of people who see a movie and then they will

read the book about the (erm) from which the movie was <x> made and they see the characters

in their head in the same kind of places but I I never really have that . like I saw all of the Harry Potter movies before I read the books and I still saw a different Harry and a different Hermione

and Hogwarts was not the way it was in the movie for me I just I kinda make up new appearances

<overlap /> for the characters but I know that a lot of people just see the persons from the movies

and (eh) kind of base their I guess imagination on on what they have seen already 3:26-4:16

<A> <overlap /> no </A> 3:30


<A> well that’s great that you can do that it means that you have a strong imagination to be able

to to be able to resist the images you’ve already seen from the film . okay </A> 4:17-4:27

124

4. HP (track B9)

<A> this is track eh B9 I’ll put that a bit closer to you there . alright I’d like you to to talk about a

culture item so you choose whatever it is a film a book eh it’s up to you eh and tell me about it

something that’s had an influence on you </A> 0:00-0:18

 ok (erm) . I would like to talk about the film Suffragette . <overlap /> (erm) I'm a feminist so of course this movie interests me <overlap /> (erm) and I was very excited about this movie

and I thought it would bring attention to feminism and to suffragettes but unfortunately

unfortunately it kind of flew under the radar here in Belgium and still not a lot of people have

heard about suffragettes . and it really bothers me that in in our (eh) educational system (eh) we are taught about what a suffragette really is . (eh) still students here at the university don't know what

it is and I believe it's really important (erm) what they did was really important and it made a real

change so (erm) it really bothers me that films like this keep flying under the radar and nobody

knows what it's about . (erm) 0:18-1:19



<A> why do you think that is why do you think that a film that raises such an important issue and

looks at the roots of of of that kind of movement why do you think it it it doesn’t get noticed </A> 1:19-1:32

 nowadays when you go (erm) and see a film you are trying to escape reality and relax a bit so

people tend to choose (erm) movies about the supernatural or like The Avengers superheroes

<overlap /> (eh) instead of topics that remind them of how the world really is and (erm) how unfair some people are treated 1:32-2:00


<A> (uhu) so for many people that type of film is too much effort it’s not it’s not relaxing </A>

2:00-2:09

 yes and maybe too confronting (erm) a lot of people still believe that (erm) feminism is not

(eh) necessary (eh) women can vote now so they already all have all the rights that they need but

feminism is still very important I believe in the society (eh) we still need it (eh) there's still the wage

gap <overlap /> (erm) the crime of rape is the only crime where (erm) the victim can be accused of doing something wrong she's always wearing the wrong clothes or she shouldn't be out alone at

night instead of just saying she's a victim she's always done something wrong (erm) so that

125

frustrates me (eh) and it frustrates me that feminism is still perceived as a bad word (erm) when I

tell people I'm a feminist (eh) they tend to say oh oh so you hate men or so you're aggressive or

they joke around like oh let's . don't say too much we have a feminist among us <overlap /> (erm)

and it's all fun and games but still feminism it’s it isn't a bad word we just want equality we want the same rights and I don't believe feminists should be treated that way <overlap /> . and we

should be taken seriously 2:09-3:25




<A> eh .. now I take your point absolutely that these there are still a serious series of inequality

that need to be that need to be addressed in the present day society that really haven’t gone away .

eh .. do you think that . I mean you’re living in a developed western country . do you think that within your working life time those disparities those inequalities . will disappear what’s your do you

have an optimistic view as to </A> 3:26-3:59

 not really (erm) . right now I believe the western world is already ahead of (erm)

underdeveloped countries (erm) so especially in this part of the world feminism is believed to be unnecessary . (erm) and we do have already more rights than most women in the world but it

doesn't get rid of the problem that we are still being seen (eh) that we are still being seen as unequal

and . (erm) feminists are still being laughed at even my brother said yesterday . oh you're going to

talk about feminism well that's a bit boring isn't it and it frustrates me even my own brother would say that to me cause he knows how important it is to me (erm) so a lot of men still don't take it

seriously and when you underestimate a problem and you don't (erm) assess it . it it gives flying

under the radar but it's still there so as long as feminism isn't really out there (erm) people won't

address it and it won't get solved 3:59-5:13

<A> so we need a change in culture then . because a lot of these things are very (x) this idea of of

men treating it lightly and not really taking it seriously it’s it’s a little bit of a joke </A> 5:13-5:25

 yes I don't think (erm) well they believe . well women can have jobs now and they don't even

realize that we were are being paid less for the same jobs but they don't really care I guess because it's not really their problem but I do believe feminism is also a good thing for (erm) men because

the stereotype of men can't cry they have to be strong they have to make more money than the

than the woman and that also hurts men and I believe all stereotypes of a woman needing to be a

mother and men needing to be strong is bad for everybody not only for females 5:25-6:05

126

<A> well it’s certainly increasing I I’ve seen that changing over the years that’s that that division

between male females roles is .. changing you get more more men who who are taking more of the

traditional . family role if you like that is that is happening but . it seems very slow isn’t it’s a very

slow process </A> 6:05-6:25

 yes it's a very slow project and that's why I don't believe that (erm) full equality will be

achieved by in my lifetime <overlap /> . I think it's a process and people's minds need to be

changed and that takes a while 6:25-6:42

<A> <overlap /> (mhm) (mhm) </A> 6:35

<A> what can an individual do . somebody as yourself who has such strong views </A> 6:42-6:46

 well I don't believe . some people have told me politics maybe but I don't believe politicians

change that much these days I don't think they have that much power anymore . most power comes from just people who started started a blog or just regular people <overlap /> (erm) and I do love

the campaign he for she which (erm) the actress Emma Watson she is very popular and it's very

useful her popularity (erm) to get more attention to the campaign so I think also celebrities (erm)

and people who are being seen as role models need to be . (erm) yes sorry feminists <overlap /> they need to speak out and talk about feminism and equality so that the younger generation will .

that look up to them will also see that there is still inequality in the world 6:46-7:45

<A> <overlap /> (uhu) </A> 7:09

<A> <overlap /> (uhu) </A> 7:35

<A> (hm) perhaps there’s something that’s been missing in the debate in recent years and certainly

when I think of some big eh eh wages for A list actresses for example in parity with male eh eh

actors . perhaps there’s a missing of men saying alright I’m a feminist </A> 7:45-8:07

 yes that's (erm) why I love the he for she program it's (eh) it inspires men to stand up and say it's not fair so that other men will realize that it is not fair and just because I am male it’s not I

shouldn't earn more than my colleague so that's why I love the he for she project it has this amazing

website with this world map and you can join (eh) you can select your country where you're living

(eh) and then you can select male female or even other because transgenders or people who are struggling <overlap /> (erm) can also check anothe=another another box (erm) . and then you

can see how many men and how many women have checked in the boxes in your country and

what they believe is important (eh) about feminism . you can also check that so 8:07-8:57

127

<A> <overlap /> (uhu) </A> 8:38

<A> so you connect yeah yeah </A> 8:57-9:01

 yes yes and you can also have a view on how the world . (eh) views feminism it's yeah it's easy

to . see which what countries are involved and what countries are less involved 8:07-9:11

128

5. HP (track A18)

<A> track A18 I’ll put this a bit closer to you there now . tell me an anecdote </A> 0:00-0:07

 well . (erm) so I sing in a choir a female choir <overlap /> <XX> and (erm) about . every

two years we go abroad to sing in an international competition <overlap /> . (erm) and two years

ago we went to Vic in Spain <overlap /> (erm) and so (erm) we had sung in the competition and we had some free time (erm) so we went to a little market and I was walking around with my (erm)

three friends who are the same age as me <overlap /> and (erm) they’re also light blonde so we

were four girls . around sixteen seventeen walking the market and (erm) suddenly we see all these

people looking at us and staring at us and (erm) one moment we see a vendor taking his mobile phone and he’s just filming us while we are walking <overlap /> yeah so we were thinking what

are they doing why are they doing this and then we realized well they all have black hair dark brown

hair and suddenly they see four young girls with very blonde hair because it was summer so it was

very light . and yeah they just thought it was weird to see . four girls with light hair 0:08-1:32

<A> <overlap /> (uhu) </A> 0:17

<A> <overlap /> (uhu) </A> 0:21

<A> <overlap /> (uhu) </A> 0:28

<A> <overlap /> (uhu) </A> 0:42

<A> <overlap /> really </A> 1:09

<A> (eh) is it . was it an area that doesn’t have much tourism because I mean who would have

thought . you know </A> 1:32-1:36

 well . actually I think in Vic they have a university and there are a lot of people but I think it was just (erm) yeah a small .. yeah . a small part of town with a lot of old people <overlap /> and

yeah . so maybe they don’t see it a lot around there 1:37-1:57

<A> <overlap /> (uhu) </A> 1:52

<A> so you felt like the center of attention of of </A> 1:57-2:03

 yeah we felt like celebrities 2:03-2:03

129

<A> (eh) so you were there with a choir tell me more about the choir I mean clearly if you you

know this is obviously quite a serious choir if you do international competitions . eh have you

always sung </A> 2:04-2:17

 (erm) . yeah well . (erm) I’ve sung since I was a little girl and then when I was I think when I was around six years old my mother told me hey when I used to be young I sang in a choir <XX>

and they al they also have a children’s choir don’t you want to try out so I thought yay I can sing

with other people <overlap /> so (erm) I went to the choir and I really liked it and (eh) I sang in

the children’s choir up until I think two years ago . (erm) because I became too old sadly <overlap /> (erm) and since I was fifteen I also sing in the … grown-up choir <laughs> (erm) and the age

varies it goes from . I think sixteen years old to the oldest is I think (erm) around forty-five but

that’s really old most are in their twenties or something <overlap /> (erm) and yeah (erm) we sing

competitions in Belgium and (erm) every two years (eh) we go abroad but I like in July we go to (erm) Vilnius in Lithuania . so . that’s very exciting (erm) but yeah we’re not . professionals (erm)

we’re all amateurs so we don’t have anybody who . sings for . money 2:17-3:48


<A> <overlap /> (uhu) alright </A> 2:54

<A> <overlap /> okay </A> 3:18

<A> right right . it’s eh I mean I’ve sung in a choir before and I always found it’s so enjoyable .

but you have to be good . you can’t be lazy . people think that if you’re in a choir you can be lazy

but . it’s actually quite demanding isn’t it </A> 3:49-4:06

 yeah yeah it’s just it’s not (erm) . every . member of the choir has to give himself fully because

otherwise . you’re never going to have a full sound a good sound and it’s never going to be . yeah

good . I think eh 4:07-4:30

<A> do you . do you have moments where you’re aware you’re there you’re part of the choir and you’re singing your way . do you have moments you become aware that oh my goodness we are

doing so . this is perfect when everybody just seems to . do you have those moments </A> 4:31-4:46

 yeah (erm) two weeks ago we had a concert . (erm) requiem pro luna <overlap /> (erm) and (erm) it’s a requiem (erm) about (erm) a girl who (erm) was shot when she was four years old I

think and (erm) the lyrics . of the requiem are just [-].. it’s also so demanding music when I was

singing it and it was the end of the reqi requiem <overlap /> and the conductor he began . allez

he started to cry and I just felt goosebumps all over my body and . yeah there were tears in my eyes

130

too so . and sometimes . you’re singing and it it just sounds so beautiful and you think how can we

produ- (eh) produce this it’s just wonderful I love . singing in a choir <laughs> 4:47-5:42

<A> <overlap /> (uhu) </A> 4:56


<A> yeah I almost I mean I I I’d almost go so far to say you know I think it should be compulsory

you know we should have to sing because actually there’s something even if you’re not a great

singer it’s something about that raising your voice in a group </A> 5:42-5:55

 and it’s also just fun 5:56-6:00

<A> absolutely . okay </A> 6:00-6:01

131

6. HP (track B1)

<A> this is track B1 so I’ll put a little closer to you there . alright I’d like you to start by telling an

anecdote </A> 0:00-0-09

 (erm) okay (erm) about two years ago (erm) I went to a concert of my favorite YouTube (eh)

singer . her name is Megan Nicole and (erm) I've seen her before in concert and but this was the second time I saw her and (erm) I had the VIP upgrade so I was able to go to the sound check and

the Q&A and the meet and greet <overlap /> (erm) and I went with (eh) two of my friends that

I met on Twitter who are also big fans of her and we (erm) so we went together and at the Q&A

(erm) I asked her a question and she was she said like I know you I met you before . from she remembered me from like two years ago which was really special yeah 0:10-1:03

<A> <overlap /> (uhu) </A>

<A> waw so when did you meet her two years previously </A> 1:03-1:05

 yes 1:06-1:06

<A> what was that situation was that another concert </A> 1:06-1:08

 yes where she was the opening act and ehm she did a free meet and greet after the show so I

had I could meet her as well (erm) yeah she said she remembered me which gave me a feeling of

yeah I felt very special 1:08-1:23

<A> yeah isn’t it amazing how these memories especially those who are quite famous </A> 1:24-1:32

 yeah I would not be able to remember people's faces . especially when it was two years

previous yeah so (erm) after the Q&A there was the meet and greet itself <xx> to get a personal more personal experience and . she even remembered my name . she was signing my poster and

she said it's Mathilda right and I was like yes waw <laughs> it was . yeah 1:32-1:57

<A> it’s incredible isn’t it when someone remembers your name and it’s yeah yeah </A> 1:57-2:02

 yeah it was . yeah it felt really good I was really happy especially because she means a lot to

me she's my inspiration and it feels really good 2:03-2:16

<A> okay now something interesting you said a YouTube singer <overlap /> just explain to me

what you mean by that </A> 2:17-2:22

132


 yeah (erm) she started putting covers on YouTube so video's where she covered other

people's songs and then she got a lot (eh) likes and views and it started growing and she started

writing her own songs but all of that happened through YouTube so she uploaded that on YouTube and it's something really amazing (eh) from these days that you can reach people all over

the world just by uploading a video on YouTube 2:23-3:01

<A> and is she gaining a bigger and bigger audience a bigger and bigger following </A> 3:02-3:05

 eh I think so well not in an incredibly fast way like Justin Bieber or something but . it’s getting

there because she also nowadays she also goes to award shoes and she’s on television sometimes

and on the radio so it does she does gain a lot of attention 3:05-3:28

<A> and you were there in the early stages </A> 3:28-3:30

 yes 3:31-3:31

<A> yeah okay . erm can you describe for me eh just pick out one of the songs for you that you

think is particularly powerful erm and just describe to me why it is you think that is that stand out

</A> 3:31-3:46

 (erm) well she has this song called Safe With Me and it's a slow song but at the same time it's

really powerful because in the song she sings to you like she sings you're safe with me and it's like

one of the songs when you feel down and you listen to it and just close your eyes and you hear that

and it just makes you feel calm and appreciated and you're not alone because she sings (erm) for example she sings (erm) you're not abandoned and (erm) in the dark there's always someone waiting

and that's me and yeah it means a lot 3:47-4:32

<A> it’s eh it’s it’s it’s wonderful when a record has that has that power to be able to do that to

reach that way </A> 4:33-4:40

 yeah . yes and it's not just like a song like ooh I can dance with but it has real meaning and

that's that's important 4:40-4:46

<A> ok I gotta stop the track </A> 4:47-4:48

133

7. HP (track B11)

<A> track eh B11 . I’m going to put this a little closer to you there . eh what I’d like you to do is

eh begin with an anecdote </A> 0:00-0:07

 oh ok . eh well last year I went to eh Rome with my family so my eh mother my father . my

elder brother and me eh and we went to the Vatican to visit Saint Peters basilica eh . but eh at the entrance there were two security guards and they were checking eh whether the women’s skirts or

<laughs> dresses weren’t too short to enter the basilica so I was also checked and <laughs> the

guards they were hesitating to let me in . I they were just looking at my legs constantly and I was

feeling rather uncomfortable 0:07-0:56

<A> (uhu) </A> 0:57-0:57

 and eh eventually they said I had to eh wrap a sca- scarf <laughs> around my legs to be able

to enter properly <laughs> the basilica properly . eh so . eventually I was able to go inside and yes

well of course <laughs> I was completely astonished by the architecture of the basilica it was beautiful I saw Michelangelo and Bernini and it was beautiful . eh so eh after having a long look

around eh . I wanted to go eh outside but erm suddenly a large group came entered the basilica

<overlap/> eh I think it was a guided tour or so people were following a guided tour or something

and eh . and suddenly I lost my <laughs> family somewhere I was really scared so I <starts laughing> I <stops laughing> allez I went I took another few tours around the basilica and I think

I’ve seen every corner of the basilica <laughs> eh and eh I eventually I found my family . luckily

<overlap/> ehm but and eh . my mother had been trying to call me . but and eh she was looking

she had been walking around with her phone eh and suddenly she realized that she had lost her purse because yeah she had taken out her phone and well she had lost her purse . so we had to go

back to the basilica . again <laughs> to go back to go look for the purse and we thought it probably

will be stolen or something this purse it’s got money in it <laughs> eh . but eventually we found

the purse on a bench . there were benches so you were able to look at the paintings for a while and think about beautiful paintings eh . and yes we found the purse . <x> as if saint peter had been

watching over it <laughs> 0:57-3:23

<A> <overlap/> (uhu) </A>

<A> <overlap/> (uhu) </A>

<A> and is that something . had your mother just inadvertently left the purse there or </A>

3:23-3:26

134

 just eh she was worried about me and she had eh taken out her phone out of her purse and

she had started to call me but of course I let my cell phone at home . eh and eh yes she must have

just left it there because she was concerned about me so 3:26-3:44

<A> (uhu) . so it’s like everything seemed to happen on that day </A> 3:44-3:49

 <laughs> well yes 3:49-3:51

<A> you getting lost </A> 3:51-3:52

 I . me getting lost . I had had guards . looking at my legs <laughs> eh . yes . but . I enjoyed

the rest of the day . it was Rome of course the Vatican well the Vatican and Rome 3:52-4:04

<A> (uhu) </A> 4:04-4:04

 was beautiful . it was one of the best trips . I I’ve ever made . and it was last year so . I can

recall a lot 4:04-4:16

<A> hm . it’s still fresh in your mind really </A> 4:17-4:18

 it’s still fresh in my mind . yes <laughs> 4:18-4:20

<A> eh . how important . is art . I mean in terms of being exposed to that kind of experience

</A> 4:20-4:29

 well eh actually eh one of my interests is drawing and eh . because I’m so interested in it I know eh some painters 4:29-4:38

<A> (uhu) </A> 4:39-4:39

 eh and one my favorite painters is . Frida Kahlo and it’s a Mexican surrealist <overlap/> of

the twentieth century . and eh when she was eighteen she had a bus accident and eh . eh eh eh iron handle pierced her . abdomen . she had been suffering ever since that accident for her whole life

and eh you can really see the pain . the physical pain she has reflected in those paintings . well and

I really loved that . that somebody is able to express his emotions and his feelings in a work of art

. so yes <laughs> I I really eh . yeah art is really important to me 4:39-5:32

<A> <overlap/> yeah </A>

<A> (uhu) . okay </A> 5:32-5:32

135

8. HP (track B21)

<A> this is track B21 . I’m going to put this a little bit closer to you there </A> 0:00-0:06

 hm yeah 0:06-0:06

<A> what I’d like you to do is tell an anecdote </A> 0:06-0:08

 yeah . eh so a few weeks ago I came back from work it was a Saturday and I received a phone call . it was Milo he’s a friend of mine and we hadn’t seen each other in ages eh I don’t know if you

know him eh but he’s an an upcoming artist eh <overlap /> that week when he called me he was

eh the number one in the charts of De Afrekening on the radio station Studio Brussel <overlap />

with this single Here With Me <overlap /> and he asked if I eh was busy next Thursday and I hadn’t I had nothing planned so yeah I was free and he suggested to go and watch James Bay at

the eh Lotto Arena <overlap /> in Antwerp . eh because we’re both huge fans and I was delighted

and I said of course eh of course I’m coming with you . but eh few days later erm . I get another

call eh from Milo and when you when something like that happens you expect that something is not right and he starts talking and he says only there’s a problem and I was like no our beautiful

plan will fall through and eh . he tells (eh) he tells me no he told me that his manager received a

phone call eh from the radio station MNM (eh) because they were giving the nineties and nillies

party <overlap /> but eh the tragic erm events of the week before <overlap /> in Brussels eh . they needed someone who can do something quietly so they purposed that Milo eh should eh sing

his song but that was the same Thursday as we were going to see (eh) <overlap /> James Bay . but

maybe you know it or maybe not but eh . you have the Lotto Arena and three meters and you have

<overlap /> Sportpaleis yes . eh so he asked me if it shouldn’t be much of a problem for me if it could be later and I was like <laughs loudly> no of course not eh . not at all and he arranged eh a

backstage VIP ticket and . food tickets and ah it believed to be a wonderful night and that particular

night we I went to the Sportpaleis in Antwerp we first sound checked in <enthusiastic> the big hall

and then we rushed off to eh watch James Bay <overlap /> . who we love eh and we left a bit earlier to return to the Sportpaleis and to eat something and believe it or not I was eating and I was

looking next to me and Kate Ryan was just eating her food and I was like what <laughs> is this

really happening eh . and eh then Milo had to perform for an audience of thirty . thirteen thousand

eh people . and that was eh . twice as much as James Bay next door . so it was really unbelievable it was unreal I imagined myself a star walking backstage with all those famous people 0:08-3:41

<A> <overlap /> (uhu) </A> 0:34

<A> <overlap /> (uhu) </A> 0:44

136

<A> <overlap /> (uhu) </A> 0:46

<A> <overlap /> (uhu) </A> 0:59

<A> <overlap /> (uhu) </A> 1:45

<A> <overlap /> (uhu) </A> 1:51

<A> <overlap /> (uhu) </A> 2:13

<A> <overlap /> ah right right </A> 2:22

<A> <overlap /> (uhu) </A> 2:59

<A> so from thinking that the whole thing might be collapsing <overlap /> it actually turned into something even better </A> 3:41-3:48

 <overlap /> yes 

 something . the best Thursday of my life I think <laughs> yes (uhu) 3:48-3:50

<A> yeah I mean Thursdays you don’t really think of as Saturdays </A> 3:51-3:53

 no no . not really 3:54-3:55

<A> okay extraordinary . ehm so . I take it that your taste in music is along the lines of James Bay

Milo and its that’s the more quieter erm eh singer songwriter </A> 3:55-4:14

 yes . with a bit of . power <overlap /> yeah I like the the emotion in music and how they express themselves just with a guitar and a voice . without eh little . without . pooh pah <laughs>

<overlap /> yeah . but I also like (eh) a lot of drums and it’s very div- diverse my taste in music

yeah <overlap /> and I play music myself as well I’m a singer so afterwards we were backstage in

the loge I don’t know how it’s called in (eh) 4:14-4:58

<A> <overlap /> (uhu) </A> 4:16

<A> <overlap /> I think you could say that I think yeah </A> 4:34

<A> <overlap /> (uhu) </A> 4:47

<A> okay </A> 4:56

 and we were just singing together all and ah . it was amazing 4:57-5:02

137

<A> well that’s wonderful isn’t it </A> 5:03-5:04

 yeah . I play the piano as well . ever since my childhood I was intrigued by (eh) music eh . I

learned to play the piano even without eh knowing how to read sheet music (eh) but when I was

of an age to follow classes . music classes I was introduced to the world of sheet music and listening and recognizing instruments with a bit of history <overlap /> music history and . yeah I like 

5:04-5:38

<A> <overlap /> (uhu) </A> 5:34

<A> so music eh is a very strong strain there is a very strong <overlap /> part of who you are </A> 5:38-5:42

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