Schmied C21 LSP 1 Josef Schmied Chair English Language & Linguistics Chemnitz University of Technology phil.tu-chemnitz.de

Schmied C21 LSPSchmied C21 LSP 11

Josef SchmiedJosef SchmiedChair English Chair English LanguageLanguage & Linguistics & LinguisticsChemnitz University of TechnologyChemnitz University of Technology

www.tu-chemnitz.de/phil/english/schmiedwww.tu-chemnitz.de/phil/english/[email protected]@phil.tu-chemnitz.de

English 21: from language teacher to

language service provider ?"Challenges" Usti 23/11/07


0. Adapting language teaching 0. Adapting language teaching to the 21st centuryto the 21st century

Features of 21st centuryFeatures of 21st century

Def. Language Service Provider (LSP)Def. Language Service Provider (LSP)

applied language teaching - job applied language teaching - job perspectivesperspectives

Norms?Norms?

Technology supportTechnology support



IntroductionIntroduction

Features of the 21st CenturyFeatures of the 21st Century

globalisation --> English as lingua franca (e.g. globalisation --> English as lingua franca (e.g. China)China)

technology --> Web 2.0technology --> Web 2.0

Challenges of new technologiesChallenges of new technologies

e-learninge-learningweb translationweb translationweb publicationweb publication


Defining the Language Service Defining the Language Service ProviderProvider

new teaching philosophy: new teaching philosophy: the teacher as facilitatorthe teacher as facilitator– esp. e-learningesp. e-learning

translating, esp. EAP/ESPtranslating, esp. EAP/ESP editingediting academic writingacademic writing


1. New users1. New users

in the European Union, esp. CEEin the European Union, esp. CEE– multilingualismmultilingualism– early learning: early learning:

kindergarden + primary schoolkindergarden + primary school

in Chinain China– good Englishgood English– standard norms, e.g. lexical choicesstandard norms, e.g. lexical choices


Graddol 2006: 88



2. New Functions: lingua 2. New Functions: lingua francafranca

A A lingua francalingua franca (Italian literally meaning Frankish language, (Italian literally meaning Frankish language, see etymology below) is any language widely used beyond see etymology below) is any language widely used beyond the population of its native speakers. The de facto status of the population of its native speakers. The de facto status of lingua francalingua franca is usually "awarded" by the masses to the is usually "awarded" by the masses to the language of the most influential nation(s) of the time. Any language of the most influential nation(s) of the time. Any given language normally becomes a given language normally becomes a lingua francalingua franca primarily primarily by being used for international commerce, but can be by being used for international commerce, but can be accepted in other cultural exchanges, especially diplomacy.accepted in other cultural exchanges, especially diplomacy.

A synonym for A synonym for lingua francalingua franca is “ is “vehicular languagevehicular language.” .” Whereas a Whereas a vernacularvernacular language is used as a native language is used as a native language in a single speaker community, a language in a single speaker community, a vehicularvehicular language goes beyond the boundaries of its original language goes beyond the boundaries of its original community, and is used as a second language for community, and is used as a second language for communication between communities.communication between communities.

The term The term lingua francalingua franca is also applied to international is also applied to international auxiliary languages meant specifically for communication auxiliary languages meant specifically for communication between speakers of different native languages. Examples between speakers of different native languages. Examples include Esperanto, etc..include Esperanto, etc..

http://en.wikipedia.org/wiki/Lingua_francahttp://en.wikipedia.org/wiki/Lingua_franca


English is the current English is the current lingua francalingua franca of international business, science, of international business, science, technology and aviation, and has displaced French as the lingua franca technology and aviation, and has displaced French as the lingua franca of diplomacy since World War I. of diplomacy since World War I. The modern trend to use English outside of English-speaking countries The modern trend to use English outside of English-speaking countries has a number of sources. Ultimately, the use of English in a variety of has a number of sources. Ultimately, the use of English in a variety of locations across the globe is a consequence of the reach of the locations across the globe is a consequence of the reach of the BritishBritish Empire. But the establishment of English as an international lingua Empire. But the establishment of English as an international lingua franca after World War II was mostly a result of the spread of English via franca after World War II was mostly a result of the spread of English via cultural and technological exports from the cultural and technological exports from the United StatesUnited States as well as its as well as its embedding in international institutions; for instance, the seating and embedding in international institutions; for instance, the seating and roll-call order in sessions of the roll-call order in sessions of the United NationsUnited Nations and its organs is and its organs is determined by English alphabetical order, and, while there are six determined by English alphabetical order, and, while there are six officialofficial languages of the United Nations, only two (English and French) languages of the United Nations, only two (English and French) are are workingworking languages, and, in practice, English is the sole working languages, and, in practice, English is the sole working language of most UN bodies. language of most UN bodies. A landmark recognition of the dominance of English in Europe came in A landmark recognition of the dominance of English in Europe came in 1995 when, on the accession of Austria, Finland and Sweden, English 1995 when, on the accession of Austria, Finland and Sweden, English joined French and German as one of the working languages of the joined French and German as one of the working languages of the European Commission. European Commission. http://en.wikipedia.org/wiki/Lingua_francahttp://en.wikipedia.org/wiki/Lingua_franca

2.1. Lingua Franca in the 2.1. Lingua Franca in the European UnionEuropean Union


2.2. Academic Writing2.2. Academic Writing

teaching EAP/ESP in other teaching EAP/ESP in other facultiesfaculties

teaching ERASMUS coursesteaching ERASMUS courses teaching specialised classesteaching specialised classes


2.3. Isssue: native-speaker 2.3. Isssue: native-speaker norms?norms?

The role of the native speaker-> the WWW as “corpus”?represents polycentric standards?


3. New Tools3. New Tools

3.1. Collocate Finder3.1. Collocate Finder

3.2. Translation Memory Systems3.2. Translation Memory Systems

3.3. Web Phrase Count3.3. Web Phrase Count

3.4. Multilingual Translation Corpus3.4. Multilingual Translation Corpus


3.1. Collocate Finder3.1. Collocate Finder


3.2. Translation Memory 3.2. Translation Memory SystemsSystems

A A translation memorytranslation memory, or , or TMTM, is a type of database that is used , is a type of database that is used in software programs designed to aid human translators.in software programs designed to aid human translators.

Translation memories are typically used in conjunction with a Translation memories are typically used in conjunction with a dedicated computer assisted translation (CAT) tool, word dedicated computer assisted translation (CAT) tool, word processing program, terminology management systems, processing program, terminology management systems, multilingual dictionary, or even raw machine translation output.multilingual dictionary, or even raw machine translation output.

A translation memory consists of text segments in a source A translation memory consists of text segments in a source language and their translations into one or more target language and their translations into one or more target languages. These segments can be blocks, paragraphs, languages. These segments can be blocks, paragraphs, sentences, or phrases. Individual words are handled by sentences, or phrases. Individual words are handled by terminology bases and are not within the domain of TM.terminology bases and are not within the domain of TM.

Research indicates that many companies producing multilingual Research indicates that many companies producing multilingual documentation are using translation memory systems.documentation are using translation memory systems.

http://en.wikipedia.org/wiki/Translation_memoryhttp://en.wikipedia.org/wiki/Translation_memory


3.3. Word Phrase Count: 3.3. Word Phrase Count: interfaceinterface


3.3. Web Phrase Count: results3.3. Web Phrase Count: results

different than different from different to

relative: 0.181 % 1.379 % 1.179 % .uk 140,000,000 intrasite share: 6.6 % 50.4 % 43 %

relative: 0.702 % 2.292 % 0.13 % .ca 69,800,000 intrasite share: 22.5 % 73.4 % 4.2 %

relative: 0.558 % 6.683 % 4.327 % .au 20,800,000 intrasite share: 4.8 % 57.8 % 37.4 %

relative: 1.589 % 3.047 % 0.16 % .us 54,800,000 intrasite share: 33.1 % 63.5 % 3.3 %


3.3. Word Phrase Count: 3.3. Word Phrase Count: diagramdiagram


3.4. EU Translation Corpus3.4. EU Translation Corpus


Multilingual Translation Corpus: Multilingual Translation Corpus: differentdifferent

ep-00-02-15.txt: 190ep-00-02-15.txt: 190English: English: The document mentions common values on The document mentions common values on differentdifferent occasions. occasions. Unfortunately, I find the reference to the relevant standards to be lacking. Unfortunately, I find the reference to the relevant standards to be lacking. This raises the question as to what these standards and values are based on. I This raises the question as to what these standards and values are based on. I am convinced that the Bible, God' s word, is the only pure source of proper am convinced that the Bible, God' s word, is the only pure source of proper standards and real values. In the tradition of our continent, this realisation is standards and real values. In the tradition of our continent, this realisation is an important one which merits recognition.an important one which merits recognition.German: MehrfachGerman: Mehrfach ist in dem Papier von gemeinsamen Werten die Rede. ist in dem Papier von gemeinsamen Werten die Rede. Leider vermisse ich den Hinweis auf die dazugehörenden Normen. Ich frage Leider vermisse ich den Hinweis auf die dazugehörenden Normen. Ich frage mich, wo Sie diese Normen und Werte hergenommen haben. Nach meiner mich, wo Sie diese Normen und Werte hergenommen haben. Nach meiner Überzeugung ist die Bibel, das Wort Gottes, die einzige reine Quelle Überzeugung ist die Bibel, das Wort Gottes, die einzige reine Quelle anspruchsvoller Normen und echter Werte. Diese in der Tradition unseres anspruchsvoller Normen und echter Werte. Diese in der Tradition unseres Kontinents gewachsene Erkenntnis ist ein entscheidendes Element, das Kontinents gewachsene Erkenntnis ist ein entscheidendes Element, das gebührende Anerkennung verdient.gebührende Anerkennung verdient.French: French: Il est Il est plusieursplusieurs fois question des valeurs communautaires. Hélas, je fois question des valeurs communautaires. Hélas, je ne vois pas la trace des normes requises. La question se pose de savoir de ne vois pas la trace des normes requises. La question se pose de savoir de quoi s'inspirent ces normes et ces valeurs. Je suis convaincu que la Bible, la quoi s'inspirent ces normes et ces valeurs. Je suis convaincu que la Bible, la parole de Dieu, est la seule source pure de bonnes normes et de valeurs parole de Dieu, est la seule source pure de bonnes normes et de valeurs véritables. Dans la tradition de notre continent, cette notion est un élément véritables. Dans la tradition de notre continent, cette notion est un élément important qui mérite d'être reconnu.important qui mérite d'être reconnu.Spanish: VariasSpanish: Varias veces se mencionan en el texto los valores comunitarios. veces se mencionan en el texto los valores comunitarios. Por desgracia se echa en falta la mención a las normas correspondientes. Se Por desgracia se echa en falta la mención a las normas correspondientes. Se suscita la pregunta de dónde salen las normas y los valores. Estoy convencido suscita la pregunta de dónde salen las normas y los valores. Estoy convencido de que la Biblia, la palabra de Dios, es la única fuente pura de buenas normas de que la Biblia, la palabra de Dios, es la única fuente pura de buenas normas y de verdaderos valores. En la tradición de nuestra parte del mundo, este y de verdaderos valores. En la tradición de nuestra parte del mundo, este concepto es un elemento importante que merece reconocimiento. concepto es un elemento importante que merece reconocimiento.


4. New learning4. New learning

the teacher as facilitatorthe teacher as facilitator= someone who skillfully helps a group of people = someone who skillfully helps a group of people

understand their common objectives and understand their common objectives and assists them to plan to achieve them without assists them to plan to achieve them without taking a particular position in the discussion. taking a particular position in the discussion. The facilitator will try to assist the group in The facilitator will try to assist the group in achieving a consensus on any disagreements achieving a consensus on any disagreements that preexist or emerge in the meeting so that that preexist or emerge in the meeting so that it has a strong basis for future action. The role it has a strong basis for future action. The role has been likened to that of a midwife who has been likened to that of a midwife who assists in the process of creation but is not the assists in the process of creation but is not the producer of the end result.producer of the end result.

particularly important in e-learningparticularly important in e-learning


4.1. TWiki4.1. TWiki


4.2. Internet Grammar4.2. Internet Grammar


4.3. Issue: evaluating sources4.3. Issue: evaluating sources 4.3.1. Angle of Vision4.3.1. Angle of Vision

= the way that a piece of writing gets shaped by the = the way that a piece of writing gets shaped by the underlying values, assumptions, and beliefs of the underlying values, assumptions, and beliefs of the author so that the text reflects a certain perspective, author so that the text reflects a certain perspective, worldview, or belief system. The angle of vision is worldview, or belief system. The angle of vision is revealed by internal factors such as the author’s word revealed by internal factors such as the author’s word choice (especially notice the connotations of words), choice (especially notice the connotations of words), selection and omission of details, overt statements, selection and omission of details, overt statements, figurative language, and grammatical emphasis; and by figurative language, and grammatical emphasis; and by external factors such as the politics of the author, the external factors such as the politics of the author, the genre of the source, the politics of the publisher, and so genre of the source, the politics of the publisher, and so forth.forth.(Ramage, John D./John C. Bean/June Johnson 6th ed. (Ramage, John D./John C. Bean/June Johnson 6th ed. 2004. 2004. Writing Arguments. A Rhetoric with ReadingsWriting Arguments. A Rhetoric with Readings. . NewYork: Longman, 376).NewYork: Longman, 376).


4.3.2. Degree of Advocacy4.3.2. Degree of Advocacy

= the extent to which an author unabashedly takes a = the extent to which an author unabashedly takes a persuasive stance on a contested position as opposed persuasive stance on a contested position as opposed to adopting a more neutral, objective, or exploratory to adopting a more neutral, objective, or exploratory stance. When a writer has an ax to grind, you need to stance. When a writer has an ax to grind, you need to weigh carefully the writer’s selection of evidence, weigh carefully the writer’s selection of evidence, interpretation of data, and fairness to opposing views. interpretation of data, and fairness to opposing views. Although objectivity is itself an “angle of vision” and Although objectivity is itself an “angle of vision” and no one can be completely neutral, it is always useful no one can be completely neutral, it is always useful to seek out authors who offer a balanced assessment to seek out authors who offer a balanced assessment of the evidence. Evidence from amore detached and of the evidence. Evidence from amore detached and neutral writer may be more trusted by your readers neutral writer may be more trusted by your readers than the arguments of a committed advocate.than the arguments of a committed advocate.(ibid, 377)(ibid, 377)


4.3.3. Reliability4.3.3. Reliability

““Reliability” refers to the accuracy of factual Reliability” refers to the accuracy of factual data in a source as determined by external data in a source as determined by external validation. If you check a writer’s “facts” against validation. If you check a writer’s “facts” against other sources, do you find that the facts are other sources, do you find that the facts are correct? Does the writer distort facts, take them correct? Does the writer distort facts, take them out of context, or otherwise use them out of context, or otherwise use them unreasonably?unreasonably?A reliable writer acknowledges these A reliable writer acknowledges these controversies and doesn’t treat disputed data as controversies and doesn’t treat disputed data as fact. Furthermore, if you check out the sources fact. Furthermore, if you check out the sources used by a reliable writer, they’ll reveal accurate used by a reliable writer, they’ll reveal accurate and careful research – respected primary sources and careful research – respected primary sources rather than hearsay or secondhand reports.rather than hearsay or secondhand reports.(ibid, 378)(ibid, 378)


4.3.4. Credibility4.3.4. Credibility

““Credibility” is similar to “reliability” but is based Credibility” is similar to “reliability” but is based on internal rather than external factors. It refers on internal rather than external factors. It refers to the reader’s trust in the writer’s honesty, to the reader’s trust in the writer’s honesty, goodwill, and trustworthiness and is apparent in goodwill, and trustworthiness and is apparent in the writer’s tone, reasonableness, fairness in the writer’s tone, reasonableness, fairness in summarizing opposing views, and respect for summarizing opposing views, and respect for different perspectives (what we have called different perspectives (what we have called “ethos”). Audiences differ in how much credibility “ethos”). Audiences differ in how much credibility they will grant to certain authors. Nevertheless a they will grant to certain authors. Nevertheless a writer can achieve a reputation for credibility, writer can achieve a reputation for credibility, even among bitter political opponents, by even among bitter political opponents, by applying to issues a sense of moral courage, applying to issues a sense of moral courage, integrity, and consistency of principle.integrity, and consistency of principle.(ibid, 378)(ibid, 378)

Schmied C21 LSPSchmied C21 LSP 28284.4. Evaluating a Web Site I4.4. Evaluating a Web Site I(Ramage, John D./John C. Bean/June Johnson 6th ed. 2004. Writing Arguments. A Rhetoric with Readings. NewYork: Longman, 380)

Criterion 1: AuthorityCriterion 1: Authority Is the author or sponsor of the Web site clearly identical?Is the author or sponsor of the Web site clearly identical? Does the site identify the occupation, position,, education, experience, Does the site identify the occupation, position,, education, experience,

and credentials of the site’s authors?and credentials of the site’s authors? Does the introductory material reveal the author’s or sponsor’s Does the introductory material reveal the author’s or sponsor’s

motivation for publishing this information on the Web?motivation for publishing this information on the Web? Does the site provide contact information for the author or sponsor Does the site provide contact information for the author or sponsor

such as an e-mail or organization address?such as an e-mail or organization address?

Criterion 2: Objectivity or Clear Disclosure of AdvocacyCriterion 2: Objectivity or Clear Disclosure of Advocacy Is the site’s purpose (to inform, explain, or persuade) clear?Is the site’s purpose (to inform, explain, or persuade) clear? Is the site explicit about declaring its author’s/sponsor’s point of view?Is the site explicit about declaring its author’s/sponsor’s point of view? Does the site indicate whether authors are affiliated with a specific Does the site indicate whether authors are affiliated with a specific

organization, institution, or association?organization, institution, or association? Does the site indicate whether it is directed toward a specific Does the site indicate whether it is directed toward a specific

audience?audience?


4.4. Evaluating a Web Site II4.4. Evaluating a Web Site II

Criterion 3: CoverageCriterion 3: Coverage Are the topics covered by the site clear?Are the topics covered by the site clear? Does the site exhibit suitable depth and comprehensiveness for its Does the site exhibit suitable depth and comprehensiveness for its

purpose?purpose? Is sufficient evidence provided to support the ideas and opinions Is sufficient evidence provided to support the ideas and opinions

presented?presented?Criterion 4: AccuracyCriterion 4: Accuracy Are the sources of information stated? Can you tell whether this Are the sources of information stated? Can you tell whether this

information is original or taken from someplace else?information is original or taken from someplace else? Does the information appear to be accurate? Can you verify this Does the information appear to be accurate? Can you verify this

information by comparing this source with other sources in the field?information by comparing this source with other sources in the field?Criterion 5: CurrencyCriterion 5: Currency Are dates included in the Web site?Are dates included in the Web site? Do the dates apply to the material itself or to its placement on the Web? Do the dates apply to the material itself or to its placement on the Web?

Is the site regularly revised and updated?Is the site regularly revised and updated? Is the information current, or at least still relevant, for the site’s Is the information current, or at least still relevant, for the site’s

purpose?purpose?(ibid. 380)(ibid. 380)


5. New teaching: curricula5. New teaching: curricula

TUCTUC

BA new modules: professional skillsBA new modules: professional skills

MA Advanced English: media MA Advanced English: media modulemodule

MA ELIC (=English as a Language MA ELIC (=English as a Language of International Communicationof International Communication))


BA TUC Modul: professional BA TUC Modul: professional skillsskills

Qualifikationsziele: Qualifikationsziele:

1. In IT lernen die Studierenden den Unterschied zwischen den 1. In IT lernen die Studierenden den Unterschied zwischen den klassischen, gedruckten und modernen, elektronischen klassischen, gedruckten und modernen, elektronischen Informationsträgern kennen: Informationsträgern kennen:

- Wörterbücher/CD-ROMs sowie Online-Ressourcen, - Wörterbücher/CD-ROMs sowie Online-Ressourcen, - Internet-Suchmaschinen und die kritische Bewertung ihrer Ergebnisse - Internet-Suchmaschinen und die kritische Bewertung ihrer Ergebnisse

je nach spezifischer Relevanz, je nach spezifischer Relevanz, - CD-ROM- und Internet-basierte CALL-Software im weitesten Sinne. - CD-ROM- und Internet-basierte CALL-Software im weitesten Sinne. - andere Suchstrategien (Konkordanzen, etc.) in literarischen und - andere Suchstrategien (Konkordanzen, etc.) in literarischen und

anderen Textsammlungen (anderen Textsammlungen (British National CorpusBritish National Corpus). ).

2. Im Berufsalltag geht es sehr häufig um den Umgang mit Fachtexten 2. Im Berufsalltag geht es sehr häufig um den Umgang mit Fachtexten in der Fremdsprache, sowohl rezeptiv als auch produktiv. in der Fremdsprache, sowohl rezeptiv als auch produktiv.

Die Studenten lernen Die Studenten lernen - Besonderheiten der Struktur und Terminologie von wissenschaftlichen - Besonderheiten der Struktur und Terminologie von wissenschaftlichen

Texten, v.a. Unterschiede in Vokabular, Grammatik und Stil in Texten, v.a. Unterschiede in Vokabular, Grammatik und Stil in versch. Textsorten, versch. Textsorten,

- Unterschiede zwischen mutter- und nicht-muttersprachlichen und - Unterschiede zwischen mutter- und nicht-muttersprachlichen und geistes- und naturwissenschaftlichen Texten im Englischen. geistes- und naturwissenschaftlichen Texten im Englischen.



5.1. Teaching Writing5.1. Teaching Writing

defining scholarly writing (vs. creative writing):defining scholarly writing (vs. creative writing):consists of certain conventions that can vary between consists of certain conventions that can vary between

disciplines:disciplines: * an argument or interpretation* an argument or interpretation * data and evidence that is reliable and verifiable* data and evidence that is reliable and verifiable * citations and bibliography or works cited* citations and bibliography or works citedother characteristics include:other characteristics include: * research--a review of literature peer reviewed by scholars* research--a review of literature peer reviewed by scholars * introduction, body paragraphs (with evidence), conclusion* introduction, body paragraphs (with evidence), conclusion * strong thesis and topic sentences* strong thesis and topic sentences * strong organization (IMRAD?)* strong organization (IMRAD?) * demonstrates clear, critical thinking* demonstrates clear, critical thinking * a comparison of claims to the claims of others* a comparison of claims to the claims of others


5.1.1. Teaching Academic Writing in 5.1.1. Teaching Academic Writing in discourse contextdiscourse context

Reading - Speaking - Writing (in hypertext formats)Reading - Speaking - Writing (in hypertext formats)Reading is the cognitive process of deriving meaning from written

or printed text (including Braille).It is a means of language acquisition, of communication, and of

sharing information and ideas. Effective readers use decoding skills (to translate printed text into the sounds of language), use morpheme, semantics, syntax and context cues to identify the meaning of unknown words, activate prior knowledge (schemata theory), use comprehension, and demonstrate fluency during reading.

Although reading print text is now an important way for the general population to access information, this has not necessarily been the case historically around the world. With some exceptions, only a small percentage of the population in many countries was considered literate before the Industrial Revolution.


5.1.2. Writing Norms5.1.2. Writing Norms

Usage vs. Systems NormsUsage vs. Systems NormsPrescription can refer both to the codification and the Prescription can refer both to the codification and the

enforcement of rules governing how a language is to be enforcement of rules governing how a language is to be used. used.

Description observes and records how language is used in Description observes and records how language is used in practice, and which is the basis of all linguistic research. practice, and which is the basis of all linguistic research. Serious scholarly descriptive work is usually based on text Serious scholarly descriptive work is usually based on text or corpus analysis, or on field studies, but the term or corpus analysis, or on field studies, but the term "description" includes each individual's observations of their "description" includes each individual's observations of their own language usage. Unlike prescription, descriptive own language usage. Unlike prescription, descriptive linguistics eschews value judgments and makes no linguistics eschews value judgments and makes no recommendations.recommendations.

Prescription and description are often seen as opposites, in the Prescription and description are often seen as opposites, in the sense that one declares how language should be while the sense that one declares how language should be while the other declares how language is. But they can also be other declares how language is. But they can also be complementary, and usually exist in dynamic tension. Most complementary, and usually exist in dynamic tension. Most commentators on language show elements of both commentators on language show elements of both prescription and description in their thinking, and popular prescription and description in their thinking, and popular debate on language issues frequently revolves around the debate on language issues frequently revolves around the question of how to balance these.question of how to balance these.


ConclusionConclusion

backing up skills with research:backing up skills with research: culture-specific usage of hedgesculture-specific usage of hedges culture-specific usage of cohesive devicesculture-specific usage of cohesive devices culture-specific use of precision and clarityculture-specific use of precision and clarity

numbers, charts vs. photographs, maps, illustrationsnumbers, charts vs. photographs, maps, illustrations

collaboration and exchange of collaboration and exchange of university departments with university departments with Language Service ProviodersLanguage Service Provioders

Documents

Schmied C21 LSP 1 Josef Schmied Chair English Language & Linguistics Chemnitz University of Technology phil.tu-chemnitz.de