LANGUAGE3^

	

frontal

45°

90°

from above

= TO-SPEAK6
Berlin \| dgskorpus_ber_05 \| 61+f I started speaking and then was told that there was an officer coming who knew how to sign. It really surprised me.
r	$GEST-ATTENTION1^	ANSWER1*	$GEST-NM-SHAKE-HEAD1^	TO-SPEAK6	IMMEDIATELY6*	TO-COME1*	TO-SIGN1G*
l			$GEST-NM-SHAKE-HEAD1^			TO-COME1*	TO-SIGN1G*
m		an{twort}				kommt	gebärden
Berlin \| dgskorpus_ber_12 \| 31-45f I grew up deaf. Well, I'm sorry but I never spoke a word.
r		TO-GROW-UP1A	DEAF1A*	TO-SPEAK6	NEVER2A	I1	APOLOGY1*
l							APOLOGY1*
m		aufwachsen		[MG]	niemals
Berlin \| dgskorpus_ber_12 \| 31-45f Even though my father's parents were hearing, I never spoke a word with them.
r	HEARING1A*	$GEST-OFF^	I1	TO-SPEAK6	NOT3A*
l		$GEST-OFF^			NOT3A*
m	hörend			sprechen	nicht
Berlin \| dgskorpus_ber_12 \| 31-45f Oh yes, then I get really angry. And when I try to talk, I struggle and I can get only so much across.
r	ALSO3A*	IF-OR-WHEN1A	I1	TO-SPEAK6	ATTENTION1A^*	NEVERTHELESS2A	SHORT3A
l						NEVERTHELESS2A	SHORT3A
m	auch	wenn		[MG]		trotzdem	kurz
Frankfurt \| dgskorpus_fra_02 \| 31-45m I found out by accident how one of the written letters is pronounced.
r	WHAT1A*	$NUM-ONE-TO-TEN1A:1d	WORD3^*	TO-SPEAK6	HOW-QUESTION-COMPARISON1*
l					HOW-QUESTION-COMPARISON1*
m		ein	buchstabe		wie
Frankfurt \| dgskorpus_fra_02 \| 31-45m A woman there told me how to pronounce the letters.
r	WOMAN1A*	SELF1A*	TO-LET-KNOW1A*	TO-SPEAK6	$GEST^*
l	$INDEX1	$INDEX1		$INDEX1	$GEST^*
m	frau			[MG]	[MG]
Frankfurt \| dgskorpus_fra_08 \| 18-30f We had to take part in classes orally and practice to speak and articulate.
r	TO-WORK1*	DILIGENT1	ORAL1*	TO-SPEAK6	$GEST-OFF^
l	TO-WORK1*	DILIGENT1			$GEST-OFF^
m	…	fleißig	oral	[MG]
Frankfurt \| dgskorpus_fra_08 \| 18-30f I didn’t even get an apology or anything for that.
r		AND2A*	$INDEX1*	TO-SPEAK6	LIKE3B*	NOT3A*	ONCE1A
l		AND2A*			LIKE3B*
m		und			wie	nicht	einmal
Frankfurt \| dgskorpus_fra_08 \| 18-30f Being able to hear and speak through the CI is taken for granted in the vocational world.
r	I2*	CI1	TO-PERCEIVE-EAR1*	TO-SPEAK6	FOR1*	I1*	TO-SAY4*
l					FOR1*
m		c-i	[MG]	[MG]	für		sag
Göttingen \| dgskorpus_goe_04 \| 31-45m Unfortunately, both speak.
r	BUT1*	UNFORTUNATELY1*	BOTH2A*	TO-SPEAK6	$INDEX2	$GEST-OFF^*
l		UNFORTUNATELY1*
m	aber leid{er}			[MG]		[MG]
Göttingen \| dgskorpus_goe_04 \| 31-45m My wife is hard of hearing, and by talking with the children she bereaved them of DGS [abbrv. Deutsche Gebärdensprache, Engl. German Sign Language].
r	$GEST-TO-PONDER1^*	LIKE4A*	QUOTATION-MARKS1*	TO-SPEAK6	TO-SWIPE1
l		LIKE4A*	QUOTATION-MARKS1*
m				[MG]	klaut
Göttingen \| dgskorpus_goe_04 \| 31-45m You don‘t talk.
r		YOU1*	$INDEX2	TO-SPEAK6	$INDEX2*
l
m			nicht	spr{echen}	nicht
Göttingen \| dgskorpus_goe_07 \| 18-30m But not for sign language, just for German.
r	BUT1^	LIKE3A*	GERMAN1*	TO-SPEAK6	TO-TRANSLATE2
l		LIKE3A*			TO-TRANSLATE2
m	sondern	wie	deutsch	[MG]	übersetzen
Göttingen \| dgskorpus_goe_07 \| 18-30m She politely said good morning and asked the interpreter if I had been informed already.
r	I1	HELLO1*	MORNING2	TO-SPEAK6	ON-PERSON1*	INTERPRETER1	TO-SPEAK6*
l			MORNING2			INTERPRETER1
m			morgen	[MG]		dolmetsch	[MG]
Göttingen \| dgskorpus_goe_08 \| 18-30f Lip reading is very hard for me, for example.
r		EXAMPLE1*	TO-READ-OFF1*	TO-SPEAK6	LONG-TIME1C	TROUBLE1*	MOUTH1A*
l		EXAMPLE1*				TROUBLE1*
m		[MG]	[MG]	viel	lange	bemühen	mund
Göttingen \| dgskorpus_goe_08 \| 18-30f Sentences in spoken and in signed languages are linguistically connected.
r				TO-SPEAK6	SENTENCE2	COHERENCE1A	SIGN-LANGUAGE1B
l					SENTENCE2	COHERENCE1A	SIGN-LANGUAGE1B
m				[MG]	satz		gebärdensprache
Göttingen \| dgskorpus_goe_08 \| 18-30f Most doctors claim children should speak consistently and shouldn’t be allowed to sign at all.
r	ALLOWED1	MUST1	ONLY2B	TO-SPEAK6	THROUGH1B
l					THROUGH1B
m	darf	muss	nur	[MG]	durch
Göttingen \| dgskorpus_goe_08 \| 18-30f That way they could learn both, how to speak and how to sign.
r	THEN1A*	PARALLEL2	BOTH2A	TO-SPEAK6	AND2A	TO-SIGN1A*	TO-LEARN1
l		PARALLEL2			AND2A	TO-SIGN1A*
m	dann	parallel	beides	sprechen	und	gebärden	lernen
Bremen \| dgskorpus_hb_03 \| 31-45f That's why they keep telling the people to focus solely on learning to speak.
r			THEREFORE1	TO-SPEAK6	MUST1*	TO-FOCUS1*
l			THEREFORE1			TO-FOCUS1*
m			darum	[MG]	muss	[MG]
Bremen \| dgskorpus_hb_05 \| 61+f It's convenient to teach the child spoken language.
r		$INDEX1*	TO-LEARN1	TO-SPEAK6	COMFORTABLE2	$GEST-OFF^
l					COMFORTABLE2	$GEST-OFF^
m			lernen		bequem
Bremen \| dgskorpus_hb_05 \| 61+f The kid talks, but in the evening the kid usually takes the CI off to go to bed.
r				TO-SPEAK6	BUT1*	EVENING2	IMPLANT1*
l						EVENING2
m				sprechen	aber	abend	c-i
Bremen \| dgskorpus_hb_05 \| 61+f I asked him, “Can you speak now and everything?” because he had a CI.
r	ALREADY3*	YOU1*	GOOD1*	TO-SPEAK6	YOU1*	GENERALLY1C*
l	ALREADY3*					GENERALLY1C*
m	schon		gut	[MG]
Bremen \| dgskorpus_hb_05 \| 61+f For example, people with a CI are proud of speaking, although they aren't aware of that.
r	EXAMPLE1	CI1	$INDEX1*	TO-SPEAK6	SELF1A*	FEELING2B	PROUD1
l	EXAMPLE1					FEELING2B
m	beispiel	c-i			selbst	gefühl	stolz
Bremen \| dgskorpus_hb_05 \| 61+f They are proud of their good articulation.
r	I1	CAN1*	GOOD1	TO-SPEAK6
l
m		kann	gut	sprechen
Bremen \| dgskorpus_hb_05 \| 61+f The child grew up, talked well and went to school in Braunschweig.
r		LATER4	TO-GROW-UP1A	TO-SPEAK6	GOOD1*	BRUNSWICK1*	SECRET1B^
l					GOOD1*
m		später		sprechen	gut	braunschweig
Bremen \| dgskorpus_hb_05 \| 61+f If the person with a CI talks, I mean, uses spoken language and signs, I could easily have a conversation with them.
r	I1	$INDEX1	TO-SPEAK1A*	TO-SPEAK6	WITH1A	TO-SIGN1A	I1
l			$INDEX1*			TO-SIGN1A
m		[MG]	[MG]	[MG]	mit	gebärden	[MG]
Bremen \| dgskorpus_hb_05 \| 61+f He was kind of arrogant, a pretty neat man, who could talk well.
r	MAN1*	MUCH-OR-MANY1A	GOOD1*	TO-SPEAK6
l
m	mann	viel	gut	sprechen
Hamburg \| dgskorpus_hh_07 \| 18-30f The fact that people talk so much and so little is written down is hard.
r	$INDEX1	REGULARLY2A^*	$GEST-NM^	TO-SPEAK6	THATS-ALL1*	TO-WRITE1B*	HEAVY1A
l		REGULARLY2A^*	$GEST-NM^		THATS-ALL1*		HEAVY1A
m	[MG]						schwer
Hamburg \| dgskorpus_hh_07 \| 18-30f Right, that person said, “Us deaf people can’t speak.
r	WE1A	DEAF1A	CAN1^*	TO-SPEAK6
l
m			[MG]	[MG]
Köln (Cologne) \| dgskorpus_koe_06 \| 46-60f When going shopping, or in different areas of life, I was able to speak.
r	TO-SHOP1	CAN2B	TO-SPEAK1A	TO-SPEAK6	DISTINCT1*
l	TO-SHOP1	CAN2B			DISTINCT1*
m	…		kann sprechen
Köln (Cologne) \| dgskorpus_koe_16 \| 46-60f She only spoke and never signed.
r	TO-SIGN1A*	NO1A	$INDEX1*	TO-SPEAK6
l	TO-SIGN1A*
m	[MG]	[MG]		[MG]
Köln (Cologne) \| dgskorpus_koe_16 \| 46-60f Yes, everybody spoke, that’s right.
r		WE1A*	$GEST-NM-NOD-HEAD1^	TO-SPEAK6	$GEST-TO-PONDER1^*
l			$GEST-NM-NOD-HEAD1^			$GEST-OFF^*
m			[MG]
Köln (Cologne) \| dgskorpus_koe_22 \| 46-60m He‘d speak, and the deaf people wouldn‘t understand a thing.
r				TO-SPEAK6	DEAF1A	WHAT1A*
l					$INDEX1	WHAT1A*
m						[MG]
Köln (Cologne) \| dgskorpus_koe_22 \| 46-60m It‘s one language for all countries: Arabic.
r			YOU1	TO-SPEAK6	SAME2A*	COUNTRY3A*	ARABIC1
l					SAME2A*	COUNTRY3A*
m					immer dasselbe immer dasselbe	[MG]	arabisch
Leipzig \| dgskorpus_lei_07 \| 46-60f I said things myself, but they didn't make any sense, of course.
r			$GEST-DECLINE1^*		INCOMPREHENSIBLE-SCRAWL1^
l		I1*	$GEST-DECLINE1^*	TO-SPEAK6	INCOMPREHENSIBLE-SCRAWL1^	BOLLOCKS1^	I1
m			auch	[MG]	[MG]	[MG]
Leipzig \| dgskorpus_lei_07 \| 46-60f We had speech exercises.
r				TO-SPEAK6	TO-PRACTICE1
l					TO-PRACTICE1
m				[MG]	üben üben
Leipzig \| dgskorpus_lei_11 \| 31-45f They have to communicate via spoken language.
r			MUST1	TO-SPEAK6	$GEST-OFF^*
l
m			muss	[MG]
Leipzig \| dgskorpus_lei_14 \| 31-45m He criticized him.
r				TO-SPEAK6	TO-CRITICISE1B*
l
m				[MG]
Leipzig \| dgskorpus_lei_15 \| 18-30f Or did people speak and were interpreted?
r		OR4B*	$INDEX1	TO-SPEAK6	THEN1A	INTERPRETER1	TO-APPOINT-SB1A
l		OR4B*				INTERPRETER1
m		oder		[MG]		dolmetscher
Leipzig \| dgskorpus_lei_15 \| 18-30f It was someone who was talking and did something with facial expressions and walked across the stage.
r	$INDEX1	SELF1A*	$INDEX1	TO-SPEAK6	AND5	FACIAL-EXPRESSION1*	$PROD
l						FACIAL-EXPRESSION1*	$PROD
m		selbst		[MG]	und	mimik
Münster \| dgskorpus_mst_01 \| 46-60m When we’re at a restaurant, and a hearing person approaches our table, my friend turns on his hearing aids and talks to them.
r			TO-SWITCH-ON2*	TO-SPEAK6
l	HEARING1A*	TO-COME2
m	hörende		an	[MG]
Münster \| dgskorpus_mst_03 \| 18-30f Why do we drink although we don’t speak?
r	WHY9*	I1	NONE8	TO-SPEAK6	$GEST-OFF^*
l
m	warum		[MG]
Münster \| dgskorpus_mst_03 \| 18-30f I can perceive some things via hearing. I can listen and speak - that's important to me, even though I am hard of hearing.
r	I2	TO-LISTEN1	I1	TO-SPEAK6	FOR1*	IMPORTANT1	TO-HEAR1*
l						IMPORTANT1
m				[MG]	für mich	wichtig	hören
Münster \| dgskorpus_mst_03 \| 18-30f Only if I meet people, or when ordering at the restaurant, or for my boyfriend - then I speak and place the order.
r	I2	ALWAYS1A*	FOR1	TO-SPEAK6	$INDEX1	TO-ORDER1A	$GEST-OFF^
l							$GEST-OFF^
m		immer	für	[MG]		bestellen
Münster \| dgskorpus_mst_03 \| 18-30f I needed it for my future working life. I enjoyed doing it, and I felt comfortable about speaking and perceiving auditory.
r	WELL1*	I2	TO-LISTEN1	TO-SPEAK6
l
m	wohl		[MG]	[MG]
Münster \| dgskorpus_mst_03 \| 18-30f I had practiced to make phone calls and to speak - and suddenly I'm deaf on the left ear.
r				TO-SPEAK6		TO-READ-OFF1	TO-NEED1*
l			TO-PHONE1		DEAF2*
m			telefon	[MG]	[MG]		brauch nicht
Münster \| dgskorpus_mst_13 \| 46-60f I saw the words, knew what they meant and therefore repeated them.
r	$INDEX1	MEANING1	I2	TO-SPEAK6	ORAL2	$INDEX1
l
m	[MG]	bedeu{tet}		[MG]	[MG]
München (Munich) \| dgskorpus_mue_09 \| 61+f I think I can also show it with facial expressions when I'm not interested. For instance, when I don't feel like flirting and the other person still seeks eye contact and I’ll just resort to looking uninterested.
r	IF-OR-WHEN1A	I1	$GEST-I-DONT-KNOW1^	TO-SPEAK6	I1	$GEST-NM-TO-SHRUG1^	MAN3B
l			$GEST-I-DONT-KNOW1^			$GEST-NM-TO-SHRUG1^
m	wenn	ich	[MG]	mag nicht			mann
München (Munich) \| dgskorpus_mue_09 \| 61+f The voice gives it away.
r		VOICE1*	VOICE1*	TO-SPEAK6	CAN1*	VOICE1
l
m		stimme	stimme		[MG]	stimme
Rostock \| dgskorpus_mvp_01 \| 18-30m Everyone speaks.
r			ALL2B	TO-SPEAK6
l
m				[MG]
Nürnberg (Nuremberg) \| dgskorpus_nue_03 \| 31-45m French is spoken and signed more softly; it’s because of their words.
r		FRANCE2	SOFT2C*	TO-SPEAK6	$PROD	WORD3	TO-BELONG1
l			SOFT2C*		$PROD
m		französisch	weich
Nürnberg (Nuremberg) \| dgskorpus_nue_03 \| 31-45m My son is hearing, and when I speak English he tells me I’m doing it all wrong.
r	I1	TO-LET-KNOW1A*	I1*	TO-SPEAK6	YOU1*	WRONG1	$GEST^
l							$GEST^
m	…	[MG]			[MG]	falsch
Nürnberg (Nuremberg) \| dgskorpus_nue_08 \| 18-30f Additionally, in your everyday life you also have to speak when you’re at work, right?
r	TO-WORK1	ALSO1A	IN-ADDITION1*	TO-SPEAK6	EVERYDAY-LIFE1	ALSO1A	IN-ADDITION1*
l	TO-WORK1		IN-ADDITION1*				IN-ADDITION1*
m	arbeit	auch	dazu		alltag		dazu
Nürnberg (Nuremberg) \| dgskorpus_nue_08 \| 18-30f And if someone was speaking in addition to that, I wouldn’t understand anything.
r		AND2A	IN-ADDITION1	TO-SPEAK6	ANYWAY1*	$GEST-NM^	TO-UNDERSTAND1*
l		AND2A				$GEST-NM^
m		und	dazu		sowieso	[MG]	verstehe
Nürnberg (Nuremberg) \| dgskorpus_nue_08 \| 18-30f They just speak.
r		POINTLESS3A	$PROD	TO-SPEAK6
l			$PROD
m		[MG]	[MG]
Stuttgart \| dgskorpus_stu_02 \| 18-30f Everyone in Althausen spoke without exceptions.
r	$INDEX1	TO-TEACH1*	ORAL1*	TO-SPEAK6	I2	HELPLESS1B*
l		TO-TEACH1*				HELPLESS1B*
m	altenhausen	unter{richt}	oral oral	[MG]
Stuttgart \| dgskorpus_stu_02 \| 18-30f During my apprenticeship I was among hearing people. I need oral communication for my job as a shop assistant.
r	PROFESSION1A*	TO-SELL1*	TO-WORK1	TO-SPEAK6	ORAL1
l		TO-SELL1*	TO-WORK1
m	beruf	verkäufer	arbeit	[MG]	oral
Stuttgart \| dgskorpus_stu_02 \| 18-30f He can speak, but we only use sign language.
r			CAN1	TO-SPEAK6	WE2*	TO-MAKE-USE-OF-STH2*	ONLY4
l						TO-MAKE-USE-OF-STH2*
m			kann		aber		nur
Stuttgart \| dgskorpus_stu_02 \| 18-30f My parents are hearing, so we speak with each other.
r	I1	PARENTS1B	WE2*	TO-SPEAK6
l		PARENTS1B
m	ich	meine eltern		[MG]
Stuttgart \| dgskorpus_stu_03 \| 31-45m I have to talk because of him.
r	I1	MUST1	I1	TO-SPEAK6	$GEST-OFF^
l					$GEST-OFF^
m		muss		[MG]
Stuttgart \| dgskorpus_stu_05 \| 61+m At schools for the hearing everybody talks. How did you manage to understand what was said?
r		HEARING1B	SCHOOL1E*	TO-SPEAK6	HOW-QUESTION-COMPARISON1*	TO-PERCEIVE-EYE1B^	HOW-QUESTION-COMPARISON1*
l
m		hörend	schu{le}	[MG]	wie		wie
Stuttgart \| dgskorpus_stu_11 \| 46-60m What is it called, the thing in front of the reporter, the reporter table or the table for the anchor?
r	TABLE1	TO-SPEAK6*	TABLE1*	TO-SPEAK6		TO-SPEAK6	TABLE1*
l	TABLE1		TABLE1*		ATTENTION1A^		TABLE1*
m	tisch	[MG]		sprecher		sprecher	tisch
Stuttgart \| dgskorpus_stu_11 \| 46-60m What is it called, the thing in front of the reporter, the reporter table or the table for the anchor?
r	TABLE1*	TO-SPEAK6		TO-SPEAK6	TABLE1*
l	TABLE1*		ATTENTION1A^		TABLE1*
m		sprecher		sprecher	tisch
Stuttgart \| dgskorpus_stu_15 \| 61+f The parents wanted to use signs as well as spoken language. It confused me, and I asked the mother, “why?”
r	AND2A	$INDEX1	CHILD2	TO-SPEAK6	$ORAL^	BUT1	I1*
l	AND2A				$ORAL^
m	und			sprechen	auch	aber	ich
Stuttgart \| dgskorpus_stu_15 \| 61+f A mother wants to support her child; maybe then it‘ll be able to speak later on in life?
r	TO-PROMOTE2B	$INDEX1	CAN2A	TO-SPEAK6	MAYBE3*
l	TO-PROMOTE2B		CAN2A		MAYBE3*
m	[MG]		kann
Stuttgart \| dgskorpus_stu_15 \| 61+f I would like #Name2 to be able to use DGS [abbreviation for German Sign Language] and spoken German independently of each other as separate languages.
r	TO-SIGN1A*	LANGUAGE4B	$INDEX1*	TO-SPEAK6	$NUM-ONE-TO-TEN1A:2	TO-SEPARATE1A
l	TO-SIGN1A*	LANGUAGE4B				TO-SEPARATE1A
m	[MG] gebärdensprache		und	sprechen	zwei	seperat
Berlin \| dgskorpus_ber_02 \| 46-60m Everyone should be able to sign with ease and not just talk.
r	EQUAL2*	TO-SIGN1D*	HARD-OF-HEARING1*	TO-SPEAK6*
l		TO-SIGN1D*
m				[MG]
Berlin \| dgskorpus_ber_10 \| 31-45m If I wanted to talk to someone, I couldn’t simply start speaking, communication was impossible.
r	SHALL1	BEGINNING1A	I2	TO-SPEAK6*	COMMUNICATION1A
l		BEGINNING1A			COMMUNICATION1A	NONE1*	I2
m	was soll	anfangen		unterhalten	kommunikation	kein
Berlin \| dgskorpus_ber_10 \| 31-45m Often, I risked falling asleep. After some lectures I hardly could look straight ahead.
r	HOUR2B*	TO-FALL-ASLEEP1*	$INDEX1	TO-SPEAK6*	I2	TO-OBSERVE3A*
l		TO-FALL-ASLEEP1*
m	ein [MG] fünf	[MG]		[MG]
Berlin \| dgskorpus_ber_12 \| 31-45f The teacher was torn because he didn't know whether to talk at a normal pace for the hard of hearing people or to talk really slow for the deaf people.
r	TO-SPEAK1A*	$INDEX1*	HARD-OF-HEARING1*	TO-SPEAK6*
l
m	sprechen		schwerhörig	[MG]
Frankfurt \| dgskorpus_fra_02 \| 31-45m There are apparently quite some differences. Take the letter “s“ for instance.
r		$INDEX1*	SOMETIMES1*	TO-SPEAK6*	$ALPHA1:S	QUOTATION-MARKS1	TO-KNOW-STH-OR-SB1B
l						QUOTATION-MARKS1
m		[MG]	manchmal		s	[MG]	[MG]
Frankfurt \| dgskorpus_fra_04 \| 61+m She can use the phone and speak, but surprisingly has a deaf partner.
r		CAN1*	TO-PHONE1*	TO-SPEAK6*	LIFE-PARTNER1	DEAF1A*	I2*
l
m		kann		[MG]
Frankfurt \| dgskorpus_fra_08 \| 18-30f I moved there and they only spoke completely orally.
r	I2	TO-MOVE-IN1*	THROUGH1A*	TO-SPEAK6*
l		TO-MOVE-IN1*	THROUGH1A*
m			durch
Frankfurt \| dgskorpus_fra_08 \| 18-30f My parents told me it’d be better for me to stay in the hard of hearing class, because of the grades and the oral speaking.
r	BETTER1*	CAN2A	BETTER1*	TO-SPEAK6*
l	BETTER1*	CAN2A	BETTER1*
m	besser	kann	besser	sp{rechen}
Frankfurt \| dgskorpus_fra_08 \| 18-30f But that was particularly interesting for me, because my parents expected me to speak to deaf people with CIs, so that they would be able to know what was happening.
r	CI1	PRESENT-OR-HERE1	CAN2A^*	TO-SPEAK6*	ALSO1A*	NEVERTHELESS2A*	IF-OR-WHEN1A
l			CAN2A^*		ALSO1A*	NEVERTHELESS2A*
m	c-i	da	und		auch		wenn
Frankfurt \| dgskorpus_fra_08 \| 18-30f But that was particularly interesting for me, because my parents expected me to speak to deaf people with CIs, so that they would be able to know what was happening.
r	EXPECTATION1A	WE2*	SHALL1*	TO-SPEAK6*	MUST1A^*	MY1*	PARENTS1B*
l							PARENTS1B*
m	erwarten		soll		damit		eltern
Frankfurt \| dgskorpus_fra_08 \| 18-30f But I’m happy that my mother accepts that I both sign and speak.
r	SELF2	I2*	CAN2A	TO-SPEAK6*	AND2A	SIGN-LANGUAGE1B
l			CAN2A		AND2A	SIGN-LANGUAGE1B
m	biss{chen}		kann		und	gebärdensprache
Frankfurt \| dgskorpus_fra_08 \| 18-30f She needs to understand and accept that I speak in my family and sign with my friends, because that’s our way of communicating.
r	I1*	FOR1*	FAMILY4	TO-SPEAK6*	BUT1*	THROUGH2A*	FRIEND7*
l		FOR1*	FAMILY4				FRIEND7*
m		für	familie	[MG]	aber	durch	freunde
Frankfurt \| dgskorpus_fra_13 \| 61+m Or, hm, the teacher just talks and talks, so the deaf student misses everything.
r	$GEST-I-DONT-KNOW1^		$ORAL^				TO-MISS-STH1*
l	$GEST-I-DONT-KNOW1^	$INDEX1	$ORAL^	TO-SPEAK6*	$INDEX1	TO-MISS-STH1*
m	[MG]		lehrer	[MG]		[MG]	[MG]
Göttingen \| dgskorpus_goe_04 \| 31-45m My mother speaks as well and ‘steals‘ the children that way.
r	$INDEX1	CLOSE-BY1B*	TO-COME1*	TO-SPEAK6*	$INDEX1	TO-SWIPE1*
l		CLOSE-BY1B*
m		nah		spr{echen}		klaut klaut klaut
Göttingen \| dgskorpus_goe_07 \| 18-30m She politely said good morning and asked the interpreter if I had been informed already.
r	TO-SPEAK6	ON-PERSON1*	INTERPRETER1	TO-SPEAK6*	ALREADY1A	INFORMATION2B*	ON-PERSON1*
l			INTERPRETER1		ALREADY1A	INFORMATION2B*
m	[MG]		dolmetsch	[MG]	schon	info
Göttingen \| dgskorpus_goe_08 \| 18-30f And if you’re not able to speak then what is the CI good for?
r			AND2A	TO-SPEAK6*	CAN1*	CI2*	FOR-WHAT3*
l			AND2A
m			und	[MG]	kann nicht		wofür
Bremen \| dgskorpus_hb_05 \| 61+f He said it was ok, and that he was able to hear something, but speaking didn't go so well.
r	VERY3*	CAN2B	GOOD1	TO-SPEAK6*
l		CAN2B
m	sehr	kann nicht	gut
Bremen \| dgskorpus_hb_05 \| 61+f But hearing spoken words didn't really work.
r			GOOD1	TO-SPEAK6*	MOUTH2^*	EAR1^	BIT2A*
l			GOOD3
m			gut aber	#babababa
Bremen \| dgskorpus_hb_05 \| 61+f Sometimes the two kids who have a CI speak with their parents, but whenever they visit their grandparents, they prefer signing.
r	$NUM-ONE-TO-TEN1A:2	CHILD2	CI1*	TO-SPEAK6*	WITH1A	PARENTS1B*	$INDEX1
l						PARENTS1B*
m	zwei	kind	c-i		mit	eltern
Bremen \| dgskorpus_hb_05 \| 61+f In the morning, you switch it on again, talk and are happy about it.
r		EARLY2	CI2^	TO-SPEAK6*	HAPPY1*
l					HAPPY1*
m		morgen früh	an		freu
Hamburg \| dgskorpus_hh_02 \| 31-45f My son is hearing and they speak to him.
r	SON1*	HEARING1A	$INDEX1	TO-SPEAK6*
l
m	…	hörend		[MG]
Hamburg \| dgskorpus_hh_02 \| 31-45f As soon as a hearing person is present, they speak.
r	$ORAL^	TO-HEAR2	$INDEX1	TO-SPEAK6*
l	$ORAL^
m	w{eil}	hören		[MG]
Hamburg \| dgskorpus_hh_02 \| 31-45f It’s as if they had to speak as soon as a hearing person is present.
r	$GEST-NM-SHAKE-HEAD1^	MUST1*	I1*	TO-SPEAK6*
l	$GEST-NM-SHAKE-HEAD1^
m		muss
Hamburg \| dgskorpus_hh_02 \| 31-45f But if they speak, the child will automatically speak back.What can you do about it?
r		$INDEX1*	HIS-HER1*	TO-SPEAK6*	MACHINE-AIDED1A	I1	$GEST-NM-NOD-HEAD1^*
l					MACHINE-AIDED1A		$GEST-NM-NOD-HEAD1^*
m		aber		[MG]	automatisch
Hamburg \| dgskorpus_hh_02 \| 31-45f But if they speak, the child will automatically speak back.What can you do about it?
r	I1	$GEST-NM-NOD-HEAD1^*	BACK1A	TO-SPEAK6*	$GEST-OFF^*	MAYBE3*	$INDEX2
l		$GEST-NM-NOD-HEAD1^*			$GEST-OFF^*	MAYBE3*
m	…		zurück	[MG]	[MG]
Hamburg \| dgskorpus_hh_07 \| 18-30f And the weird thing was that the teacher was only speaking and not able to sign.
r	I1	WEIRD1^	$INDEX1	TO-SPEAK6*	FULL2A	TO-SIGN1A	CAN1*
l		WEIRD1^			FULL2A	TO-SIGN1A	CAN1*
m		[MG]			voll		kann nicht
Hamburg \| dgskorpus_hh_07 \| 18-30f And the weird thing was that the teacher was only speaking and not able to sign.
r	FULL2A	TO-SIGN1A	CAN1*	TO-SPEAK6*
l	FULL2A	TO-SIGN1A	CAN1*
m	voll		kann nicht	[MG]
Hamburg \| dgskorpus_hh_07 \| 18-30f The hearing teacher would speak.
r		$INDEX1	HEARING1A*	TO-SPEAK6*
l
m			hö{rend}
Hamburg \| dgskorpus_hh_07 \| 18-30f They need that, being able to just speak or sign without restrictions and being amongst themselves.
r	TO-NEED1	SELF2*	TO-SPEAK5A*	TO-SPEAK6*	TO-SWARM1*	$GEST^
l		$INDEX1			TO-SWARM1*	$GEST^
m	brauch	ob	[MG]
Köln (Cologne) \| dgskorpus_koe_16 \| 46-60f She only spoke and never signed.
r				TO-SPEAK6*	TO-SIGN1A*	NO1A	$INDEX1*
l					TO-SIGN1A*
m				[MG]	[MG]	[MG]
Köln (Cologne) \| dgskorpus_koe_16 \| 46-60f Oh well, everyone practiced speaking and writing.
r	I1^	$INDEX1	TO-PRACTICE1	TO-SPEAK6*	TO-WRITE1A*	TO-PRACTICE1
l			TO-PRACTICE1		TO-WRITE1A*	TO-PRACTICE1
m	dann		üben		schreib	üben
Köln (Cologne) \| dgskorpus_koe_16 \| 46-60f Whoever was only partially or slightly hard of hearing went to a school for a hard of hearing. There, everybody spoke.
r	HARD-OF-HEARING1*	HEARING1B*	$INDEX1	TO-SPEAK6*	DONE4*
l					DONE4*
m	schw{er}hör
Köln (Cologne) \| dgskorpus_koe_16 \| 46-60f They just walked around and spoke.
r			TO-GO2^*	TO-SPEAK6*	$PROD
l					$PROD
m			all{e}	[MG]
Köln (Cologne) \| dgskorpus_koe_20 \| 31-45m There‘s even one child in the class that is very good at pronunciation and doesn’t use signs a lot.
r	CLASS2*	FELLOW1*	$INDEX1*	TO-SPEAK6*	STRONG1B	TO-SPEAK6*	LITTLE-BIT4
l	CLASS2*	FELLOW1*			STRONG1B
m	klassenkamerad			[MG]			wenig
Köln (Cologne) \| dgskorpus_koe_20 \| 31-45m There‘s even one child in the class that is very good at pronunciation and doesn’t use signs a lot.
r	$INDEX1*	TO-SPEAK6*	STRONG1B	TO-SPEAK6*	LITTLE-BIT4	TO-SIGN1B
l			STRONG1B			TO-SIGN1B
m		[MG]			wenig
Köln (Cologne) \| dgskorpus_koe_20 \| 31-45m Sure, my son then speaks, and the child is able to understand him.
r	CLEAR1B*	MY1*	SON1	TO-SPEAK6*	$INDEX1*	TO-HEAR1*
l
m	klar		sohn	[MG]
Köln (Cologne) \| dgskorpus_koe_20 \| 31-45m Speaking/
r				TO-SPEAK6*
l
m
Köln (Cologne) \| dgskorpus_koe_20 \| 31-45m More speaking/
r			MORE1	TO-SPEAK6*	$$EXTRA-LING-ACT^
l					$$EXTRA-LING-ACT^
m			mehr
Köln (Cologne) \| dgskorpus_koe_22 \| 46-60m They talk a lot about faith, emotions, and spirituality at the mosque.
r		MOSQUE1		TO-SPEAK6*	TO-BELIEVE2A	FEELING3*	CONDITION-BODY1*
l	$INDEX1	MOSQUE1	$INDEX1			FEELING3*	CONDITION-BODY1*
m	[MG]	moschee		[MG]	glaube	fühlen
Köln (Cologne) \| dgskorpus_koe_22 \| 46-60m But do you speak, too, or what do you do?
r			BUT1*	TO-SPEAK6*	TO-ARRANGE1	$GEST-OFF^
l					TO-ARRANGE1	$GEST-OFF^
m			aber		abmachen
Leipzig \| dgskorpus_lei_10 \| 31-45m That was when I realized that the teachers only listen to whether or not the child speaks correctly.
r	$INDEX1	TEACHER2	TO-HEAR1*
l		TEACHER2		TO-SPEAK6*	GOOD1*	COMMAND1*
m		lehrer		[MG]		[MG]
Münster \| dgskorpus_mst_01 \| 46-60m How about your voice when you’re speaking?
r		SELF1A*	VOICE1*	TO-SPEAK6*
l
m
Münster \| dgskorpus_mst_01 \| 46-60m Do you hear yourself speaking with your left ear?
r	TO-ACCOMPLISH1B*	YOU1*	VOICE1*	TO-SPEAK6*	WITH1A
l						VOICE1*	EAR1
m	schaffst	stimme			mit
Münster \| dgskorpus_mst_03 \| 18-30f I can perceive some things via hearing. I can listen and speak - that's important to me, even though I am hard of hearing.
r	IMPORTANT1	TO-HEAR1*	AND2A	TO-SPEAK6*
l	IMPORTANT1		AND2A
m	wichtig	hören	und	[MG]
Münster \| dgskorpus_mst_04 \| 31-45m They looked at it closely and talked to one another.
r	$PROD	$PROD	$INDEX1*	TO-SPEAK6*
l	$PROD	$PROD
m	[MG]		[MG]	[MG]
München (Munich) \| dgskorpus_mue_06 \| 18-30f There are some people who can speak really well, but still they cannot adapt, simply because they don't hear.
r			THERE-IS3*	TO-SPEAK6*	VERY6	TO-ADJUST1	CAN1*
l						TO-ADJUST1
m			gibt		[MG]
München (Munich) \| dgskorpus_mue_06 \| 18-30f And the client started shouting and so on.
r			$INDEX1	TO-SPEAK6*	BOLLOCKS1	SCREAM1A*	TO-TINKER1B^*
l						SCREAM1A*	TO-TINKER1B^*
m					quatsch	schrei
München (Munich) \| dgskorpus_mue_13 \| 46-60m He was able to communicate with hearing people.
r	CAN2B	COMMUNICATION1A	HEARING1A*	TO-SPEAK6*	CAN2B	$INDEX1
l	CAN2B	COMMUNICATION1A			CAN2B
m	kann	kommuni{kation}	hörend	[MG]	kann
Rostock \| dgskorpus_mvp_01 \| 18-30m If everyone speaks, what is the child supposed to do?
r			ALL1A	TO-SPEAK6*	$INDEX1*	TO-MAKE2
l						TO-MAKE2
m			alle		was	machen
Rostock \| dgskorpus_mvp_06 \| 61+m The teacher knew that I could speak well.
r	TO-KNOW-OR-KNOWLEDGE2B	I1	$GEST^	TO-SPEAK6*	GOOD1
l			$GEST^
m	wei{ß}			[MG]	gut
Rostock \| dgskorpus_mvp_06 \| 61+m He said that for my work I had to speak perfectly.
r	TO-WORK2	MUST1*	PERFECT1*	TO-SPEAK6*
l	TO-WORK2	MUST1*	PERFECT1*
m	arbeit	muss	perfekt	[MG]
Nürnberg (Nuremberg) \| dgskorpus_nue_03 \| 31-45m Teachers would have to know both languages the way it is with hearing teachers who know for example German as well as French.
r	$INDEX1	$GEST^	GERMAN1	TO-SPEAK6*	FRANCE3A	TO-SPEAK6*	LIKE-THIS1A*
l		$GEST^					LIKE-THIS1A*
m			deutsch		französisch		so
Nürnberg (Nuremberg) \| dgskorpus_nue_03 \| 31-45m Teachers would have to know both languages the way it is with hearing teachers who know for example German as well as French.
r	GERMAN1	TO-SPEAK6*	FRANCE3A	TO-SPEAK6*	LIKE-THIS1A*	WORD1*
l					LIKE-THIS1A*	WORD1*
m	deutsch		französisch		so
Nürnberg (Nuremberg) \| dgskorpus_nue_03 \| 31-45m While hearing people can easily speak several languages, deaf people are dependent on signs, and in this context signs in two languages, too.
r			HEARING1A*	TO-SPEAK6*	$INDEX1	DEAF1A	$GEST-OFF^
l							$GEST-OFF^
m			hörend	[MG]
Nürnberg (Nuremberg) \| dgskorpus_nue_03 \| 31-45m There are two sides to everything, he can speak it well, but I can spell the words right.
r		DIFFERENCE1C*	$INDEX1	TO-SPEAK6*	GOOD1	I1	TO-WRITE1A
l		DIFFERENCE1C*					TO-WRITE1A
m					gut	ich	schreibe
Nürnberg (Nuremberg) \| dgskorpus_nue_03 \| 31-45m In spoken language, exactly.
r				TO-SPEAK6*	SOUND2	YES2*
l
m					dialekt
Nürnberg (Nuremberg) \| dgskorpus_nue_08 \| 18-30f I feel that if I’m working, I need to speak.
r	FEELING2A	TO-WORK1*	I1	TO-SPEAK6*	TO-WORK2*	$PROD
l	FEELING2A	TO-WORK1*			TO-WORK2*	$PROD
m	fühle	arbeiten		[MG]	arbeiten
Nürnberg (Nuremberg) \| dgskorpus_nue_08 \| 18-30f The deaf people can’t do anything about it, either, because they can’t speak and they think somewhat differently, as well.
r	$INDEX1	CAN2A*	REASON4B^	TO-SPEAK6*	CAN1*	$LIST1:3of3d	TO-THINK1B*
l		CAN2A*	REASON4B^			$LIST1:3of3d
m		kann nicht	dafür		kann nicht
Nürnberg (Nuremberg) \| dgskorpus_nue_08 \| 18-30f When I was looking around during the exam, I saw a hard of hearing student who wasn’t any better than me, talking to another person.
r	TO-WRITE1A*	TESTING-OR-INSPECTION3*	INVOLVED1A	TO-SPEAK6*
l	TO-WRITE1A*		INVOLVED1A
m		prüfer		[MG]
Nürnberg (Nuremberg) \| dgskorpus_nue_08 \| 18-30f The number of sign language users decreases, most of them speak.
r	WHERE1A	TO-STAY3	LITTLE-BIT7A	TO-SPEAK6*
l	WHERE1A	TO-STAY3	LITTLE-BIT7A
m	wo	bleibt		[MG]
Nürnberg (Nuremberg) \| dgskorpus_nue_08 \| 18-30f But it’s also a good thing that he can speak well and understand better through the hearing, that’s a good thing.
r	GOOD1	FOR1	$INDEX1	TO-SPEAK6*	GOOD1*	HEARING1B	GOOD1
l					GOOD1*
m	gut				gut	hör
Stuttgart \| dgskorpus_stu_02 \| 18-30f We had to read lips all the time, which was very exhausting.
r			$INDEX1	TO-SPEAK6*	MOUTH1A*	TO-READ-OFF1*	EXHAUSTING2*
l							EXHAUSTING2*
m			da		mund	ablesen
Stuttgart \| dgskorpus_stu_02 \| 18-30f When I see that it really doesn't work, I will speak for them again.
r	FOR1*	I2*	$INDEX1	TO-SPEAK6*
l	FOR1*
m	für	ich		[MG]
Stuttgart \| dgskorpus_stu_03 \| 31-45m A hearing person can go to a nightclub or a bar around the corner and talk to other people there.
r	PRESENT-OR-HERE1	TO-DRINK-FINE1^	HEARING1A*	TO-SPEAK6*
l
m	da	kneipe	hörend	[MG]
Stuttgart \| dgskorpus_stu_05 \| 61+m But they spoke, didn’t they? How did you do it?
r			$ORAL^	TO-SPEAK6*	HOW-QUESTION-COMPARISON1*	YOU1*
l			$ORAL^
m			aber		wie
Stuttgart \| dgskorpus_stu_07 \| 46-60m During the call, he is very nice and friendly before hanging up.
r		$GEST^*	$PROD	TO-SPEAK6*	$GEST-NO-PROBLEM1^	$PROD	GOOD1
l		$GEST^*	$PROD		$GEST-NO-PROBLEM1^	$PROD
m		[MG]	[MG]	[MG]	[MG]
Stuttgart \| dgskorpus_stu_07 \| 46-60m Above the door, there is a window, through which the old lady looks at and talks to the cat.
r				TO-SPEAK6*	ABOVE1	OLD4A	WOMAN1A*
l
m				[MG]	oben	alt	frau
Stuttgart \| dgskorpus_stu_07 \| 46-60m Above the door, there is a window, through which the old lady looks at and talks to the cat.
r	HEADING1^*	$PROD	$PROD	TO-SPEAK6*
l	HEADING1^*	$PROD	$PROD
m	…			[MG]
Stuttgart \| dgskorpus_stu_07 \| 46-60m Once, people came here from the mammal institute in China, so we only spoke English then.
r	TO-DRIVE1^*	ONLY2A	ENGLAND3	TO-SPEAK6*
l
m	[MG]	nur	englisch
Stuttgart \| dgskorpus_stu_07 \| 46-60m Of course, Chinese people learn to speak Chinese as soon as they’re born.
r	WORD2	WHAT1B*	CHINA2	TO-SPEAK6*
l
m	wort	was	china	[MG]
Stuttgart \| dgskorpus_stu_11 \| 46-60m What is it called, the thing in front of the reporter, the reporter table or the table for the anchor?
r	NO2B*	NO1A*	TABLE1	TO-SPEAK6*	TABLE1*	TO-SPEAK6
l	NO2B*	NO1A*	TABLE1		TABLE1*		ATTENTION1A^
m	nein		tisch	[MG]		sprecher
Stuttgart \| dgskorpus_stu_12 \| 46-60f The doctor in the labor room talked to me.
r	I1	INTO2	PHYSICIAN1*	TO-SPEAK6*
l		INTO2	PHYSICIAN1*
m		kreißsaal	arzt	[MG]
Stuttgart \| dgskorpus_stu_15 \| 61+f I believe in raising children bilingually, using spoken as well as signed languages.
r	$NUM-ONE-TO-TEN1B:2	LANGUAGE1	$INDEX1	TO-SPEAK6*	AND2A	$INDEX1*	TO-SIGN1B
l					AND2A		TO-SIGN1B
m	zwei	sprache		[MG]	und
Stuttgart \| dgskorpus_stu_15 \| 61+f He has a CI and spoke himself.
r	CI2	AND5*	HEARING-AID1*	TO-SPEAK6*
l
m		und	hörgerät	sprich sprich sprich
Stuttgart \| dgskorpus_stu_15 \| 61+f Why did our parents use spoken language with us?
r	$INDEX1	ONLY2B	COMMUNICATION1A*	TO-SPEAK6*	$INDEX1
l			COMMUNICATION1A*
m		nur	[MG]
Stuttgart \| dgskorpus_stu_15 \| 61+f A good reason would be that whenever the teacher talks and the child signs, there won‘t be any disturbing noises.
r	$INDEX1	IF-OR-WHEN1A	TEACHER1	TO-SPEAK6*	$INDEX1*	TO-SIGN1A	$INDEX1*
l			TEACHER1			TO-SIGN1A
m	…	wenn	lehr	[MG]
= TO-TALK1
Bremen \| dgskorpus_hb_05 \| 61+f They think it would be good to be able to talk to the child, of course.
r	$GEST-OFF^	FOR1*	FOR1	TO-TALK1
l	$GEST-OFF^
m			für	[MG]
Münster \| dgskorpus_mst_13 \| 46-60f In addition, hearing kids understand a word and its meaning from language use and therefore can express themselves in many ways.
r	$INDEX1*	CHILD2	HEARING1A	TO-TALK1	BUT1	MEANING1	CHILD2*
l
m		kind	hörend	[MG]	ab{er}	bedeutet bedeutet	kinder
Nürnberg (Nuremberg) \| dgskorpus_nue_08 \| 18-30f A few of the teachers that joined the group, for physics and chemistry, for example, are hard of hearing and hearing teachers, who speak.
r	TEACHER5*	TO-JOIN1A*	I2	TO-TALK1
l	TEACHER5*
m	lehrer			[MG]
Berlin \| dgskorpus_ber_11 \| 61+m I was told that multiple doctors from Hanover had come by and told people that cochlear implants were going to become indispensable in the future.
r	HANOVER1	DOCTOR1	MASS-OF-PEOPLE-ACTIVE2^	TO-TALK1*	FUTURE1A	BETTER1*	FUTURE1A
l		DOCTOR1	MASS-OF-PEOPLE-ACTIVE2^
m	hannover	doktor		[MG]	zukunft		zukunft
Bremen \| dgskorpus_hb_02 \| 46-60f Thirdly, Westerwelle [German politician] is all talk but has no work to show for it.
r	$LIST1:3of3d	WHAT1A^	$INDEX1*	TO-TALK1*	$GEST-OFF^	HAVING-TO-DO-WITH-STH1*	WHERE2
l	$LIST1:3of3d	WHAT1A^			$GEST-OFF^	HAVING-TO-DO-WITH-STH1*
m			westerwelle	[MG]		zu tun	wo
Bremen \| dgskorpus_hb_05 \| 61+f She's only talking to hearing people since she got a CI.
r			TO-HEAR2*	TO-TALK1*	CI1
l
m				[MG]	c-i
Bremen \| dgskorpus_hb_05 \| 61+f If she's solely speaking now, what am I supposed to do with that?
r				TO-TALK1*	$GEST^	I2*	$GEST^
l					$GEST^		$GEST^
m					[MG]
Leipzig \| dgskorpus_lei_10 \| 31-45m Or reading long texts just like that is just impossible.
r	$INDEX1*	THERE-IS3	TEXT1B	TO-TALK1*	I1	CAN1*
l		THERE-IS3	TEXT1B
m		gibt	[MG]	[MG]
Münster \| dgskorpus_mst_13 \| 46-60f In addition, hearing kids understand a word and its meaning from language use and therefore can express themselves in many ways.
r	BUT1	MEANING1	CHILD2*	TO-TALK1*	LISTING1
l					LISTING1
m	ab{er}	bedeutet bedeutet	kinder	[MG]	[MG]
München (Munich) \| dgskorpus_mue_13 \| 46-60m My girlfriend approached me, and I let her in on the happy news and also told her that it would all begin in only two weeks.
r	MY1*		TO-LET-KNOW1A*	TO-TALK1*	HOW-QUESTION-COMPARISON1*	I1*	TO-ACCOMPLISH1C
l		TO-COME3*			HOW-QUESTION-COMPARISON1*		TO-ACCOMPLISH1C
m		komm			wie		schafft

Report Mistakes