FREN 2202 - French IIB: Language (Intermediate)
North Terrace Campus - Semester 2 - 2020
General Course Information
Course Code FREN 2202 Course French IIB: Language (Intermediate) Coordinating Unit French Studies Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Available for Study Abroad and Exchange Y Prerequisites FREN 2201 Incompatible FREN 1012 or FREN 2003 Course Description This course continues the intensive language training undertaken in French IIA: Language. It similarly aims to develop written language skills - composition, comprehension, translation, grammar - and spoken language skills - speaking, listening, pronunciation.
Course Coordinator: Associate Professor Ben McCann
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn the successful completion of this course students will be able to:
1 Understand better the structures of French language and apply them more accurately to their own language use 2 Understand and use a wider range of French vocabulary and structures, in both spoken and written modes 3 Understand and analyse various aspects of French and Francophone society and culture 4 Understand and respect the different world views that are expressed through the language, social practices and cultural productions of French-speaking communities 5 Communicate information, ideas and arguments more accurately and with more sophistication in French, in both spoken and written modes, using arange of appropriate technologies and resources 6 Work both independently and in collaboration with others in the exploration, generation and presentation of ideas and information, and contribute productively and in a timely manner to group-based outcomes
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3, 4, 5 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 2, 3, 4, 5, 6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
5, 6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2, 3, 5, 6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
3, 4, 6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
3, 4, 6
Required ResourcesGrammar Textbook (Required Resource)
St. Onge, St. Onge and Powers, Interaction: Langue et culture (9th edition)
Recommended ResourcesReference works
The Barr Smith Library has a number of French-English and French-French dictionaries in its reference section. When preparing assignments, it is a good habit to work with dictionaries and other reference works around you. There are also some good dictionary resources available through the internet, eg http://www.wordreference.com/fr/ (bilingual) or http://www.lexilogos.com/francais_langue_dictionnaires.htm (French-French – very useful).
If you are thinking of purchasing a dictionary, there are several possibilities, depending on your budget. The Collins-Robert French-English English-French Dictionary is an excellent dictionary, and is quite good value, considering today’s prices. Note that recent editions of the Collins-Robertcontain a supplement devoted to specific language functions (eg letter writing, essay work, etc). This dictionary would be an excellent investment for the future, as well as a valuable tool in yourcurrent programme of study.
If your budget does not extend that far, other possibilities exist. There are plenty of middle-of-the-range dictionaries which would be satisfactory for most purposes (although more complex questions are always better solved by the larger dictionaries). The Collins-Robert dictionary mentioned above has a concise version which is also very good, and more moderately priced, or a paperback version. Langenscheidt also publishes a good French-English dictionary in the mid range. The best idea is to shop around and see what is readily available to match your budget. The important thing is to avoid buying one of those small pocket style dictionaries, which are of very limited use.
Your textbook provides a good account of the various grammar points to be covered, along with many useful exercises for putting this material into practice. This is sufficient in itself for the course. If you have the time and inclination to do further practice, there are plenty of grammar books in the library, a number of which contain exercises. One text which you may find useful is the French Grammar published in the Schaum Outline series. It contains explanations of the various grammar points in English and follows these up with practice exercises (the answers are in the back). Also of potential use, if you are one of those people who struggle with grammatical terminology, is the book by Jacqueline Morton, English Grammar for Students of French (several copies usually available in the bookshop, also available in the Barr Smith Library). The definitive word on grammar is always to be found in Le Bon usage (by Grevisse), of which the BSL has copies.
Online LearningThe following will be posted on MyUni on a regular basis:
- PowerPoints for the grammar class
- vocabulary lists for the fortnightly vocabulary tests
- fair copies of all assignments and tests
- past exam papers and corrigés (uploaded at the end of the semester)
Learning & Teaching Activities
Learning & Teaching ModesThe course is taught with grammar classes, with listening, pronunciation and oral expression tutorials expanding on the grammar classes.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
4 hours of language classes per week 48 hours per semester 4 hours assignment preparation/follow up per week 48 hours per semester 5 hours reading per week 60 hours per semester TOTAL WORKLOAD 156 hours per semester
Learning Activities SummaryWeekly class exercises on grammar (1-2 weeks spent on each chapter of the textbook). Pronunciation and listening exercises in the language seminars. Discussion of cultural, social, political and topical issues in the conversation class.
Specific Course RequirementsIt is a requirement of the course that students attend all classes.
Exemption from attendance may be given by lecturers or tutors only for medical reasons or for documented cases of personal hardship. If students miss two classes without providing a satisfactory explanation (on medical or compassionate grounds), the course coordinator will ask them to explain why they should not be excluded from the course. In all cases, the onus is on students to contact their tutor or lecturer, preferably in advance, to explain their absence and to make arrangements to catch up
on missed work. If this is not done, it will be assumed that the students concerned are no longer in the course.
Students who do not meet the following requirements will be awarded a grade of Fail for the course:
· a minimum of 40% result in the end of semester written exam
· completion of all assessment tasks worth 5% or more
Small Group Discovery Experiencen/a
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryRegular tests, language assignments, oral exposés, essays, language exam.
Assessment Related Requirements
You may seek help with difficult points by requesting further explanations from your tutor, but no help can be given with the actual
All assessed work must also be your own (i.e. you can discuss grammar problems with friends or with a tutor, but you then need to sit down and do the exercises by yourself).
Assignments are due on Fridays and should be handed in at the Faculty Office (Napier ground floor) no later than 12.00 noon on the day indicated.
Assessment DetailSee the Course Booklet located in MyUni for a detailed presentation of the assessment for the course.
SubmissionUnless otherwise stated, all assignments must be submitted to the Faculty Office, ground floor Napier Building, with a cover sheet attached.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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