FREN 2212 - French IISB: Language
North Terrace Campus - Semester 2 - 2019
General Course Information
Course Code FREN 2212 Course French IISB: Language Coordinating Unit French Studies Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites FREN 2211 Incompatible FREN 1003 or FREN 2012 Course Description Language training in spoken and written French builds on the skills and knowledge acquired in French IISA: Language. The course will include grammar exercises, written expression, oral expression, reading comprehension, audio-visual tasks and translation.
Course Coordinator: Dr Peter Poiana
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
LO 1 Know and understand the structures of the French language and key aspects of French culture
LO 2 Be capable of responding to, giving opinions about, analysing and evaluating situations and ideas using the French language
LO 3 Be able to locate materials, including primary and secondary sources, in order to acquire knowledge of the French language and culture
LO 4 Work independently and in collaboration with others, in a timely manner, to present and communicate ideas and develop cogent and coherent arguments.
LO 5 Use digital technologies and software programmes for accessing material in French and producing texts in French
LO 6 Become a self-reflective and self-directed learner, in order to sustain the effort of learning French over time
LO 7 Be aware of social and cultural issues in French speaking contexts and appreciate their wider impact.
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 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
2, 3 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
3, 4, 5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3, 4, 5, 6, 7 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
4, 6, 7 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
4, 6, 7
Required ResourcesThere are no textbooks for this course.
Students must bring their own headsets with microphones to all Language Laboratory classes.
Recommended ResourcesGrammar Reference books (available for loan from the Barr-Smith Library)
· Glanville Price, A Comprehensive French Grammar, Oxford, Blackwell Publishers, 6th edition, contains complete explanations in English on all points of French grammar.
· Roger Hawkins and Richard Towell, French Grammar and Usage, Arnold.
· For a concise reference grammar, see H. Ferrar, A French Reference Grammar, Oxford University Press, 1967.
· Students at this level sometimes need to revise basic structures such as verb conjugations. You are advised to do this as early in the year as possible: it will help you get better grades in your language tests. The best revision book is Mary Coffman Crocker, Schaum’s Outlines: French Grammar, New York, McGraw Hill, 1999.
Online LearningThe course requires students to consult the MyUni webpage on a regular basis. All of the course material is grouped in weekly folders. Students are expected to download the grammar notes, read them and complete the exercises in advance of the grammar class. Students are also advised to view the oral worksheets in advance of the oral class as well as the vocabulary lists, which must be learned. Students will use MyUni also in the Language Laboratory, including in the Group Lab project.
Learning & Teaching Activities
Learning & Teaching ModesThe course is made up of three types of classes:
Written Workshop or Seminar. Students learn a complete grammar syllabus using the grammar notes posted on MyUni.
Oral Tutorial. The focus is on student participation in discussion. Discussion topics are drawn principally from newspaper and magazine websites.
Language laboratory class. Students listen to recorded dialogues and French radio podcasts, and watch videos on general topics in order to improve their listening skills.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
3 hours of classes per week 36 hours per semester 6 hours preparation of grammar notes/oral expression exercises per week 72 hours per semester 4 hours revision and assignment preparation per week 48 hours per semester TOTAL WORKLOAD 156 hours per semester
Learning Activities SummarySee detailed Course outlines for commencing enrolled students, available on MyUni.
Small Group Discovery ExperienceBetween weeks 5 and 8, students will do a Group Lab project involving research into recent reforms introduced by the French government. Submission will involve electronic submission of oral and written work.
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 Task Task Type Weighting Learning Outcome Participation Formative and Summative 5% 1,3,4 2 x language lab tests Formative and Summative 10% 1,3,4,5,7 Lab research project Summative 10% 1,3,4,5,7 Composition assignment Formative and Summative 5% 1,3,4,7 Composition test Formative and Summative 10% 1,3,4,7 2 x grammar tests Formative and Summative 20% 1,3,4 Oral exam Summative 10% 1,2,6 Written exam Summative 35% 1,3,4,6
Assessment DetailInformation available upon enrolment.
SubmissionInformation available upon enrolment.
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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- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
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- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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