FREN 3211 - French IIISA: Language (Advanced)
North Terrace Campus - Semester 1 - 2020
General Course Information
Course Code FREN 3211 Course French IIISA: Language (Advanced) Coordinating Unit French Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites 12 units in French including FREN 2212 or FREN 3202 Incompatible FREN 3011 Course Description This course gives tuition in translation, phonetics, advanced grammar and syntax, through regular assignments and class exercises (oral and written). It also seeks to develop research skills for language related questions.
Course Coordinator: Professor John West-SoobyCourse coordinator: Professor John West-Sooby
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn the completion of French IIISA Language, students will be able to:
1. understand, apply and explain the principles governing the structures of the French language, both spoken and written
2. understand and produce clear and detailed views on a wide variety of topics in both spoken and written French
3. understand the stylistic differences between French and English and use that understanding to move between the two languages in a way that takes account of those differences
4. locate, evaluate and apply a variety of sources to further their own understanding of the French language
5. 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
6. demonstrate an awareness of social and cultural issues in French-speaking contexts and appreciate their wider impact
7. develop a commitment to the rigorous application of scholarly principles in the exploration of questions relating to French language and its use in a variety of contexts
8. work independently to improve their language proficiency as well as their knowledge and understanding of the French language and how it functions in a variety of contexts
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 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, 4 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
2, 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
6, 7, 8 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
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
Required ResourcesPrice, A Comprehensive French Grammar, 5th edition
Recommended ResourcesWhile the course is basically self-contained, it is essential to get into the habit of working with a variety of reference texts around you. Here are some suggestions…
— The Petit Robert is an essential reference work for this course.
— The Collins-Robert French-English English-French Dictionary will also be of great use, although any items found here should then be verified (for meaning and usage) in a French-French dictionary. Note that the new edition (1987 and subsequent re-editions) is particularly useful as it contains a 72 page supplement devoted to specific language functions.
Any reputable grammar is a good starting point for checking on grammatical points which occur in exercises. Price’s A Comprehensive French Grammar is a prescribed text, because it should provide answers to most of the questions that arise and is relatively easy to use. Ollivier & Beaudoin, Grammaire française, 4th edition is also useful because of its revision of key points. If you want to go further, the definitive grammar of French—very detailed but with an excellent index—is Grevisse, Le Bon Usage, Paris, Gembloux-Duculot, 1980 (multiple editions). This magnum opus (1519 pages) is quite expensive; however, there are several copies in the University library. Also of great interest is the “communicative” grammar by Judge, A. and Healey, F., A Reference Grammar of Modern French, London, Arnold, 1985 (also quite an expensive text). For a more concise reference grammar, see H. Ferrar, A French Reference Grammar, Oxford University Press, 1967.
3. Stylistics & Translation
The most interesting book on stylistics is that of J.P Vinay & J. Darbelnet, Stylistique comparée du français et de l’anglais, Paris, Didier, 1977. It adopts the perspective of translation difficulties and highlights differences in structure and usage between French and English. This provides valuable insights, as a result, into stylistic matters and is also useful for dealing with translation issues.
The Barr-Smith Library maintains a page of useful links for students of French. The url is http://libguides.adelaide.edu.au/french
The Lexilogos webpage contains a conventional dictionary, as well as a dictionary of slang, synonyms and antonyms, figurative expressions, spelling and conjugations, etymologies, Old and Middle French, and varieties of French throughout the Francophone world. The url is http://www.lexilogos.com/francais_langue_dictionnaires.htm
Online LearningThe course requires students to consult the MyUni webpage for this course on a regular basis. All grammar notes, lectures, lesson notes, and previous exam papers are posted in the ‘Course Materials’ section.
Learning & Teaching Activities
Learning & Teaching ModesThere are three contact hours per week in French IIISA Language: 1 language class, 1 conversation class, 1 language laboratory class.
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 of assignment preparation/follow up per week 72 hours per semester 4 hours reading per week 48 hours per semester TOTAL WORKLOAD 156 hours per semester
Learning Activities SummaryLanguage classes will focus on grammar commentary and translation from English to French. Conversation classes will be devoted to the discussion of topical subjects and also the development of pronunciation skills. The language laboratory session will likewise be devoted to the development of pronunciation skills, through exercises in phonetics, and to grammar revision.
Specific Course RequirementsHurdle requirement
Students who do not meet the following requirement will be awarded a grade of Fail for the course:
- a minimum of 80% attendance in seminars, tutorials, workshops and lab classes (considered individually)
- completion of all assessment tasks worth 10% or more;
- a minimum of 40% in the final examination.
Small Group Discovery ExperienceWeekly group research-based problem solving activities.
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 Outcomes Thème/Analyse Formative and Summative 30% 1, 3, 4, 6, 7 Test (thème) Summative 10% 1, 3 Exercices de labo Formative and Summative 20% 1 Oral Formative and Summative 10% 1, 2, 6, 7 Written Examination Summative 30% 1, 3
Due to the current COVID-19 situation modified arrangements have been made to assessments to facilitate remote learning and teaching. Assessment details provided here reflect recent updates.
To support the changes to teaching, the following revisions to assessment have been made:-
(i) Language assignments: no change, but submission will be by email (attach a Word doc).
(ii) Oral presentation: maintained, with the same schedule & time, but to be done via Zoom.
(iii) Lab tests: maintained, same schedule & time, but done via Zoom. Tests will be sent by email at the start of the Zoom session and will be completed by students on their computer/device, then submitted by email within 5 minutes of the end of the test session. Minor modification to the format: the grammar exercises will remain the same, but due to the difficulty of inserting phonetic symbols on screen, the emphasis will be on recognition (transposing phonetic script to standard script), instead of active use of phonetic symbols (no more phonetic transpositions). To compensate, there will be an additional exercise in dictation each time.
(iv) Test (Week 8): maintained, same date & time, but will be an exercise in grammar commentary instead of a translation.
Instead of the usual 3-hour written exam normally held at Wayville during the examination period, there will be a two-part end-of-semester test conducted via Zoom in Week 13.
Listening test, including dictée (30 points) – 1 hour
Written test (70 points) – 2 hours
- grammatical commentary (30 points)
- translation (40 points)
Students will be asked to join a Zoom session for these two tests at two pre-arranged times in Week 13 (for the 2-hour test, Tuesday 9 June, 9.00 am to 11.00 am; day/time for the listening test to be negotiated). Just prior to those meetings, the documents (worksheet for the listening test, paper for the written test) will be emailed to students. They will then complete the test while on Zoom, using their computer to type their answers, and email the documents back to the course coordinator within 5 minutes of the end of the allotted time.
NB There is no change to the weightings, which will remain the same for all assessment tasks.
Assessment Related RequirementsThe guidelines relating to presentation, submission and assessment of work are as follows:
1. Presentation of Work
All work handed in during the year should be clearly labelled with the student’s name and class and also with the name of the staff member for whom it is intended. It should be written on alternate lines (double spaced and in a font no less than 12 point, if typed), for greater clarity and to allow ample room for correction. For essay work, attention should be given to the correct setting out of quotations and bibliographical material.
In all language courses, assignments are a regular part of the learning process. For this reason, language assignments must be submitted on a regular basis, by noon on the date indicated in each case (a penalty of 2% per day late will be applied and no mark can be given once the particular assignment has been returned and discussed in class). However, any student experiencing difficulties (due to documentated cases of health problems or personal hardship) should contact the Course Coordinator. The onus is on the student to make such an approach—before the due date.
Extensions can only be sought in advance of the due date under the provisions of the Modified Arrangements for Coursework Assessment Policy or the Reasonable Adjustments for Teaching and Assessment for Students with a Disability Policy.
Assessment DetailSee the Course Booklet for a detailed presentation of the assessment procedures for French IIISA Language.
SubmissionSee the Course Booklet for submission details.
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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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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