97404 French Language and Culture 4

Warning: The information on this page is indicative. The subject outline for a particular semester, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Handbook description

This subject is designed to provide students who have some knowledge of French with further skills in reading, listening, speaking and writing. The subject allows for an understanding of the sociocultural context in which the language is used. In addition to basic grammatical concepts, students are encouraged to explore more complex constructions such as writing formal letters and recognising literary French. They take active part in discussions on topical issues and are introduced to situations likely to arise while travelling in an area where the language is spoken.

Subject objectives/outcomes

By the end of the unit students should be able to:

1. Communicate confidently in French within a wide range of everyday situations on a formal and informal level.
2. Use written French within the range of discourse forms set out in the unit outline.
3. Understand aspects of the culture of French speaking people and their relationship to appropriate language use.
4. Understand the general content of authentic texts (e.g. magazine and newspaper articles)
5. Comprehend a limited range of authentic texts, particularly those relevant in a university environment.

Contribution to course aims and graduate attributes

Students who complete Language and Culture subjects should graduate with the following capabilities:

1. Capacity to communicate in a range of contexts, in the relevant language;
2. Sensitivity to intercultural difference, a respect for other cultures and a commitment to international citizenship;
3. Preparedness for lifelong learning about international languages, societies and cultures.

Teaching and learning strategies

The main approach to classroom teaching instruction is communicative. This approach stresses the development of communication skills in a meaningful context (such as activities one might endeavour in the host country or with individuals from the target culture), using authentic materials (newspapers, news clips, films etc.) and situations (role-plays, interviews etc.). In classroom activities students are engaged in real-life communication exchanges in the target language. Language is studied in context and topical items are often used. In any lesson students may be required to work individually, in pairs or in groups on a variety of language learning tasks. Student participation in these activities is an essential element of language development and learning at IS.

Students are expected to use only French when communicating with each other or with their teacher in class.

The pedagogical key concept we adopt in our curriculum development is Blended Learning which incorporates independent learning and classroom instruction into a coherent program to provide students with a steady progression in language proficiency to enable them to gain full literacy skills in the target language and to equip them with the skills of self-directed learning.

The communicative approach is a generic approach. It is intended as an umbrella term covering a variety of methods, which individual teachers will use. Both fluency and accuracy are key elements of this approach. The communicative approach focuses on functional aspects of language – presenting oneself, reserving a room, asking questions etc. – as well as structural (lexical, grammatical) features. The focus is not only on the language, but also the context of language, the (social) purpose of language, cross-cultural learning and the development of independent language learning strategies.

As an 8 credit point subject the approximate time commitment expected from students is 12 hours per week. 4 hours of this will be class time, meaning students are expected to do around 8 hours of independent study outside class each week. Independent study includes homework, going to the library, preparing assignments, studying for tests, reading subject materials and preparing for class. In order to make the most of this subject, students need to set aside enough time each week to complete all of these tasks.

Assessment

Assessment Item 1: Mid-semester test: Listening, Reading and Writing

Assessment Item 2: Learning Journal

Assessment Item 3: Speaking Role Play

Assessment Item 4: Final test: Listening, reading and writing

Assessment Item 5: Class Progress and Learning

Minimum requirements

In order to pass this subject, you must earn an overall total of 50 marks or more for the subject.

Attendance at tutorials is important in this subject because the development of the linguistic skills and proficiency depends on active and frequent use of the target language. An attendance roll will be taken at each class. Where possible, students should advise the tutor in a timely manner if they are unable to attend. Students who are absent for an in-class speaking assessment will receive a mark of zero for that assessment item unless valid documentation (medical certificate etc) is provided.

Required texts

Essential texts are available from the University Co-op Bookshop, 3 Broadway, Ultimo. Copies are also available for consultation and loan at the Blake Library.

Amical 2 (A2) Méthode de Français by Sylvie Poisson-Quinton & Reine Mimran
Amical 2 (A2) Cahier d'activités + CD audio by Sylvie Poisson-Quinton & Reine Mimran

In addition to the textbook, workbook and audio-visual materials supplied with each, a range of printed material will also be distributed to students throughout the semester.

Recommended texts

Reprise: A French Grammar Review Worktext, 2nd edtion by David M. Stillman & Ronni L. Gordon.

This text, which is optional but highly recommended provides explanations of grammatical concepts in English and offers some comparisons between English and French. As such, it will be of most use for students whose native language is English or who have a firm control over the English langauge. It will not be used in class and you will not be tested on the vocabulary contained therein. It is nevertheless an excellent tool for self study and your teacher may point to exercises and explanations that link with concepts being studied in class and in your regular textbook.

References

• Bady J.,Al, 1987, Conjugaison 350 exercices. Hachette, Paris.
• Bescherelle, M., 1997, Bescherelle French verbs, Hatier, Paris.
• Bescherelle, M., 1997, Bescherelle L’art de conjuguer, Hatier, Paris.
• Bescherelle, M.,1997, Bescherelle L’art de l’orthographe, Hatier, Paris.
• Callamana, 1984, Grammaire vivante du Français. Exercices d’apprentissage 1-2-3, Larousse, Paris.
• Cousins R., Hallmark R., Pickup I., 1994, Studying and working in France. Students guide. Manchester University Press, Manchester.
• De Salins, Dupré, La Toula, 1988, Exercices de grammaire. Hatier, Paris.
• Grégoire, M., Thiévenas, O.1997, Grammaire progressive du français, CLE International, Paris.
• Leroy-Michel C., Goliot-Lété A., 1997, Vocabulaire progressif du Français, CLE International, Paris.
• Mermet, 1997, Francoscopie, Larousse, Paris.
• Morton, J., 2002, English Grammar for Students of French, The Olivia and Hill Press.

DICTIONARIES

• Atkins, B.T., et al, 1997, Dictionnaire Général French-English English-French, Harper Collins, Glasgow.
• Carney, F., (ed.), 1994, Standard French-English, English-French dictionary, Larousse, Paris.

LISTENING

• French news on SBS at 9.20am Monday to Saturday.
• French programs and news on www.radiocanada.ca
• French programs on SBS radio (AM1107)
  • Tuesday, Thursday, Friday from 11am to 12am
  • Saturday from 9pm to 10pm
  • Sunday from 4pm to 5pm