French as a foreign language

Credit hour 2.5
Total number of hours 24
Number of hours for lectures 24

Goals

According to the Common European Framework of Reference for Languages levels

B2

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that

makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

B1
Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

A2
Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.



Content

This class will enable to work on various level objectives A2, B1 and B2 according to the CEFRL in relation the acquired level of each participant. 

Bibliography

 - Nouvel Edito : méthode de français, Elodie Heu, J.Jacques Mabilat, Didier, 2011.
 - Réussir le DALF, Niveau B2 du CECR, Béatrice Dupous, Anne-Marie Havard, Maylis Martial, Mathieu Weeger, Didier, 2006.
 - Ecrire pour convaincre, G. Vigner, Hachette, 1996.
 - Abry D., Chalaron M.L., Grammaire des premiers temps Vol.2, PUG, Grenoble, 2013.
 - Andant C., Chalaron M.L., A propos, PUG, Grenoble, 2003.
 - Bloomfield A., Mubanga Beya A., DELF B1-200 Activités, CLE International,
 Paris, 2006.
 - Alter Ego + A2, Berthet A et al. Hachette, 2011.
 - Ici 2, Abry, Daâs, al., CLE International, 2007.
 - Nouveau Rond Point 3, Capucho, Demyer, Labascoule, Difusion, 2010.
 - La grammaire des premiers temps, Abry D., Chalaron M.L., PUG, 2012
 - Les exercices de grammaire, Aküz A et al. Hachette, 2010
 - 350 Exercices Niveau moyen, Delatour Y et al. Hachette, 2013
 - Authentic documents

Tests

The class will start with a diagnostic assessment in order to determine the acquired level of each student.

Courses are validated by ongoing assessment and a final summative assessment.

Additional Information

Teaching and Learning Strategy :

Classroom tasks will be built from situations of communication and from plans linked to the four language activities stated below:
 

- reception : listening, reading ;
- production: written and oral expression ;
- communication: conversation skills ;
- mediation: translation and interpretation activities.

Communicating in French as a foreign language means adopting a linguistic code (linguistic competence) according to a situation (pragmatic competence) in a given socio-cultural context and linguistic background (sociolinguistic competence). These three abilities will be systematically used during classes.

 

- the linguistic components is relevant to the qualifications concerned and communication situations. Tasks of any kind require knowledge and know-how. Linguistic competences include lexical, phonological, syntactical knowledge and skills

- the sociocultural components, since language is a sociocultural phenomenon, is to be taken into account. Speaking is not only using sentences. The matters treated here are those specifically related to language use and not dealt with elsewhere: linguistic markers of social relations; politeness conventions; expressions of folk-wisdom; register differences; and dialect and accent;

- the pragmatic components to relate to action-oriented approach and choice of discourse strategy in order to achieve a specific goal (organize, adapt, structure and manage discourse;  the pragmatic components are the link between speakers and the situation.

Support services will come from French as a foreign language text books as well as from authentic documents.