COURSE NUMBER: FRE 210


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FRE 210

I. TITLE: INTERMEDIATE FRENCH CONVERSATION (3 hours)

II. CATALOG DESCRIPTION:
To develop the vocabulary and oral communication skills of the student with a background of one year of college French or equivalent. To be taught only in the Kentucky Institute for International Studies.

III. PURPOSE:
To equip students with a basic knowledge and communicative competency in French. The course also cultivates “Characteristics of the Murray State Graduate.” It
A. encourages student independent thought and effective expression of that thought in oral and written communication:

1. Students learn about structures of language, including their own; by doing so, they refine their own means of expressing thought effectively through oral and written communication.
2. The course itself focuses on oral communication; thus students learn, not only to communicate in a foreign language, but also to communicate in English more clearly, with less slang and more direct means of expression.

B. has the students apply sound standards of analysis and evaluation to reach logical decisions:

Students analyze and evaluate standard vocabulary and basic language structures to synthesize and formulate more complex forms of speech communication, thus reaching logical decisions in language.

C. encourages the understanding of the role and applications of technology to solve the problems of a changing world:

Students use the Internet, whenever access to computers is available, to access information about the countries they are studying: geography, culture, people, systems, etc.

D. teaches critical understanding of the world’s historical, literary, philosophical, and artistic traditions:

By including culture of the countries studied, students learn about historical, literary, philosophical, and artistic traditions beyond those of the United States.

E. teaches understanding of the dynamics of cultural diversity:

1. Students learn about languages, people, and cultures different from their own as an integral part of the courses.
2. They begin to compare and contrast our culture with the varied cultures of the peoples studied and to understand the dynamics of one culture interacting with another.
3. They learn more about our own cultural heritage as a result of the influence other cultures have on our culture.

IV. COURSE OBJECTIVES: The objectives of the second year of French language study are
a.) possess an active vocabulary for Intermediate level language production in real-life situations as well as expanded passive knowledge of additional vocabulary for listening and reading comprehension;
b.) have a solid foundation in all major grammatical structures of the French language;
c.) be able to understand Intermediate level spoken French at normal conversational speed;
d.) be able to express him/herself in writing complex sentences in French;
e.) be able to read and understand a variety of Intermediate level, especially authentic, texts ( ie. texts written by a native speaker for a native speaker audience);
f.) be able to speak with acceptable pronunciation and intonation for the Intermediate level;
g.) to improve students’ understanding of the grammar, structure, and vocabulary of English;
h.) to improve interpersonal communication skills, whether in English or French;
i.) to increase and refine students’ awareness and appreciation of French-speaking peoples and their cultures;
j.) to develop the critical thinking skills of deduction and inference in order to extract meaning from texts and verbal discourse at a more advanced level;
k.) and to learn how to problem-solve with language and how to predict patterns of form and usage.

The course also
A. introduces students to fundamental concepts and ways of knowing:

Students learn the fundamental concepts involved in language study: They learn the vocabulary (grammar and syntax terms), the methods of learning a language and how languages work, and the function and structure of language. Students also increase their knowledge of the English language.

B. promotes interdisciplinary understanding by clarifying how the content and methods of foreign language learning contribute to an understanding of its function in society:

1. Students learn how to communicate on a wide variety of topics in a foreign language.
2. They learn how to approach a wide variety of texts not translated into English, which facilitates their ability to make a mature approach to foreign texts. This prepares students going into many different disciplines, e.g., music students to understand songs and music in French, journalism students to comprehend articles and reports in French; students of the sciences to understand research documents in French; business students to engage in basic professional dialogue; history students to interpret historical texts and better grasp historical contexts; etc.
3. Students learn to compare another language and its structure to the English language; they make linguistic comparisons with English.
4. They learn the interrelationship of language and culture/society and how a language contributes to the formation of a society’s outlook and visa versa.
5. By studying cultures--not just the culture of the language being learned--students begin to compare and contrast other cultures with their own.

C. emphasizes international perspectives:

1. International perspectives are emphasized on a daily basis as an integral part of language and culture learning;
2. Besides class discussions of language, experience, and text materials that introduce students to international perspectives, students attend a wide variety of international cultural events that further enhance their knowledge of international perspectives.

V. CONTENT OUTLINE: The course will cover the following:
Besides greater student production in complete, compound, and complex sentences, there is a review pronunciation, parts of speech, and word order. Students learn speech patterns; addressing letters, talking on the telephone, making more complicated purchases, interacting with native French speakers, free time activities, and other selected vocabulary fields in the textbook related to daily routines on an intermediate level. Review definite and indefinite articles, possessive pronouns, adjectives; prepositions; verbs and prepositions, verb tenses, and other grammar points as necessary. Learn/Review more complicated structures such as dependent clauses, passive voice, and subjunctive, etc.

VI. INSTRUCTIONAL ACTIVITIES:
The conversational and grammar exercises will be based on the text. Students are expected to spend at least two hours preparing for every class period. ***Assignments are to be completed before class. Any grammar explanations given in class will be very brief and will presuppose a knowledge of the material based on outside of class preparation. All exercises are to be practiced thoroughly outside of class. Written homework is to be done before class and in the most complete form possible (i.e., in complete sentences). ***Late assignments cannot be accepted. No credit will be given for assignments turned in late.

The course also
A. promotes student engagement in and responsibility for learning through the use of active learning methodologies:

1. As stated above as a regular part of the syllabus: “Students are expected to spend at least two hours preparing for every class period. *** Assignments are to be completed before class. Any grammar explanations given in class will be very brief and will presuppose a knowledge of the material based on outside of class preparation. All exercises are to be practiced thoroughly outside of class. Written homework is to be done before class and in the most complete form possible (i.e., in complete sentences).”
2. communicative teaching is an approach which focuses on maximizing the four communicative skills as opposed to the traditional grammar-translation method. It includes the use of the target language in class. Students prepare grammar assignments outside of class and are prepared to implement them in class in given situations involving students sharing information, asking questions to elicit information, answering questions, asking and receiving directions and instructions, exchanging information, etc. Communicative teaching elicits production of language from students in speaking and writing; students learn the language more than learn about the language;
3. student-centered learning, which involves communicative interaction (see above) in the form of group-work and partner-work, problem-solving, role play, short skits, and other interactive activities.
4. group discussions,
5. partner- and teamwork,
6. frequent role play situations, etc.
and as demonstrated in the communicative final exam at the end of the course.
The course also focuses on problem solving:
7. students employ problem-solving techniques as part of the foreign language learning process: Students are expected to study grammar at home, figure out rules, apply them, and come to class prepared to begin immediate application. Students learn to take a given grammatical, lexical, or syntactic rule and see how it may be applied to other instances. Examples of significant problems are rules of conjugation and their variations, rules of word order, and the differences and similarities between the native language and the target language. Thus, students learn to solve language problems without having to learn every word as an isolated instance.

B. requires a significant amount of speaking, writing, and critical thinking, and to a lesser degree reading within the limitations of their second year reading skills in a foreign language:

1. Students have daily written homework assignments;
2. speaking is heavily emphasized every day in class;
3. students learn to read and decipher a variety of elementary and intermediate texts; and
4. students learn critical thinking as it applies to both languages (the language being learned and English) and cultures (a foreign culture and our own culture).

C. promotes the use of computer technology, when available, to solve the problems of a changing world through:

1. student homework assignments using the World Wide Web and the Internet to access information about the countries they are studying: geography, culture, people, systems, etc.;
2. student use of e-mail for communication purposes.

VII. FIELD and CLINICAL EXPERIENCES: See VIII. Resources.

VIII. RESOURCES:
The students’ new host culture provides the laboratory as students interact with native speakers in the target language on a daily basis. They must apply what they learn in class.

IX. GRADING PROCEDURES:
Although there will be minor variations from instructor to instructor, in French 210 the course grade distribution will reflect the following:
600 pts./60% 3 Exams (200 pts. each)

Exams may be in the form of listening comprehension, short answer, sections on learned cultural awareness, and writing in the target language; written sections of exams are meant to have the students demonstrate what they have learned in the language and thus what they can produce and communicate in the target language. Culture is an integral component of the 210 course. Acquired knowledge of the target culture(s) is tested on exams, either in separate sections dealing only with culture or in sections integrated into other parts of the exam but for which cultural awareness is necessary to attain a correct answer.

100 pts./10% Homework and Active Oral Participation.

Written homework is required daily. The work is graded on correctness and successful communication skills. Students are also evaluated on their reading skills. Reading skills take place on a daily basis and take the form of short texts encountered in daily living. Emphasis is placed on reading strategies rather than on just isolated linguistic elements. Critical thinking is evaluated by student demonstration of understanding the connection and relationship between the native and the target language, the application of rules, the questioning why both languages function the way they do. Evaluation takes place on the homework assignments, in class discussion, and on the exams. The predominant component of the course is speaking. While there is variation instructor to instructor, evaluation of speaking skills takes place on a regular basis. Class time is used for extensive oral work for which students receive an “Active Oral Participation” Grade.

100 pts./10% Quizzes, written and oral
200 pts./20% Final Exams.

The Final Exam is comprehensive and covers cultural knowledge and the four skills of speaking (oral), writing, listening, and reading.

Participation on the student’s part is assumed to be an integral component of a language course and consists of completing homework assignments on time and demonstrating evidence of preparedness and willingness to take part in class activities.
There will be no make-ups of quizzes. There will also be no make-ups of exams except in the most extreme cases and only at the instructor’s discretion.
High academic standards are maintained through extensive testing methods and rigorous grading procedures. The grades we assign are based on performance within each course.

X. ATTENDANCE POLICY:
Because the course is designed to cover a large amount of material in a relatively short amount of time, attendance is essential. For one unexcused absence the student’s final grade will be lowered by one letter grade; for two unexcused absences, the student may fail the course. These points may not be redeemed by any sort of extra project.

XI. ACADEMIC INTEGRITY POLICY:
1. It is the responsibility of every student to be informed about the Academic Integrity Policy. Cheating in whatever form constitutes academic dishonesty.
2. Your signature on every assignment, quiz, and exam represents a pledge that you have adhered to this policy.
3. I expect students to abide by the highest ethical standards.

XII. TEXT AND REFERENCES: may include the following or a comparable text:
Communicating in French, Intermediate Level; and a good pocket dictionary

XIII. PREREQUISITES: none.

Last updated February 14, 2000. Designed and maintained by Kyosung Koo