UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module Description of Modern French
2.
School which will be responsible for management of the module SECL
3.
Start date of the module 1998 – revised for Sept. 2014
4.
The number of students expected to take the module 20
5.
Modules to be withdrawn on the introduction of this proposed module and consultation
with other relevant Schools and Faculties regarding the withdrawal. N/A.
6.
Level of the module: Level I
7.
The number of credits and ECTS value which the module represents 15 credits / 7.5
ECTS
8.
Which term(s) the module is to be taught in (or other teaching pattern) Autumn or
Spring
9.
Prerequisite and co-requisite modules
None.
10. The programme(s) of study to which the module contributes
French Single Honours, Joint Honours, and all related programmes.
11. The intended subject specific learning outcomes
This module is designed to develop knowledge and critical understanding of
French Linguistics.
On completion of this course, students will be able:
1. to read International Phonetic Alphabet (IPA) script, and produce a broad
phonemic transcription of spoken French
2. to confidently use and understand the basic vocabulary of general
linguistics as applied to French (phonetics, phonology, morphology,
syntax, register etc.)
3. to critically evaluate the views of linguists and non-linguists regarding
change in the modern language
4. to comment authoritatively on variation within the French language (with
regards to differences in prestige, style, register, spoken v. written usage
etc.)
Familiarity with patterns of variation in the contemporary language will in turn
enhance understanding and use of French in other parts of the degree
programme, notably translation and literature study.
12. The intended generic learning outcomes
Students who successfully complete the module will have improved their ability to
1. participate in discussion (in English and in French), making their own
2.
3.
4.
5.
critical contributions to the discussion and listening to and respecting the
contributions of others;
communicate effectively and work as part of a team;
write cogent, well-constructed essays supported by textual evidence;
give presentations and run seminars independently;
reflect on their own learning, plan their use of time, and identify appropriate
directions for further study;
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UNIVERSITY OF KENT
6. synthesise and critically evaluate information from a number of sources
(problem solving);
7. make effective use of information technology (e.g. word processing, library
searches).
13. A synopsis of the curriculum
Written and spoken French are now, arguably, so far apart as to constitute distinct
varieties. Unlike most French modules, this module will take the latter as its
starting point. The phonology (sound system) will first be explored, and basic
transcription skills acquired, with consideration of recent and ongoing changes in
the general system known as français standard. The module will then move on to
consider the gap between written and spoken French grammar, notably in such
areas as the tense/mood system, morphosyntax or pronouns, grammatical gender
and agreement, and verb classification. The treatment of neologisms, and
particularly the status of franglais in contemporary French, will also be
considered. Although the module will provide students with some basic tools of
linguistic description, no background in Linguistics is required or assumed.
14. Indicative Reading List
Battye, A; Hintze, M-A. and Rowlett, P. (2000) The French Language Today.
London: Routledge.
Fagyal, Z; Kibbee, D, and Jenkins, F. (2006) French: A Linguistic Introduction.
Cambridge: Cambridge University Press.
Lodge, R.A.; Armstrong, N., Ellis, Y. & Shelton, J. (1997) Exploring the French
Language. London: Edward Arnold.
Price, G. (2005) An Introduction to French Pronunciation. Oxford: Blackwell.
Tranel, B. (1987) The Sounds of French. Cambridge University Press.
Walter, H. (1988) Le Français dans tous les sens. Paris: Laffont.
(or French Inside Out. (1994) London: Routledge)
15. Learning and Teaching Methods, including the nature and number of contact hours and
the total study hours which will be expected of students, and how these relate to
achievement of the intended learning outcomes
One weekly two-hour seminar for 10 weeks, for which discussion topics are set in
advance.
Total Contact hours: 20
Total Study Hours: 150
Student commitments to this module will be approximately ten hours per week,
two contact hours in the classroom and eight hours of study and preparation
(generic learning outcomes 3, 5, 6, 7).
After the first week, students will be divided into presentation groups of 2-3 and
expected to give at least one presentation on a topic listed in the module
programme. Each group will also be required to lead questioning on at least one
other presentation. It is essential that the ‘questioning’ group read the short item
assigned to them, which is designed to facilitate wider discussion after the
presentation has been completed. Additional material may also be provided via
Moodle. (Subject-specific learning outcomes 1-4; generic learning outcomes 1, 2,
4, 6).
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
The final mark for the module will be based on the following elements:
If the module runs in the Autumn term:
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UNIVERSITY OF KENT
 Linguistic Commentary (500 words): 20%
 Essay (in English or in French – 2400 words): 60%
 Oral presentation: 20%
If the module runs in the Spring term:
 Essay (in English or in French – 2000 words): 40%
 Oral presentation: 20%
 Examination (summer term): 40%
If the module runs in the Autumn term, the Linguistic Commentary will be a short
summary based on topics explored in the first half of the module, and requiring
students to demonstrate understanding of key linguistic themes underpinning the
module as a whole. One-to-one feedback will be provided, which will inform the
Essay, to be submitted later in the term.
If the module runs in the Spring term, feedback on the essay will be provided well
in advance of the exam.
The mark for the seminar presentation will be awarded for a group presentation
during the term. In the event of a group or individual being asked to perform more
than one presentation, the higher of the two marks awarded will count. A bonus
mark may be added to the seminar presentation mark of individual students whose
contribution throughout the term (e.g. in leading questioning after presentations)
is exceptional.
Written work tests achievements of subject-specific learning outcomes 1-4 and
generic learning outcomes 3, 5, 6, 7. Oral work tests achievement of subjectspecific learning outcomes 1-4 and generic learning outcomes 1, 2, 4, 6.
If the module runs in the Autumn term, the module will be 100% coursework.
If the module runs in the Spring term, the examination will take place in the
Summer term.
17. Implications for learning resources, including staff, library, IT and space
None.
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the
University’s disability/dyslexia support service, and specialist support will be
provided where needed.
19. Campus(es) where module will be delivered: Canterbury
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UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate
Studies (as appropriate): "I confirm I have been consulted on the above module proposal and
have given advice on the correct procedures and required content of module proposals"
................................................................
..............................................
Director of Learning and Teaching/Director of Graduate
Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
.................................................................
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Head of School
Date
…………………………………………………….
Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR
VALIDATED INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as
applicable): "I confirm that the College/Validated Institution (delete as applicable) has
approved the introduction of the module and will be responsible for its resourcing"
.................................................................
Nominated Responsible Officer
College/Validated Institution
of
..............................................
Partner
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
Module Specification Template
Last updated January 2013
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Date