UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
MODULE SPECIFICATION
1. The title of the module FR323 The Sounds of French
2. The Department which will be responsible for management of the module SECL
3. The Start Date of the Module
First taught Lent 2004
4. The cohort of students (onwards) to which the module will be applicable. Sept
2003 Entry
5. The number of students expected to take the module 20
6. Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Departments and Faculties regarding the
withdrawal Not applicable
7. The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]) Certificate (C)
8. The number of credits which the module represents 15
Note: undergraduate full-time students take modules amounting to 120 credits per
year and postgraduate full-time students take modules amounting to 180 credits
per year for a Masters award
9. Which term(s) the module is to be taught in (or other teaching pattern) May be
taught in either term
10. Prerequisite and co-requisite modules None
11. The programmes of study to which the module contributes Offered as part of
Single Honours or Joint Honours French programmes; also available as a wild
module.
12. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
This module is designed to develop knowledge and understanding of French
Linguistics (see French Programme Outcomes 12A/3:
http://www.kent.ac.uk/humanities/facultyoffice/progspecs09-10/french/index.html). On
completion of this course, students will:

understand what constitutes an authentic ‘French accent’ (12C/1), i.e.
he/she will be able to:
o
understand differences between the realization of English and
French phonemes (12C/1, 3, 8a-c)
o
produce and describe the full range of phonemic distinctions in
standard French (12C/1 & 8a,b)
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
o
be able to produce accurate broad transcriptions of spoken French
(12C/3)

be aware of variation and ongoing change in the pronunciation of
contemporary standard French (12C/3 & 6)

be aware of, and able to address, theoretical problems in descriptive
French phonology (e.g. mute ‘e’, liaison consonants, vowel lengthening
conditions etc.) (12C/3 & 6)

have acquired a sound knowledge of key theoretical concepts in phonetics
and phonology and an ability to apply them to the French context (e.g.
phone, segment, phoneme, allophone, complementary distribution, liprounding etc.) (12C/3 & 6; 12D 3 & 6)
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
On completion of this module, students will:
 be able to initiate and participate in group discussion of issues raised (12B/1-7;
12D/1 & 3)
 be able to write cogent, well-constructed essays supported by evidence (from
texts, speech, native-speaker intuitions, and linguistic commentators) (12B/1-7;
12D/1, 3, 4, 5, 6, 7, 8 & 12)
 have become familiar with library facilities and will be able to work with them
independently. The University provides support through the Study Centre or
Library Information packs, for example. (12D/4 & 5)
14. A synopsis of the curriculum
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Introduction: Basic Concepts
Describing Sounds I: Phones, Phonemes and Allophones
Phonemes of French I: Vowels
Phonemes of French II: Consonants and Glides
Reading Week
Norme and français standard. Complementary Distribution: mid-vowels
Issues in Transcription: vowel-lengthening, intonation, pauses.
Production and Description test
Regional/Non-Metropolitan French phonology
Reading Week
Issues in Contemporary Phonology (Mute ‘e; Liaison; Elision)
Sur table Test/Revision (Term 2)
15. Indicative Reading List
There is no ‘set text’ for this course, but students are advised to purchase the following work,
which complements the material covered in the course:
Price, G. (2005) An Introduction to French Pronunciation (Revised Edition). Oxford:
Blackwell.
Handouts and Worksheets will be provided during the programme by the course convenor; these
will also be made available on Moodle during the term. Students may also find the following
works (all available in the Templeman Library) useful:
Ladefoged, P. (1982) (2nd ed.) A Course in Phonetics. New York: Harcourt Brace
Jovanovich. P221
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
Léon, P.R. (1978) (4th ed.) La Prononciation du français standard. Paris: Didier. PP137
Tranel, B. (1987) The Sounds of French. Cambridge University Press. PP135
16. 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
The learning outcomes specify essentially three aims: (a) to achieve a more
authentic
French
pronunciation
(b)
to
do
so
via
a
sound
theoretical
understanding of the French phonological system and (c) to use this knowledge
to produce confident and accurate transcriptions of spoken French using the IPA
(International Phonetic Alphabet) (these relate generally to French Programme
Outcomes 12A/3 and 12C 3, 5 & 6).
Students will attend one weekly 2-hour seminar, supplemented by up to eight
hours private study (12D/7 & 8). The emphasis during the first half of the module
programme will be on the first and third of the outcomes outlined above, with
weekly sessions divided into an introductory mini-lecture and practical workshop,
the latter generally taking up more than half the session (12D/1, 3, 7, 8, 9, & 10).
Students will be introduced to the phonetic (articulatory) description of speech
sounds, and will apply this knowledge to the phonemes of French. Students will
be directed to additional reading and practice material and expected to complete
worksheets in advance of the relevant workshop session (12B/2, 3, 4 & 6). As
confidence in use of phonetic and phonological terminology improves, theoretical
problems and issues in French phonology will be introduced in the second half of
the programme (12B/2, 3, 4 & 6; 12D3).
Total study hours = 150.
17. Assessment methods and how these relate to testing achievement of the
intended learning outcomes
Achievement of the three aims (improved French pronunciation, understanding of
the French sound system, familiarity with IPA transcription) will be assessed (a)
via a Production and Description test in week 8 (b) a 1500-word essay and (c) a
two-hour end of term test (Term 1) or formal examination (Term 2).
For the Production and Description test (a) students will be required to produce
French speech sounds accurately, describe them in articulatory terms, and
recognize relevant IPA symbols. Students will choose one of six essay topics (b)
focusing on a theoretical issue in French phonology and finally the
test/examination (c) will consist of two questions, one a compulsory transcription
UNIVERSITY OF KENT – CODE OF PRACTICE FOR QUALITY ASSURANCE
exercise, the second a topic in French phonetics or phonology, from a choice of
4 or 5: both questions are given equal weight.
When taught in Term 1, the three assessment elements are weighted as follows:
(a) Production/Description test (oral, 15 mins):
30%
(b) Essay (max. 1500 words)
40%
(c) End of term test (2 hours)
30%
When taught in Term 2, the three assessment elements are weighted as follows:
(a) Production/Description test (oral, 15 mins):
20%
(b) Essay (max. 1500 words)
30%
(c) Examination (2 hours; 2 from 5 or 6 questions)
50%
18. Implications for learning resources, including staff, library, IT and space No
additional specific resource requirements.
19. A statement confirming that, as far as can be reasonably anticipated, the
curriculum, learning and teaching methods and forms of assessment do not
present any non-justifiable disadvantage to students with disabilities
As far as can reasonably be anticipated the module will not present any nonjustifiable disadvantage
to students with disabilities. If any student requires
wheelchair access, an appropriate teaching room will be obtained. Students who
are visually-impaired or hearing-impaired will have appropriate specific provision
made for them, such as the provision of material in Braille or a signer.