French 3
A.Y. 2020/2021
Learning objectives
The monographic course aims to highlight the operating principles of French orthography considered as a system, and to stimulate a critical reflection on the persistence of errors. In addition, some social implications related to spelling and non-standard uses of written French are introduced. The course is supported by mother-tongue language teachers aiming to: improve oral comprehension of contemporary audiovisual documents in standard French and the written comprehension of complex documents; develop oral expression and the ability to interact in French with relative spontaneity; perfecting the written production of articulated texts and the ability to make relevant lexical choices.
Expected learning outcomes
Knowledge: the course aims to provide: a thorough knowledge of the constitutive units of French orthography and the principles that govern its functioning; an awareness of the sociolinguistic implications linked to the spelling difficulties and the revision process of the spelling system still in progress; a knowledge of lexical and grammatical variables in the use of linguistic registers. Skills: the course aims to develop metalinguistic reflection on the functioning of written French, thanks to which the student will also be able to perfect some aspects of pronunciation, especially those related to grammatical spelling, and will be able to put into practice effective strategies of error prevention. Mother-tongue language teachers aim to: make the student able to express himself / herself, both oral and written, with clarity, describing his / her point of view or developing arguments through complex sentences and lexical choices relevant to the subject, without hesitation or unnecessary repetitions; to adapt the linguistic choices according to the formal / informal register appropriate to the situation. The control of morphosyntactic structures will be constant and will allow the production of speeches without systematic errors.
Lesson period: year
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
year
TEACHING METHODS
If it will not be possible to teach in the classroom, the course will take place on the Microsoft Teams platform (Team code: cm9o0cy). Online lessons will be held in synchronous mode based on the timetable of the second semester.
PROGRAM AND REFERENCE MATERIAL
The program and reference material will not be changed.
Ariel will be used for all information and communications related to the course.
LEARNING VERIFICATION METHODS AND EVALUATION CRITERIA
The structure of the examination does not change.
The distance exams will take place using the Microsoft Teams platform, possibly associated with the use of Forms and/or Exam.net platform.
If it will not be possible to teach in the classroom, the course will take place on the Microsoft Teams platform (Team code: cm9o0cy). Online lessons will be held in synchronous mode based on the timetable of the second semester.
PROGRAM AND REFERENCE MATERIAL
The program and reference material will not be changed.
Ariel will be used for all information and communications related to the course.
LEARNING VERIFICATION METHODS AND EVALUATION CRITERIA
The structure of the examination does not change.
The distance exams will take place using the Microsoft Teams platform, possibly associated with the use of Forms and/or Exam.net platform.
Course syllabus
The course is entitled "The French spelling system: theory, practice, sociolinguistic implications" and consists of the following three teaching sections:
A (20 hours): French spelling: theoretical approach
B (20 hours): Reflection on errors
C (20 hours): Graphic variations and evolutions
The course provides 9 cfu, therefore students will have to follow the complete program.
The course takes place in the second semester and is structured into three sections. The first one involves a reflection on the operating principles and peculiarities of the French spelling system; the second is dedicated to the analysis of some texts with a critical reflection on the different components of spelling and errors. The third is focused on some social implications of spelling proficiency and on the non-standard uses of written French.
The course programme 2020/2021 (written and oral) is valid until July 2022.
A (20 hours): French spelling: theoretical approach
B (20 hours): Reflection on errors
C (20 hours): Graphic variations and evolutions
The course provides 9 cfu, therefore students will have to follow the complete program.
The course takes place in the second semester and is structured into three sections. The first one involves a reflection on the operating principles and peculiarities of the French spelling system; the second is dedicated to the analysis of some texts with a critical reflection on the different components of spelling and errors. The third is focused on some social implications of spelling proficiency and on the non-standard uses of written French.
The course programme 2020/2021 (written and oral) is valid until July 2022.
Prerequisites for admission
Lessons will be taught entirely in French. Textbooks and activities in class or for self study assume that students already have a linguistic competence of level B1+.
Teaching methods
The course adopts the following teaching methods: face-to-face lessons, practical activities. In addition, the course is complemented by practical classes, for which please refer to the specific sheet.
Teaching Resources
Reference materials for attending students
Section A
D. Pagel, E. Madeleni, F. Wioland, Le rythme du français parlé, Paris, Hachette, 2012 : « Statut de l'écrit », pp. 12-25 (Ariel)
N. Catach, « Que faut-il entendre par système graphique du français? », Langue française, 1973, n. 20, pp. 30-44 - https://www.persee.fr/doc/lfr_0023-8368_1973_num_20_1_5652
M. Riegel et alii, Grammaire méthodique du français, Paris, PUF, 2004 : chapitre 3, « L'orthographe française », : pp. 63-81 - https://archive.org/details/martinriegeljeanchristophepellatrenerioulgrammairemethodiquedufrancaispuf2004/page/n103/mode/2up
Collection of materials by the teacher (Ariel)
Section B
Claude Gruaz, « Pour une méthode active de remédiation orthographique pour des apprenants allophones », in AA.VV., L'enseignement de l'orthographe en FLE, thematic issue of Travaux neuchâtelois de linguistique (TRANEL), N. 54, 2011, pp. 147-157
http://www.unine.ch/files/live/sites/tranel/files/Tranel/54/147-157_Gruaz_def.pdf
Collection of materials by the teacher (Ariel)
Section C
AA.VV., Les rectifications orthographiques, Langues et cité, n. 7, 2006 - https://www.culture.gouv.fr/Sites-thematiques/Langue-francaise-et-langues-de-France/Observation-des-pratiques-linguistiques/Langues-et-cite/Langues-et-cite-n-7-les-rectifications-orthographiques
C. Fairon, J.R. Klein, S. Paumier, Le langage sms, Presses universitaires de Louvain, 2006 (pp. 33-76)
https://www.researchgate.net/publication/281328039_Le_langage_SMS_Etude_d'un_corpus_informatise_a_partir_de_l'enquete_Faites_don_de_vos_SMS_a_la_science
E. Koskas, « Comment les enfants perçoivent leur propre parole dans la transcription 'Alfonic' ? », Linx, n. 29, 1993, pp. 111-120 - www.persee.fr/doc/linx_0246-8743_1993_num_29_2_1276
Collection of materials by the teacher (Ariel)
Reference materials for non-attending students
Section A
M. Riegel et alii, Grammaire méthodique du français, Paris, PUF, 2004 : chapitre 3, « L'orthographe française », pp. 63-81 - https://archive.org/details/martinriegeljeanchristophepellatrenerioulgrammairemethodiquedufrancaispuf2004/page/n103/mode/2up
N. Catach, « Que faut-il entendre par système graphique du français? », Langue française, 1973, n. 20, pp. 30-44 - https://www.persee.fr/doc/lfr_0023-8368_1973_num_20_1_5652
Benoît Priet, Tout le français. Vocabulaire, orthographe, grammaire, Paris, Dunod, 2010: capitolo "L'orthographe lexicale", pp. 94-134 (NB: le liste di parole fornite non sono da ricordare a memoria ma potranno fornire utili esemplificazioni per l'esame) - https://ia803104.us.archive.org/32/items/benoitpriettoutlefrancais.vocabulaireorthographegrammaire.concoursorthophonistedunod2010/Beno%C3%AEt%20Priet%20-%20Tout%20le%20fran%C3%A7ais.%20Vocabulaire%2C%20orthographe%2C%20grammaire.%20Concours%20Orthophonis…
Banque de dépannge linguistique :
Accents, tréma et cédille http://bdl.oqlf.gouv.qc.ca/bdl/gabarit_bdl.asp?Th=1&Th_id=169&niveau=
Section B
F. Heniqui et M. Makassikis, « Sémiographie et didactique de l'orthographe française », in AA.VV., Nouvelles recherches en orthographe, Labert-Lucas, 2008, pp. 159-179 - http://www.lambert-lucas.com/livre/nouvelles-recherches-en-orthographe/
M. Makassikis et J.-C. Pellat, « Les étudiants natifs et allophones face à l'orthographe française: le cas des homonymes », Travaux neuchâtelois de linguistique, 2011, n. 54, pp. 21-48 - http://www.unine.ch/files/live/sites/tranel/files/Tranel/54/21-48_Pellat_Makassikis_def2.pdf
J. Billiez, V. Lucci, A. Millet, « L'orthographe en questions au 3615 ORTHOTEL ou 'Est-ce que le participe passé dans les gâteaux sont fai- s'accorde ?' », Langue française, n. 124, 1999, pp. 74-89 -
www.persee.fr/doc/lfr_0023-8368_1999_num_124_1_6307
Banque de dépannge linguistique :
Participe passé employé avec l'auxiliaire être http://bdl.oqlf.gouv.qc.ca/bdl/gabarit_bdl.asp?t1=1&id=1546
Participe passé employé avec l'auxiliaire avoir http://bdl.oqlf.gouv.qc.ca/bdl/gabarit_bdl.asp?t1=1&id=1546
Participe passé des verbes essentiellement pronominaux http://bdl.oqlf.gouv.qc.ca/bdl/gabarit_bdl.asp?t1=1&id=2940
Participe passé des verbes occasionnellement pronominaux http://bdl.oqlf.gouv.qc.ca/bdl/gabarit_bdl.asp?t1=1&id=2942
Collection of activities by the teacher (Ariel)
Section C
Y Cazal, G Parussa, Introduction à l'histoire de l'orthographe, Paris, Colin, 2015 : pp. 15-28 « L'orthographe en questions », pp. 78-88 « La construction d'une norme linguistique et orthographique (17e et 18e siècles) » e pp. 88-99 « 19e-20e siècles : la norme prescrite » - acquistabile come ebook (https://www.armand-colin.com/introduction-lhistoire-de-lorthographe-9782200600532)
M. Arrivé, « Les problèmes de l'orthographe française aujourd'hui », Tréma, n. 6, 1994 - http://journals.openedition.org/trema/2224
AA.VV., Les rectifications orthographiques, Langues et cité, n. 7, 2006 - https://www.culture.gouv.fr/Sites-thematiques/Langue-francaise-et-langues-de-France/Observation-des-pratiques-linguistiques/Langues-et-cite/Langues-et-cite-n-7-les-rectifications-orthographiques
F. Gadet, « Variation et polygraphie: les écrits électroniques », in AA.VV., Nouvelles recherches en orthographe, Limoges, Lambert-Lucas, 2008, pp. 71-83 - http://www.lambert-lucas.com/wp-content/uploads/2020/02/nouvelles_recherches_en_orthographe.pdf
R. A. van Compernolle et L. Williams, « De l'oral à l'électronique : la variation orthographique comme ressource sociostylistique et pragmatique dans le français électronique», Glottopol, n. 10, 2007, pp. 56-69 - https://www.google.com/search?client=firefox-b-d&q=claude+gruaz
E. Koskas, « Comment les enfants perçoivent leur propre parole dans la transcription 'Alfonic' ? », Linx, n. 29, 1993, pp. 111-120 - www.persee.fr/doc/linx_0246-8743_1993_num_29_2_1276
Section A
D. Pagel, E. Madeleni, F. Wioland, Le rythme du français parlé, Paris, Hachette, 2012 : « Statut de l'écrit », pp. 12-25 (Ariel)
N. Catach, « Que faut-il entendre par système graphique du français? », Langue française, 1973, n. 20, pp. 30-44 - https://www.persee.fr/doc/lfr_0023-8368_1973_num_20_1_5652
M. Riegel et alii, Grammaire méthodique du français, Paris, PUF, 2004 : chapitre 3, « L'orthographe française », : pp. 63-81 - https://archive.org/details/martinriegeljeanchristophepellatrenerioulgrammairemethodiquedufrancaispuf2004/page/n103/mode/2up
Collection of materials by the teacher (Ariel)
Section B
Claude Gruaz, « Pour une méthode active de remédiation orthographique pour des apprenants allophones », in AA.VV., L'enseignement de l'orthographe en FLE, thematic issue of Travaux neuchâtelois de linguistique (TRANEL), N. 54, 2011, pp. 147-157
http://www.unine.ch/files/live/sites/tranel/files/Tranel/54/147-157_Gruaz_def.pdf
Collection of materials by the teacher (Ariel)
Section C
AA.VV., Les rectifications orthographiques, Langues et cité, n. 7, 2006 - https://www.culture.gouv.fr/Sites-thematiques/Langue-francaise-et-langues-de-France/Observation-des-pratiques-linguistiques/Langues-et-cite/Langues-et-cite-n-7-les-rectifications-orthographiques
C. Fairon, J.R. Klein, S. Paumier, Le langage sms, Presses universitaires de Louvain, 2006 (pp. 33-76)
https://www.researchgate.net/publication/281328039_Le_langage_SMS_Etude_d'un_corpus_informatise_a_partir_de_l'enquete_Faites_don_de_vos_SMS_a_la_science
E. Koskas, « Comment les enfants perçoivent leur propre parole dans la transcription 'Alfonic' ? », Linx, n. 29, 1993, pp. 111-120 - www.persee.fr/doc/linx_0246-8743_1993_num_29_2_1276
Collection of materials by the teacher (Ariel)
Reference materials for non-attending students
Section A
M. Riegel et alii, Grammaire méthodique du français, Paris, PUF, 2004 : chapitre 3, « L'orthographe française », pp. 63-81 - https://archive.org/details/martinriegeljeanchristophepellatrenerioulgrammairemethodiquedufrancaispuf2004/page/n103/mode/2up
N. Catach, « Que faut-il entendre par système graphique du français? », Langue française, 1973, n. 20, pp. 30-44 - https://www.persee.fr/doc/lfr_0023-8368_1973_num_20_1_5652
Benoît Priet, Tout le français. Vocabulaire, orthographe, grammaire, Paris, Dunod, 2010: capitolo "L'orthographe lexicale", pp. 94-134 (NB: le liste di parole fornite non sono da ricordare a memoria ma potranno fornire utili esemplificazioni per l'esame) - https://ia803104.us.archive.org/32/items/benoitpriettoutlefrancais.vocabulaireorthographegrammaire.concoursorthophonistedunod2010/Beno%C3%AEt%20Priet%20-%20Tout%20le%20fran%C3%A7ais.%20Vocabulaire%2C%20orthographe%2C%20grammaire.%20Concours%20Orthophonis…
Banque de dépannge linguistique :
Accents, tréma et cédille http://bdl.oqlf.gouv.qc.ca/bdl/gabarit_bdl.asp?Th=1&Th_id=169&niveau=
Section B
F. Heniqui et M. Makassikis, « Sémiographie et didactique de l'orthographe française », in AA.VV., Nouvelles recherches en orthographe, Labert-Lucas, 2008, pp. 159-179 - http://www.lambert-lucas.com/livre/nouvelles-recherches-en-orthographe/
M. Makassikis et J.-C. Pellat, « Les étudiants natifs et allophones face à l'orthographe française: le cas des homonymes », Travaux neuchâtelois de linguistique, 2011, n. 54, pp. 21-48 - http://www.unine.ch/files/live/sites/tranel/files/Tranel/54/21-48_Pellat_Makassikis_def2.pdf
J. Billiez, V. Lucci, A. Millet, « L'orthographe en questions au 3615 ORTHOTEL ou 'Est-ce que le participe passé dans les gâteaux sont fai- s'accorde ?' », Langue française, n. 124, 1999, pp. 74-89 -
www.persee.fr/doc/lfr_0023-8368_1999_num_124_1_6307
Banque de dépannge linguistique :
Participe passé employé avec l'auxiliaire être http://bdl.oqlf.gouv.qc.ca/bdl/gabarit_bdl.asp?t1=1&id=1546
Participe passé employé avec l'auxiliaire avoir http://bdl.oqlf.gouv.qc.ca/bdl/gabarit_bdl.asp?t1=1&id=1546
Participe passé des verbes essentiellement pronominaux http://bdl.oqlf.gouv.qc.ca/bdl/gabarit_bdl.asp?t1=1&id=2940
Participe passé des verbes occasionnellement pronominaux http://bdl.oqlf.gouv.qc.ca/bdl/gabarit_bdl.asp?t1=1&id=2942
Collection of activities by the teacher (Ariel)
Section C
Y Cazal, G Parussa, Introduction à l'histoire de l'orthographe, Paris, Colin, 2015 : pp. 15-28 « L'orthographe en questions », pp. 78-88 « La construction d'une norme linguistique et orthographique (17e et 18e siècles) » e pp. 88-99 « 19e-20e siècles : la norme prescrite » - acquistabile come ebook (https://www.armand-colin.com/introduction-lhistoire-de-lorthographe-9782200600532)
M. Arrivé, « Les problèmes de l'orthographe française aujourd'hui », Tréma, n. 6, 1994 - http://journals.openedition.org/trema/2224
AA.VV., Les rectifications orthographiques, Langues et cité, n. 7, 2006 - https://www.culture.gouv.fr/Sites-thematiques/Langue-francaise-et-langues-de-France/Observation-des-pratiques-linguistiques/Langues-et-cite/Langues-et-cite-n-7-les-rectifications-orthographiques
F. Gadet, « Variation et polygraphie: les écrits électroniques », in AA.VV., Nouvelles recherches en orthographe, Limoges, Lambert-Lucas, 2008, pp. 71-83 - http://www.lambert-lucas.com/wp-content/uploads/2020/02/nouvelles_recherches_en_orthographe.pdf
R. A. van Compernolle et L. Williams, « De l'oral à l'électronique : la variation orthographique comme ressource sociostylistique et pragmatique dans le français électronique», Glottopol, n. 10, 2007, pp. 56-69 - https://www.google.com/search?client=firefox-b-d&q=claude+gruaz
E. Koskas, « Comment les enfants perçoivent leur propre parole dans la transcription 'Alfonic' ? », Linx, n. 29, 1993, pp. 111-120 - www.persee.fr/doc/linx_0246-8743_1993_num_29_2_1276
Assessment methods and Criteria
The examination consists of an oral and a written part, both evaluated in 30ths. The grade of the exam will be unique and will be given by the average of the result of the two parts. The written and oral parts must refer to the same program and can be taken in free succession. The examination (written and oral) must be completed by July 2022.
The ORAL part includes a conversation test in French and an interview, in French, on the contents of the monographic course (for students attending the monographic course there will be some in itinere tests, replacing part of the interview). Please remember that it is necessary to present yourself to the exam with the program and the bibliographic materials that propose practical activities. Oral interviews do not normally give rise to partial marks. They cannot be passed in case of systematic errors in pronunciation, morphosyntaxes or basic vocabulary.
Students attending the course may take some tests in itinere, partially replacing the interview related to the monographic course, evaluated in 30yhs. Those who do not reach 18/30 in one or more of these tests in itinere will take the corresponding part of the program to the oral exam, according to the bibliography provided for students attending.
The WRITTEN part includes 4 tests: a grammar test, a lexical test, an oral comprehension test (from audio source) and written production (the use of a monolingual dictionary is permitted during this test); all parts are evaluated in 30ths. In order to pass the written part it is necessary to meet two conditions: a) not to take more than 1 test under 18/30, b) to reach an overall average of at least 18/30.
Students attending may replace the written part with the tests in itinere carried out during the practical courses. These in itinere tests are divided into 4 parts, corresponding to the respective practical courses:
- grammar (first semester)
- listening comprehension (first semester)
- written production (II semester)
- exicon (II semester)
The in itinere tests are passed if:
- the student has passed all the tests of the first and second semester
- the overall average reaches 18/30
International students or incoming Erasmus students are invited to quickly contact the teacher. The examination procedures for students with disabilities and/or DSA must be agreed with the teacher, in accordance with the responsible Office.
The ORAL part includes a conversation test in French and an interview, in French, on the contents of the monographic course (for students attending the monographic course there will be some in itinere tests, replacing part of the interview). Please remember that it is necessary to present yourself to the exam with the program and the bibliographic materials that propose practical activities. Oral interviews do not normally give rise to partial marks. They cannot be passed in case of systematic errors in pronunciation, morphosyntaxes or basic vocabulary.
Students attending the course may take some tests in itinere, partially replacing the interview related to the monographic course, evaluated in 30yhs. Those who do not reach 18/30 in one or more of these tests in itinere will take the corresponding part of the program to the oral exam, according to the bibliography provided for students attending.
The WRITTEN part includes 4 tests: a grammar test, a lexical test, an oral comprehension test (from audio source) and written production (the use of a monolingual dictionary is permitted during this test); all parts are evaluated in 30ths. In order to pass the written part it is necessary to meet two conditions: a) not to take more than 1 test under 18/30, b) to reach an overall average of at least 18/30.
Students attending may replace the written part with the tests in itinere carried out during the practical courses. These in itinere tests are divided into 4 parts, corresponding to the respective practical courses:
- grammar (first semester)
- listening comprehension (first semester)
- written production (II semester)
- exicon (II semester)
The in itinere tests are passed if:
- the student has passed all the tests of the first and second semester
- the overall average reaches 18/30
International students or incoming Erasmus students are invited to quickly contact the teacher. The examination procedures for students with disabilities and/or DSA must be agreed with the teacher, in accordance with the responsible Office.
L-LIN/04 - LANGUAGE AND TRANSLATION - FRENCH - University credits: 9
Lessons: 60 hours
Professor:
Brancaglion Maria Cristina
Professor(s)
Reception:
Piazza S. Alessandro, 1 - sezione di francesistica