Teaching code

4S004040

Credits

9

Coordinator

Paolo Frassi

Language

French

Moodle Seminars 0

The teaching is organized as follows:

Learning outcomes

Part I
At the end of the course students will be able to:
- know diatopic variation, with examples concerning the French variety of Québec;
- know and use theoretical tools for the detection of different types of phraseological units, which can be exploited for didactic purposes in teaching French as a second language.


Part II
This course will introduce the notion of "lexical function" as a codification of the most recurrent paradigmatic and syntagmatic links between lexical units. This notion will be applied to examples of the French language.

Program

PART ONE

1. Diatopic variation and French language over the world (basic notions). Québec French.
2. Types of phraseological units ("locutions", "collocations", "pragmatèmes", "clichés") and examples through comparison between phraseological units in France French and phraseological units in Québec French.
3. Application of theoretical notions to didactic context (French L2 teaching and learning).

PART TWO

1. Types of paradigmatic lexical functions and their codification;
2. Types of syntagmatic lexical functions and their codification.

Didactic methods


PART ONE

Attending students

Lectures concerning diatopic variation with particular reference to Quebec French, theoretical notions about phraseological units, and exercises related to the different types of phraseological units. The last part of the coursewill be dedicated to the application of theoretical notions to didactic context. Students may choose to present, during the course, a proposal for teaching unit focusing on phraseologial units in French L2. The course materials and any further details will be published after each lecture on the dedicated e-learning platform, which will include calendarization of the lessons and detailed program, available from the first lesson. During the academic year the teacher will be available during office hours (see web page).

Non-attending students

Non-attending students will find, on the dedicated e-learning platform, materials and insights on the subjects of the course, as well as the detailed program, available from the first lesson. The teacher will provide support during office hours (see web page).

PART TWO

Attending students
Lectures on the main theoretical notions and exercices concerning different types of lexical notions.
The course materials and any further details will be published after each lecture on the dedicated e-learning platform, which will include calendarization of the lessons and detailed program, available from the first lesson.
During the academic year the teacher will be available during office hours (see web page).

Non-attending students
Non-attending students will find, on the dedicated e-learning platform, materials and insights on the subjects of the course, as well as the detailed program, available from the first lesson. The teacher will provide support during office hours (see web page).

Bibliography

- E. Szlezák, “Le français dans le monde: Canada” in C. Polzin-Haumann-W. Schweickard, Manuel de linguistique française, Berlin-Boston, De Gruyter, pp. 478-504.
- Conseil supérieur de la langue française, Consensus quant à la nécessité de définir le français québecois standard (http://www.cslf.gouv.qc.ca/bibliotheque-virtuelle/publication-html/?tx_iggcpplus_pi4%5Bfile%5D=publications/avis116/a116.htm).
- Base de données lexicographiques panfrancophones (http://www.bdlp.org/).
- Multidictionnaire de la langue française (http://multidictionnaire.com/). Antidote (https://www.druide.com/).
- I. Mel’cuk, A. Clas, A. Polguère (1995), Introduction à la Lexicologie Explicative et Combinatoire, Louvain-la-Neuve, Duculot.
- I. Mel’cuk (1995), Phrasemes in Language and Phraseology in Linguistics, in M. Everaert, E.-J. Van Der Linden, A. Schenk, R. Schreuder (éds.), Idioms. Structural and Psychological Perspectives, Hillsdale-Hove, Lawrence Erlbaum Associates, pp. 167-232.
- I. Mel’cuk (2008), Phraséologie dans la langue et dans le dictionnaire, « Repères & Applications », VI, pp. 187-200.
- I. Mel’cuk (2013), Tout ce que nous voulions savoir sur les phrasèmes, mais… « Cahiers de lexicologie », 102, pp. 129-149.
- A. Polguère (2011), Perspective épistémologique sur l’approche linguistique Sens-Texte, « Mémoires de la Société de Linguistique de Paris », XX, pp. 79-114.
- I. Mel’cuk, A. Polguère (2008), Prédicats et quasi-prédicats sémantiques dans une perspective lexicographique, Lidil, 37 (http://lidil.revues.org/2691).
- Les langues modernes 1/2009 : « Enseigner et apprendre le lexique ».
- J. Scott, W. Nagy (2009), Developing word consciousness. Essential readings on vocabulary instruction. Newark: International Reading Association, pp. 106-117.

Bibliography

Examination Methods

Oral examination, entirely in French, aiming at ensuring the acquisition of theoretical notions and the ability to apply them in practical cases. The oral interview will test:
- the breadth and completeness of the contents;
- the ability to exemplify;
- clarity.

Attending students may pass three ongoing assessments.
The first assessment (writtent test) will concern the first part of the course and will consist of a set of 'open' questions and exercises concerning diatopic variation and phraseological units.
The second assessment (oral exposition) will concern the first part of the course and will consist in the presentation of a didactic project concerning phraseological units.
The third assessment (writtent test) will concern the second part of the course and will consist of a set of exercises concerning lexical functions.
Each assessment will be evaluated in /30. The exam will be completed during the oral examination.
The final mark will be given by the average of the oral examination and ongoing assessments.
ERASMUS students are asked to contact the teacher at the beginning of the course for explainations.
The program, bibliography and exams are the same for all students, including non-attendants.