5.00 credits
60.0 h
Q1 and Q2
Teacher(s)
Gouverneur Pascale; Lafontaine Jean-Marc; Molenaers Simon (compensates Gouverneur Pascale); Ochsenmeier Erwin (compensates Lafontaine Jean-Marc);
Language
English
Prerequisites
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Learning outcomes
At the end of this learning unit, the student is able to : | |
| Target learning outcomes: On completing this Unit students should: • Be able to convey in language A, both orally and in writing, all the subtleties of content and meaning, including cultural subtleties, of a foreign language (FL) text through acquiring (i) a sophisticated understanding of different linguistic parameters (content, inter-textuality, socio-cultural aspects, allusions, stereotypes, etc.) of an authentic oral or written text and (ii) an ability to apply the linguistic and cultural knowledge they have learnt. • Draw on the body of theory mastered during the course to update and further develop their linguistic (i.e. language) skills and cultural expertise, in both language A and in the FLs studied. Specific target learning objectives: On completing this Unit students should be able to: • Define, giving supporting examples, the grammatical concepts related to the use of the infinitive, the gerund, the participle and the modal auxiliaries • Define, giving supporting examples, the grammatical concepts related to the use of the noun phrase, the adjective phrase and the adverb phrase. • Use the grammatical structures (noun phrase, adjective phrase, adverb phrase) in context • Justify the use of these grammatical structures • Compare the different options that are available in a given context (sentence, text) taking into account their differences in meaning and register as well as geographical variation • Identify the common language difficulties inherent in Standard English usage, in particular those encountered by French-speaking learners, and be able to avoid the linguistic errors associated with them. • Produce a short grammatically accurate text in English on a given theme • Identify grammatically complex structures in preparation for a translation task • Accurately translate intermediate level sentences from French into English, using, in particular, appropriate verb forms and tenses • Master the syntax and spelling of Standard English • Identify the common language difficulties inherent in Standard English usage, in particular those encountered by French-speaking learners, and be able to avoid the linguistic errors associated with them. |
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Content
The course has two strands. The first (Q1) strand focuses on the in-depth study of the infinitive, the gerund the participle and the modal auxiliaries. The course also contrasts different English and French structures with the aim of honing students' awareness of those that are typically problematic for translators.
In the seconde part (Q2) the grammar course focuses on the in-depth study of the noun phrase (pre-modifiers, post-modifiers, plural of nouns), the adjective phrase and the adverb phrase. The course also contrasts different English and French structures with the aim of honing students' awareness of those that are typically problematic for translators. The students are asked to put the theory into practice in their personal written work, which is analysed and discussed in class.
The translation course (A-C) of Q2 involves French to English translation exercises that focus on the uses of the different English tenses and on the most common usage difficulties.
In the seconde part (Q2) the grammar course focuses on the in-depth study of the noun phrase (pre-modifiers, post-modifiers, plural of nouns), the adjective phrase and the adverb phrase. The course also contrasts different English and French structures with the aim of honing students' awareness of those that are typically problematic for translators. The students are asked to put the theory into practice in their personal written work, which is analysed and discussed in class.
The translation course (A-C) of Q2 involves French to English translation exercises that focus on the uses of the different English tenses and on the most common usage difficulties.
Teaching methods
Lectures and exercises
First term (Q1): The course runs over 30 hours. It is delivered, in the first instance, through a range of practical exercises, which are followed up through a series of lectures. In-class exercises are used to monitor students' comprehension as the course progresses.
Second term (Q2) : The grammar course runs over 15 hours. It is delivered, in the first instance, through a range of practical exercises, which are followed up through a series of lectures. In-class exercises are used to monitor students' comprehension as the course progresses.
The translation course (15 hours) provides exercises with systematic formative correction in order to offer students useful comments and explanations with respect to the difficulties they encounter during their translations.
First term (Q1): The course runs over 30 hours. It is delivered, in the first instance, through a range of practical exercises, which are followed up through a series of lectures. In-class exercises are used to monitor students' comprehension as the course progresses.
Second term (Q2) : The grammar course runs over 15 hours. It is delivered, in the first instance, through a range of practical exercises, which are followed up through a series of lectures. In-class exercises are used to monitor students' comprehension as the course progresses.
The translation course (15 hours) provides exercises with systematic formative correction in order to offer students useful comments and explanations with respect to the difficulties they encounter during their translations.
Evaluation methods
To obtain the credits for this cours, the exam for all parts of the course must be taken.
In both Q1 and Q2 the exam will be a written exam, for both parts in Q2.
Any part of the course for which a grade above 10/20 is obtained is credited and may not be presented again. Only the parts for which a grade under 10/20 is obtained must be presented again in August. In case of a total grade of less than 10/20 in August all parts must be presented again the following year. No part will be credited in case of absence or of "cote de présence" at any part of the exam.
In both Q1 and Q2 the exam will be a written exam, for both parts in Q2.
Any part of the course for which a grade above 10/20 is obtained is credited and may not be presented again. Only the parts for which a grade under 10/20 is obtained must be presented again in August. In case of a total grade of less than 10/20 in August all parts must be presented again the following year. No part will be credited in case of absence or of "cote de présence" at any part of the exam.
Bibliography
Supports obligatoires :
Syllabi
Foley M., 2009. Hall D. Advanced Learners' Grammar. Longman.
Ouvrages de référence :
Berland-Delépine, S. La grammaire anglaise de l'étudiant. Ophrys. 2018
Foley M., Hall D. Advanced Learners' Grammar. Longman. 2009
Hurford, J.R. Grammar. A student's guide. CUP. 1994
Swan, M. Practical English Usage. OUP, 2016
Quirk R., Greenbaum S., Leech G., Svartvik J. A Comprehensive Grammar of the English Language. Longman. 1985
Thorne, S. Mastering Advanced English Language. Palgrave. 2008
Syllabi
Foley M., 2009. Hall D. Advanced Learners' Grammar. Longman.
Ouvrages de référence :
Berland-Delépine, S. La grammaire anglaise de l'étudiant. Ophrys. 2018
Foley M., Hall D. Advanced Learners' Grammar. Longman. 2009
Hurford, J.R. Grammar. A student's guide. CUP. 1994
Swan, M. Practical English Usage. OUP, 2016
Quirk R., Greenbaum S., Leech G., Svartvik J. A Comprehensive Grammar of the English Language. Longman. 1985
Thorne, S. Mastering Advanced English Language. Palgrave. 2008
Faculty or entity
TIMB
