French for specific purposes

Teacher(s)

Bibauw Serge;

Language

French

Prerequisites

Linguistic notions (lexicology, speech analysis....).
Initiation to didactics to teach French as foreign language.

Main themes

The introduction presents the issue of specialized discourses and languages, based on several linguistic theoretical approaches.
Then, French for specific purposes is described as a part of didactics to teach French as a foreign language. The course explains how to design a didactic outline in order to teach/learn French in a specific situation.

Learning outcomes

At the end of this learning unit, the student is able to :
1	At the end of the course, the student should be able to '    identify the linguistic specificities of specialized discourses in French; '    analyse a situation of teaching of French as a foreign language for specific purposes; '    design a didactic outline of French as foreign language, based on the didactic principles in French for specific purposes; '    build a didactic exploitation (with different types of exercises and activities) of an authentic document from a specialized discourse in French.

Content

The course consists of 3 parts :
1.    Characteristics of specialized language/discourse
2.    French for Specific Purposes (FSP) within the Framework of French as a Foreign Language : designations and definitions.
3.    Designing a FSP training course.
Based on a case study, students will analyse each step of the process :

• Training request
• Needs analysis
• Data collection
• Translation of needs into goals
• Designing of activities
• Assessment and certification.

Teaching methods

The course consists of teacher-led lectures and oral student presentations. Students assume the role of FSP training designers in order to allow them to integrate the learning outcomes and to apply them in a professional context.

Evaluation methods

1. Written work and oral examination (70%), focusing in part on the theoretical content of the course and on the presentation of the work.  
2. Reading assignments (20%) and collaborative annotation of reading material on the Perusall platform, before each session. This assessment is automated by the platform.
3. Class participation (10%) is evaluated formatively (i.e. not assessing the quality of participation but encouraging its occurrence), encouraging questions, interventions, and comments, as well as active participation in group discussions and exercises.

Other information

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Online resources

Moodle

Bibliography

Carras C., Tollas J., Kohler P., Szilagyi E., Le français sur objectifs spécifiques et la classe de langue, Paris, CLE International, 2007, 208 p. (Collection Techniques et pratiques de classe)
Cuq J.-P. (dir.), Dictionnaire de didactique du français Dictionnaire de didactique du français, Paris, CLE international, 2003.

Mangiante J.-M., Parpette C., Le français sur objectif spécifique : de l'analyse des besoins à l'élaboration d'un cours, Paris, Hachette, 2004, 160 p. (collection F)

Mourlhon-Dalliès F., Enseigner une langue à des fins professionnelles, Paris, Didier, 2008, 351 p. (Collection Langues et didactiques)

Faculty or entity

> ELAL