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I-
SiMON FRASER
MEMORANDUM
UNIVERSITY
S. 7 -I3
From ?
Dean of Graduate Studies flff-h'p
-- - Graduate Calendar Changes -
Subject ?
Department of Modern Langua
?
Date
?
December 14, 1976
MOTION:
?
That Senate approve the Graduate Calendar
Changes in the Department of Modern Languages.
• ?
These changes were approved by the Senate Graduate Studies Committee on
December 13, 1976.
Tt',",
UL"La
Jon Wheatley
Dean of Graduate Studies
0
 
GRDUATE STUDIES
V
P-J
PCULTYOF ARTS
CALENDAR SUBMISSION
• - 1977-1978
MODERN LANGUAGES
Change in Description: "From:
"Seminar- in Applications t., Second Language
Acqu
I
s i t 1 cii and Teaching I
(5)
This component aims at applying the knowledge
acquired within the program to teaching.
?
It
will place special emphasis on the language-
learner
and on such topics as the differences
between native and second language acquisition,
the process of
•
second language acquisition, its
p
sychological basis and the characteristics of
language acquisition of different levels.
?
A
certain number of excercises in video taped
micro teaching will be involved."
to: "Seminar in A
p
plications to Second Language
Acquisition and Teaching I
(5)
This component aims at applying the knowledge
acquired within the program to teaching.
?
It
will place speci,l emphasis on the language-
learner and on such topics as the differences
between native and second language acquisition,
the process of second language acquisition, its
Ps
y
chological basis and the characteristics of
language acquisition at different levels.
Additional Component
Experimentation and Research in Language Teaching
(5)
Ways,
means and techniques for carrying out experimenta-
tion and research in second language teaching,
with emphasis on Experimentation in the classroom,
discussion of issues in need of such research;
orientation on the choice and implementation of
required experimental ,
research projects.
DELETE COMPONENT
F
S
P .
90
?
DML 600
P. 90
?
Dlii 600
ADD
91
?
DML 602
DELETE
Experimental language teaching
(5)
Language teaching in specific classroom situations,
the preparation of teaching materials, methods of
presentation, individualized instruction, group
teaching program planning and the use of an experi-
mental classroom.
?
Acertait, number of video-taped
micro teaching exercises will be involved.
 
Rationale:
I. ?
Students in the MAT-French will be much better
able to select the topics of and implement the
projects they are required to carry out between
• ?
the frist and second year and between the second
and third year if, during their first Summer
Session, they are introduced to the "ways, means
and techniques for carrying out experimentation
and research in second language teaching." Our
experience with the first two groups of students
has led us to this conclusion.
Summergoing
learned.
2.inin ?
?
?
French
thisWe
???
exp
?
Session,
do
?
program
?
?
erimental
This
not
language
?
?
have
?
?
beingcould
in ?
?
?
?
orderclasses)teaching,
very
?
?
the
carry
?
r
case,
to
ealistic
?
?
?
apply
where
out
during
?
?
it
experimentation
?
?
?
?
what
is
facilities
the
?
?
the
?
better
?
students
?
they
last
?
?
?
have
to
(on-
prepare ?
them ?
for ?
"experimentation
?
in ?
the
classroom" which
?
they ?
can ?
carry ?
out ?
in
the ?
form of
?
peer ?
pseudo-teaching
?
within
this ?
component,
?
but ?
primarily ?
in
?
the ?
form
of
?
realistic
?
teaching ?
when ?
they
?
go
?
back ?
to
their own
?
classrooms
3. ?
Finally, ?
we ?
hope ?
through
?
this
?
component
to
?
develop ?
in ?
the ?
students
?
(a)
?
an
?
awareness
of ?
issue ?
in ?
need ?
of ?
research
?
and ?
experimenta-
.
tion ?
and ?
(b) ?
a
?
desire ?
to ?
continue ?
carrying
outout
?
?
suchtheir ?
?
research
p
rofessional
?
and ?
?
experimentation
careers."
through-•
DM1 ?
601
Change. in
?
Description:
?
From:
"Seminar
in
?
applications
?
to
?
second ?
language
acquisition
?
and ?
teaching ?
I ?
(5)
Asthe ?
?
in
pedagogical
?
the. first
?
?
year,
implications
?
but
?
with
?
as
?
?
emphasis
they ?
affect
?
on
the ?
teacher
?
and ?
his/her
?
teaching. ?
A ?
certain
number of
?
exercises ?
in
?
video ?
taped ?
micro
teaching ?
will.be
?
included."
to:
"Seminar ?
in
?
Applications
?
to
?
Second ?
Language
Acquisition ?
and ?
Teaching
?
II ?
(5)
As
thethe
?
?
?
in
pedagogicalteacher
?
the ?
first
?
and
?
?
?
his/her
year,
implications
?
but
?
teaching."
?
with
?
as
?
?
emphasIs
they ?
affect
?
on
Rationale:
particular
on
Manyteaching
them
?
an
?
?
dislike
of
optional
?
?
the
will
?
?
students
?
students
?
it
?
continue
?
basisrather
??
?
by
or
do-not
??
?
?
strongly.
the
toas
?
?
?
be
?
MAT-Fdirected
?
need
possible,
?
?
?
Committee.
it
Micro-
?
?
for
and
?
?
but
most ?
of
 
Semirtar in Applications to.Second Language Acquisition
and +eachLn I
?
(5)
This component aims at applying the
k
nowledge acquired
within the program to teaching. It will place special em-
phasis on the
language
learner and on such topics as the
differences
the process
between
of second
native
language
an second
ac
q
uisjio,
language
its
acqui
psychologj
sition,
...
• .•
?
cal
basis ?
d the characteristics of language acquisition
at different levels.
E
xp
e
r
imentation and Research in Language Teaching
?
(5)
Ways,i means and techniques for carrying out
e xperimen-
tation andresearch in second language teaching, with emphasis
on
e
x p
erimentation in the classroom; discussion of issues in
need of such research; orientation on the choice and implemen-
tation of required projects.
.
0
 
Rationale for the New "Experimentation and nzearch in Lunguag.
Teaching" Component for the First Summer of th f1AT-F:
.
(The rationale for establishing such a compcnent in the first
Summer Session is multiple, as follows:)
(1)
Students in the MAT-French will be much better able to
select the topics of and implement the projects they are required
to carry out between the first and second veer and between the
second and third year if, during their firs Summer Session,
they are introduced to the "ways, means an techniques for
carrying out experimentation and research in second language
teaching." Our experience with the first t•:o groups of students
has led us to this conclusion.
(2)
We do no€ have very realistic faci1iies (ongoing experi-
mental classes) where the students in this rogram could carry
out experimentation in French language tea:ing, during the
last Summer'
Session, in order to apply what they have learned.
This being thecase, it is better to prepare them for "experi-
mentation in the classroom" which they can carry out in the
form of peer pseudo-teaching within this component, but prima-
rily in the form of realistic teaching when they go back to
their own classrooms.
(3)
Finally,, we hope through this component to develop in
the students (a) an awareness of issues in need of research and
experimentation'
and (b) a desire to contire carrying out such
research and experimentation throughout their professional careers.
 
SL,:
?
t;:c'ETy
Cr.d:;:-
Cr ?
Proo--at
?
r-i
.
?
ALEDAR lN3M.V'.
I
?
ADDITION OF ONE COfPO?iEMT
De
partm
e
nt:
MODERN
LANGIACES ?
Course
?
600
Advanced French Usage; Language Analysis ; The Structure
?
;
LaArj ?
ppdT
D escriptèc
erirnefltati
on and Research in Language Teachinc,,.
Description: See attached sheets. A-i
Credit Hours.-- ?
1.0 ?
Vector:
25
-
0
-
0
?
Prerequj3jte(a) if
env:
(as
Indicated in Calendar)
ENROLL'tENT
AND SCHEDULING:
Estimated Enrollment:
?
When
t,ill the course
first
be offered;
Rot, often will the course be offered:
JUSTIFICATION:
RESOURCES:
Which Faculty member will normally teach the course:
What are the budgetar-j I
m
plications of mout1ng the course:
Are there sufficient Library resources (aooend details):
i7pended: a)
Outline of the
Course
b)c)
Library
An indlc
resources
a^
ion of the
?
coc
p
etence of the Faculty
member
to
give
the course.
-
...-..-
?
..-...
?
...
?
...
Approved: De
p
artnental Craduato Studies
Faculty
Cradutte
Studies Co!ttee:
?
Rite:
Fncelty:'
S'rvjt' Cr.ituat ?
StudIea
Senate:
 
Course 1)escr[tion
First Year
D.N.L. 600 (10)
çe;n
,
ts and their Descrpion:
Advanced French Usage ?
(5 - 10 hours per week)
This component will deal with the cultural context
of
the French language.' It-will be based on an .examinat
i
on of
the French acd French-Canadian contemporary scenes. Its
purpose is tJofoid: first, to investigate the relationship
between langtiage and culture, to seek wa
y s of presenting
cultural material, to broaden the teachers' understanding
of French and French-Canadian culture; second, to enhance
the individual's control of French as a spoken and written
language. With the latter aim in mind, an extra five hours
per week of highly structured conversation classes wl1 be
required of those whose competence in French is considered
inadequate.
Language Analysis
?
(5)
A practical approach to English/French pronunciation.
. ?
An introduction to phonetics and the general principles of
language analysis. The aim
,
of this component is to acquaint
students with a working krwledge of the fundamental princi-
ples of language analis -- prnari1y phonetics, linked with
the applicational value of analytical methods valid for all
languages and language pedagogy. The fact that the methods
are general in this sense will aid those teachers of French
who have neither French nor English back g rounds and, also,
those whose pupils are of a non-French/non-English linguis-
tic background.
The Structure of French I
?
(5)
A general comparison of certain facets of the grammars
of spoken and written French, together with a study of their
pedagogical Implications for teaching a curriculum whose
objectives Include competence in speaking, reading and writing.
A-i
 
SIMON FRASER UNIVERSITY
r
?
New Graduate Course Pror,osal rorn,
?
!O V 24:.;
CALENDAR INFOR2.fATIOI:
Department:
?
MODERN LANGUA(ES
?
Course Number:
601
A ?
I
Title: A
dvanc
ed
Frnh
TJc, •
?
—e ._,
?
- - -
structurd
-- ?
, ?
o u uy
vi
rrencn and English;
fr;eh
II; ?
nanaPP1c
Credit Hours:
?
10
?
Vector:
25-0-0
?
Prerequisite(s) if
any:
as per calendar
ENROLLMENT AND SCHEDULING:
Estimated Enrollment:1
When vi.]l the course first be offered:
Hoc, often will the coure be offered:
JUST
I
RESOURCES:
Which Faculty member will normally teach the course:
What are the budgetary 1
1
tnplicatjon
g
of mounting the course:
Are there sufficient Library resources (a
pp
end details):______________________________________
Ap
pended: a) Outline of the Course
•
•
??
b)
c)
An
Library
indication
rsources
of the com
p
etence of the Faculty member to give the course.
-
Approved:
Departmental
Graduate Studies
?
No'
•
?
Faculty Graduate Studies Committee:
?
/C .R
?
tt ?
Date:
• ?
Faculty:
?
Date:
•
?
::::::a3Studies
wa ?
Date: e—
;)
T he
 
A-3
D.M.IJ. 601
?
(10)
Components and their Description:
Advanced French Usage
?
(5 - 10) ?
as in the first year
Contrastive Study of French and English
?
(5)
A study and specification of the difficulties that face
the
En
glish!-speaking teacher and pupil in approaching French
as a target language. The structural contrasts will cover
phonologic1, morphological, syntactical and semaitic organi-
zation. ?
-
The Structure of French II
?
(5)
A detailed examination of a structural description of
French graumar which can itself be used for the articulation
of pedagogical grammars and presentations aimed at teaching
oral, written and reading competence In the school classroom.
Seminar in Applications to Second Language Acquisition
and Teaching II
?
(5)
As in the first year, but with emphasis on the peda-
gogical implications as they affect the teacher and his /her
teaching.
Technological Aids in Language Teaching
?
(5)
Prinip1es and practice of the use of the language
laboratory radio, television, visual aids and programmed
learning in' second language teaching.
.
0
 
MIF ROM
"M
L
-1
VAIW
Date: P.-,.'
Date:
Date
)ace:
.
uNrVgsrr
Neu Crad
?
Course Proiosal ror
DELETION OF ONE COMPONENT
De
partment
:
?
N
LANGUAGES ?
Co r e
• ?
602
Advanced French Usage; rencn as
?
o
Title. ?
f Errtçh
III Language Testing,Grading and Evaluation.
Description:
?
A-2
Credit Hours:
?
10 ?
Vector:
20-0-0
?
PrerequIsite(s) if any:
as per calendar
E(ROLLMEfl AND
SCHEDULING:
?
Estimated
-.
?
Enrollment:,
I
?
When will the course first be offered:
Row often
Will
the course be offered:
JUSTIFtCATION
----See
?
4.4.Addi.tion Qf one component in Dff. 600
?
-- -
•
RESOURCES:
Which Faculty member will normally teach the course:
What are the budgetary oplicatjons of
r
iuuntlng the course:
Are there sufficient Library resources (aDDend details):
Appended: a) Outline of
'
the Course
b)
An indication of the contetence of the Faculty member to
give
the
course.
c)
Library resources
qu
-
.
Approved: De2artrlental 'Graduate Studies C01tte
Faculty Graduate
Studies
ComIttee:
- ?
Faculty:
?
I
Senate Caduate
Studies
Committee:
Senate:
Date:
 
V2
Third Year
D.M.L. 602
?
(10)
Components and their Description:
Advanced French Usage (5 -.10)
• ?
As in. the preceding years, but in content aiming at a
synthesis of cultural knowledge as this relates to France
and French-Canada. This component maintains the second of
its initial objectives, namely to improve, when necessary,
the student's control of spoken and written French.
French as' the Language of Instruction (5)
• •• Prograniming the use of French as the language of
instruction in the classroom.
The Structure of French-III
?
(5)
A practical and,analytical approach to the study of
variants in the grammc[r and vocabulary of French as charac-
teristic of specific types of usage and as an introduction
to the notions of dialects and styles. This component aims
at giving the student a knowledge of the basic stylistic
?
-
.
possibilities of French and at providing him with a sufficient
basis for organizing the progression through French structures
and vocabulary in- his teaching of French as a second language.
Language Testing, Grading and Evaluation (5)
Principles and practice of the construction and admini-
stration of second language tests, and of grading and evaluation.
 
0 ?
RATIONALE:
The rationale foi dropping micro-teaching as a requirement for the
Seminar in Applications in the MAT-F is that many of the students do
not need it and most of them dislike it rather strongly.
Micro-teaching will continue to be possible,but on an optional basis or as
directed for particular students by the MAT-F Committee.
9
?
i

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