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Academic literature on the topic 'Romanian as a foreign language'

Author: Grafiati

Published: 5 June 2025

Last updated: 24 June 2025

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Journal articles on the topic "Romanian as a foreign language"

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Merlan, Aurelia. "Rumänisch im deutschen Migrationskontext." Romanistisches Jahrbuch 72, no. 1 (2021): 63–117. http://dx.doi.org/10.1515/roja-2021-0003.

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Abstract The migration of Romanian nationals to Germany has a rather long history, but it has gained intensity in the last fifty years. There are almost 780.000 Romanians now living in Germany making them the second-largest group of foreign EU citizens residing in this country. If we also include naturalised citizens as well as the “old” and “new” ethnic German immigrants (the German Romanians), the total number of immigrants originating from Romania exceeds one million individuals. Despite this, migratory linguistic studies are almost non-existent. This article examines the sociolinguistic situation of Romanian as an extraterritorial language in Germany and the discourse behaviour of Romanian migrants to which it correlates. Special attention is paid to the second generation. The focus is on the following aspects: the acquisition of the language of origin and the territorial language, the migrants’ language competence in Romanian compared to their language competence in German, the use of these languages by domains and the translinguistic markers in discourse. The empirical study — which is preceded by a brief description of Romanian migration to Germany — is based on data obtained using qualitative and quantitative methods.

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Șimon, Simona, and Lavinia Suciu. ""English Loanwords in Some Romanian Online Newspapers and Magazines"." Scientific Bulletin of the Politehnica University of Timişoara Transactions on Modern Languages 13 (April 26, 2023): 5–10. http://dx.doi.org/10.59168/udsz1357.

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The contemporary Romanian society is characterised by extreme social, economic and technical dynamism that favours the borrowing of foreign words. As English is the foreign language most frequently learned and used by native Romanians, it is no wonder that many English words have entered the everyday Romanian language. The present article analyses the use of English loanwords in some Romanian online newspapers and magazines, and puts forward some concluding remarks.

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Levonian, Raluca, and Ioana-Cristina Joița. "Predarea gramaticii limbilor străine către copii: o analiză comparativă." ROMANIAN STUDIES TODAY 8, no. 1/2024 (2024): 143–57. https://doi.org/10.62229/rst/8.1/9.

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This paper investigates whether and how grammar is introduced in foreign language textbooks for children in primary schools in Romania. We propose a comparative analysis of two German language textbooks and of two textbooks for Romanian as a foreign language, addressing children from ethnic minorities. The case study is represented by the category of adjectives, whose flexion may prove difficult for foreign learners of German or Romanian, since in both languages the correct endings of adjectives depend on the gender, number and case of the noun. In our analysis, we have taken into account the lessons where adjectives are used in both textbooks, the number of adjectives introduced, the clarity of their meanings and the sentences given as examples. The findings show that the introduction of adjectives proceeds slower in the German textbooks than in the Romanian ones, the utterances are more simple, and predicative adjectives are more frequent, which avoids their declension. In contrast, the Romanian textbooks contain a higher number of adjectives that are declined, while the examples are sometimes not clear enough. The Romanian textbooks appear therefore to be more suitable for children with previous knowledge of Romanian.

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Dehelean, Liana, Ana Maria Romosan, Ion Papava, Radu Stefan Romosan, Papazian Petru, and Babaita Mircea. "PERCEIVED SATISFACTION WITH UNDERGRADUATE MEDICAL EDUCATION IN ROMANIAN AND FOREIGN LANGUAGE STUDENTS. TWO PERSPECTIVES ON MEDICAL EDUCATION." CBU International Conference Proceedings 6 (September 26, 2018): 547–51. http://dx.doi.org/10.12955/cbup.v6.1211.

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Background: In Romania, foreign medical students have the possibility to learn the same curricula in Romanian, English, or French. The purpose of the study: To compare students’ satisfaction with training and future career opportunities from the perspective of Romanian and foreign students. Methods: The study was conducted for terminal year medical students divided into two samples, Romanian and foreign language students. The participants were invited to fill in a satisfaction questionnaire about their professional training and to express preferences for future career. Results: Foreign students were more satisfied with the lectures and the teaching staff. They attended optional lectures more frequently in comparison with Romanian students. Foreign students were more inclined to attend medical conferences and to enroll in PhD programs. While Romanian students were more inclined to consider emigration, foreign students prefer to practice in their native countries. Conclusions: Compared to their Romanian colleagues, foreign students were more engaged in educational and research activities.

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Sporiș, Valerica. "Textele funcționale în manualele de RLS: studiu comparativ." Swedish Journal of Romanian Studies 8, no. 1 (2025): 142–53. https://doi.org/10.35824/sjrs.v8i1.27429.

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This study analyses an important topic in the current social context, yet often neglected by specialists: the functional texts in RFL textbooks (Romanian as a Foreign Language), and it attempts to propose solutions for the development of this field. In the new global context, it is necessary to speak more foreign languages in order to communicate with other nations in various social contexts, to collaborate and to create strategic partnerships in all fields of activity. We aim to demonstrate the importance of systematically teaching functional texts to foreign students learning Romanian in Romania, in an institutional framework, based on a case study regarding their importance and relevance in RFL textbooks (from A1 to B2), typology and specific exercises. At the end of a well-organized and well-developed pedagogical approach, we expect foreign students to be able to communicate in Romanian and to develop transversal skills, so that they can adapt to new contexts, using in real life the information they have acquired in (extra)curricular activities, to this end functional texts are of great help. They need to be able not only to understand, but also to produce such texts. Consequently, we will answer the questions: Is there a need to teach-learn functional texts systematically in the Romanian Language Preparatory Program for Foreign Citizens, by virtue of the role of these texts in today’s society? To what extent are the functional texts of maximum importance for students learning Romanian as a foreign language found in RFL textbooks? To achieve our aim, we will use quantitative analysis, graphical method and comparative analysis.

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BURTEA-CIOROIANU, Cristina-Eugenia. ""ONLINE LEARNING OF ROMANIAN AS A FOREIGN LANGUAGE AND TEACHING METHODS USED IN THIS APPROACH "." Professional Communication and Translation Studies 15, no. 2022 (2022): 133–40. http://dx.doi.org/10.59168/nhhx2962.

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In the context of learning Romanian as a foreign language there is a need to adapt to the requirements of a communicative situation, becoming necessary to adapt the theoretical elements to the specific situation: teaching Romanian as a foreign language in the preparatory year of Romanian online. The article also offers a systematization of the difficulties faced by foreign students in the effort of understanding and adapting to the conditions of teaching and learning the Romanian language as an online foreign language. Understanding the Romanian language as a foreign language, with certain lexical meanings of the word, with a dynamic structure of functional grammar, with a communication system based on the particularities of logical-verbal thinking of the foreign student solves the problem of teaching Romanian language in this regard. It is necessary to take into account, in fact, in such a process of teaching-learning-online evaluation of the Romanian language as a foreign language and the experience of the teachers involved, but also the interests and needs of foreign students and analysing the quality of results. process Romanian as a foreign language is not learned overnight and is not the type of foreign language that creates a certain communicative fluency among students belonging to other cultures and other language systems, which is why the weight of approaching such a language online becomes a challenge for both students and teachers involved.

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Lazarenko, Olesia. "A PRACTICAL COMPANION FOR LEARNING UKRAINIAN IN ROMANIA (A review of the phrasebook: Ioan Herbil, Mihaela Herbil. Ghid de Conversație Român-Ucrainean. București: RCR Editoral, 2017. 384 p.)." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 19 (May 5, 2025): 315–21. https://doi.org/10.30970/ufl.2025.19.4830.

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The publication of the Romanian-Ukrainian phrasebook by Ioan Herbil and Mihaela Herbil (Bucharest, 2017) is an important contribution to the development of Ukrainian studies, which have been carried out for more than 20 years at the Department of Ukrainian Language and Literature of Babeș-Bolyai University in Cluj-Napoca. The opening of the specialization in Ukrainian Studies at the Department of Slavic Languages and Literatures of the Faculty of Philology at the University of Cluj in the academic year 1999/2000 was due to the need, mainly caused by historical and political events, to provide professional training for native Ukrainians in Romania as highly qualified specialists in the field of Ukrainian language, literature and culture for teaching and translation purposes, for which a corresponding curriculum was developed. As time went by, however, the demand for learning Ukrainian language from students whose mother tongue was not Ukrainian increased, so the efforts of the teachers of the Department of Ukrainian Language and Literature were directed not only at creating a research base for studying Ukrainian dialectology, toponymy or anthroponymy, translation of Ukrainian literature into Romanian, etc., but also at developing a linguodidactic direction in the study of Ukrainian as a foreign language by native Romanian speakers. This has been facilitated by numerous academic publications by the staff of the department, including the peer-reviewed Romanian-Ukrainian Phrasebook. The review describes the structure, content, information and thematic content of the Phrasebook, pointing out some sections that are primarily devoted to the coverage of the phonetic and accentuation features of the Ukrainian language or to the transcription of Ukrainian words or phrases, which will undoubtedly facilitate the perception of all linguistic nuances by those who have decided to deepen their knowledge of Ukrainian as an inherited language or to master another foreign language. Key words: phrasebook, Romanian-Ukrainian linguistic, literary and cultural connections, Ukrainian as a heritage language and as a foreign language in Romania.

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Radu, Anamaria, and Alexandra Cotoc. "Branding with Language: Romanian as a Foreign Language on Instagram." Helsinki Romanian Studies Journal, no. 1 (December 31, 2024): 27–41. https://doi.org/10.31885/her.1.1.003.

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In the era of social media platforms, the Romanian language, considered a ‘minor’ language, is experiencing a resurgence due to the online activity of young content creators who engage audiences by creating impactful narratives in Romanian. These young content creators choose to use Romanian in their posts to gain virality and attract followers. This does not only illustrate a trend that puts the language in motion but also leads to the emergence of a new linguistic variety which is evolving and adapting to new contexts, reflecting the dynamic nature of the online space where users come across various communities and narratives. This study highlights the transformative power of social media on ‘minor’ languages, presenting the case of Romanian used as a foreign language by Instagram influencers who construct an L2 identity, build and maintain an online reputation and a brand by creating engaging content on topics like cuisine and culture, fun facts and clichés, humour and (self-)irony, lifestyle and professional life, travel experiences.

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Ivancu, Ovidiu. "A Pedagogical Perspective on the Definite and the Indefinite Article in the Romanian Language. Challenges for Foreign Learners." Verbum 10 (December 20, 2019): 1. http://dx.doi.org/10.15388/verb.6.

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All Romance languages have developed the definite and the indefinite article via the Vulgar Latin (Classical Latin did not use articles), the language of the Roman colonists. According to Joseph H. Greenberg (1978), the definite article predated the indefinite one by approximately two centuries, being developed from demonstratives through a complex process of grammaticalization. Many areas of nowadays` Romania were incorporated into the Roman Empire for about 170 years. After two military campaign, the Roman emperor Trajan conquered Dacia, east of Danube.The Romans imposed their own administration and inforced Latin as lingua franca.The language of the colonists, mixed with the native language and, later on, with various languages spoken by the many migrant populations that followed the Roman retreat resulted in a new language (Romanian), of Latin origins. The Romanian language, attested in the 16th Century, in documents written by foreign travellers, uses four different types of articles. Being a highly inflected language, Romanian changes the form of the articles according to the gender, the number and the case of the noun As compared to the other Romance languages, Romanian uses the definite article enclitically. Thus, the definite article and the noun constitute a single word. The present paper aims at discussing, analysing and providing an overview of the use of definite and indefinite articles. The general norm and its various exceptions are examined from a broader perspective, synchronically and diachronically. The pedagogical perspective is meant to offer a comprehensible synthesis to foreign learners.

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Oana, BADEA. "TEACHING ROMANIAN AS A FOREIGN LANGUAGE TO MEDICAL STUDENTS AN EVER-GROWING CHALLENGE." Social Sciences and Education Research Review 11, no. 1 (2024): 166–70. https://doi.org/10.5281/zenodo.15258159.

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Academic education practices must provide the students with an open access of education and equality through mediated learning in all universities all over Romania. The present article represents a case study assessing the Romanian language course for foreign students studying medicine enrolled in the English program within the University of Medicine and Pharmacy of Craiova. The statistical descriptive analysis was based on anonymous questionnaires received by students assessing the Romanian language course in terms of the level of effort the students put into the course, skill and responsiveness of the teacher and course content. The study revealed interesting results, useful both for the Romanian language course teacher and for other teachers open to improve their teaching skills and materials, especially those related to listening and speaking skills of their students.

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Dissertations / Theses on the topic "Romanian as a foreign language"

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Cusen, Gabriela. "Investigating vocabulary learning strategies : a case study of Romanian undergraduates with a professional interest in leaning English as a foreign language." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435878.

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Ionescu, Rodica. "Romanian supine constructions." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5623.

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The present research attempts to provide a synchronic syntactic analysis of two Modern Romanian non-finites: the De-Supine and the 'Nominalized' Supine. They are studied in the much debated framework of the similarities and differences between the noun phrase and the sentence. Their external and internal debatable status has been controversial both in early and recent generative grammar. These categories were expected to be so much different and yet very much alike. Their status as two cyclic nodes and two most fundamental categories in every language explains why there has always been an attempt to claim an identical structure for both, to bring them together under a common structure, or to separate them. The present thesis tries to range among recent attempts to provide a common structure for both noun phrase and sentence in the Non-Finite domain. However, by trying to provide the non-finites and the 'nominalized' non-finites with a similar sentential structure, it becomes quite clear and non-derived nouns and 'nominalizations' are quite different structures. The absence of a verbal stem is essential in claiming two complete different structures for them. The attempt of the present study to provide the Romanian Supines with a sentential analysis and structure has been done in the background of three crucial analyses: the analysis of the Balkan IP structures (Joseph, 1983, Rivero, 1988), the DP analysis (Abney, 1987) and the recent analysis of PRO in the Government and Binding framework. Particular emphasis is given to the special nature of PRO as implicit agent identified through Singular in the 'Nominalized' Supine.

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Diaconescu, Constanta Rodica. "Romanian applicative constructions." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29099.

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The aim of this work is the investigation of the syntactic and semantic properties of Romanian clitic doubled la/real dative arguments. The proposal of this thesis is that clitic doubled la/real dative arguments are applicative arguments. The premise of assuming the existence of applicative constructions in Romanian is the alternation of clitic doubled/non clitic doubled dative arguments. Traditional grammar assumes that Romanian dative arguments are optionally clitic doubled. This thesis argues that this optionality is only apparent, and that the dative clitic is the morphological spell-out of an applicative head which licenses the dative argument as its specifier and relates it to the structure it takes as a complement. Applicative arguments are morphologically marked, can appear with both transitive and intransitive verbs, and have a wide range of meanings. The series of meanings of Romanian applicative (i.e., clitic doubled dative) arguments are foreseen by the series of the complements an applicative head may take or by the series of applicatives of which a phrase can be a complement. This proposal provides the set of positions into which an applicative head can merge and license a dative argument, as well as the set of interpretations the argument can obtain in each position. The set of positions may be verified cross-linguistically, but languages can differ with respect to the positions into which an applicative head is allowed to merge. These assumptions generalize to applied arguments in languages in which they are not marked by dative case (e.g., Greek, English and Bantu languages). To the best of the thesis author's knowledge, this is the first attempt both to propose the existence of applicative constructions in Romanian and to investigate la datives.

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Ungureanu, Mona-Luiza. "DP-internal structure and movement in Romanian." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102223.

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This study explores three syntactic issues in the Romanian DP: the cliticization of the definite article, the syntactic position of postnominal APs, and the syntactic properties and position of cel.<br>First, I show that the affixation of the definite article can be derived by syntactic head movement of the host element to D0. The distributional asymmetries among adjectives with respect to the definite article are accounted for by hypothesizing that they occur in two structurally distinct positions. Adjectives that surface prenominally are heads in the extended nominal projection; while adjectives that surface postnominally are maximal projections. I show that prenominal adjectives (a) block head-movement of the noun to D 0, (b) bypass the same elements as the noun, and (c) are blocked by the same element as the noun.<br>In chapter 3, I claim that APs surfacing between the noun and its complement are generated to the left of N; and APs that follow the complement of the noun are generated to the right. The postnominal surface position of the former APs is derived by leftward noun head-movement as opposed to remnant phrasal-movement. The evidence hinges on the relative scope among APs. I show that the symmetric approach, supported here, generates all and only attested word-order---scope pairings; while antisymmetry generates additional, unattested pairs.<br>Finally, I account for the asymmetric distribution of prenominal versus postnominal cel relative to the definite suffix. In previous literature, cel was equated with D0. Conversely, I claim that cel heads a modifier phrase, say celP. I show that prenominal celP has the same syntactic distribution and properties as demonstratives, including the ability to license a covert definite D0; while postnominal celP, like all postnominal modifiers, lacks this property.<br>This study provides a guide to the structure and movements in the Romanian DP, from its lower domain, the base position of N, up to the DP domain. Throughout, this work, I argue that several empirical generalizations on syntactic distribution are best accounted for by head-movement and the Head Movement Constraint. The evidence I produce comes from morpho-syntax (e.g. cliticization), semantics (e.g. scope interpretation) and plain linear word-order.

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Diaconescu, Rodica Constanta. "Romanian imperatives from the perspective of generative grammar." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ45214.pdf.

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Caballé, Morera Ester. "Romanian migrant students. A study on use of language and language attitudes." Doctoral thesis, Universitat de Lleida, 2020. http://hdl.handle.net/10803/671637.

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L'objectiu de la present Tesi Doctoral és analitzar els usos i actituds lingüístiques dels estudiants romanesos d’Educació Secundària a Catalunya, en funció de la seva assistència o no al programa Llengua, Cultura i Civilització Romanesa. Metodològicament, es combinen tècniques d’investigació social qualitativa i quantitativa per tal d’obtenir uns resultats complementaris que ofereixin una més complerta aproximació a l’objecte d’estudi. Globalment, des d'un punt de vista quantitatiu es va identificar que les actituds cap al castellà i el romanès són força equilibrades, seguit pel català amb les actituds menys positives. Pel que fa a l'ús lingüístic, el castellà és la llengua més utilitzada generalment, però en contextos rurals, és la llengua catalana que predomina, mentre que el romanès queda relegat a l'àmbit privat i en perill de ser substituït per castellà o català. No obstant això, a nivell qualitatiu es detecta el vincle afectiu amb la seva llengua materna, fent un ús elevat dins del seu cercle familiar i mostrant unes actituds lingüístiques positives. El castellà adquireix un valor social i internacional obtenint les actituds més positives i l'ús més elevat. Finalment, el català obté també un valor social i alhora acadèmic i de progrés, emfatitzant la repercussió que té el seu ús en la integració social en aquest context. Finalment es discuteixen les implicacions teòriques i contextuals d’aquests resultats.<br>El objetivo de la presente Tesis Doctoral es analizar los usos y actitudes lingüísticas de los estudiantes rumanos de Educación Secundaria en Cataluña, en función de su asistencia o no al programa Lengua, Cultura y Civilización Rumana. Metodológicamente, se combinan técnicas de investigación social cualitativa y cuantitativa para obtener unos resultados complementarios que ofrezcan una más completa aproximación al objeto de estudio. Globalmente, desde un punto de vista cuantitativo se identificó que las actitudes hacia el castellano y el rumano son bastante equilibradas, seguido por el catalán con las actitudes menos positivas. En cuanto a los usos lingüísticos, el castellano es la lengua más utilizada generalmente, pero en contextos rurales es la lengua catalana la que predomina, mientras que el rumano queda relegado al ámbito privado y en peligro de ser sustituido por castellano o catalán. Sin embargo, a nivel cualitativo se detecta el vínculo afectivo con su lengua materna, haciendo un uso elevado dentro de su círculo familiar y mostrando unas actitudes lingüísticas positivas. El castellano tiene un valor social e internacional obteniendo las actitudes más positivas y el uso más elevado. Finalmente, el catalán obtiene también un valor social ya la vez académico y de progreso, enfatizando la repercusión que tiene su uso en la integración social en este contexto. Finalmente se discuten las implicaciones teóricas y contextuales de estos resultados.<br>The main objective in this doctoral thesis is based on the analysis of the use of language and language attitudes of 131 young Romanians who attended the Romanian Language, Culture and Civilization program in Catalonia. The research uses a mixed method to analyse the main variables that influence the use of language and attitudes. Through the four articles presented, it is contemplated how the identity variables, the length of stay in the host country and language competences affect in those uses and attitudes. Based on a global vision of the results, it was quantitatively identified that attitudes towards Spanish and Romanian are fairly balanced, followed by Catalan with less positive attitudes. Regarding language use, Spanish is the language most often used, but in rural contexts, Catalan is the predominant language, whereas the Romanian is relegated to the private sphere and in danger of being replaced by Spanish and Catalan. However, at a qualitative sphere we recognize the emotional bond with their mother tongue, making high use within their family context and demonstrating positive language attitudes. Spanish acquires a social and international value obtaining the most positive attitudes and the highest use. Catalan also obtains social and academic and progress value, emphasizing the impact of its use on social integration in this context. Finally, the theoretical and contextual implications of these results are discussed.

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Carstocea, George. "Reality, language, and history: three facets of contemporary Romanian cinema." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12312.

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Thesis (M.F.A.)--Boston University PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The purpose of this thesis is to closely analyze some of the individual authorial voices that have emerged from contemporary Romanian cinema. Billed by the international critical establishment as a "New Wave," the recent slate of Romanian productions, while very successful on the international festival circuit, still lacks an apt conceptualization of the precise characteristics that set these new filmmakers apart, not only from other international directors, but also from one another. The analysis focuses on six recent productions: Stuffand Dough (2001), The Death of Mr. Lazarescu (2005) and Aurora (2010) by Cristi Puiu, 12:08 East of Bucharest (2006) and Police, Adjective (2010) by Corneliu Porumboiu, and The Autobiography of Nicolae Ceausescu (2010) by Andrei Ujica, breaking down the individual authorial characteristics and thematic and stylistic concerns of each filmmaker and contextualizing them within the larger history of Romanian film, as well as the trajectories of international art cinema.

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Hartman, Tod Greenfield. "The economy, labour and the new Romanian migration to Spain." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609432.

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Grancea, Erica Liana. "Aspects of sequence and preference organization in Romanian telephone conversations." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1693061471&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Sartor, Valentina <1983&gt. "Early foreign language teaching: the role of preschool foreign language teachers." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8382.

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Effective foreign language teaching to very young children have been described in literature by means of a wide range of characteristics that refer both to teachers’ professional competences as to their personal abilities. The aim of this study is to focus on the role and competences of the foreign language teacher in preschools. Starting from the analysis of first and second language acquisition, the focus will then turn to foreign language learning and teaching. Children and their natural attitude to communicate and acquire languages will be assessed and neurological findings reported. Then the role of foreign language teachers and the factors they should consider in order to teach in an efficient way will be discussed. It is a common thought that teaching a foreign language to young children might be easy and enjoyable because children acquire it spontaneously and for fun. What will be investigated is parents’ expectations and if there are some preconceptions that could influence their enthusiasm in wanting their children to join English Classes. The collected data from a formulated questionnaire completed by parents, has given the opportunity to understand that the role of the foreign language teacher is not completely clear and even undervalued when regarding certain aspects. What needs to be stressed is that teachers, parents and institutions should be aware of what foreign language teaching in kindergarten consists of. Teaching a foreign language in kindergarten is a specific professional discipline that requires not only proficiency in the target language, but also specific training as far as language acquisition and foreign language learning theories, pedagogy assumptions and classroom management techniques are concerned.

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Books on the topic "Romanian as a foreign language"

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Grosu-Rădulescu, Lucia-Mihaela, ed. Foreign Language Teaching in Romanian Higher Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93329-0.

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Gönczöl-Davies, Ramona. Romanian. Routledge, 2007.

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Roceric, Alexandra. Romanian textbook. Dunwoody Press, 1989.

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Deletant, Dennis. Colloquial Romanian: A complete language course. 2nd ed. Routledge, 1995.

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Augerot, James E. Romanian =: Limba română : a course in modern Romanian. Center for Romanian Studies, 2000.

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Deletant, Dennis. Colloquial Romanian. Routledge, 1990.

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Hoffman, Christina N. Romanian reference grammar. Foreign Service Institute, U.S. Dept. of State, 1989.

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Gönczöl-Davies, Ramona. Romanian: An essential grammar. Routledge, 2008.

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Gönczöl-Davies, Ramona. Romanian, an essential grammar. Routledge, 2007.

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Ciobanu, Georgeta. Romanian words of English origin. Editura Amphora, 1997.

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Book chapters on the topic "Romanian as a foreign language"

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Mihăilă, Ramona. "Using English in Teaching Romanian Language for Foreign Students." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57799-5_18.

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Bârlea, Roxana-Magdalena. "Teaching Romanian as a Foreign Language. Formal and Non-formal Education Perspectives." In Multilingual Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93329-0_6.

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Grosu-Rădulescu, Lucia-Mihaela. "Constructing and Construing the Place of Romanian Foreign Language Education in the European Context." In Multilingual Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93329-0_1.

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Nițu, Cristina. "Teaching Portuguese as a Foreign Language to Adults in Romania." In Narratives of Non-English L2 Language Teachers. Routledge, 2025. https://doi.org/10.4324/9781003500377-13.

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Sonea, Ioana-Silvia. "The Impact of the CEFR on Teaching and Assessing Romanian as a Second/Foreign Language. Practice and Research." In Multilingual Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93329-0_5.

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Păiş, Vasile, and Dan Tufiş. "Language Report Romanian." In European Language Equality. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28819-7_31.

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AbstractSince the previous META-NET report, there have been significant improvements (e. g., creation of a large Romanian national corpus, steady progress in written language technologies, LT, construction of a national LT portal for the Romanian language etc.), but things are far from what they should be. Support for LT and AI through national programmes is still modest, although there are signs of a more active involvement of policy makers in the strategic planning and funding programmes in this domain. Continued research is required to produce large language models, able to capture the characteristics of the Romanian language. Large language resources need to be created so that AI systems are able to learn from them.

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Němec, Zbyněk. "“They Respect Me as a Person Who Can Help” Roma Teaching Assistants in the Czech Republic." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_23.

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AbstractIn the Czech Republic, where Roma represent the largest ethnic minority, Roma teaching assistants have been an irreplaceable form of support for the education of socially disadvantaged students for more than two decades. This chapter draws on experience from various research projects that took place from 2012 to 2019, and focuses on the benefits of the work of Roma teaching assistants in the education of socially disadvantaged Roma students; data were obtained through semi-structured interviews and subjected to a thematic analysis, using basic elements of grounded theory. According to research, the main responsibilities of Roma assistants include assisting teachers in the education of socially disadvantaged Roma students during lessons, tutoring Roma students, providing psychosocial support for these students, organising leisure activities for these students, and supporting communication between the school and the Roma students’ families. Having a deep knowledge of Roma students, their needs and cultural specifics, Roma assistants can also represent an important information resource for teachers; the ethnicity of Roma assistants can also be beneficial in overcoming language barriers – if both the Roma assistant and the students or their parents speak Romani, the assistant can translate and interpret for teachers and other school staff. At a general level, cooperation of Roma assistants and non-Roma teachers can serve as a model for relations between Roma and non-Roma students and thus remove prejudices and barriers in society.

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Farkas, Donka F. "Free choice in Romanian." In Studies in Language Companion Series. John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/slcs.80.06far.

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Florea, Anda-Madalina, Mihai Dascalu, Maria-Dorinela Sirbu, and Stefan Trausan-Matu. "Improving Writing for Romanian Language." In Project and Design Literacy as Cornerstones of Smart Education. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9652-6_12.

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Rehm, Georg, and Hans Uszkoreit. "Language Technology Support for Romanian." In The Romanian Language in the Digital Age. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30703-4_9.

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Conference papers on the topic "Romanian as a foreign language"

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Mihalache, Roxana. "INTEGRATING AI IN FOREIGN LANGUAGE SEMINARS AT A ROMANIAN LIFE SCIENCES UNIVERSITY. PEDAGOGICAL IMPLICATIONS AND PRACTICAL APPLICATIONS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2514.

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Ciobotaru, Georgiana, and Nicoară Aurica. "EXTRACURRICULAR ACTIVITIES IN TEACHING ROMANIAN LANGUAGE AS A FOREIGN LANGUAGE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end005.

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Teaching Romanian as a foreign language is a new and challenging field of activity in education in Romania, a field that is growing with the arrival in our country of many students from neighboring countries or as far away as possible, people belonging to other cultures, civilizations, ethnicities, religions, which bring with them their own mentality and vision of the world. Formal and curricular activities are important for language, morpho-syntactic acquisitions regarding the Romanian language, but for the student to develop optimally and to integrate in the new society in which he entered to continue his studies, it is necessary to implement extracurricular activities complementary to the others. These are meant to develop students other skills necessary to continue their studies in a new country in educational contexts different from those in their home country by interacting with both Romanians and other colleagues as foreign to the Romanian language and culture as them. The projects and activities of linguistic and cultural integration of foreign students are defining for the development of the intercultural communication competence that must be developed for them. This paper aims to highlight the impact that extracurricular activities in the field of dramatic art contribute to the development of students both linguistically and from the perspective of expressing emotions, feelings in order to overcome the cultural blockages inherent in a foreign country.

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Militaru, Marina luminita, Viorelavalentina Dima, and Mariaantoaneta Lorentz. "ROMANIAN AS A FOREIGN LANGUAGE IN A BLENDED LEARNING APPROACH." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-138.

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The aim of the current paper is to present the experience of the academic staff of the Department of Modern Languages and Business Communication from The Bucharest University of Economic Studies (ASE) in teaching Romanian as a Foreign Language as part of the Preparatory Year of Romanian Language for Foreign Citizens. The latter program was initiated in 2014 and is the first such program accredited by the Romanian Agency for Quality Assurance in Higher Education (ARACIS) in 2017. Since the launch of the program, it has been attended by more than 250 students from all over the world, who have benefited from a blended learning instructional approach. Teaching and learning activities have been based on a combination of classroom techniques and digital media resources that will be described in the article. A one-of-a kind digital support is provided through the Oportunidance platform, developed through an international project that was awarded the European Language Label 2016 for innovation and creativity in foreign language teaching and learning. The efficiency of the blended learning approach to teaching Romanian as a Foreign Language will be discussed by reference to the successful integration of graduates on the educational market in Romania, which will be briefly referred to in the article.

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Ivanic, Ivana, and Ludmila Braniste. "Elearning activities in Romanian language course design." In Universitas Europaea: Towards a Knowledge Based Society Through Europeanisation and Globalisation. Free International University of Moldova, 2025. https://doi.org/10.54481/uekbs2024.v2.13.

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The aim of this paper is to present possible elearning activities in Romanian language course design in Serbia and Romania. Recommended course creation process, especially during online teaching, encompasses the necessary process to create a strategy and set standards in order to ensure the success of learning and keep the motivation on a high level. The offered activities, in this case, refer to students in Serbia, at the University of Novi Sad, who study Romanian as foreign and in Romania, at Alexandru Ioan Cuza University Iasi, related to foreign students who also study Romanian as foreign language for further study purposes. Developing such a curriculum, with the help of joint activities and experiences, enhance the quality of teaching and make progress in the design of the course. The paper presents used elearning activities that can be included in designing a Romanian language course, based on a two-year experiences period during the COVID-19 pandemic, such as: Elearning Assessments, Serious Games, Online Discussions, Role-Based Individualized Simulation, Stories. The large number of available e-learning tools is often a problem if we do not make a selection that will provide our students with a good pedagogical background and language framework. The results offered can be used in all countries where Romanian is taught as a foreign language.

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COZARI, Ana, and Svetlana DERMENJI-GURGUROV. "Methodological aspects of teaching the Romanian language to foreign students." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v3.21-22-03-2024.p122-127.

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In the context of the increasingly intense development of international relations, the exchange of information, the need to know and speak foreign languages increases, for better communication and understanding between people of different nationalities. The present article - "Methodological aspects of teaching the Romanian language to foreign students" several aspects are analysed from the perspective of teaching-learning-evaluation of the Romanian language as a foreign language. This implies, first of all, the study of the methodology of teaching the Romanian language as a foreign language and the practical application of various methods, techniques, didactic procedures in order to obtain the best possible results regarding the knowledge of the Romanian language by international students.

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Ivanic, Ivana, and Laura Spariosu. "MOODLE PLATFORM - ASSISTANCE RESOURCE IN LEARNING ROMANIAN AS A FOREIGN LANGUAGE IN SERBIA." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-191.

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The aim of this paper is to present Moodle platform as an assistance resource in learning Romanian as a foreign language in Serbia. Distance learning, i.e. learning at home is becoming more and more topical. Although the platform Moodle primarily intended for institutions, it certainly does not replace the classical way of learning but also serves as a supplement to the system of learning and opens a world of new possibilities. Moodle as a platform, has not been used with students who learn Romanian. Modernization of teaching and using new methods have opened up a lot of possibilities. In agreement with the Moodle Romania, developers and professional team designed the platform and page novisad.moodle.ro for students who learn Romanian as a foreign language in Serbia. Professors get a free platform, and students integrated set of tools that allows them to have access in common sources of knowledge, exchange of educational material, as well as use of additional modules which provides expanded functionality. In this way, all the materials for learning the Romanian phonetics, morphology, syntax and lexicology found a place on this platform. Thus, this system has become a favorite among students. Shall be placed on various videos, open chat rooms, post quizzes, online tests, drawings, glossaries, do homework. This kind support from the Moodle Romania is very important for the promotion of the Romanian language in Serbia, and this kind of concrete help assist in the preservation and promotion of the Romanian language, culture, history, traditions and customs. According to the students opinion, research results have shown that platform Moodle is better for learning and sharing material than the Faculty site or Facebook group. Reason behind this is specific information available in one place and higher quality of learning.

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Nistor, Cristina mihaela. "BLENDED LEARNING IN THE LANGUAGE CLASS: TEACHING ROMANIAN TO MULTICULTURAL GROUPS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-301.

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In the University "Politehnica" of Bucharest, first-year students may choose to study at least one language out of the four foreign languages we teach: English, French, German and Russian. That is the case with all our Romanian students, as well as with some of the foreign ones. Still, there is another option, reserved for those who come to this country to study in our own language, Romanian. Indeed, in recent years, I have perceived a constantly growing interest in the study of Romanian, and that can be explained in various ways; some foreign students come here to avoid the difficult situation they would have to deal with if they went back home (war, rebellions), while others are only interested in learning new skills and techniques that will help them give their careers a boost. In this paper, I intend to touch upon some points that refer to assisting these students, who belong to multicultural groups, in their attempt to live and learn in Romania. The type of learning we, teachers of Romanian, choose to adopt for this particular type of students is, naturally, the blended one, as the difficulties posed by the Romanian language at all levels (pronunciation, grammar, vocabulary) cannot be overcome without face-to-face interaction and communication. Still, since we now live in the Internet age, we resort to all possible tools we can afford in order to accomplish our task. My study, then, refers to my own experience with some multicultural groups whom I have taught Romanian; I will describe the multicultural groups I intend to discuss, and I will refer to the methods that I, for one, adopt in my language class. The conclusion I will draw reflects mainly on the necessity of striking a balance between the usage of on-line learning and face-to-face meetings.

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Stoica, Diana. "SUPPORTING LEARNING ROMANIAN BEYOND THE CLASSROOM � ROMANIAN AS A FOREIGN LANGUAGE, A CASE STUDY." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s08.088.

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Before the pandemic that burst out in 2019, most language teachers noticed that students learn more efficiently when they combine classroom learning with learning outside the classroom. In Romania, this concept is quite new when we think of higher education, where students have been accustomed to learning in more formal environments, such as labs or classrooms. As for learning a foreign language outside the classroom, there are no studies that report on the effectiveness of learning outside this so-called safe environment. This idea occurred due to the restrictions imposed during Covid-19 when I thought of ways to take students out of the virtual environment and bring them into a safer scenario where they could feel comfortable and interact with each other. Most language teachers have noticed that students learn more efficiently when they combine classroom leaning with learning outside the conventional environment. In Romania, this concept is quite new when we think about higher education. In this context, students believe that learning is more efficient in a more formal environment, e.g. labs, classrooms. As for learning out of the classroom, there are no studies that report on the effectiveness of learning outside the classroom. Having very few options, I did not even think that out-of-class learning might be less effective than classroom learning, and I could gladly observe the positive aspects of learning beyond the classroom. This present paper will be focused mainly on the benefits of learning outside the classroom and the importance of learner autonomy. The examples provided come from the Preparatory Year of Romanian Language, where Romanian is taught as a foreign language.

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Pricope, Mihaela. "TEACHING ROMANIAN FOR FOREIGNERS THROUGH ONLINE FILMS." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-232.

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The internet is an extraordinary source for language teaching. Set as valuable input to teaching language and culture, online films can be extensively used by language teachers to develop students' language and socio-cultural skills. The careful choice of films is made according to pedagogical objectives such as: the development of colloquial language skills, the acquisition of socio-cultural knowledge, the practice of summary skills etc. The teaching of language and culture through films or film fragments is an entertaining and motivational activity. In this manner, learning occurs and teaching is effective. Teaching Romanian for foreign students has captured people's attention in the last 10 years and its importance is increasing. More and more foreigners arrive in Romanian for various reasons, such as to further study in the Romanian language; to find a job in Romania, to obtain a degree in an European country and continue their studies abroad in Europe; to pursue a career in our country or abroad or to attend specialization programmes to work in Romania The present article introduces the importance of teaching Romanian for foreigners and covers, in its theoretical background, advantages and drawbacks of using films in the language classroom. Research in this domain covers the majority of these topics and offers examples of pre-viewing, while-viewing and post-viewing classroom activities but it doesn't offer concrete examples of online film-based lesson scenarios for teaching foreign languages, and in particular, Romanian for foreigners. That is why our article, presents a lesson scenario based on a short online Romanian film available on the website: www.cinepub.ro. This website offers plenty of films and we found it very useful to use it both as lecture inputs and homework. The article concludes that with appropriate tasks designed to achieve the teaching objectives and to be appropriate for the students' language level, films are a valuable resource which both teach and entertain.

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Chirila, Arina. "Didactica predării limbilor străine: alinierea limbii române la practicile europene." In Universitas Europaea: Towards a Knowledge Based Society Through Europeanisation and Globalisation. Free International University of Moldova, 2025. https://doi.org/10.54481/uekbs2024.v2.08.

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This paper will address the issue of Romanian language teaching, focusing on attempts to align the practice of teaching Romanian as a foreign language to the highest world standards. As a Member State of the European Union, Romania aims to use the most efficient and modern methods developed by European didacticians in order to create appropriate means of testing language skills, as well as for the possible recognition of qualifications obtained in Romania and by other EU Member States. It is well known that the English language has enjoyed a major interest from researchers, who have created various lists of words by frequency, tests for the evaluation of active and passive vocabulary, etc. However, the same cannot be said for Romanian: there are not many studies that have focused on the Romanian lexicon from the point of view of teaching Romanian as a foreign language. This paper offers a brief review of the existing lexical inventories for Romanian. We conclude that some steps have been made towards inventorying the Romanian lexicon according to CEFR standards. We have more extensive lists for A1 and B1 levels, while A2 and B2 have been described in less detail. Therefore, further research is absolutely necessary to develop lists that would cover all proficiency levels.

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Reports on the topic "Romanian as a foreign language"

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BEKUZAROVA, N. V., and E. M. Nazarenko. E-course in foreign language. SIB-expertise, 2023. http://dx.doi.org/10.12731/er0672.16022023.

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SWA CONSULTING INC RALEIGH NC. Evaluating Predictors of Foreign Language Learning. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada585074.

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Juveland, Sara. Foreign Language Students' Beliefs about Homestays. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.289.

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Dorr, Bonnie. LEXICALL: Lexicon Construction for Foreign Language Tutoring. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada458641.

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Ore, Brian M., Stephen A. Thorn, David M. Hoeferlin, Raymond E. Slyh, and Eric G. Hansen. Foreign Language Analysis and Recognition (FLARE) Progress. Defense Technical Information Center, 2015. http://dx.doi.org/10.21236/ada616191.

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Dowdall, Paul. TEFL - Teaching ECONOMICS as a Foreign Language. The Economics Network, 2004. http://dx.doi.org/10.53593/n208a.

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Bienkowski, Sarah, Reanna Poncheri Harman, Kathryn Nelson, et al. Special Operations Forces Language and Culture Needs Assessment: Foreign Language Proficiency Bonus. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada634202.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Slyh, Raymond E., and Eric G. Hansen. Detecting the Difficulty Level of Foreign Language Texts. Defense Technical Information Center, 2010. http://dx.doi.org/10.21236/ada516000.

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Ore, Brian M., Stephen A. Thorn, David M. Hoeferlin, Raymond E. Slyh, and Eric G. Hansen. Foreign Language Analysis and Recognition (FLARe) Initial Progress. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada577611.

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