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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Increasing preoccupations and interest manifested for the Romanian language as a foreign language compose a focused and clear expression in the volume “Romanian as a foreign language. Methodology and cultural applicability”, launched at the Turku University publishing house, Finland (2018). The editors, Paul Nanu (Department of Romanian Language and Culture, University of Turku, Finland) and Emilia Ivancu (Department of Romanian Studies of the Adam Mickiewicz University of Poznań, Poland) with this volume, continue a series of activities dedicated to the promotion of the Romanian language and culture outside the country borders. This volume brings together a collection of articles, previously announced and briefly presented at a round table organized by the two Romanian lectors, as a section of the International Conference “Dialogue of cultures between tradition and modernity”, (Philological Research and Multicultural Dialogue Centre, Department of Philology, Faculty of History and Philology, “1 Decembrie 1918” University of Alba Iulia). The thirteen authors who sign the articles are teachers of Romanian as a foreign language, either in the country or abroad. The challenge launched by the organisers pointed both at the teaching methods of Romanian as a foreign language – including the authors’ reflections upon the available textbooks (Romanian language textbooks) and the cultural implications of this perspective on the Romanian language. It is probably no accident that the first article of the aforementioned volume – “Particularities of teaching Romanian as a foreign language for the preparatory year. In quest of “the ideal textbook’’ (Cristina Sicoe, University of the West, Timișoara) – brings a strict perspective upon that what should be, from the author’s point of view, “the ideal textbook”. The fact that it does not exist, and has little chances ever to exist, could maybe be explained by the multitude of variables which appear in practice, within the didactic triangle composed by teacher – student – textbook. The character of the variables is the result of particular interactions established between the components of the triad. A concurrent direction is pointed out by the considerations that make the object of the second article, “To a new textbook of Romanian language as a foreign language’’ (Ana-Maria Radu-Pop, University of the West, Timișoara). While the previous article was about an ideal textbook for foreign students in the preparatory year of Romanian, this time, the textbook in question has another target group, namely Erasmus students and students from Centres of foreign languages. Considering that this kind of target group “forms a distinct category”, the author pleads for the necessity of editing adequate textbooks with a part made of themes, vocabulary, grammar and a part made of culture and civilization – the separation into parts belongs to the author – that should consider the needs of this target group, their short stay in Romania (three months to one year) and, last but not least, the students’ poor motivation. These distinctive notes turn the existent RFL textbooks[1] in that which the author calls “level crossings”, which she explains in a humorous manner[2]. Since the ideal manual seems to be in no hurry to appear, the administrative-logistic implications of teaching Romanian as a foreign language (for the preparatory year) should be easier to align with the standards of efficiency. This matter is addressed by Mihaela Badea and Cristina Iridon from the Oil & Gas University of Ploiești, in the article “Administrative/logistic difficulties of teaching RFL. Case study”. Starting from a series of practical experiences, the authors are purposing to suggest “several ideas to improve existent methodologies of admitting foreign students and to review the ARACIS criteria from March 2017, regarding external evaluation of the ‘Romanian as a foreign language’ study programme”. Among other things, an external difficulty is highlighted (common to all universities in the country), namely the permission to register foreign students until the end of the first semester of the academic year, meaning around the middle of February. The authors punctually describe the unfortunate implications of this legal aspect and the regrettable consequences upon the quality of the educational act. They suggest that the deadline for admitting foreign students not exceed the 1st of December of every academic year. The list of difficulties in teaching Romanian as a foreign language is extremely long, reaching sensitive aspects from an ethical perspective of multiculturalism. This approach belongs to Constantin Mladin from Ss. Cyril and Methodius University in Skopje, Macedonia, who writes about “The role of the ethical component in the learning process of a foreign language and culture. The Macedonian experience”. Therefore, we are moving towards the intercultural competences which, as the author states, are meant to “adequately and efficiently round the acquired language competences”. In today’s Macedonian society, that which the author refers to, a society claimed to be multiethnic, multilingual and pluriconfessional, the emotional component of an intercultural approach needs a particular attention. Thus, reconfigurations of the current didactic model are necessary. The solution proposed and successfully applied by Professor Constantin Mladin is that of shaking the natural directions in which a foreign language and culture is acquired: from the source language/culture towards the target language/culture. All this is proposed in the context in which the target group is extremely heterogeneous and its “emotional capacity of letting go of the ethnocentric attitudes and perceptions upon otherness” seem to lack. When speaking about ‘barriers’, we often mean ‘difficulty’. The article written by Silvia Kried Stoian and Loredana Netedu from the Oil & Gas University of Ploiești, called “Barriers in the intercultural communication of foreign students in the preparatory year”, is the result of a micro-research done upon a group of 37 foreign students from 10 different countries/cultural spaces, belonging to different religions (plus atheists), speakers of different languages. From the start, there are many differences to be reconciled in a way reasonable enough to reduce most barriers that appear in their intercultural communication. Beneficial and obstructive factors – namely communication barriers – coexist in a complex communicational environment, which supposes identifying and solving the latter, in the aim of softening the cultural shock experienced within linguistic and cultural immersion. Several solutions are recommended by the two authors. An optimistic conclusion emerges in the end, namely the possibility that the initial inconvenient of the ethnical, linguistic and cultural heterogeneity become “an advantage in learning the Romanian language and acquiring intercultural communication”. Total immersion (linguistic and cultural), as well as the advantage it represents as far as exposure to language is concerned, is the subject of the article entitled “Cultural immersion and exposure to language”, written by Adina Curta (“1 Decembrie 1918” University of Alba Iulia). Considered to be a factor of rapid progress and effectiveness of acquisition, exposure to language that arises from the force of circumstances could be extended to that what may be named orchestrated exposure to language. This phrase is consented to reunite two types of resources, “a category of statutory resources, which are the CEFRL suggestions, and a category of particular resources, which should be the activities proposed by the organizers of the preparatory year of RFL”. In this respect, we are dealing with several alternating roles of the teacher who, besides being an expert, animator, facilitator of the learning process or technician, also becomes a cultural and linguistic coach, sending to the group of immersed students a beneficial message of professional and human polyvalence. A particular experience is represented by teaching the Romanian language at the Sapienza University of Rome, Italy. This experience is presented by Nicoleta Neșu in the article “The Romanian language, between mother tongue and ethnic language. Case study”. The particular situation is generated by the nature of the target group, a group of students coming, on the one hand, from Romanian families, who, having lived in Italy since early childhood, have studied in the Italian language and are now studying the Romanian language (mother tongue, then ethnic language) as L1, and, on the other hand, Italian mother tongue students who study the Romanian language as a foreign language. The strategies that are used and the didactic approach are constantly in need of particularization, depending on the statute that the studied language, namely the Romanian language, has in each case. In the area of teaching methodology for Romanian as a foreign language, suggestions and analyses come from four authors, namely Eliana-Alina Popeți (West University of Timișoara), “Teaching the Romanian language to students from Romanian communities from Serbia. Vocabulary exercise”, Georgeta Orian (“1 Decembrie 1918” University of Alba Iulia) “The Romanian language in the rhythm of dance and hip-hop music”, Coralia Telea (“1 Decembrie 1918” University of Alba Iulia), “Explanation during the class of Romanian as a foreign language” and Emilia Ivancu (Adam Mickiewicz University of Poznań, Poland), “Romanian (auto)biographic discourse or the effect of literature upon learning RFL”. The vocabulary exercise proposed to the students by Eliana-Alina Popeți is a didactic experiment through which the author checked the hypothesis according to which a visual didactic material eases the development of vocabulary, especially since the textual productions of the students, done through the technique that didactics calls “reading images”, were video recorded and submitted to mutual evaluation as well as to self-evaluation of grammar, coherence and pronunciation. The role of the authentic iconographic document is attested in the didactics of modern languages, as the aforementioned experiment confirms once again the high coefficient of interest and attention of the students, as well as the vitality and authenticity of interaction within the work groups. It is worth mentioning that these students come from the Serbian Republic and are registered in the preparatory year at the Faculty of Letters, History and Theology of the West University of Timișoara. Most of them are speakers of different Romanian patois, only found on the territory of Serbia. The activity consisted of elaborating written texts starting from an image (a postcard reproducing a portrait of the Egyptian artist Eman Osama), imagining a possible biography of the character. In the series of successful authentic documents in teaching-learning foreign languages, there is also the song. The activities described by Georgeta Orian were undertaken either with Erasmus students from the preparatory year at the “1 Decembrie 1989” University of Alba Iulia, or with Polish students (within the Department of Romanian Studies in Poznań), having high communication competences (B1-B2, or even more). There were five activities triggered by Romanian songs, chosen by criteria of sympathy with the interests of the target group: youngsters, late teenagers. The stake was “a more pleasant and, sometimes, a more useful learning process”, mostly through discovery, through recourse to musical language, which has the advantage of breaking linguistic barriers in the aim of creating a common space in which the target language, a language of “the other”, becomes the instrument of speaking about what connects us. The didactic approach, when it comes to Romanian as a foreign language taught to students of the preparatory year cannot avoid the extremely popular method of the explanation. Its story is told by Coralia Telea. With a use of high scope, the explanation steps in in various moments and contexts: for transmitting new information, for underlining mechanisms generating new rules, in evaluation activities (result appreciation, progress measurements). Still, the limits of this method are not left out, among which the risk of the teachers to annoy their audience if overbidding this method. Addressing (Polish) students from the Master’s Studies Program within the Romania Philology at the Adam Mickiewicz University of Poznań, Emilia Ivancu crosses, through her article, the methodological dimensions of teaching Romanian as a foreign language, entering the curricular territory of the problematics in question by proposing an optional course entitled Romanian (auto)biographic discourse”. Approaching contact with the Romanian language as a foreign language at an advanced level, the stakes of the approach and the proposed contents differ, obviously, from the ones only regarding the creation and development of the competence of communication in the Romanian Language. The studied texts have been grouped into correspondence/epistolary discourse, diaries, memoires and (auto)biography as fiction. Vasile Alecsandri, Sanda Stolojan, Paul Goma, Neagoe Basarab, Norman Manea, Mircea Eliade are just a few of the writers concerned, submitted to discussions with the help of a theoretical toolbox, offered to the students as recordings of cultural broadcasts, like Profesioniștii or Rezistența prin cultură etc. The consequences of this complex approach consisted, on the one hand, of the expansion of the readings for the students and, on the other hand, in choosing to write dissertations on these topics. A “tangible” result of Emilia Ivancu’s course is the elaboration of a volume entitled România la persoana întâi, perspective la persoana a treia (Romania in the first person, perspectives in the third person), containing seven articles written by Polish Master’s students. Master’s theses, a PhD thesis, several translations into the Polish language are also “fruits” of the initiated course. Of all these, the author extracted several conclusions supporting the merits and usefulness of her initiative. The volume ends with a review signed by Adina Curta (1 Decembrie 1918 University of Alba Iulia), “The Romanian language, a modern, wanted language. Iuliana Wainberg-Drăghiciu – Textbook of Romanian language as a foreign language”. The textbook elaborated by Iuliana Wainberg-Drăghiciu (“1 Decembrie 1918” University of Alba Iulia) respects the CEFRL suggestions, points at the communicative competences (linguistic, sociolinguistic and pragmatic) described for levels A1 and A2, has a high degree of accessibility through a trilingual dictionary (Romanian-English-French) which it offers to foreign students and through the phonetic transcription of new vocabulary units.

The present paper aims to highlight distinctive characteristics related to teaching and learning Romanian as a foreign language, specifically focusing on two categories of words: false-friends and identical-meaning pairs, where primary stress shifts between Romanian and English. We focus on describing the stress system in these two languages, with both differences and similarities. The proposal presents an analysis of words falling into these two categories and illustrates the nuances of stress variation. Being aware of the difficulties experienced by foreign students while learning Romanian, we suggest a series of didactic methods and activities that can be integrated into Romanian as a foreign language course.

The article highlited the European policy of multilingualism and multiculturalism of language education in European countries. Besides the article also deals with directions of joint activities of countries of the European Area in the organization of training foreign language teachers, the formation of uniform professional qualification standards for determining the professional definition of foreign language teachers, strategies and practical steps for the implementation of projects in the field of training foreign language teachers funded by the European Union and participation of European countries, in paticular Romania, in these projects. The European Union constantly emphasizes the fact that every citizen should be able to speak in his native language plus two other European languages, stresses the need to promote of linguistic diversity and the motivation of European citizens to learn less widely used languages and improve the quality of teaching foreign languages in educational establishments at different levels and focus its efforts to realize these ideas through the implementation of projects and programs that it has funded. The author focuses on the fact that Romania like all European countries is actively involved in the numerous projects and programs offered by the European Union as one of the priority areas of the Romanian Government is the quality of education at all levels and brings it in conformity with European standards. At the end of the article, the author concludes that the multilingual policy of the European Union has a certain influence on the training of foreign language teachers at the Romania Universities. The author also sums up that due to the participation in various educational projects and programs financed by the European Union among higher education institutions aimed at the development of multilingualism and multiculturalism of language education, the professional level of foreign languages teachers in Romania is increasing.

Abstract In my paper, I present a qualitative approach to the linguistic landscape of Hungarian schools in Sepsiszentgyörgy/Sfântu Gheorghe, Romania. These landscapes are called schoolscapes as they represent the material environment where texts and images “constitute, reproduce and transform language ideologies” (Brown 2012: 282). These manifestations reveal a lot about language learning and teaching in a formal educational environment. Beyond the simple representations of languages in education, we may trace more or less hidden curriculum details of foreign- and second-language teaching (English/German, Romanian) in a Hungarian-Romanian dominant bilingual setting. My aim is to describe the visual manifestations of the differences and similarities between the languages taught to minority children and the mutual efforts of teachers and students to meet the basic challenges of learning and teaching these languages.

This article has a double purpose: on the one hand, I will present the main aspects related to teaching Romanian (as a heritage language or as a foreign language) at Arizona State University, SUA – principles, methods, perspectives, – and on the other hand, I will propose, based on my experience, a series of measures meant to improve the overall learning process at the preparatory year organized by numerous Romanian universities or at Romanian lectureships from outside Romania, with focus on distance learning, especially given the current pandemic context.

Abstract The study of the Romanian language and literature is a compulsory subject for students of Hungarian minority in Romania. However, the most effective language learning methods and paradigms take into account and exploit students’ language awareness and linguistic repertoire. Such a didactic approach builds on students’ language skills and teaches children to use their language resources through teaching situations embedded in everyday school life that focus on observing and comparing different languages. In recent years, there have been several attempts to bring about a paradigm shift in the teaching of the Romanian language and allow Hungarian students to learn Romanian as a foreign language. However, a significant shift can be observed between the levels and contents of the 4th-and 5th-grade textbooks, causing serious difficulties for 5th graders. Our study presents the initial stage of a textbook analysis. We examine the extent to which the available textbooks for the 5th grade follow the methodological changes in communicative and post-communicative language teaching and the extent to which they take advantage of the language opportunities provided by students’ linguistic repertoire.

The representation of im(e)migration in Romanian-language cultures is undergoing dramatic change. Migration in the UK, working knowledge of English, and the ready availability of online English-language news to (young and adult) Romanian audiences are significant means for diffusing a culture of anxiety about labor migration; such views have become gradually embedded in Romanian media. In particular, British tabloid reports on migration have shaped a social imaginary on emigration (and immigration), contributing to the articulation of local media stories and mainstream cultural meanings among Romanian-speaking audiences. Labor migration, as either glamorized or denounced, is framed in culturally conditioned, non-empirical terms, otherwise foreign to contexts such as Romania (still an emigration country). A comparative case study between English and Romanian-language media, that aims to show mostly linear, one-way effects on Romanian news and opinion, is proposed.

The paper analyzes a unique linguistic phenomenon characterizing Romania?s western border areas for almost a decade, in the 1980s: the acquisition of the Serbian language by Romanians in Timi?oara under the communist regime, primarily through exposure to Yugoslav television programmes. It gives a necessarily sketchy overview of private life under communism, notably the situation in the Banat province, whose privileged position as a result of being closest to the West both geographically and culturally was reflected in the acceptance of pluralism and a critical attitude towards authoritarianism. Taking into account the literature on foreign language acquisition through exposure to television programmes, the study is based on a research involving Romanian natives of Timi?oara who, although lacking any formal instruction in Serbian, intensively and regularly watched Yugoslav television programmes in the period in question, and on evaluating their competence and proficiency in Serbian, through language tests, narrative interviews in Romanian and free conversations in Serbian. The conclusion is that most respondents, despite the varying degree of proficiency in Serbian depending on their active use of the language before and after 1989, showed a strong pragmatic competence, which appears to contradict the author?s initial hypothesis.

The article aims to highlight the creative ways of developing oral and written receptive competencies employed during the last week of activities that preceded the winter holidays. The target group consisted of foreign students from the preparatory year, their level in the Romanian language being A1-A2. The innovative side of the activity was enhanced by designing and organising it together with the Romanian students specialised in English and French language and literature. They joined the foreign students in writing the Christmas and New Year cards. I took into account the multiethnic dimension of the target group of foreign students, characterised by diverse linguistic and cultural features, as well as different religious beliefs, as these young men come from Cuba, Gabon and North Korea. Generally speaking, these students are open to Romanian traditions, willing to know more about them, to experience authentic customs, which helps them to better adapt to Romania during their studies, and at the same time to interact with the Romanian students from our university. 

Teaching Romanian language to Hungarian ethnic minority students in Romania has been a matter of debate for a long time. Some teachers and experts suggest that Romanian textbooks are inadequate and fail to meet the needs of minority students, while others argue that they are sufficient and serve the purpose of teaching the Romanian language to non-native speakers. An appropriate choice of texts can support the development of language skills and cultural understanding, while inappropriate choices can hinder them.In this study, we propose to investigate the texts in a Romanian language textbook written and approved for 7th-grade Hungarian minority students regarding the adequacy of topics and vocabulary in comparison with text choices in a textbook designed for teaching Romanian as a foreign language. We propose to analyse and compare the texts from the following viewpoints: use of literary and non-literary texts; adequacy of the vocabulary and text adaptation; relevance and adequacy of topics; appropriacy of texts and activities.

The authors present the synthetic review of literature about the Serbian vernaculars in Romania with the special emphasis on the lexical interference with the Romanian language and its Banat dialect. The paper also points to the semantic fields in which foreign lexemes apper, as well to the periods of their incorporation in the Serbian vernaculars. A special aspect of the analysis represents a status of foreign lexical items in the idiolect. At the end, the autors plead for the elaboration of the contactological Romanian-Serbian dictionary.

Romania’s foreign policy during the first decades of the 20th century was not accidental or spontaneous. It was implemented by the leadership of the Kingdom as part of a targeted program for the creation of “Greater Romania.” The foreign policy of Bucharest during the World War and formation of the Versailles system of international relations can be considered as indicative in terms of achieving national interests to gain the regional leader status in the Balkans. The article analyses the struggle around the “Bessarabian question” at the Paris Peace Conference during 1919–1920. This period became decisive for the Romanian Kingdom in the question of the recognition by the international community of its exclusive right to annex Bessarabia. The purposeful work of the Romanian politicians I. Bratianu, A. Vaida-Voevoda, A. Averescu and others in solving the “Bessarabian question” has undoubtedly yielded positive results for Romania. On October 28, 1920, the Paris, or Bessarabian, protocol was signed in Paris to legally recognize the annexation of Bessarabia to the kingdom. Thus, the long and the exhausting struggle of the Romanian diplomacy ended with the victory of Bucharest on the one hand, while on the other, this fateful document was never ratified by the individual participants, which automatically made it legally “incomplete” international act.

Abstract Polysemy is a rather complex and productive phenomenon in sporting language terminology. It is proof of the unlimited and varied possibilities that the Romanian language has to enrich itself from a lexical point of view. Enriching a Romanian word with a new meaning is possible by borrowing a term from another language, a term that has another meaning except for the one corresponding to the Romanian word. Perfect synonymy in sporting language is generated by the influences of other foreign languages, by paraphrasing borrowed words, or by the attempt to create a genuine new word with a recent neologism. In sporting language, synonymy is the result of trying to replace a neologism with a word from common language.

The Romanian Corpora and their importance in creating teaching materials for Romanian L2 The article has two aims: 1. to describe the corpora of contemporary non-dialectal Romanian, including both electronic corpora — The Romanian Balanced Annotated Corpus (ROMBAC), RoCo_News (a Journalistic Corpus of Romanian), The Reference Corpus of Contemporary Romanian Language (CoRoLa), etc. — and raw oral corpora, available in print only — Româna vorbită actuală (ROVA), Corpus de română vorbită (CORV), Interacţiunea verbală în limba română actuală (IVLRA), Corpus de limbă română vorbită actuală (CLRVA), etc.; 2. to plead for using corpora for pedagogical purposes, especially in creating teaching materials for Romanian as a foreign / second language. The article gives a short general description of the corpora and their applications in Second Language Acquisition and Foreign Language Teaching. The Romanian corpora are hardly known even by the Romanian researchers; their presentation takes into account the stylistic structure, annotation, number of words and tokens, etc. (for electronical corpora); the number of texts, the period of time when the records were made, the type of texts, etc. (for oral corpora in print). The second part contains some examples of possible corpora applications for Romanian as a foreign/ second language: a list of the most frequent words; the refinement of the characteristics of various types of texts (medical, legal, journalistic, fiction, etc.); the most relevant contexts for the argumental structure of verbs, adjectives, etc. In fact, the aim of the paper is to argue for developing annotated corpora for Romanian, easily accessible to researchers, professors and even students, and for using the existing corpora for pedagogical purposes.

"In the process of learning the Romanian language the foreign students may encounter various difficult grammatical problems, because language mistakes are an integral part of the process of learning a foreign language. Among the effective ways to approach the difficulties of the Romanian language for foreign students are the structured dialogue on a certain theme, targeted exercises based on grammatical problems, free compositions as a basis for vocabulary development. Oral and written communication is an important component of the realization of the discursive act and the act of communication, all the more so as notions related to speech acts and sometimes non-verbal communication or certain cultural skills are introduced (politeness formulas, registers of the language, ways of communication depending on the environment/context). The organization of the teaching-learning process of the difficulties of the Romanian language as a foreign language is one of the main problems that the specialists in the field still have to deal with"

The paper focuses on the corporate language used in the business environment in Romania. English exerts the strongest influence on the Romanian vocabulary, influence appreciated by some politicians and businesspersons as beneficial, but at the same time, blamed by many linguists and cultural personalities. Corporate language is not a negative phenomenon by definition. But it becomes negative when used in excess or for no reason. In some cases, linguistic clichés turn into automatic formulas that limit thin king, while in others their use is not necessary. Corporate language manifests as a reality today both in terms of economic and social context in which organization evolves and as a distinct activity field of the organization. To meet the requirements imposed once with the internationalization of economic relations, sound professional training and a good grasp of specialized knowledge are just as important as communication skills in foreign languages, intercultural adaptation being a natural consequence.

Our research inspired by the difficulties that have arisen in the practice of teaching Romanian language to foreign students and their confrontation with various assimilation problems of the Romanian language led us to try their systematization to expose them, as clearly as possible, to a productive reflection on the EMO and EMS production habits. It deserves greater attention to the practice of EMO and EMS in terms of exercises needed to train them. The typological variations of EMO and EMS help foreign students learn more about communication: oral, oral and written reproduction of assimilated information, extraction of semantic information. Summarizing the issue of EMO and EMS, we would like to mention their functional capacity in the teaching-learning-evaluation of Romanian language for foreign students.

The correct use of nominal and pronominal forms of address is a condition for wellfunctioning communication. Regardless of whether the communicators use a foreign language or a second language, the forms of address are very difficult to learn and are hardly ever dealt with in class. The article deals with Romanian students at the University of Bucharest who transfer the system of Romanian (as a mother tongue) to German (as a foreign language), even though the patterns of formality and informality in the form of address vary greatly between the German and Romanian cultural spheres.

The case study we propose is conducted on the practical courses of Romanian for foreign students in the first and second years of study at the Faculty of Medicine, who embark on a process of acquisition of phonetic and lexical information, grammar, culture, and especially notions of specialised communication. The assertion we start from is that the common feature that foreign students share is that they are speakers of various languages – Romance languages, Germanic, Slavic, Turkic, Finno-Ugric ones etc. The characteristic feature of student groups at Medicine is that there are few students with oral and written communication skills in Romanian (expect Slavic speakers, who live in neighbouring countries – Bulgaria, Serbia, etc) and they will be integrated, for methodological reasons in Group A. The proposed objective here is to study the role of language contact in making the teaching of Romanian more effective. Similarly few are the students who master theoretical notions of Phonetics and Morphology (German students and those who come from Albania) who belong to group B. The aspect to be studied in depth in the case of Group B students focuses on the need for a contrastive, comparative method of teaching Romanian. Arabic students, those coming from India, USA, Nordic countries, France, Portugal, Spain who never came into contact with speakers of Romanian do not have the ability to communicate with speakers of Romanian nor the capacity to understand various simple messages, reason for which they are placed in Group C. Access to theoretical concepts of Romanian grammar is very difficult for students in this latter group. The general conclusion to be drawn is that teaching Romanian as a foreign language to students of Medicine is a permanent challenge regarding methodology, didactic strategies, and particularities of their native tongues.

The perspective of teaching Romanian as a foreign language is becoming increasingly evident, as demonstrated by the special attention it is starting to receive. The cultural and social space in which the teaching and learning of Romanian as a second language takes place is important as far as it influences the way in which a person acquires the skills to receive and produce a message, whether oral or written. But the act of teaching brings with it an innovative approach when the target group is not homogeneous in terms of age, nationality, religion, traditions, and customs. Thus, one of the challenges faced by teachers is the choice of the target language, especially when one or more members of the group have no or minimal knowledge of the target language.

In a recent context in which Romania is confronted with the problem of emigration, this article portrays the life and works of Grigore Nandriș (1895-1968), university professor and patriot, who offers an example of devotion to his profession and country that could be set as a standard for all the following generations. He defended Romania in the war, as a soldier, and then at home in the academia, at the University of Chernivtsi and abroad, in France, at the Romanian School at Fontenay-aux-Roses, and in England, at the School of Slavonic and East European Studies, University of London. Brilliant linguist, speaking 14 foreign languages, he left a considerable amount of books, articles, reviews, conferences on linguistics, folklore, religion, and culture, being mainly interested in establishing links between language and place and culture and neighbouring nations. And above all, Grigore Nandriș’s personality remains a landmark among scholars in his field and colleagues, friends, students, and followers, who admired his devotedness to the Romanian cause abroad.

Romanian Language at NTNU, 2010-2011 The Romanian language lectureship in Trondheim was established on June, 5th, 2008. As a novelty the optional course in Romanian language made its debut in January 2009, for the spring semester of NTNU. The course is intended for students from all specializations. It is divided into Romanian 1 and Romanian 2, each of them holding 7. 5 credits. The course is concluded with an oral examination and a short dictation as means of assessment during the semester and the final four hours of the written exam. The present paper aims to explore the assimilation of Romanian language by the foreign students in the written exams from December 2010 and May 2011, followed by a grammar analysis of the errors identified in the written tasks of the foreign students (the present indicative, the subjunctive, the definite article, the gender of the adjectives, the number of the nouns and of the adjectives, the preposition, the construction of the genitive/dative). At the end we share a brief unconventional history of the lectureship.

In the process of studying the Romanian language as a foreign language, we will face a series of challenges, from simple to complex, which we will have to face both as teachers and as medical students. Among the common difficulties encountered by Romanian language teachers and students, especially foreign ones, are those related to the grammatical, lexical and terminological aspects. In this article we will refer to the difficulties related to the teaching / learning of medical terminology by foreign students. At the lexical and terminological level, the teaching / learning difficulties are related to the structure of the terms (suffixes, prefixes, roots that enter the structure of medical terms; most medical terms come from Greek and Latin. The roots of Latin origin describe the anatomical structures, and those of Greek origin - pathological processes, names of diseases, treatments); Terms that change their meaning in medical context (sacral, temporal, angina (tonsillitis and angina pectoris); branches of medicine (myelitis, in neurology means inflammation of the spinal cord, and in orthopedics - inflammation of the bone marrow); eponyms, synonyms, abbreviations, acronyms, abbreviations of Latin origin, Greco-Latin doublets.

Abstract Previous studies have shown that music can have a positive impact on phonological awareness and on foreign language acquisition. The present research investigates specifically the role of pitch discrimination ability in native and foreign language spelling performance. Two groups of elementary school children were selected based on their pitch discrimination abilities (high and low). Their spelling performance in their native and a foreign (fictional) language was assessed. The results indicate that pitch discrimination ability can be linked to spelling ability in both the native and a foreign language. They also suggest that studying a musical instrument might predict enhanced spelling performance ability

The paper contains a qualitative and quantitative analysis of errors resulting from the interference between the learners’ mother tongue (Romanian) and English as a foreign language. The errors have been identified in a sample corpus of argumentative essays (cca 15,000 words) written on general topics, by native Romanian students learning English as a foreign language, at university level; the essays belong to the Romanian corpus of learner English assembled by Mădălina Chitez. They are classified, the type of L1-L2 transfer involved in their production is explained and their interpretation is complemented by quantitative considerations. The aim of the research is clearly pedagogical.

The present study is an integral part of a research project which has as its motivation and starting point a series of didactic and methodological aspects, difficulties and challenges encountered in the teaching of Romanian as a foreign language (RLS) in universities abroad, in particular to Romanian origin students. My interest in these issues is relatively recent and focuses mainly on them not from a strictly sociological and/or sociolinguistic point of view, as phenomena in themselves, but rather I study and analyze them from the perspective of trying to define some theoretical coordinates for the context behind the teaching reality I am facing – a constantly increasing number of students of Romanian origin, who came to Italy at a young and very young age or even born here, who belong to the Romanian community and are therefore basically native speakers (heritage language), and who nevertheless enrol to study the specialization "Romanian language" at Sapienza University, where Romanian is taught as a foreign language. I will try to analyze to what extent the linguistic-cultural behavior is determined, in the case of these students, by their multiple ethnic and/or linguistic identity due to the migration phenomenon.

En Roumanie, l’enseignement du français langue étrangère au niveau de licence se réalise dans le cadre des deux filières: Langues et littératures ainsi que Langues Étrangères Appliquées (LEA). Initiée il y a plus d’une vingtaine d’années, la filière LEA a connu un réel succès auprès du public étudiant roumain et fonctionne actuellement dans plusieurs universités à côté de la formation littéraire traditionnelle. A travers une analyse panoramique de quelques documents de référence utilisés dans les universités roumaines (plans d’enseignement et fiches des disciplines), nous nous proposons de parvenir à une meilleure projection du cours de Pragmatique que nous assurons dans notre université, avec une sélection des contenus, méthodes et supports didactiques qui illustre mieux les principes de la filière LEA et qui offre à nos diplômés des compétences professionnelles appropriées au marché du travail actuel. Ce travail liminaire est une première exploration des fiches de formations dans lesquelles on retrouve des thèmes liés à la pragmatique.
 What pragmatics are we currently teaching (2017) in Romania in applied foreign languages study programmes?
 In Romania, French as a foreign language at the undergraduate level is taught in two study programmes: Languages and Literatures and Applied Foreign Languages (LEA). Initiated more than twenty years ago, the LEA programmes have been a real success with Romanian students and, alongside traditional courses in literature, are currently implemented in several universities. Having analysed some key reference documents of Romanian universities (mainly syllabi and course descriptions), I propose how to achieve better results in a course on pragmatics offered at the University of Piteşti. My proposals focus specifically on the selection of contents, methods and teaching aids aimed at equipping our students with professional skills appropriate to the current job market.
 Key words: course description; language and literature; LEA; syllabus; pragmatics.

As the definite article in Romanian is of major importance in communication, this study focuses on how it is presented in Romanian textbooks for foreign learners, including Italian students. In the first part of the text I approach the definite article from a theoretical standpoint. I deliver my findings in tables so that the distinctions between various textbooks will be easy to follow. In the second part I employ an applied approach as I am interested in commenting on foreign students’ errors in their process of learning Romanian, and in proposing a series of exercises which may help them understand the correct usage of Romanian noun phrases in which definite and indefinite articles occur. I reach the conclusion that it is imperative: to present grammatical information gradually, from simple to complex issues; to explain both the similarities and the differences between Romanian (foreign language) and the students’ native language (Italian), by offering students contrastive explanations; and to create exercises in which noun phrases are put in contexts thus underlining the definite article’s functionality in an effective and correct manner.

The article examines the evolution of narratives of symbolic politics in modern Moldova (1989–2023), including among the political “rights”. The analysis of documents and political discourse allowed the author to identify three key narratives: Russia as a threat, European integration as a national idea, the myth of the identity of the Romanian and Moldovan languages (language narrative). Particular attention in the article is paid to the dynamics of political narratives, their coherence. The current policy of Moldova in constructing the Romanian identity among Moldovans, reflecting the interests of ethnic minorities (“unionist Romanians”), provokes social disunity, which is confirmed by the growth in the number of opposition forces and protests, and in recent years – in a decrease in trust in the foreign policy vector of the republic (European integration). However, the nationalist ideological trend, in general, is developing, overcoming “multi-vectorality” and neutrality.

The article discusses the names of Russia and their formal variation in texts translated into Romanian during its pre-modern stage (ca. 1780–1830). In this period, the diversity of source languages (French, German, Italian, Serbian, Modern Greek) generated denominative and formal variation of the foreign names in translation. Other causes of this variation are the lack of translation criteria, the different alphabets and phonetic systems (Latin, Greek and Romanian-Cyrillic) that entered in contact, the role of the dominant culture languages (Latin and Greek), the preexisting traditional forms of the names and translation through intermediate sources. These factors explain the circulation of several choronyms for Russia and their lack of formal consistency in this period. The formal variation in the sources often implies a variation in Romanian from one text to another or within the same text. Although the source language usually influences the Romanian forms of the names, the Greek traits frequently appear in the texts translated from Latin-scripted sources due to the long-time and higher cultural prestige of this language. Accordingly, in the case of the name Russia, this influence is felt at the phonetic level (Rosia) and at the suprasegmental level (the paroxytone instead of the proparoxytone accentuation). Similarly, the variants Moscva and Moscfa are adaptations of the Russian Moskva. On the other hand, the translators could not ignore the reader and sometimes substituted the names from the source with a Romanian denominative expression (e.g. Împărăţiia Moscului and Ţara Moschicească for Moscovia). The names of Russia and their variants in the pre-modern Romanian provide an example of the possibilities of transposing a foreign proper name into Romanian and, at the same time, reflect the essential linguistic characteristic of the proper name, that is the very close association between the signifier and the named individuality.

The last 29 years of education in the democratic system in Romania have shown that the use of mastery learning strategies is not present in our nowadays teaching-learning process. Even though studies were carried out to show the effectiveness of these strategies teachers still feel reluctant whether to implement a mastery learning model or not. The subject emphasized in this paper is related to the implementation of a mastery learning strategy during the teaching of English as a second language in a public school in Bucharest, Romania.
 Keywords: education, mastery learning, Romanian schools, knowledge, learning strategies

While compounding is not a preferred method of word formation in Romanian, it is highly productive in German. Composites are used in German to replace complex structures, such as relative clauses and extended attributes, for the sake of language economy. The Romanian compounds found in technical language are mainly loan words or formed using a foreign language model. The translation of compound words from German to Romanian typically necessitates a structural reorganization, resulting in lengthy and intricate phrases. The principal challenge in this type of translation is the identification of semantic connections, as a literal translation is insufficient. This study aims to examine the translation of technical language compounds containing the determiner "alt" into Romanian.

Playfulness is seen as a harmony of two vectors: entertainment and seriousness; thus, it represents a didactic resource which deserves to be taken into consideration when teaching Romanian as a foreign language (RFL). Game component, pleasure and interactivity presupposed in didactic games, represent the premises of optimisation of educational process as long as they are attentively and efficiently exploited by the teacher, being an extremely useful didactic strategy in the framework of the lessons of Romanian as a foreign language. No matter if we see the key word of the present paper – “game” – from the literary, grammatical, semantic or pragmatic point of view, the element which links all these perspectives is the playful aspect implied by each of them. A unanimous recognition of the formative possibilities of games continues in the field of pedagogical theory, with the establishment of the optimal didactic ways of the realisation of its potential. Stemming from this observation, the present paper underlines the playful aspect of didactic activity appearing in the “didactic game”, which becomes an efficient method in teaching Romanian as a foreign language (through simulation and/or dramatisation). The role and the importance of didactic game consist in the fact that it facilitates the process of assimilation, fixation and consolidation of knowledge. At the same time, due to its formative character, it influences the development of our students. At the lessons of Romanian as a foreign language, a Russian-speaking foreign student finds a favourable environment for the development of language skills necessary to successfully integrate not only in the university circles to which he aspires, but also in the society which adopts him.

This paper discusses the possibility of using authentic texts in the teaching of specialized Romanian languages to foreign students enrolled in the Preparatory year at Romanian universities. Focusing on the case of the Romanian chemistry language, it is argued that real texts pose challenges to foreign students due to their length and lexico-grammatical complexity. Possible modifications and simplifications of three authentic texts are presented. The first text is addressed to students with limited knowledge of the target language and the simplification consists here in elimination of the largest part of the original content. The other two texts are addressed to students with an intermediate level of Romanian language knowledge. The second text has undergone various modifications, ranging from content selection to the replacement of new terms, substitutions of connectors and modifications of the original topic. The third text maintained the largest part of the original material, including various specialized terms and some syntactic difficulties. The students’ reactions and their performance in class have been monitored in regard to the exercises based on the three texts. The findings indicate a difference between students’ performance and their attitude towards the texts. For the majority, the first text was the easiest one to comprehend, while the third text was viewed as the most difficult. At the same time, the third text was considered as the most interesting and the most useful one for the students’ future career. These findings indicate that authenticity should not be the only criterion taken into account and that the relevance of the topic chosen in regard to students’ needs and interests plays an important role in the selection process of course materials.

Svanhild Naterstad has worked as a journalist for the Norwegian newspaper Adresseavisen in Trondheim since 2002. In addition to journalism studies at the Bodø University College, she holds a Magister’s degree (corresponding to the PhD) in Romanian literature from the Institute of Classical and Romance Studies of the University of Oslo (1996). In the period January 2009-October 2010, she was employed at the Department of Modern Foreign Languages of the Norwegian University of Science and Technology (NTNU), which at that time hosted the only Romanian Lectureship in Norway, with financial support from Romania’s honorary consul in Trondheim, Mr. Terje Roll Danielsen. In 2012 she published the book Romania in Norwegian, at the Akademika Publishing House. After her first visit to Romania in 1988, she lived in Bucharest, during a research visit (1990-1991) and in Copşa Mică, where she worked as an interpreter between 1991-1992. Moreover, she had other stays of 1-3 months in Romania, related to her university studies and the research for the book Romania. This is an extensive book of 456 pages, which offers the Norwegian readers various information about Romania’s history, geography, nature, economy, culture, religion etc.

Student exchanges have a long history since the Middle Ages. After the Second World War, they became even more popular, aiming to increase education, tolerance of different cultures, improve language skills and broaden social horizons. Like other socialist countries, Romania intensified student exchanges with the USSR because the country needed specialists and staff for the national economy and the new communist government. At that time, Russian became the first foreign language taught in Romanian schools. The quality of studies in the USSR was good, and later, many graduate students became significant political leaders and held important positions in the state. Starting with the 1960s, Romania gradually began to distance itself from the USSR, eventually leading to a significant reduction in student exchanges. Currently, the international student exchanges between Romania and the Russian Federation are pretty low, and it would be a pity not to continue the established tradition.

The military aggression of the Russian Federation on Ukraine on February 24, 2022 accelerated not only the relations between the Republic of Moldova and the European Union, but also accelerated the relations of the Republic of Moldova with Romania. Although during the three decades of independence the Republic of Moldova had dynamic relations with Romania, the “special operation” carried out by the Russian Federation in Ukraine conditioned the acceleration of the Moldovan-Romanian political dialogue. Today, the acceleration of relations between the Republic of Moldova and Romania are dictated especially by the events in Ukraine, which oriented the vector of the foreign policy of the Republic of Moldova towards the European Union (EU). The purpose of this article is to highlight the main aspects present in the relations between the Republic of Moldova and Romania in the context of the conflict in Ukraine. We also aimed to highlight the main aspects of the Moldovan-Romanian dialogue in the context of the invasion of the Russian Federation in Ukraine on all dimensions: political-diplomatic, commercial-economic, energy, defense, and, including the social dimension. The events in Ukraine conditioned the strengthening of Moldovan-Romanian relations not only from the perspective of the common past, the affinities of race, language and culture, but also from the perspective of the irreversible orientation of the foreign policy vector of the Republic of Moldova versus the European Union.