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The knowledge of a new culture always starts with the process of learning the language spoken by its representatives. The pluriculturalism and plurilingualism spread in the European area cease to represent some forms of differentiation, delimitation of people and peoples, but on the contrary, it ensures cultural and political integrity, encourages empathy and understanding. The evolution of these phenomena lies in the urgent need to form connections, to identify the links necessary to facilitate the communication process. The Romanian language, a component integrated to the European pluricultural phenomenon, extends its area of use, which increases the interest for studying it as a foreign language. The primary purpose of promoting the Romanian language as a foreign language in the academic environment is the affirmation and perpetuation of the Romanian linguistic and cultural identity. Being one of the oldest languages in the European space, Romanian has always been the target of linguists and historians, and now it becomes a link that facilitates the connection with the surrounding world. This paper aims to present the Romanian language as an object of study and to point out goals and benefits (development of communication skills, access to knowledge, professional mobility) that make a foreigner to learn it. [ABSTRACT FROM AUTHOR]

Requirements of today's pedagogy involve focusing on forming the competences as teaching process finalities. In case of language learning it involves formation and development of communicative competences. To master a language means to be able to be a participant in the communication process in it. The concept of mastering a foreign language is primarily related to the oral aspect of communication in it. Most experts in linguistics and language teaching agree that the phonetic and phonological aspect of language is of prime importance. The influence of the native language or that of a different foreign language studied previously or simultaneously as a basic foreign language is the main cause of typical mistakes in learning pronunciation. To overcome it, there is a need of comparative and contrastive analysis of the sounds of these languages. The process of assimilation of pronunciation-related learning material includes three levels: knowledge, application and integration (the formation of knowledge, abilities and skills respectively). In this context, this paper addresses some aspects of teaching English complex consonantal monophonemic units to Romanian-speaking students. [ABSTRACT FROM AUTHOR]