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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]

Both linguists and specialists in foreign language teaching agree that the phraseology represents one of the areas of the language that has greater difficulties when we refer to the foreign language teaching - learning process. The presence of phraseological units (UFs) in the colloquial language, in literature or in any formal or informal context - in short, their omnipresence in speech - implies that the speaker is capable of making a selection among the different UFs. It also implies that he knows about the meaning, the type of message, the effect on the receiver, etc. The speaker, in this particular case, the Romanian student who is studying Spanish as a foreign language, uses UFs, generally, for expressive needs (Sciutto, 2005), as well as for its connotative and emotive value (Buzea, 2012; Buzea y Dumbrăvescu, 2018). In order to use them in a proper way, the speaker needs to achieve a transcultural communicative level (García Benito, 2009) in terms of achieving a high level of cultural competence (both native and foreign language culture). In addition, the speaker would have to overcome not only stereotypes but also social and cultural prejudices. In this paper, we intend to analyze a series of transparent UFs in Romanian and Spanish that can provide the student a better approach to the two mentioned cultures. [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]

Language is a living body that adapts itself to the communicative context and situation,so that the educator who wants to produce competent users of the language must target the students' communicative competence,i.e. their capacity to interact with the other members of the social group,to share information and negotiate meaning,to use the language functionally and strategically to achieve the desired effect. The present paper proposes to analyze language teaching along the receptive skills,namely listening and reading. [ABSTRACT FROM AUTHOR]