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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. [ABSTRACT FROM AUTHOR]

This paper aims at examining the peculiarities of term formation in the specialized languages, providing relevant examples from the domain of biomedical engineering which, representing a mix between medicine and engineering, offers a wide variety of scientific and technical terminology to illustrate the term formation patterns and methods presented. Largely based of the works of Juan C. Sager, one of the most influential researchers in the domain of terminology, the paper aims at explaining and describing the main approaches and mechanisms of term formation, as well as the importance and function of each method in special reference and designation of concepts as required by classificatory function of the specialized languages, precision of expression and systematic reference. Therefore, it is of absolute importance to differentiate between primary and secondary term formation patterns, as well as to specify that terms can be the product of use of existing linguistic resources expressed through the extension of meaning of a an existing term, modification of existing linguistic resources expressed through derivation, compounding, conversion and compression, and creation of new linguistic entities expressed through borrowing and calques or loan translations, each of those approaches having a specific purpose and a place in the specialized designation of concepts, and creating the terminological structure of a specialized domain. [ABSTRACT FROM AUTHOR]

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]

In this paper we will present the linguistic perspective about learning foreign languages, and will be structured in two parts: the first part will explain the distinction made by E. Coşeriu between two important aspects of languages, and the second part will approach the linguistic theories in teaching foreign languages. In teaching the Romanian language as a foreign language, it is important to take account, firstly, of the distinction between the sistem and normă by Eugeniu Coşeriu. This is an essential element for understanding and exemplifying the learning/teaching process of Romania as a foreign language. The language has multiple possibilities to form plural, for example, but the grammar only accepts one of those possibilities. The confusions between the right form and the wrong one are explained by this distinction made by E. Coşeriu. In the second part of this article, we will discuss the theories offered by Coşeriu in teaching languages that are directed towards a teaching using a language that both student and teacher speak, avoiding the direct method. We will discuss E. Cassirer's theory, because both theoretical visions develop and capitalizes in different ways the Humboldt's understanding of language as creative activity, not just an instrument that humans use to communicate. [ABSTRACT FROM AUTHOR]

This paper is about incorporating proverbs and sayings in the EFL classroom through different games as an easy way to get your students playing, laughing and learning. The author describes learning game ideas with proverbs and sayings and shares useful tips on how to teach them in the most effective way, to encourage learners and foster whole class participation during the lesson. Learning games are highly motivating because they are amusing and interesting and the most important they are extremely student centred, making your delivery more captivating. Carefully chosen and properly used, they lower the affective filter, encourage creative and spontaneous use of language, and help to give practice in all language skills. Games also promote intercultural communicative competence, build class cohesion and boost language development in a real context. The great thing is that you can use them for all levels and age and learners never grow bored of them as in every adult there is a little child who is keen to play games and, meanwhile, learn a foreign language without losing this interest at all. Integrating proverbs and sayings in the EFL classroom through games is an effective way to raise students' interest of learning them, improve their cultural awareness, get them totally engaged and increase cooperation. Regarding proverb games as central to an educator's repertoire enhances their learning, proves the effectiveness of the interactive strategies applied during the lesson, highlights their great educational value and promotes authentic material use in TEFL as well. [ABSTRACT FROM AUTHOR]

Research is devoted to reviewing the quality of poetic translation of Bessarabian poets. For our study we have selected poems translated into French and Russian language . Evaluation of the quality of the translation requires, first of all, research of the target audience of poetic production. To this end, surveys were used in the search of such browsers : www.yandex.ru,www.google.com, and www.mail.ru with the same question: " What poetry do you read? " The survey showed that the main target audience for poetry were younger children, preschool and school age ( 70%). The remaining 30 % were distributed among the classics of national poetry, the poetry of contemporary youth, mainly love poetry, and the classics of world literature, of which, on the day of the interview ( 27/09/2013 ) have been named two - Baudelaire and Omar Khayyam . Accordingly, as the popular Russian-language translation of the Bessarabian poets a collection of poems for children and lyric poem, considered to be examples of an authorized translation, typical for the Russian translation's tradition have been found. The material used for the analysis of the conceptual translation into French was a collection of poems of Moldovan poets «Poèmes» in translation of L.Ciobotarencu. The paper also addresses the selection criteria for the translation of poetry . The hypothesis of comparative research was based on the thesis of the need for an authorized translation of the poetic works by the target native language interpreter, who must have some poetic gift, ideally - to be a poet . Only in this way the translated work will be able to enter the treasury of the foreign language culture. [ABSTRACT FROM AUTHOR]