Măiestria în predarea limbii române ca limba străină [Articol]

Abstract

If we regard language from a systemic perspective, we note that it belongs, as a subsystem, within the system of human personality, entering inter-systemic relationships and being thus influenced by the other subsystems (thinking, behavior, culture, social relationships, etc). This is why we can state that language is the result of all these relationships, intra- and inter-systemic, every language expressing the culture, history, civilization, temperament and character of the people speaking it. The different methods of teaching a foreign language take these aspects into account. Over time, they alternated mainly between two principles: the rational principle, based on which explicit methods were established (using grammar explanations), and the intuitive principle, which generated implicit methods. First relying on the classical method (grammar/translation) and then experimenting with various intuitive methods, we have arrived at our own method, which combines intuition with rationality. We employed both teacher-led dialogue and spontaneous dialogue, meaning, repetition based on a model but also free expression, observing the variations of words based on grammatical meanings, but also offering contrasting tables with grammatical elements from Romanian language side by side with the corresponding words in the learners’ native languages. Although we heavily encouraged spontaneous, free conversation with every opportunity, we did not neglect reading, somethings avoided by intuitive methods, also dictation – absolutely necessary in the case of student learners, who have to take notes based on professors’ lectures in Romanian all through their college years – as well as essay writing based on assigned topics, which is a skill that they also use through their college years. Taking into account all the factors that contribute to forming the new system of linguistic resonators in the minds of learners, we reached the conclusion that the teacher is the main factor, the one making possible the formation of new linguistic habits, of a new system of linguistic resonators alongside the old ones. Metaphorically speaking, the teacher is the conductor who brings the concert to life.

Privind limba din perspectivă sistemică, constatăm că se încadrează, ca subsistem, în sistemul personalităṭii umane, intrând în relaṭii intersistemice şi fiind, deci, influenṭată, de celelalte subsisteme (gândire, comportament, cultură, relaṭii sociale etc.). de aceea, se poate spune că limba principii: este un rezultat al tuturor acestor relaṭii intra şi extrasistemice, orice limbă exprimând cultura, istoria, civilizaṭia, temperamentul şi caracterul poporului care o vorbeşte. metodele de predare a unei limbi străine iau în considerare aceste aspecte. de-a lungul timpului, ele au oscilat în functie de două principii: principiul raṭional, pe baza căruia s-au format metode explicite, bazate pe explicaṭii gramaticale şi principiul intuitiv, care a generat metode implicite. bazându-ne la început pe metoda clasică (gramaatică – traducere) şi experimentând apoi diverse metode intuitive, am ajuns la o metodă proprie, care îmbină intuiṭia cu raṭiunea. am utilizat atât dialogul dirijat cât şi pe cel spontan, deci repetarea după model dar şi exprimarea liberă, observarea variaṭiilor cuvintelor în funcṭie de sensul gramatical dar oferind şi tabele contrastive în limba maternă şi în limba tomână, fără a neglija lectura, dictarea dar şi compunerile pe teme date. luând în considerare toṭi factorii care contribuie la formarea noului sistem de rezonatori lingvistici în mintea cursanṭilor, ajungem la concluzia că profesorul este factorul principal, cel care face posibilă formarea unor noi automatisme lingvistice alături de cele vechi. metaforic vorbind, profesorul este dirijorul care dă viaṭă concertului.