Content based learning-Task based learning-Problem based learning in Teaching Romanian Language to Foreign Students

When talking about the process of Romanian language teaching, learning and using language, leads us to idea that we are faced with a considerably large number variables. No matter what happens during process, there is always something good acquire put into practice. Despite this “methodological painkiller”, boosting efficiency determining factor. In practical, everyday management classes, it common knowledge more challenging for teacher do “inappropriate” than “correctly”. However, considering almost all actions count, teachers’ exclusive attention comes as necessity. As rest things have mentioned above be seen in different way. Natural usage involves fluency one can get impression not difficult learn activate. It pointless say factor encouraging students part “effort”. contrast, artificial, highly automated tends change nightmare both teachers learners. The context CBL, TBL PBL represented by Communicative teaching. communicative approach was developed mainly British applied linguists 1980s reaction against grammar-based approaches like situational teaching audiolingual method. Strange may seem, foreign being taught modern/current classes lose center context. main focus no longer on but some relevant subjects. Indeed, should an end means. terms, works mostly message-focused activities rather form-focused ones. modern approaches, term “learning” becomes very general one, biased favor acquisition.