PREDAREA CONSTRUCȚIEI INTEROGATIVE ÎN LIMBA ROMÂNĂ CA LIMBĂ STRĂINĂ: TIPOLOGIE, DIFICULTĂȚI ȘI STRATEGII DIDACTICE
TEACHING INTERROGATIVE STRUCTURES IN ROMANIAN AS A FOREIGN LANGUAGE: TYPOLOGY, DIFFICULTIES AND DIDACTIC STRATEGIES

Summary/Abstract: This article aims to analyze interrogative structures in Romanian from the perspective of teaching them to foreign learners. The study begins with a classification of the main types of interrogatives (yes/no, wh-, alternative, rhetorical, negative, and indirect), highlighting their structural and pragmatic features. It also discusses common difficulties encountered by learners, such as the crucial role of intonation, the relative flexibility of word order, the interpretation of pragmatic nuances, and interference from the mother tongue. Furthermore, the paper proposes a range of pedagogical strategies tailored to teaching Romanian as a foreign language, including the communicative approach, inductive learning, contrastive methods, and the use of authentic materials. The findings emphasize the importance of integrating grammatical form with communicative function, as well as adapting instruction to learners’ proficiency levels (A1-C1).

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