Masterfulness in teaching romanian as a foreign language

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.