Intercultural didactic discourse in the relationship between students and Romanian as a foreign language

Abstract

The present article investigates didactic discourse in Romanian as a Foreign Language (RFL) classes,
focusing on the communicative dissonance observed in interactions between the teaching staff and
international students. The research originates from the observation that, in the absence of adequate
mediation, the academic message is received in fragments, creating an asymmetry between the
sender's intention and the receiver's decoding capacity.
The methodology is applied in nature, based on a case study conducted at the "Dunărea de Jos"
University of Galați. For data collection, two semi-structured questionnaires were employed,
administered to a sample of 27 Ukrainian students and 7 faculty members. These instruments enabled
precise identification of points of blockage and affective barriers that impede fluent verbal interaction.
The study demonstrates that the success of language acquisition in the university environment
imperatively depends on the use of mediation strategies and identity validation within the didactic
discourse.
The research results, grounded in the analysis of the learning experience and student perception,
confirm that a didactic discourse centered on mediation strategies constitutes the determining factor
in reducing psychological resistance and increasing the efficiency of verbal interaction during
courses.