ACROSS Journal of Interdisciplinary Cross-border Studies

Enhancing the Written Message Production Competence in Teaching Romanian to Foreign Students

Angela POPOVICI — 2025-07-09

The article addresses the importance of developing writing skills in Romanian as a Foreign Language (RFL) classes, particularly among A2-level foreign students. Starting from the observation that foreign language teaching places communication at the center of instructional activities, the necessity of rebalancing the didactic focus towards effective support methods for coherent writing is argued. A gradual narrative method is proposed and described, centered on the step-by-step construction of a narrative text based on a personal experience. The method is structured into logical stages— generating the narrative idea, introducing descriptive details, using connectors, and final self assessment—and is illustrated through a concrete example of classroom application. The conclusions highlight the benefits of the method in enhancing clarity, expressiveness, and autonomy in the writing process.

Metaphors and Translation, A Cognitive Study of Si Mohand Ou Mhand’s Selected Poetry

Kahina MECHAT — 2025-07-09

This study aims to analyse and evaluate the double translation, from Kabyle into French and from French into English, of twelve metaphors extracted from four poems of Si Mohand’s Ou Mhand. Mouloud Feroun translated the poems from Kabyle into French, and then Pierre Joris translated them into English. Thematic Organization Points (TOPs), which is a term advanced by Schank (1982), is used to explain each metaphor and the way it is translated. Cook’s schema refreshment (1994) is then used to evaluate the translation itself. The study is cognitive, analytical, descriptive, and qualitative. The study’s significance lies in its corpus, as studies regarding Si Mohand’s Poetry rarely dealt with three versions at a time. Furthermore, it is exhibited in the way the analysis is conducted, as it puts forward a new way of understanding metaphors separately in each version. It also suggests a way to evaluate the translation. The study aims to investigate to what extent equivalence is achieved within the translated metaphors. Results show that 67% of the metaphors translated from Kabyle into French are schema-reinforcing, 16.5% are schema-preserving, and 16.5% are schema-disrupting. Moreover, 8% of the metaphors translated from French into English are schema-reinforcing, 92% are schema-preserving, while there is no schema-disrupting metaphor. Furthermore, the schemata exhibited within the Kabyle version and the English version are as follows: 75% are schema reinforcing, 17% are schema preserving and 8% are schema disrupting. Based on that, the study concludes that the metaphors’ translation process was quite successful as there are only two schemata, which are schema disrupting in the Kabyle/French translation process, none is signalled in the French/English one, whereas only one schema disrupting was deduced in the Kabyle/English translation process.

Integrating communicative grammar into EFL instruction for effective learning

Ina PARA — 2025-07-09

This article explores the role of communicative grammar in EFL instruction. It examines the theoretical foundations of communicative grammar, its integration into communicative language teaching, and practical strategies for teaching grammar in EFL contexts. The study evaluates the impact of a communicative grammar lesson on the use of the present perfect tense, with the adverbs ever and never, incorporating tasks such as pair interviews and guided discovery. Data was collected from 8 pre-intermediate learners during a 45-minute online session, through observations, student feedback, and pre- and post-lesson quizzes. Results indicate significant improvement in students' ability to correctly use the target structure, with a 37.5% average increase in accuracy. The findings support the argument that communicative tasks, such as peer interviews and focused feedback, enhance grammatical understanding and encourage more natural language use. The study suggests that a
communicative approach to grammar instruction promotes more effective and engaging language learning.

Developing creative skills of pre-school children from the perspective of intellectual factors of creativity

Oana Iuliana ENACHE — 2025-07-09

The human psychic system is based on complex psychological processes and functions, in which activities and psychic attributes that form personality are integrated. The personality system is studied under the aspect of temperament, aptitudes and character, besides which, an important place is occupied by creativity, a term emphasized in relation to its three meanings creative behavior and psychic activity, personality structure or creative style and group creativity, all of which are relevant from the point of view of the individual's adaptation to the environment in which he lives. This complex approach needs to be started at the earliest possible stage, so that educational actions can make their mark on individual typology or in certain contexts of performance achieved as a result of group activity.

Implementation of teaching principles for the development of preschoolers’ creativity through integrated activities in kindergarten

Oana Iuliana ENACHE — 2025-07-09

Preschool education provides the foundation for the formation of each individual's personality, facilitating the development of the mental processes necessary for integration in diverse activities, as well as the traits of will and character that support development. Identifying the specific characteristics of creativity at pre-school age and the psycho pedagogical conditions which can stimulate or inhibit its development are essential guidelines for the educational process in nursery schools. The development of creative abilities, however, is achieved as a result of the design and implementation of activities geared to the psychosomatic characteristics of pre-school children, in accordance with the methodological, scientific and teaching aspects specific to the age level. Providing a didactically adapted legislative framework can ensure the success of activities and better results with pre-school children.

Professional Burnout of Higher Education Teachers:

Sergey ZAKHARIA — 2025-07-09

The problem of emotional burnout of higher education teachers is a consequence of constant exposure to stressogenic factors and has negative consequences affecting the physical state of the teacher, psychological and emotional spheres. The article analyses the problems and identifies constructive ways of solution: from preventive measures to optimisation of working conditions of a higher education teacher, which can have a beneficial effect on both external and personal factors of emotional burnout in professional activity.