Limits and Hypostases of Playfulness during Online RLS Classes

Abstract

Playfulness is seen as a harmony of two vectors: entertainment and seriousness; thus, it represents a didactic resource which deserves to be taken into consideration when teaching Romanian as a foreign language (RFL). Game component, pleasure and interactivity presupposed in didactic games, represent the premises of optimisation of educational process as long as they are attentively and efficiently exploited by the teacher, being an extremely useful didactic strategy in the framework of the lessons of Romanian as a foreign language. No matter if we see the key word of the present paper – “game” – from the literary, grammatical, semantic or pragmatic point of view, the element which links all these perspectives is the playful aspect implied by each of them. A unanimous recognition of the formative possibilities of games continues in the field of pedagogical theory, with the establishment of the optimal didactic ways of the realisation of its potential. Stemming from this observation, the present paper underlines the playful aspect of didactic activity appearing in the “didactic game”, which becomes an efficient method in teaching Romanian as a foreign language (through simulation and/or dramatisation). The role and the importance of didactic game consist in the fact that it facilitates the process of assimilation, fixation and consolidation of knowledge. At the same time, due to its formative character, it influences the development of our students. At the lessons of Romanian as a foreign language, a Russian-speaking foreign student finds a favourable environment for the development of language skills necessary to successfully integrate not only in the university circles to which he aspires, but also in the society which adopts him.