Interference between Romanian and English in learning English by the Romans

In "INTERFERENCE BETWEEN THE ROMANIAN LANGUAGE AND ENGLISH Learning English by Roman," I addressed a central issue in applied linguistics: identification and analysis of errors made by Romanian as their mother tongue speakers in using English as a Foreign Language. This research theme is relevant evidence. From the theoretical point of view, a careful analysis of errors made in the process of learning a foreign language opens the way to a proper understanding of the cognitive process of learning a language other than mother tongue system. Such errors can be determined by the properties of the native language and the target language, their analysis may lead to a deeper understanding of the properties of language, principles and values ​​of universal grammar parameters and mechanisms of interference between multiple systems language. Such research topic is relevant beyond the linguistic theory. Teaching strategy can not be the same regardless of the mother tongue of the target group. An appropriate teaching strategy must start from the identification of errors and understanding their causes. Therefore, the researcher has the mission to identify important errors and, especially, to analyze them properly due. Only a proper understanding of the errors could pave the way towards a contextualised understanding of teaching based on cognitive process of learning a foreign language. This I had proposed in this paper: we analyzed the errors made by my students in the practical course of English, errors implications for understanding the learning process and, in particular, the phenomenon of linguistic interference. Were assessed a total of 124 works by students of different years of study in which we identified errors due to transfer language (interlanguage errors), specific errors taught language (intralingual errors) and error learning (developmental errors).
An important place is occupied by work in contrast analysis to identify causes difficulties and errors in learning English by the Romans. We illustrated the types of difficulties in the vocabulary, morphology, syntax, time and appearance. We analyzed these errors in terms of contrastive analysis and valuing a long teaching experience, we have proposed various strategies to avoid and correct the errors identified. I made an error on the empirical case files with errors. The first set contains 160 errors due to structural analogy and transfer. The second set contains 174 errors, of which 40% were considered as due to language transfer. The empirical data confirm the hypothesis on the important role of language transfer in learning a foreign language.
In the last part of the book "Exercises corpus of empirical application recovery" from the inventory and analysis of errors in previous chapters, we have proposed numerous exercises whose purpose is to remedy the errors of transfer.
I recommend this book both teachers and students of English will meet in the hope that its contents useful information for understanding the teaching of English.

Lecturer Dr. Doina Ivanov