Didactic Approaches to Optimizing Vocabulary Acquisition in Teaching Romanian as a Foreign Language (Level A1+)

Abstract

This study analyzes the effectiveness of teaching strategies applied to vocabulary acquisition by A1+ level learners. Objectives: The research focuses on different thematic areas exploring the transition from mechanical memorization to active use of lexicon in real communication contexts. Prior Work: The proposed teaching methodology integrates modern techniques such as the Frayer model and semantic mapping, which facilitate conceptual organization and long-term retention. Approach: The Frayer model serves as a graphic organizer for conceptual analysis and explicit lexical instruction, grounded in theories of cognitive processing and mental schema. Results: The results indicate that assimilation is optimized and allows for the rigorous delimitation of semantic fields through four analytical quadrants, thereby encouraging the learner’s autonomy in managing linguistic resources. Implications: The research presents the adoption of structured and explicit strategies, the study supports the effectiveness of the Frayer model, semantic map, interactive tasks (role-playing, simulations), which require the active use of learned vocabulary, rigorous contextualization of vocabulary acquisition for Romanian as a foreign language teachers, researchers in the field of foreign language teaching. Value: The success of lexical acquisition at the A1+ level depends not only on the rigorous contextualization of terms but also on the learner’s ability to mobilize vocabulary autonomously in real-life interactions.