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CNAA / Theses / 2008 / June /

Building Motivation for Learning Medical Language by Non-Native Students (in the context of the Romanian curriculum for higher education)

Author: Maria Pruteanu
Degree:doctor of pedagogics
Speciality: 13.00.02 - Theory and Methodology of Instruction (on disciplines)
Scientific adviser: Nicolae Silistraru
doctor habilitat, professor, Institute of Education Sciences
Scientific council:


The thesis was presented on the 12 June, 2008
Approved by NCAA on the 23 October, 2008


Adobe PDF document0.42 Mb / in romanian


CZU 81’ 276. 6 : 61(043.3)

Adobe PDF document 1.12 Mb / in romanian
153 pages


Motivation, motivating factors, motivating optimism, intrinsic and extrinsic motivation, over motivation, contrast in teaching the target language, consecutive relation, comparative relation, associative relation, logic-semantic elements, linguistic interference, connective-pivot elements, dialogical syntax, stratification linguistics, textual linguistic cycle, communication competence, pragmatic competence, multilingual competence, multicultural competence, regularization, interaction text-language, the technology of learning a language.


The paper deals with cognitive-learning motivation building in non-native students when learning medical language while studying Romanian, in cases when studying Romanian has exceeded the narrow framework of a teaching subject, becoming a socialization and professionalization factor.

In the part dealing with theory, relevant ideas are explored, which refer to the classification of motivation to learn, the types and functions of such motivation, in particular the activation and directing function, the role of the active learning method in the use of the language etc. Also, the author identifies the difficulties encountered at various stages, awareness of which facilitates the carrying out of some motivational activities; motivational factors are analyzed: contrasting teaching of Romanian against the mother tongue of the students, (re)assessment of translation assignments that contribute to building the language-cognition skills of the student by building-up vocabulary based on medical jargon, building Romanian text reading skills, etc.

Special attention is given to the analysis of the psychological and linguistic characteristic features of dialogue and the teaching and teaching methodology implications thereof, as well as those of the dialogue syntax, logical-linguistic and logical-functional elements of medical language (associative, comparative, value relationships; textualization, etc.).

Strategic use of connective pivot elements in learning medical language by non-native students: lexical archiving by learning by heart, revealing the semantic and cultural value of words, derivation, etc. provide real opportunities to motivate non-native students to learn Romanian, as well as medical jargon.

From the practical viewpoint, the author has identified the methodology of activating teaching by examining the techniques of building vocabulary, as well as by laying the foundation for the medical language learning technology, to be used when teaching non-native students Romanian.

The development of the pedagogic model for building motivation for learning medical Romanian language by non-native students and its experimental validation aims at building motivation in non-native students for learning medical language, i.e. based on medical language learning - through learning it as a process, as well as for building motivation and communication skills as such, as a finality. Thus, the author has shown that motivation is based on language and contributes to language learning, while language learning influences students' motivation, which can be thus referred to as ascending motivation.