Seen that most of our studies on Interlanguage treats it as a system in itself, this article aims to present the theories on which the studies are based, along with an original comparison between interlanguage and diasystem, in order to support the autonomy of the learner’s language.
 

The article examines the influence exercised by Polish language with regard to military terminology of old Romanian vocabulary. By establishing three lexical-semantic fields, we shall take into account generic names of military personnel, generic names of military grades and generic names of weaponry and munitions. Polish influence over Romanian old vocabulary between XVI and XVIII centuries is the result of direct relations between Romanian and Polish savants, due to contact of Moldavian scholars with Polish schools during their studies and with Polish realities or due to presence of Polish people in Moldova, as missionaries and/or travelers. Therefore, we shall examine how Polish influence has distributed over Romanian old texts, such as chronicles or text translations from Polish language by rendering to Romanian language lexical loanwords into the military field of direct Polish origin or lexemes in Polish originated from Latin or sometimes, a Romanic idiom.
 

There is a large variety of language anxiety correlates. Some of them have been investigated individually, while others in big clusters. They come from various spheres of student functioning: they are personal and educational, though the impact of social factors in affecting language anxiety has so far been neglected. In the article a global picture of language anxiety correlates is presented. It is argued that the correlates can be divided into three basic groups: personal, educational and out-of-school. Within the personal group there were: gender, place of residence, and general anxiety. The educational correlates included forms of FL achievement, student’s attitude to the FL teacher and subject, FL task difficulty, coping and language learner beliefs. The social (out-of-school) correlates of language anxiety comprised social support, economic strain and critical events. It seems that these factors, varying in space (intra- to interpersonal dimensions), are closely related to levels of language anxiety.
 

Classroom environment is frequently perceived as an inhibitor to genuine language interaction. Many authors agree that its characteristics does not allow to create opportunities for authentic communication. Some IT tools, such as virtual worlds or video games, are claimed to have the potential to enrich the communication between learners. The dynamic nature of virtual reality predisposes it to become a perfect tool enabling a creation of a multidimensional environments enriching FL lessons. In the present paper, we will analyse fragments of three different language lessons. The first two were conducted in a virtual world, Second Life. We will try to define characteristic features of this particular environment. During the last analysed lesson, a platform video game was implemented. By comparing these two distinct ways of incorporating virtual reality into classroom practice, we will attempt to reflect on its potential to transform the foreign language learning experience.
 

Teaching gifted children is an everyday challenge which needs to be won in order to avoid demotivation and school abandoning. In language teaching different strategies and techniques can be used to engage these particular kinds of students. This essay examines the main characteristics of gifted students as long as teacher’s attitudes towards them. In the following text, some procedures are explained to motivate and stimulate language learning in gifted students.
 

This work intends to analyze the linguistic production of Wojciech Meisels, author of Italian language grammars and a bilingual dictionary Italian-Polish, Polish-Italian. This work reconstructs the author’s life and tries to understand his first contacts with the Italian culture and language. Survivor the Second World’s War, Wojciech Meisels was the professor at the Jagiellonian University of Cracow. He prepared a highly popular bilingual Italian-Polish, Polish Italian dictionary, in two volumes, entitled Podręczny Słownik włosko-polski (1964) and Podręczny słownik polsko-włoski (1970). The second part of the article presents a lexicographic analyze of this dictionary trying to explain its success

The main objective of this paper is to show the main syntactic differences and similarities between the Polish and Spanish subsystem of the verbs of ‘becoming’