Studenții alogeni și competența de citire-înțelegere: provocări, blocaje, strategii și soluții
International students and reading comprehension skills: Challenges, barriers, strategies and solutions

Summary/Abstract: For more than half a century, linguists and educators from all over the world, such as L. Ehri, K. Goodman, W. Rivers, J. Zwiers, F. Serafini (to name but a few) have been intensely concerned with the research of the reading-comprehension process, in general, and with the challenges and possible solutions in the case of acquiring a second (sometimes third) language after the mother tongue (and, in this case, after English). These studies have shown that reading turns out to be a complex and interactive process, in relation to which students can experience great difficulties, which target language, memory, sensory perception and motivational aspects (K. Maria, P. Pearson and L. Fielding, G.E. Woolley).My paper, organized in three parts (one that sets the general framework of the analysis, another in which the research methodology is outlined and a third, in which the collected data are processed) aims to present the analysis of the data resulting from an experiment carried out during three years in the framework of the Preparatory Year at "Petroleum-Gas" University in Ploiesti during 2020-2023, having as its subject the difficulties of receiving a written message for the B1 level by allogeneic students (72 in number), coming from all corners of the world. I was particularly interested in identifying those elements that lead to difficulties and blockages and finding some strategies by which they can be eliminated or at least ameliorated, but also the extent to which we can correlate reading-comprehension skills with that concerning written and oral communication in Romanian.

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